IM Cultural Institute

Tag: Digital Literacy

  • The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    This recent review article explores the potential of media literacy as a response to the growing challenge of misinformation, an issue that has attracted increasing attention from academics, policymakers, and social media platforms. It focuses on assessing the effectiveness of media literacy strategies designed to help individuals better engage with and evaluate misleading content.

    The authors used a rapid evidence assessment of research published between 2011 and 2021, examining studies at the intersection of media literacy and misinformation.

    Results show that certain types of media literacy interventions are effective, particularly those that encourage conscious, rational engagement with content and support the development of critical thinking skills. However, the effects of these interventions vary over time, reflecting the complexity and evolving nature of media and information environments.

    Learn more about this review here: https://ijoc.org/index.php/ijoc/article/view/23549/5009

    Reference

    Anstead, Nick et al, “The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment”, International Journal of Communication19(2025), 2129–2151

  • Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

    Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

    Social Media Literacy – As an emerging concept that remains underdeveloped in the literature, it is presented as a relevant framework for understanding how individuals interact with digital platforms.

    Through a systematic review, the authors aimed to descriptively analyze the main definitions and competences associated with social media literacy.

    To achieve this, a literature search was conducted in the Web of Science, PubMed, and Scopus databases, covering publications between 2010 and 2021 and limited to scientific articles in English and Spanish, with a total of 15 studies selected after applying inclusion and exclusion criteria.

    Findings indicate that social media literacy builds on traditional media literacy while integrating the specific characteristics and implications of digital platforms. It is closely linked to the development of cognitive competences, with critical thinking playing a central role, alongside socio-emotional and technical competences shaped by social context.

    Authors also highlight the influence of social, cultural, economic, and political contexts, as well as the distinct cultures of different platforms, in shaping users’ experiences and interactions on social media.

    Learn more about this review here: https://doi.org/10.3390/ijerph19148807

    Reference

    Polanco-Levicán, K., & Salvo-Garrido, S. (2022). Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences. International journal of environmental research and public health, 19(14), 8807

  • A Snapshot of Digital Literacy

    A Snapshot of Digital Literacy

    This literature review has the purpose of analyzing the impact of digital literacy and its evolving nature on individuals’ daily lives.

    It explores digital literacy frameworks, approaches to digital literacy education, as well as the relationship between digital literacy and critical thinking, while also addressing emerging and future challenges in digital contexts, providing insight into digital literacy from the perspectives of global citizenship, critical thinking, and rapidly advancing technologies.

    Drawing on a qualitative review of recent literature, the authors reflect on current research to identify key trends in digital literacy.

    Analysis indicates a growing focus on digital literacy over time, with different organizations and institutions developing their own frameworks to support and implement digital literacy initiatives. The review also shows that digital literacy development often begins within the family at an early age and continues throughout life as part of a broader lifelong learning process.

    Moreover, it is discussed how engagement with online resources—particularly social media—contributes to the development of digital literacy skills, while at the same time requiring strong critical thinking abilities to evaluate and filter information. Issues such as information suppression are highlighted as important concerns, underscoring the increasing significance of digital literacy for future generations. As digital technologies continue to advance, the scope of digital literacy is expected to expand further, including competencies related to artificial intelligence.

    Learn more about this review here: https://doi.org/10.1108/LHTN-12-2021-0095?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

    Reference

    Tinmaz H, Fanea-Ivanovici M, Baber H (2023), “A snapshot of digital literacy”. Library Hi Tech News, Vol. 40 No. 1 pp. 20–23

  • Untangling Media Literacy, Information Literacy, and Digital Literacy: A Systematic Meta-Review of Core Concepts in Media Education

    Untangling Media Literacy, Information Literacy, and Digital Literacy: A Systematic Meta-Review of Core Concepts in Media Education

    This systematic meta-review of scientific literature addresses the concepts of media literacy, information literacy, and digital literacy, examining how these three forms of literacy are defined and discussed.

    Texts were retrieved in two stages. The first text extraction was carried out in November 2015, and a second extraction took place in March 2019, a method that allowed for tracking the evolution of scientific literature over this period. In order to be selected, texts needed to address literacy concepts, propose definitions for these concepts, and discuss how they relate to competing or complementary terms.

    Through an analysis of the corpus, four trends within scientific literature were identified as problematic:

    • a significant increase in the number of concepts pertaining to the concept of literacy between 2000 and 2019;
    • a lack of consensual definitions for these concepts;
    • limited interdisciplinarity;
    • and the development of concepts and “integrative” frameworks with the aim of connecting and organizing the various literacies.

    In short, it highlights increasing conceptual complexity, heterogeneous perspectives, and a degree of theoretical disorganization that contributes to ongoing difficulties in operationalizing these literacies in research, concluding that research on media, information, and digital literacies is affected by this conceptual ambiguity, resulting in difficulties in translating theory into educational practice.

    Learn more about this review here: https://digitalcommons.uri.edu/jmle-preprints/20

    Reference

    Wuyckens, G., Landry, N., & Fastrez, P. (2021). Untangling media literacy, information literacy, and digital literacy: a systematic meta-review of core concepts in media education. Journal of Media Literacy Education Pre-Prints