Search results

While much research has examined the effect of media literacy in combatting misinformation, whether and to what extent news media literacy influences misinformation-related behaviors (i.e. misinformation sharing, misinformation correction) and the mediating effect of news media skepticism in the process remain less explored. Moreover, this line of research has extensively focused on a polarized information context (e.g. the USA) with less attention to a context where news information is more regulated and centralized. This paper aims to discuss the aforementioned objective.

The authors conducted a survey study of 720 Chinese adults.

This study reveals that greater new media literacy predicts higher misinformation correction behaviors, but fails to predict caution in sharing misinformation. Findings further demonstrate a nuanced mediating effect of news media skepticism that challenges previous assertions about its protective role. That is, higher news media literacy is associated with lower news media skepticism; lower skepticism is in turn related to lower misinformation sharing and greater misinformation correction.

The current study integrates news media literacy and news media skepticism in understanding misinformation-related behaviors. Findings generally speak to the tangible benefits of news media literacy in helping motivate corrective actions among the general public. However, this study also strikes a cautious note that future investigations of news media skepticism would benefit from a cultural perspective. Its connections with perceptions and effects on behaviors could vary according to different types of media and political landscapes.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2023-0172

This study aims to determine the differences in information professionals’ perceived news literacy skills and sharing behaviors with their demographics (gender, age, qualification, professional experience and working designation).

Using a quantitative research design, a cross-sectional survey was conducted to collect the data from information professionals working in university libraries.

Findings reveal that the use of social media channels for sharing news was significantly higher among the professionals in the age group <30 years as compared to the older age groups. Female professionals determine the authenticity of a news story more frequently than males. The study concludes that the factors such as age, education level and work experience significantly influence information professionals’ use of social media for sharing news and their news literacy skills.

The study holds some important practical implications in terms of identifying demographic factors in the perceived news literacy skills and sharing behaviors. Having information about the significant variations in demographics may help in adopting the targeted approaches for organizing news literacy sessions, as well as to develop a framework for news literacy instructions.

This study adopted the Framework for Information Literacy in Higher Education given by the Association for College and Research Libraries (ACRL) to develop the theoretical framework and questionnaire. The validated questionnaire on news literacy skills has been specifically constructed for the study in absence of finding any in the literature. Moreover, studies were hardly found assessing the difference of demographics with information professionals’ perceived news literacy skills and their news sharing behaviors.

As fake news and other disinformation are spread primarily online and erode trust in experts and institutions, they challenge the role of librarians as information gatekeepers. Experts have advocated for libraries to educate the public to resist misinformation, yet libraries cannot assume sole responsibility for information literacy work. In this chapter, the authors explore several successful information literacy programs in Ukraine, whose fake news problems made global headlines in 2014, when the Russian annexation of Crimea was accompanied by a flood of crude but effective disinformation. The authors look particularly at the Learn to Discern programs established by the international non-profit organization IREX to foster information literacy using techniques grounded in interdisciplinary expertise and carefully evaluated through pilot studies and follow-up evaluations. These programs train instructors through workshops and provide them with materials. In the first program, aimed at the general public, many of the instructors were librarians, and library facilities were heavily used to deliver the public training. In the second program, information literacy was integrated into the public school curriculum and thousands of teachers were trained to deliver expertly designed materials for particular grade levels and subjects. The authors also consider the special challenges posed by the COVID-19 pandemic, both as a source for new forms of misinformation and as a disruptor of training previously delivered in tightly packed libraries and classrooms. These Ukrainian programs demonstrate the potential for fighting fake news and other misinformation on a scale far beyond what could be accomplished by individual libraries acting alone.

The purpose of this paper is to describe the challenges associated with identifying newspapers of record for local, regional and national newspapers, specifically as those challenges pertain to students’ news media literacy. Visual literacy and information literacy intersections are explored.

Newspapers of record for province/territory and state areas of Canada and the United States of America were identified for student project purposes. Criteria for newspaper of record qualification were investigated, refined, and applied to all newspapers reviewed.

Distinguishing newspapers of record based on traditional criteria is inadequate in an online environment. Criteria must be more flexible and address both the visual as well as the content aspects of newspapers. Neither database access nor native website access alone is sufficient for identifying these newspapers. Straightforward and definitive identification of these newspapers will no longer be possible.

Librarians will be faced with focusing on content or visual literacy, addressing both in a meaningful way during a single instruction session will be difficult. More strategic instruction within and across disciplines is necessary to produce news media-literate and savvy students.

News media literacy for students in all disciplines is an urgent need and must incorporate both visual and content literacies. In a time of proliferation of news sources, understanding the challenges associated with identifying newspapers of record for both librarians and students is a necessary step in this area of information literacy.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The spread of fake news on Instagram is still a problem that needs to be solved. Teenagers are a generation that is vulnerable to fake news, for example, high school students. Students need media literacy to help them protect against fake news. The media literacy skills possessed by students influence the behavior of spreading fake news that they do. This study aims to examine the effect of student media literacy on the behavior of spreading fake news on Instagram among students at public high schools in Surabaya.

This study used an online survey to100 students at five public high school in Surabaya to get the data on their ability to respond to the fake news on social media Instagram.

It was found that there is a media literacy that has a significant effect on the behavior of spreading fake news on Instagram. Based on these findings, it can be concluded that media literacy influences the behavior of spreading fake news on Instagram, and other factors influence the rest. There are seven media literacy skills, and the high category are grouping, deduction, synthesis and abstraction abilities. Meanwhile, the abilities included in the medium category are analysis and evaluation abilities.

This paper will provide insight of the media literacy levels on teenagers in metropolitan city. This result can be used as guide to add the media literacy subject at high schools and can be used to strengthen the media literacy skills among teenagers.

This study aims to investigate the current practices being implemented against the dissemination of fake online news, identify the relationship of new media literacy (NML) with fake news epidemic control and find out the challenges in identifying valid sources of information.

To accomplish constructed objectives of this study, a systematic literature review (SLR) was conducted. The authors carried out the “Preferred Reporting Items for the Systematic Review and Meta-analysis” guidelines as a research methodology. The data were retrieved from ten world’s leading digital databases and online tools. A total of 25 key studies published in impact factor (IF) journals were included for systematic review vis-à-vis standard approaches.

This study revealed trending practices to control fake news consisted of critical information literacy, civic education, new thinking patterns, fact-checkers, automatic fake news detection tools, employment of ethical norms and deep learning via neural networks. Results of the synthesized studies revealed that media literacy, web literacy, digital literation, social media literacy skills and NML assisted acted as frontline soldiers in combating the fake news war. The findings of this research also exhibited different challenges to control fake news perils.

This study provides pertinent theoretical contributions in the body of existing knowledge through the addition of valuable literature by conducting in-depth systematic review of 25 IF articles on a need-based topic.

This scholarly contribution is fruitful and practically productive for the policymakers belonging to different spectrums to effectively control web-based fake news epidemic.

This intellectual piece is a benchmark to address fake news calamities to save the social system and to educate citizens from harms of false online stories on social networking websites.

This study vivifies new vistas via a reinvigorated outlook to address fake news perils embedded in dynamic, rigorous and heuristic strategies for redefining a predetermined set of social values.

This study aims to describe the critical literacy of online newsreaders on the viva.co.id website in dealing with clickbait news. Critical literacy is oriented to the critical power of online newsreaders by analyzing, evaluating and reflecting on the relationship of online newsreaders, texts and social and political contexts. This research will focus on the type of clickbait exaggeration or news headlines that use exaggeration.

This study uses a quantitative method with a descriptive approach. The purpose of quantitative research is to provide information on a situation by using scientific procedures to answer a question in an actual way (Sugiyono, 2010). Scientific observation is carried out carefully to obtain accurate results on a phenomenon. This study presents an overview of the situation or a phenomenon regarding the critical literacy of online newsreaders on the viva.co.id website in dealing with clickbait titles in Surabaya. The population in this study were all online newsreaders entitled clickbait on the viva.co.id website, where the number of online newsreaders on the viva.co.id website was not known. Sampling in this study used the Lemeshow formula (Lemeshow, 1997, as cited in Priyambodo, 2019). This formula determines the number of samples if the population is not known. Based on the calculation using the Lemeshow formula, it can be seen that the minimum sample size required is 96 respondents who are rounded up to 100 respondents with a 95% confidence level.

Based on the findings of the data recapitulation of the overall dimensions of critical literacy, this study shows that newsreaders entitled clickbait on the website viva.co.id have critical literacy skills that fall into the high category with an overall average of 4.07. This finding shows positive results because critical literacy skills are skills needed by newsreaders entitled clickbait on the website viva.co.id. Currently, online news is very much in number, and it may be that the news is not by the existing facts; therefore, this ability is considered very important because, with this ability, the reader can find out the ideology or interests that affect a news publication (Priyatni, 2010).

This research only uses an online news provider, namely, viva.co.id, it is an Indonesia-based online news provider that covers all news subjects.

This study will give understanding about the use of critical literacy to prevent negative impact on clickbait and is very useful for all online newsreaders, information practitioners and scientists.

The use of critical literacy to assess online news is rarely studied in Indonesia, especially when dealing with clickbait news that can harm or bring disadvantages for readers. So, this study is very important to help readers to prevent clickbait news.

This study explores social studies preservice teacher’s orientation toward teaching news media literacy in the era of fake news. Previous literature indicates that many social studies teachers express a desire to maintain neutrality in the classroom. As such, this study focuses on the preservice teachers’ articulated pedagogical practices around news media literacy, as well as the described forces and factors that influence their described stances.

This study uses work from the field of political communication to analyze course assignments, semi-structured interviews and survey responses in order to consider the ways 39 preservice social studies teachers articulated their anticipated and enacted pedagogical practices around news media literacy.

Findings suggest a prevalent desire among the participants to pursue neutrality by presenting “both sides,” echoing traditional journalistic pursuits of objectivity. The possible consequences of this desire are also explored. Additionally, the study suggests that parents, administrators and the content standards are viewed as forces, which will constrain their practices.

Using theorizing about the civil sphere, this paper considers implications for teacher educators. The civil sphere may provide a lens with which to analyze news media and may help preservice teachers adopt practices they view as risky.

This study aims to extend conversations around the teaching of news media, controversial political and social issues and the preparation of social studies teachers in the current social and political ecology by working to align the field with growing conversations in the field of political communication and journalism.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.