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The article investigates theoretical aspects of new media and their use in educational context. The author analyzes the concept of \"digital\" media, their essential features determining specifics of media usage, communication and human interactions. Media literacy and media culture are of special interest to the application of digital media in education. The author presents the own concept of the term \"media culture\" of individuals emphasizing the importance of value-motivational component of this complex phenomenon. The main task of this work is to understand the nature of digital media and their prospects for educational purposes, how they change the human interaction, what are new needs of the contemporary \"media generation\" formed or influenced by information and communication tools.

The World Health Organization has declared that misinformation shared on social media about Covid-19 is an “infodemic” that must be fought alongside the pandemic itself. We reflect on how news literacy and science literacy can provide a foundation to combat misinformation about Covid-19 by giving social media users the tools to identify, consume, and share high-quality information. These skills can be put into practice to combat the infodemic by amplifying quality information and actively correcting misinformation seen on social media. We conclude by considering the extent to which what we know about these literacies and related behaviors can be extended to less-researched areas like the Global South.

The mis- and disinformation order does not only consist of the dissemination of deceptive content but also involves using fake news as a blame-shifting label in politics and society. The salience of this label on social media and in political discourse, and the frequent discussions held about the threats of fake news in public opinion, may result in a systematic overestimation of mis- and disinformation’s presence. Even more so, these primed perceptions about false information may affect people’s evaluations of factually accurate information. In this article, we offer a theoretical account of how the public’s and media’s attention to mis- and disinformation, fake news labels, and the threats of mis- and disinformation may have a negative impact on people’s trust in factually accurate information and authentic news. In addition, relying on an experimental case study of pre-bunking interventions, we illustrate the extent to which tools intended to increase media literacy in the face of mis- and disinformation may also have ramifications for trust in reliable information. Based on this, we propose a forward-looking perspective and recommendations on how interventions can circumvent unintended consequences of flagging false information.

\"Media Literacies: A Critical Introduction traces the history of media literacy and grapples with the fresh challenges posed by the convergent media of the 21st century. The book provides a much-needed guide to what it means to be literate in today's media-saturated environment. Updates traditional models of media literacy by examining how digital media is utilized in today's convergent culture Explores the history and emergence of media education, the digitally mediated lives of today's youth, digital literacy, and critical citizenship Complete with sidebar commentary written by leading media researchers and educators spotlighting new research in the field and an annotated bibliography of key texts and resources \"-- Provided by publisher. -- \"Whether we like it or not, communication technologies -- ever smaller, more convergent, and comprehensive -- are tightly woven into the cultural fabric of our everyday lives. How did we get here? And what exactly does it mean to be 'literate' in this new media era? Media Literacies: A Critical Introduction traces the history of media literacy and grapples with the fresh challenges posed by the convergent media of the 21st century. The book explores the history and emergence of media education, contemporary youth and its digitally mediated lives, digital literacy, and critical citizenship. Sidebar commentary written by leading media researchers and educators spotlights specific issues and media phenomena. Media Literacies provides students and educators alike with an invaluable theoretical and practical approach to understanding media literacy in the remarkable digital age we find ourselves in\"-- Provided by publisher.

How do children understand the privacy implications of the contemporary digital environment? This question is pressing as technologies transform children’s lives into data which is recorded, tracked, aggregated, analysed and monetized. This article takes a child-centred, qualitative approach to charting the nature and limits of children’s understanding of privacy in digital contexts. We conducted focus group interviews with 169 UK children aged 11–16 to explore their understanding of privacy in three distinct digital contexts—interpersonal, institutional and commercial. We find, first, that children primarily conceptualize privacy in relation to interpersonal contexts, conceiving of personal information as something they have agency and control over as regards deciding when and with whom to share it, even if they do not always exercise such control. This leads them to some misapprehensions about how personal data is collected, inferred and used by organizations, be these public institutions such as their schools or commercial businesses. Children’s expectation of agency in interpersonal contexts, and their tendency to trust familiar institutions such as their schools, make for a doubly problematic orientation towards data and privacy online in commercial contexts, leading to a mix of frustration, misapprehension and risk. We argue that, since the complexity of the digital environment challenges teachers’ capacity to address children’s knowledge gaps, businesses, educators, parents and the state must exercise a shared responsibility to create a legible, transparent and privacy-respecting digital environment in which children can exercise genuine choice and agency.

In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept’s genealogy to a time before this tentative agreement was reached—when diverse scholarly lineages (e.g., computer literacy, information literacy, media literacy) were competing to shape the educational agenda for emerging communication technologies. Using assemblage theory, we map those meanings that have persisted in our present articulations of digital literacy, as well as those that were abandoned along the way. We demonstrate that our inherited conceptions of digital literacy have prioritized the interplay of users, devices, and content over earlier concerns about technical infrastructures and socio-economic relations. This legacy, we argue, contributes to digital literacy’s inadequacies in addressing contemporary dilemmas related to surveillance, control, and profit motives in connective environments. We propose a multidimensional framework for understanding digital literacies that works to reintegrate some of these earlier concerns and conclude by considering how such an orientation might open pathways for education research and practice.

This article introduces the regime of self‐optimization, a theoretical framework to understand how disadvantaged citizens are compelled to continually improve their digital skills and capacities to meet the demands of an increasingly digital welfare state. Consequently, we ask: How do low‐literate Dutch citizens experience the regime of self‐optimization in their everyday lives? Drawing on historical and discursive underpinnings of governmentality, responsibilization, and standardization, we propose a conceptual framework to examine how top‐down digital norms impose moral and practical obligations for self‐optimization. We distinguish two dimensions of self‐optimization: a vertical and horizontal mode. The first emphasizes extrinsic norms, efficiency, and personal responsibility, effectively attributing digital exclusion to personal failure while overlooking more profound structural barriers. The latter centers around intrinsic motivations, social support structures, trust, and context‐sensitive adaptation, thereby fostering inclusion and agency, although its effectiveness depends on social resources. Drawing on a longitudinal ethnographic study conducted in libraries, a community center, and a vocational school in the Netherlands (41 participant observations; 23 semi‐structured interviews), our findings show how these competing dimensions collide in the everyday lives of low‐literate Dutch citizens, revealing frictions that highlight broader socio‐political tensions in digitized welfare systems. These tensions highlight how the mechanisms intended to foster digital inclusion, by encouraging citizens to optimize themselves, can instead reinforce marginalization. By centering the experiences of marginalized groups, researchers and policymakers can more effectively address socio‐economic, linguistic, and cultural barriers to digital inclusion. This challenges the assumption that universalized digital inclusion initiatives are sufficient for all citizens. The regime of self‐optimization, thus, provides insights for designing human‐centered, context‐sensitive digital inclusion interventions in rapidly digitizing societies.

The era of computer new media brings opportunities to the current ideological and political education in colleges, but also brings serious impact. The constraints of the existing teaching mode make it difficult to improve the teaching result, so it is urgent to improve students' media literacy. Based on this, this paper first analyses the impact of ideological & political higher education under the context of computer new media, and then studies the current situation and problems of college students' media literacy in the new media era, and the necessity of improving students' media literacy based on computer. Finally, the paper puts forward the strategy of integrating the new media literacy of computer into the ideological & political higher teaching.

Investigating the effectiveness of media literacy interventions is essential to identify the most promising programs. This 2022 systematic evidence review, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline, aimed to collect and synthesize scientific evidence on effective media literacy intervention programs across different target groups and the used frameworks. A comprehensive search across major scientific databases (Web of Science, Scopus, ProQuest, Communication & Mass Media Complete, and Education Resources Information Centre) and rigorous screening and coding processes identified 119 studies on media literacy intervention effectiveness and outcomes. This review offers valuable insights into the current state of media literacy intervention research, emphasizing the importance of considering diverse target groups and exploring a wide range of outcomes to enhance our understanding of these interventions' impact.