IM Cultural Institute

Tag: Media Education

  • Media and Information Literacy and Critical Thinking: A Systematic Review

    Media and Information Literacy and Critical Thinking: A Systematic Review

    In a context marked by the spread of misinformation and the growing influence of media—particularly social media—on certain social groups, the authors highlight the need to analyze how media and information literacy in the formation of citizens contributes to the development of critical thinking.

    This effort is based on a systematic review of scientific literature addressing the intersection of critical thinking and media and information literacy. Using the Core Collection of the Web of Science and Scopus databases, the authors analyzed a sample of 65 articles selected through predefined inclusion and exclusion criteria.

    It was concluded that integrating media and information literacy into educational contexts contributes to strengthening individuals’ critical abilities, supporting the development of more informed and critically engaged citizens.

    Learn more about this review here: https://www.doi.org/10.4185/RLCS-2023-1939

    Reference

    López-González, H., Sosa, L., Sánchez, L. y Faure-Carvallo, A. (2023). Media and Information
    Literacy and Critical Thinking: A Systematic Review. Revista Latina de Comunicación Social, 81,
    399-423

  • 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