IM Cultural Institute

Tag: Media Literacy

  • Measuring Adults’ Media Literacy Skills and News Media Literacy Knowledge in the Context of Age, Gender, and Education Level

    Measuring Adults’ Media Literacy Skills and News Media Literacy Knowledge in the Context of Age, Gender, and Education Level

    This study investigated the relationships between self-reported media literacy skills, actual knowledge of news media literacy, and selected sociodemographic factors, namely age, gender, and level of education. Data were collected through an online survey conducted with a national sample of adults in Latvia (n = 871).

    Findings reveal a significant positive correlation between all self-reported media literacy skill subscales and the knowledge dimensions of news media literacy.

    Age is shown to be moderately negatively associated with self-reported media literacy skills and weakly negatively associated with news media literacy knowledge.

    Level of education demonstrates a weak positive relationship with both media literacy skills and news media knowledge, while gender does not significantly predict either form of media literacy.

    Relatively low levels of knowledge across three key dimensions were also identified: media industries, media content production, and media effects.

    Learn more about this study here: https://doi.org/10.23860/JMLE-2025-17-1-5

    Reference

    Davidsone, Agnese, Vineta Silkane and
    Ianis Bucholtz (2025), “Measuring adults’ media literacy skills and news media literacy knowledge in the context of age, gender, and education level”, Journal of Media Literacy Education, 17 (1), pp. 75-88

  • Social Media’s Effect on Sexual Literacy and Healthy Life Skills in Young Adults

    Social Media’s Effect on Sexual Literacy and Healthy Life Skills in Young Adults

    This study explored the relationship between social media use, sexual health literacy, and healthy lifestyle skills among university students, when social media has rapidly transformed how young adults access and engage with health information.

    The aim was to examine whether social media functions as a facilitator or a barrier to health-promoting behaviors in this population.

    Using a cross-sectional and descriptive design, 598 participants voluntarily completed an online questionnaire that included socio-demographic information, the Social Media Usage Scale, the Sexual Health Literacy Scale, and the Healthy Lifestyle Skills Scale.

    Results indicate that participants demonstrated good levels of sexual health literacy and moderate levels of healthy lifestyle skills. A significant positive relationship was found between sexual health literacy, social media use, and healthy lifestyle skills. Students who had previously received education in sexual health or media literacy achieved significantly higher scores in both sexual health literacy and healthy lifestyle measures.

    Additionally, demographic factors such as gender, income level, and place of residence were associated with healthier lifestyle behaviors.

    The authors conclude that responsible use of social media may contribute positively to young adults’ sexual health literacy and health-related behaviors. The importance of integrating media literacy and sexual health education into university curricula and public health policies is underlined, and they also suggest that targeted, evidence-based digital interventions could support young people in critically navigating health information and promoting long-term individual and public health outcomes.

    Learn more about this study here: https://doi.org/10.1186/s12889-025-25651-3

    Reference

    Dülger, H., Ada, G., Dilcen, H. Y., & Bilişli, Y. (2026). Social media’s effect on sexual literacy and healthy life skills in young adults. BMC Public Health, 26(1)

  • 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

  • Enhancing Media Literacy Through Two Ludic Tools

    Enhancing Media Literacy Through Two Ludic Tools

    A recent study examined the potential of game-based learning to address the challenges young people face in navigating misinformation and critically engaging with digital media. In an increasingly unfiltered social media environment, the authors emphasized media literacy as a key competence for evaluating information and making informed judgments.

    As methodology, existent research was used, combining a benchmarking analysis of 21 tabletop games with in-depth interviews conducted with 29 experts. The benchmarking data were analyzed through comparative content analysis to identify game mechanics that support the development of media literacy, while the interview data were examined using a Grounded Theory approach to extract insights into critical skills, effective pedagogical strategies, and youth preferences in gameplay.

    These analyses informed the design of two educational tabletop games aimed at fostering critical thinking, collaboration, and ethical decision-making.

    The first game, Social Media Puppeteers, places players in the roles of politicians, journalists, and scientists, encouraging strategic discussion about social media dynamics through simplified role-playing mechanics aligned with experiential learning approaches.

    The second game, Social Media Fake News, uses structured, card-based gameplay to help players identify and deconstruct misinformation, supporting interactive and hands-on learning.

    The study shows that both games promote cognitive, social, and emotional benefits, including empathy, teamwork, and face-to-face collaboration. Through immersive narratives and role-based decision-making, players develop critical media skills in engaging learning environments.

    Learn more about this study here: https://doi.org/10.15847/obsOBS19520252698

    Reference

    Contreras-Espinosa, R. S., & Eguia-Gómez, J. L. (2025). Enhancing Media Literacy through two ludic tools. Observatorio (OBS*), 19(5)

  • Improving Public Literacy in Hate Speech Cases on Social Media as an Effort to Mitigate Legal and Social Impacts

    Improving Public Literacy in Hate Speech Cases on Social Media as an Effort to Mitigate Legal and Social Impacts

    Following on the evidence that hate speech and the threats posed by it and its recurrence has not received enough attention, the authors have conducted a study of hate speech in social media, focusing in particular on insults that may constitute criminal speech and on the mindset of those who produce such content.

    Using a qualitative approach, the study analyzes a defamation case based on the final decision published on the Supreme Court website. Pragmatic analysis is applied to interpret the intentions underlying the offender’s speech.

    The findings identify several forms of insults, including accusations, curses, ridicule, and combinations of accusations and curses. These forms involve violations of pragmatic maxims, namely the maxims of quality, wisdom, and agreement.

    From a legal perspective, such speech can be prosecuted if it is done intentionally, contains accusations, is disseminated to the public, contains swear words, and defames the victim.

    Concluding results point to the need for greater awareness among social media users of the risks and consequences of insulting speech, emphasizing the importance of literacy around insult and defamation cases.

    Learn more about this study here: https://doi.org/10.17507/tpls.1504.10

    Reference

    Arianto, A. K., Santosa, R., & Yustanto, H. (2025). Improving Public Literacy in Hate Speech Cases on Social Media as an Effort to Mitigate Legal and Social Impacts. Theory and Practice in Language Studies, 15(4), 1120–1129

  • Empowerment Is Key? How Perceived Political and Critical Digital Media Literacy Explain Direct and Indirect Bystander Intervention in Online Hate Speech

    Empowerment Is Key? How Perceived Political and Critical Digital Media Literacy Explain Direct and Indirect Bystander Intervention in Online Hate Speech

    With hate speech being so widespread in digital media and capable of harming people and fueling recurring hostile discourse, the study of the factors that shape bystander intervention in response to online hate speech is crucial.

    Specifically, there is still a need to understand how perceived political and digital media literacy are related to the frequency of various forms of online bystander intervention, such as counter-speech or reporting. This is what this study seeks to do.

    Based on a national online survey of German citizens (N = 2,691), the analysis focuses on individuals with prior experience in responding to online incivilities (n = 672). The study examines how perceived levels of political and digital media literacy are associated with private and public, direct and indirect forms of intervention, such as counter-speech or reporting harmful content.

    Results indicate that a sense of empowerment in dealing with digital media content is associated with more frequent direct and public interventions, including the use of counter-speech against online hate.

    Learn more about this study here: https://doi.org/10.1177/20563051251325598

    Reference

    Obermaier, M., Schmid, U. K., & Rieger, D. (2025). Empowerment Is Key? How Perceived Political and Critical Digital Media Literacy Explain Direct and Indirect Bystander Intervention in Online Hate Speech. Social Media and Society, 11(1)

  • The Media Literacy Theory of Change and the Message Interpretation Process Model

    The Media Literacy Theory of Change and the Message Interpretation Process Model

    In this article, the authors offer an examination of the Message Interpretation Process (MIP) model, originally developed to explain how young people interpret entertainment media messages and make judgments about reality and behavioral choices.

    As the model has evolved, its core principles have contributed to the development of a complementary framework referred to as the Media Literacy Theory of Change. Both models are grounded in the view that media literacy involves cognitive and affective components of message interpretation, and that these skills can be taught, practiced, and adapted as individuals develop physically, cognitively, emotionally, and socially. The authors provide an explanation of both models, and also a review of related research.

    In short, it is concluded that the Media Literacy Theory of Change, rather than replacing context-specific literacy models, provides a shared perspective grounded in cognitive and affective message interpretation and decision-making.

    In conjunction with the Message Interpretation Process model, this framework offers a flexible and evidence-based foundation for future research, educational practice, and media literacy interventions aimed at supporting critical thinking and informed decision-making in complex information environments.

    Learn more abou this article here: https://doi.org/10.1093/ct/qtae018

    Reference

    Erica Weintraub Austin, Shawn Domgaard, The media literacy theory of change and the message interpretation process model, Communication Theory, Volume 34, Issue 4, November 2024, Pages 167–177

  • Citizen Journalism

    Citizen Journalism

    Proposal: Citizen journalistic empowerment and sustainable transformations

    Implementation: 2024 to 2026

    Call: CREA-CROSS-2024-MEDIALITERACY – NEWS – Media literacy

    Topic: CREA-CROSS-2024-MEDIALITERACY

    Type of Action: CREA-PJG – CREA Project Grants

    Proposed Budget: 640 983,50€

    Keywords: Training, Citizen Journalism, Sustainability, Media Literacy

    Objective: The project deals with the communication gap that exists in regional discourses and especially in social media regarding the challenges of sustainable transformations. Socio-ecological major challenges such as the climate crisis, digitalization, demographic change and others are accompanied by immense media interpretations and fake news orchestrated under the influence of algorithms, bots, and AI-generated content. They demand self-organized civic communication, especially from young change agents.

    The project activates the potential of citizen journalism in that part of civil society that productively promotes sustainable change in Europe by qualifying them to create their own media. The project’s overall objective is to empower citizens, particularly youth, to communicate sustainable transformations. Sub-goals include qualifying young individuals engaged in climate initiatives with communicative competences and media literacy skills, emphasizing citizen journalistic forms of communication. The project addresses the gap in knowledge-based regional communication, counteracts polarization, and aims to diversify content on platforms like Instagram, Youtube and TikTok. 

    By fostering citizen journalism, the project seeks to facilitate democratic, diverse, equal, and sustainable transformations in public discourse. The project aims to gradually expand in Europe, connect with similar projects and contribute to a global climate protection movement. To achieve these objectives it uses the transdisciplinary method of the real-world laboratory including: Regional focus groups involving young change agents, media and participatory journalism experts, a blended learning program with a transnational face-to-face encounter on media literacy and citizen journalism competences regarding climate crisis and socio-ecological cultural transformation, a digital european exchange platform lead by the young ambassadors and a media literacy handout for youth workers and media professionals.

    Partners:

    • Kolleg Für Management Und Gestaltung Nachhaltiger Entwicklung
    • IM Cultural Institute
    • Glocal Factory Societa Cooperativa Sociale 
    • Athens Network Of Collaborating Experts Astiki Etairia
    • Predict Csd Consulting Srl
    • Hmkw – Hochschule Für Medien Kommunikation Und Wirtschaft
  • News Literacy and Online News Between Egyptian and Spanish Youth: Fake News, Hate Speech and Trust in the Media

    News Literacy and Online News Between Egyptian and Spanish Youth: Fake News, Hate Speech and Trust in the Media

    An exploratory study reflects on whether citizens can be considered “responsible” in their online news behavior when exposed to harmful content, fake news, and hate speech.

    It aims to position news literacy as a mediating factor in fostering civic responsibility by investigating its role in improving young people’s online news experiences and preparing them to deal with harmful content.

    News literacy is conceptualized as a multi-structural construct composed of motivation, knowledge, and skills. Using a mixed-methods approach, focus group discussions and survey data were combined to examine youths’ online news experiences and assess their levels of news literacy. Youth samples from Egypt and Spain were the empirical basis of the research, allowing for a comparative analysis.

    Results reveal a positive correlation between news literacy and the ability to identify fake news and hate speech, higher engagement with news, greater concern for content accuracy before sharing, and stronger motivation to seek news.

    At the same time, respondents from both countries expressed negative perceptions of professional news media, citing concerns that news organizations are not adequately fulfilling their role as it should be.

    Learn more about this study here: https://doi.org/10.3916/C74-2023-06

    Reference

    Samy-Tayie, S., Tejedor, S., & Pulido, C. (2023). News literacy and online news between Egyptian and Spanish youth: Fake news, hate speech and trust in the media. Comunicar, 30(74), 69–81

  • Youths as Targets: Factors of Online Hate Speech Victimization among Adolescents and Young Adults

    Youths as Targets: Factors of Online Hate Speech Victimization among Adolescents and Young Adults

    In this study, the victimization of adolescents and young adults through online hate speech was investigated, a phenomenon that can cause severe psychological harm during critical developmental stages.

    Drawing on criminology’s routine activity theory, the research investigates factors that help explain why young people become targets of online hate speech.It is empirically based on a national, quota-based quantitative online survey representative of adolescent and young adult internet users (N = 1,180).

    Data analysis identifies six latent profiles of young targets, characterized by overall high or low levels of online hate speech victimization, as well as victimization related to gender, migration background, religion, and political engagement on behalf of the queer community.

    Concluding results show that relative subjective deprivation, political participation, and lower levels of digital media literacy are positively associated with overall victimization through online hate speech. At the same time, members of specific social groups and politically engaged youths are more likely to be targeted.

    Learn more about this study here: https://doi.org/10.1093/jcmc/zmac012

    Reference

    Obermaier, M., & Schmuck, D. (2022). Youths as targets: Factors of online hate speech victimization among adolescents and young adults. Journal of Computer-Mediated Communication, 27(4)

  • 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

  • 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