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literacy education program</title> <meta name="description" content="Search results for: media literacy education program"> <meta name="keywords" content="media literacy education program"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="media literacy education program"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 12882</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: media literacy education program</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12882</span> Media (Il) Literacy: An Evaluation of the Curriculum and Implementation of the Department of Education's Special Program in Journalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Isabelle%20S.%20Torres">Sarah Isabelle S. Torres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluated the curriculum and implementation of the Special Program in Journalism (SPJ). By conducting surveys, focus group discussions, and interviews and by analyzing the school publication of five national high schools, the researcher found out that SPJ is ineffective in instilling media literacy to the students. Media Literacy will help the students understand how media operates, thus, they will be able to produce outputs that are socially relevant, critical, and in-depth. For one, the curriculum includes lessons and activities that are mostly technical in nature. There are no theoretical topics such as ethics, history of the press, or media ownership. Second, most of the SPJ teachers have little background on Journalism and they are not trained enough to teach the program effectively. Third, most of the students are not really inclined in Journalism and do not see themselves as media practitioners in the future. Lastly, the Department of Education’s budget for the program is far from what the curriculum needs. All of these lead to the low Media Literacy levels of the students. SPJ, therefore, has to be reevaluated and amended. In conclusion, Media Literacy should be added in the curriculum so the students will not only be equipped with technical skills but with theoretical knowledge, as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism" title=" journalism"> journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a> </p> <a href="https://publications.waset.org/abstracts/18388/media-il-literacy-an-evaluation-of-the-curriculum-and-implementation-of-the-department-of-educations-special-program-in-journalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12881</span> The Emergence of Information and Communication Technologies Acting as a Challenge for Media Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geetu%20Gahlawat">Geetu Gahlawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Manisha%20Singh"> Manisha Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the recent years, the concept of media literacy is being extended from its traditional focus on print and audio-visual media to encompass the internet and other new media within academic and policy discourses. This article throws revolves around three significant queries which are to be dealt by the academia, general public and the policy-makers: What is media literacy? How is it changing? And what is the significance of media literacy? At the beginning of the article, the definition 'media literacy' is the ability to access, analyse, evaluate and create messages across a variety of contexts are given and then this is further being tested in connection with the internet and other information and communication technologies.Having advocated this skills-based approach to media literacy in relation to the internet, the article identifies some outstanding issues for new media literacy crucial to any policy of promoting media literacy among the population. The outcome is better understanding of media literacy and also the impact of ICT on media literacy by the public as well as media literate people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/36232/the-emergence-of-information-and-communication-technologies-acting-as-a-challenge-for-media-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">607</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12880</span> Development and Implementation of Early Childhood Media Literacy Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kim%20Haekyoung">Kim Haekyoung</a>, <a href="https://publications.waset.org/abstracts/search?q=Au%20Yunkyoung"> Au Yunkyoung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As digital technology continues to advance and become more widely accessible, young children are also growing up experiencing various media from infancy. In this changing environment, educating young children on media literacy has become an increasingly important task. With the diversification of media, it has become more necessary for children to understand, utilize, and critically explore the meaning of multimodal texts, which include text, images, and sounds connected to each other. Early childhood is a period when media literacy can bloom, and educational and policy support are needed to enable young children to express their opinions, communicate, and participate fully. However, most current media literacy education for young children focuses solely on teaching how to use media, with limited practical application and utilization. Therefore, this study aims to develop an inquiry-based media literacy education program for young children using topic-specific media content and explore the program's potential and impact on children's media literacy learning. Based on a theoretical and literature review on media literacy education, analysis of existing educational programs, and a survey on the current status and teacher perception of media literacy education for young children, this study developed a media literacy education program for young children considering the components of media literacy (understanding media characteristics, self-regulation, self-expression, critical understanding, ethical norms, social communication). To verify the effectiveness of the program, it was implemented with 20 five-year-old children from C City S Kindergarten, starting from March 24 to May 26, 2022, once a week for a total of 6 sessions. To explore quantitative changes before and after program implementation, repeated-measures analysis of variance was conducted, and qualitative analysis was used to analyze observed changes in the process. significant improvement in media literacy levels, such as understanding media characteristics, self-regulation, self-expression, critical understanding, ethical norms, and social communication. The developed inquiry-based media literacy education program for young children in this study can be effectively applied to enhance children's media literacy education and help improve their media literacy levels. Observed changes in the process also confirmed that children improved their ability to learn various topics, express their thoughts, and communicate with others using media content. These findings emphasize the importance of developing and implementing media literacy education programs and can help children develop the ability to safely and effectively use media in their media environment. Based on exploring the potential and impact of the inquiry-based media literacy education program for young children, this study confirmed positive changes in children's media literacy levels as a result of the program's implementation. These findings suggest that beyond education on how to use media, it can help develop children's ability to safely and effectively use media in their media environment. Furthermore, to improve children's media literacy levels and create a safe media environment, a variety of content and methodologies are needed, and continuous development and evaluation of educational programs are anticipated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20children" title="young children">young children</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy%20education%20program" title=" media literacy education program"> media literacy education program</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20content" title=" media content"> media content</a> </p> <a href="https://publications.waset.org/abstracts/168889/development-and-implementation-of-early-childhood-media-literacy-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12879</span> A Case Study on the Development and Application of Media Literacy Education Program Based on Circular Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kim%20Hyekyoung">Kim Hyekyoung</a>, <a href="https://publications.waset.org/abstracts/search?q=Au%20Yunkyung"> Au Yunkyung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As media plays an increasingly important role in our lives, the age at which media usage begins is getting younger worldwide. Particularly, young children are exposed to media at an early age, making early childhood media literacy education an essential task. However, most existing early childhood media literacy education programs focus solely on teaching children how to use media, and practical implementation and application are challenging. Therefore, this study aims to develop a play-based early childhood media literacy education program utilizing topic-based media content and explore the potential application and impact of this program on young children's media literacy learning. Based on theoretical and literature review on media literacy education, analysis of existing educational programs, and a survey on the current status and teacher perceptions of media literacy education for preschool children, this study developed a media literacy education program for preschool children, considering the components of media literacy (understanding media characteristics, self-regulation, self-expression, critical understanding, ethical norms, and social communication). To verify the effectiveness of the program, 20 preschool children aged 5 from C City M Kindergarten were chosen as participants, and the program was implemented from March 28th to July 4th, 2022, once a week for a total of 7 sessions. The program was developed based on Gallenstain's (2003) iterative learning model (participation-exploration-explanation-extension-evaluation). To explore the quantitative changes before and after the program, a repeated measures analysis of variance was conducted, and qualitative analysis was employed to examine the observed process changes. It was found that after the application of the education program, media literacy levels such as understanding media characteristics, self-regulation, self-expression, critical understanding, ethical norms, and social communication significantly improved. The recursive learning-based early childhood media literacy education program developed in this study can be effectively applied to young children's media literacy education and help enhance their media literacy levels. In terms of observed process changes, it was confirmed that children learned about various topics, expressed their thoughts, and improved their ability to communicate with others using media content. These findings emphasize the importance of developing and implementing media literacy education programs and can contribute to empowering young children to safely and effectively utilize media in their media environment. The results of this study, exploring the potential application and impact of the recursive learning-based early childhood media literacy education program on young children's media literacy learning, demonstrated positive changes in young children's media literacy levels. These results go beyond teaching children how to use media and can help foster their ability to safely and effectively utilize media in their media environment. Additionally, to enhance young children's media literacy levels and create a safe media environment, diverse content and methodologies are needed, and the continuous development and evaluation of education programs should be conducted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20children" title="young children">young children</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=recursive%20learning" title=" recursive learning"> recursive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20program" title=" education program"> education program</a> </p> <a href="https://publications.waset.org/abstracts/168882/a-case-study-on-the-development-and-application-of-media-literacy-education-program-based-on-circular-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12878</span> Building a Model for Information Literacy Education in School Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tibor%20Koltay">Tibor Koltay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Among varied new literacies, information literacy is not only the best-known one but displays numerous models and frameworks. Nonetheless, there is still a lack of its complex theoretical model that could be applied to information literacy education in public (K12) education, which often makes use of constructivist approaches. This paper aims to present the main features of such a model. To develop a complex model, the literature and practice of phenomenographic and sociocultural theories, as well as discourse analytical approaches to information literacy, have been reviewed. Besides these constructivist and expressive based educational approaches, the new model is intended to include the innovation of coupling them with a cognitive model that takes developing informational and operational knowledge into account. The convergences between different literacies (information literacy, media literacy, media and information literacy, and data literacy) were taken into account, as well. The model will also make use of a three-country survey that examined secondary school teachers’ attitudes to information literacy. The results of this survey show that only a part of the respondents feel properly prepared to teach information literacy courses, and think that they can teach information literacy skills by themselves, while they see a librarian as an expert in educating information literacy. The use of the resulting model is not restricted to enhancing theory. It is meant to raise the level of awareness about information literacy and related literacies, and the next phase of the model’s development will be a pilot study that verifies the usefulness of the methodology for practical information literacy education in selected Hungarian secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20literacy" title=" data literacy"> data literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy%20education" title=" information literacy education"> information literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20and%20information%20literacy%20media%20literacy" title=" media and information literacy media literacy"> media and information literacy media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenography" title=" phenomenography"> phenomenography</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20education" title=" public education"> public education</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/108836/building-a-model-for-information-literacy-education-in-school-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12877</span> Information Literacy: Concept and Importance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaurav%20Kumar">Gaurav Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An information literate person is one who uses information effectively in all its forms. When presented with questions or problems, an information literate person would know what information to look for, how to search efficiently and be able to access relevant sources. In addition, an information literate person would have the ability to evaluate and select appropriate information sources and to use the information effectively and ethically to answer questions or solve problems. Information literacy has become an important element in higher education. The information literacy movement has internationally recognized standards and learning outcomes. The step-by-step process of achieving information literacy is particularly crucial in an era where knowledge could be disseminated through a variety of media. What is the relationship between information literacy as we define it in higher education and information literacy among non-academic populations? What forces will change how we think about the definition of information literacy in the future and how we will apply the definition in all environments? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20beings" title=" human beings"> human beings</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20media%20and%20computer%20network%20etc" title=" visual media and computer network etc"> visual media and computer network etc</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title=" information literacy"> information literacy</a> </p> <a href="https://publications.waset.org/abstracts/36349/information-literacy-concept-and-importance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12876</span> Study on Media Literacy and Its Role in Iranian Society (Case Study: Students of Mahmoudabad City)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enayat%20Davoudi">Enayat Davoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is about the study of media literacy and its role in Iranian society. Determine the research hypothesis by the use of James Patter theory and us stratification and also culture theory. By the use of traversal method and by the aim of the survey on 375 students in Mahmoudabad which was selected randomly, the data was gathered and analyzed by SPSS software. Coefficient alpha for Crohn Bach is used in order to reach to the justifiability of indexes. The research findings show that the variable like duration, rate and type of media use, the realization of media content, audience goal and motivation, economical and social base and the rate of education has a meaningful relation with media literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media" title="media">media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20society" title=" Iranian society"> Iranian society</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoudabad%20students" title=" Mahmoudabad students"> Mahmoudabad students</a> </p> <a href="https://publications.waset.org/abstracts/62941/study-on-media-literacy-and-its-role-in-iranian-society-case-study-students-of-mahmoudabad-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12875</span> Media Literacy Development: A Methodology to Systematically Integrate Post-Contemporary Challenges in Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mouta">Ana Mouta</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Paulino"> Ana Paulino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The following text presents the ik.model, a theoretical framework that guided the pedagogical implementation of meaningful educational technology-based projects in formal education worldwide. In this paper, we will focus on how this framework has enabled the development of media literacy projects for early childhood education during the last three years. The methodology that guided educators through the challenge of systematically merging analogic and digital means in dialogic high-quality opportunities of world exploration is explained throughout these lines. The effects of this methodology on early age media literacy development are considered. Also considered is the relevance of this skill in terms of post-contemporary challenges posed to learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title="early learning">early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ik.model" title=" ik.model"> ik.model</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/67584/media-literacy-development-a-methodology-to-systematically-integrate-post-contemporary-challenges-in-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12874</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12873</span> Electronic Resources and Information Literacy in Higher Education Library</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nirmal%20Singh">Nirmal Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajesh%20Kumar"> Rajesh Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract- Information literacy aims to develop both critical understanding and active participation in scholars. It enables scholars to interpret and make informed judgments as users of information sources, and it also enables them to become producers of information in their own right, and thereby to become more powerful participants in society. Information literacy is about developing people‘s critical and creative abilities. Digital media – and particularly the Internet – significantly increase the potential for such active participation of the individual, provided scholars have the means and training to effectively access and use them. This paper provides definition, standards and importance of information literacy (IL). Keywords: Information literacy, Digital Media, Training, Communications Technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Information%20literacy" title="Information literacy">Information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Digital%20Media" title=" Digital Media"> Digital Media</a>, <a href="https://publications.waset.org/abstracts/search?q=Training" title=" Training"> Training</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=""></a>, <a href="https://publications.waset.org/abstracts/search?q=Communications%20Technologies" title=" Communications Technologies"> Communications Technologies</a> </p> <a href="https://publications.waset.org/abstracts/124431/electronic-resources-and-information-literacy-in-higher-education-library" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12872</span> Media Literacy: Information and Communication Technology Impact on Teaching and Learning Methods in Albanian Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loreta%20Axhami">Loreta Axhami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Media literacy in the digital age emerges not only as a set of skills to generate true knowledge and information but also as a pedagogy methodology, as a kind of educational philosophy. In addition to such innovations as information integration and communication technologies, media infrastructures, and web usage in the educational system, media literacy enables the change in the learning methods, pedagogy, teaching programs, and school curriculum itself. In this framework, this study focuses on ICT's impact on teaching and learning methods and the degree they are reflected in the Albanian education system. The study is based on a combination of quantitative and qualitative methods of scientific research. Referring to the study findings, it results that student’s limited access to the internet in school, focus on the hardcopy textbooks and the role of the teacher as the only or main source of knowledge and information are some of the main factors contributing to the implementation of authoritarian pedagogical methods in the Albanian education system. In these circumstances, the implementation of media literacy is recommended as an apt educational process for the 21st century, which requires a reconceptualization of textbooks as well as the application of modern teaching and learning methods by integrating information and communication technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authoritarian%20pedagogic%20model" title="authoritarian pedagogic model">authoritarian pedagogic model</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a> </p> <a href="https://publications.waset.org/abstracts/151626/media-literacy-information-and-communication-technology-impact-on-teaching-and-learning-methods-in-albanian-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12871</span> The Management of Media Literacy Development for Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supranee%20Wattanasin">Supranee Wattanasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to enhance student’s media literacy. The process was divided into 4 periods: the first phase was to hold the meeting for 100 representatives from various institutions in Thailand; the second phase allowed them to design activities to be used in their institutions; the third implemented activities to reach other target groups; and the last phase was to summarize results. It was found that the participants had clear understanding on media literacy. They knew well about the media. In other words, they knew the difference between creative media and bad ones. Students could use analytical process when searching for information. Thus, the project enabled the students to use analytical thinking skills in designing new activities. Therefore, they could creatively integrate Thai folk song with short movies and cartoons. To increase students’ media literacy, there should be chances for them to gain first-hand experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanism%20development" title=" mechanism development"> mechanism development</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20radio-television" title=" project radio-television"> project radio-television</a> </p> <a href="https://publications.waset.org/abstracts/56453/the-management-of-media-literacy-development-for-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12870</span> Aggressive Behavior Prevention: The Effect of Peace Education and Media Literacy towards Student's Understanding about Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dadang%20Gunawan">Dadang Gunawan</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Dewa%20Ketut%20Kertawidana"> I. Dewa Ketut Kertawidana</a>, <a href="https://publications.waset.org/abstracts/search?q=Lufthi%20Noorfitriyani"> Lufthi Noorfitriyani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the last 5 years, there is the never-ending violent act and increased cases regarding aggressive behavior among high school students in Bogor, Indonesia. Those cases caused harm to many people, even death, and lead to the continuation circle of violence. This research was conducted to evaluate the effect of using peace education and media literacy in enhancing student’s understanding about aggression, as an effort to prevent aggressive behavior. In terms of methodology, this research was done by quasi-experiment with one group pretest and post-test design. A number of 38 students who were at risk of aggressive behavior from 3 vocational high school were involved to receive a 10 learning session about peace and media literacy. The aggression questionnaire was used to identify participants, supported by student’s record in school. To collect data, the questionnaire for measuring understanding about aggression has been developed and was used after the validity and reliability of this questionnaire tested. Post-test was carried out after the session ended. Data were analyzed using t-test. The finding result showed that the mean score of student’s understanding of aggression was increased, therefore learning session of peace education and media literacy is significantly effective to enhance student’s understanding of aggression. It also showed a meaningful difference of understanding between male and female student’s whereas female students have a better understanding of aggression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior%20prevention" title="aggressive behavior prevention">aggressive behavior prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=aggression" title=" aggression"> aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20education" title=" peace education"> peace education</a>, <a href="https://publications.waset.org/abstracts/search?q=peacebuilding" title=" peacebuilding"> peacebuilding</a> </p> <a href="https://publications.waset.org/abstracts/86385/aggressive-behavior-prevention-the-effect-of-peace-education-and-media-literacy-towards-students-understanding-about-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12869</span> Promoting Visual Literacy from Primary to Tertiary Levels through Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Nazri%20Latiff%20Azmi">Mohd Nazri Latiff Azmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mairas%20Abd%20Rahman"> Mairas Abd Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, literacy has been commonly defined as the ability to read and write at an adequate level of proficiency that is necessary for communication. However, as time goes by, literacy has started to refer to reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society. Meanwhile, visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. This study aims to investigate the collaboration between visual literacy and literature, eventually to determine how visual literacy can enhance learner’s ability to comprehend literary texts such as poems and short stories and develop his intellectuality, especially critical and creative thinking skills, and also to find out the different impacts of literature in visual literacy at four levels of education: pre-school, primary and secondary schools and university. This study is based on Malaysian environment and involves a qualitative method consisting of observation and interviews. The initial findings show that people with different levels of education grasp visual literacy differently but all levels show outstanding impacts of using literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20literacy" title="visual literacy">visual literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20studies" title=" language studies"> language studies</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/1924/promoting-visual-literacy-from-primary-to-tertiary-levels-through-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12868</span> ICTs Knowledge as a Way of Enhancing Literacy and Lifelong Learning in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jame%20O.%20Ezema">Jame O. Ezema</a>, <a href="https://publications.waset.org/abstracts/search?q=Odenigbo%20Veronica"> Odenigbo Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study covers the topic Information Communication and Technology (ICTs) knowledge as a way of enhancing Literacy and Lifelong learning in Nigeria. This work delved into defining of ICTs. Types of ICTs and media technologies were also mentioned. It further explained how ICTs can be strengthened and the uses of ICTs in education was duly emphasized. The paper also enumerated some side effects of ICTs on learners while the role of ICTs in enhancing literacy was explained. The study carried out strategies to use ICTs meaningfully in Literacy Programs and also emphasized the word lifelong learning in Nigeria. Some recommendations were made towards acquiring ICTs knowledge, so as to enhance Literacy and Lifelong learning in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=distance-learning" title=" distance-learning"> distance-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning%20for%20sustainable%20development" title=" life-long learning for sustainable development"> life-long learning for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/30600/icts-knowledge-as-a-way-of-enhancing-literacy-and-lifelong-learning-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">504</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12867</span> Comics as an Intermediary for Media Literacy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20C.%20Zlomek">Ryan C. Zlomek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The value of using comics in the literacy classroom has been explored since the 1930s. At that point in time researchers had begun to implement comics into daily lesson plans and, in some instances, had started the development process for comics-supported curriculum. In the mid-1950s, this type of research was cut short due to the work of psychiatrist Frederic Wertham whose research seemingly discovered a correlation between comic readership and juvenile delinquency. Since Wertham’s allegations the comics medium has had a hard time finding its way back to education. Now, over fifty years later, the definition of literacy is in mid-transition as the world has become more visually-oriented and students require the ability to interpret images as often as words. Through this transition, comics has found a place in the field of literacy education research as the shift focuses from traditional print to multimodal and media literacies. Comics are now believed to be an effective resource in bridging the gap between these different types of literacies. This paper seeks to better understand what students learn from the process of reading comics and how those skills line up with the core principles of media literacy education in the United States. In the first section, comics are defined to determine the exact medium that is being examined. The different conventions that the medium utilizes are also discussed. In the second section, the comics reading process is explored through a dissection of the ways a reader interacts with the page, panel, gutter, and different comic conventions found within a traditional graphic narrative. The concepts of intersubjective acts and visualization are attributed to the comics reading process as readers draw in real world knowledge to decode meaning. In the next section, the learning processes that comics encourage are explored parallel to the core principles of media literacy education. Each principle is explained and the extent to which comics can act as an intermediary for this type of education is theorized. In the final section, the author examines comics use in his computer science and technology classroom. He lays out different theories he utilizes from Scott McCloud’s text Understanding Comics and how he uses them to break down media literacy strategies with his students. The article concludes with examples of how comics has positively impacted classrooms around the United States. It is stated that integrating comics into the classroom will not solve all issues related to literacy education but, rather, that comics can be a powerful multimodal resource for educators looking for new mediums to explore with their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comics" title="comics">comics</a>, <a href="https://publications.waset.org/abstracts/search?q=graphics%20novels" title=" graphics novels"> graphics novels</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20communication" title=" mass communication"> mass communication</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a> </p> <a href="https://publications.waset.org/abstracts/14176/comics-as-an-intermediary-for-media-literacy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12866</span> A Review Study on the Importance and Correlation of Crisis Literacy and Media Communications for Vulnerable Marginalized People During Crisis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Jabeen">Maryam Jabeen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent times, there has been a notable surge in attention towards diverse literacy concepts such as media literacy, information literacy, and digital literacy. These concepts have garnered escalating interest, spurring the emergence of novel approaches, particularly in the aftermath of the Covid-19 crisis. However, amidst discussions of crises, the domain of crisis literacy remains largely uncharted within academic exploration. Crisis literacy, also referred to as disaster literacy, denotes an individual's aptitude to not only comprehend but also effectively apply information, enabling well-informed decision-making and adherence to instructions about disaster mitigation, preparedness, response, and recovery. This theoretical and descriptive study seeks to transcend foundational literacy concepts, underscoring the urgency for an in-depth exploration of crisis literacy and its interplay with the realm of media communication. Given the profound impact of the pandemic experience and the looming uncertainty of potential future crises, there arises a pressing need to elevate crisis literacy, or disaster literacy, towards heightened autonomy and active involvement within the spheres of critical disaster preparedness, recovery initiatives, and media communication domains. This research paper is part of my ongoing Ph.D. research study, which explores on a broader level the Encoding and decoding of media communications in relation to crisis literacy. The primary objective of this research paper is to expound upon a descriptive, theoretical research endeavor delving into this domain. The emphasis lies in highlighting the paramount significance of media communications in literacy of crisis, coupled with an accentuated focus on its role in providing information to marginalized populations amidst crises. In conclusion, this research bridges the gap in crisis literacy correlation to media communications exploration, advocating for a comprehensive understanding of its dynamics and its symbiotic relationship with media communications. It intends to foster a heightened sense of crisis literacy, particularly within marginalized communities, catalyzing proactive participation in disaster preparedness, recovery processes, and adept media interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=covid-19" title="covid-19">covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis%20literacy" title=" crisis literacy"> crisis literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis" title=" crisis"> crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalized" title=" marginalized"> marginalized</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20and%20communications" title=" media and communications"> media and communications</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerable%20people" title=" vulnerable people"> vulnerable people</a> </p> <a href="https://publications.waset.org/abstracts/172003/a-review-study-on-the-importance-and-correlation-of-crisis-literacy-and-media-communications-for-vulnerable-marginalized-people-during-crisis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12865</span> Teacher Agency in Media Literacy: A Qualitative Study of Bolivian Teachers and Their Room to Manoeuvre </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Lamaison%20Sepulveda">Daniela Lamaison Sepulveda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical media literacy teaches people to think analytically about the information they receive through the media. It is heavily influenced by Paulo Freire’s critical pedagogy and the necessity of becoming conscious of one’s reality in order to transform it. This qualitative research examines the case of Bolivia, which experienced dramatic political change after the first indigenous president, Evo Morales, was elected in 2006. In 2010, the government passed an education reform — the Avelino Siñani Elizardo Pérez (ASEP) —that draws heavily on decolonial thought and the Freirean notion of critical consciousness. The extent to which these theories were implemented in practice is evaluated in context of a media literacy project, run by an NGO, that trains secondary school teachers from public schools across Bolivia through yearly workshops ranging from producing media to identifying fake news. This context is examined against the backdrop of the highly contested general elections in October 2019. While there is plenty of literature that outlines the benefits of teaching media literacy in the classroom and different ways to apply it, little research has been done analysing implementation at an institutional level and how to best enable teachers who are motivated to teach the subject. Through semi-structured interviews, document analysis and naturalistic observations, this study aims to identify the struggles faced by teachers who are dedicated to teaching critical media literacy in their classrooms and how they navigate educational spaces while being subject to a demanding national curriculum that supposedly also seeks to promote critical thinking. The interplay between the aspirations of teachers and NGOs in contrast to the top-down discourse and policy of governmental institutions provides for a very enlightening case. By exploring these institutional, cultural, sociopolitical and economic barriers the teachers face, this research attempts to contribute to the debate in media literacy theories concerned with implementing the practice in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title=" education reform"> education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=Bolivia" title=" Bolivia"> Bolivia</a> </p> <a href="https://publications.waset.org/abstracts/128359/teacher-agency-in-media-literacy-a-qualitative-study-of-bolivian-teachers-and-their-room-to-manoeuvre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12864</span> Financial Literacy in Greek High-School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20A.%20Tzora">Vasiliki A. Tzora</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20D.%20Philippas"> Nikolaos D. Philippas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper measures the financial literacy of youth in Greece derived from the examined aspects of financial knowledge, behaviours, and attitudes that high school students performed. The findings reveal that less than half of participant high school students have an acceptable level of financial literacy. Also, students who are in the top of their class cohort exhibit higher levels of financial literacy. We also find that the father’s education level has a significant effect on financial literacy. Students who keep records of their income and expenses are likely to show better levels of financial literacy than students who do not. Students’ perception/estimation of their parents’ income changes is also related to their levels of financial literacy. We conclude that financial education initiatives should be embedded in schools in order to embrace the young generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20knowledge" title=" financial knowledge"> financial knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behaviour" title=" financial behaviour"> financial behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20attitude" title=" financial attitude"> financial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20wellbeing" title=" financial wellbeing"> financial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=15-year-old%20students" title=" 15-year-old students"> 15-year-old students</a> </p> <a href="https://publications.waset.org/abstracts/150518/financial-literacy-in-greek-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12863</span> Opportunities and Challenges: Tracing the Evolution of India's First State-led Curriculum-based Media Literacy Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayush%20Aditya">Ayush Aditya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's digitised world, the extent of an individual’s social involvement is largely determined by their interaction over the internet. The Internet has emerged as a primary source of information consumption and a reliable medium for receiving updates on everyday activities. Owing to this change in the information consumption pattern, the internet has also emerged as a hotbed of misinformation. Experts are of the view that media literacy has emerged as one of the most effective strategies for addressing the issue of misinformation. This paper aims to study the evolution of the Kerala government's media literacy policy, its implementation strategy, challenges and opportunities. The objective of this paper is to create a conceptual framework containing details of the implementation strategy based on the Kerala model. Extensive secondary research of literature, newspaper articles, and other online sources was carried out to locate the timeline of this policy. This was followed by semi-structured interview discussions with government officials from Kerala to trace the origin and evolution of this policy. Preliminary findings based on the collected data suggest that this policy is a case of policy by chance, as the officer who headed this policy during the state level implementation was the one who has already piloted a media literacy program in a district called Kannur as the district collector. Through this paper, an attempt is made to trace the history of the media literacy policy starting from the Kannur intervention in 2018, which was started to address the issue of vaccine hesitancy around measles rubella(MR) vaccination. If not for the vaccine hesitancy, this program would not have been rolled out in Kannur. Interviews with government officials suggest that when authorities decided to take up this initiative in 2020, a huge amount of misinformation emerging during the COVID-19 pandemic was the trigger. There was misinformation regarding government orders, healthcare facilities, vaccination, and lockdown regulations, which affected everyone, unlike the case of Kannur, where it was only a certain age group of kids. As a solution to this problem, the state government decided to create a media literacy curriculum to be taught in all government schools of the state starting from standard 8 till graduation. This was a tricky task, as a new course had to be immediately introduced in the school curriculum amid all the disruptions in the education system caused by the pandemic. It was revealed during the interview that in the case of the state-wide implementation, every step involved multiple checks and balances, unlike the earlier program where stakeholders were roped-in as and when the need emerged. On the pedagogy, while the training during the pilot could be managed through PowerPoint presentation, designing a state-wide curriculum involved multiple iterations and expert approvals. The reason for this is COVID-19 related misinformation has lost its significance. In the next phase of the research, an attempt will be made to compare other aspects of the pilot implementation with the state-wide implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media%20literacy" title=" digital media literacy"> digital media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20based%20media%20literacy%20intervention" title=" curriculum based media literacy intervention"> curriculum based media literacy intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a> </p> <a href="https://publications.waset.org/abstracts/165398/opportunities-and-challenges-tracing-the-evolution-of-indias-first-state-led-curriculum-based-media-literacy-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165398.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12862</span> The Evaluation of Sexual Literacy Teacher Training Program in Thai Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chitraporn%20Boonthanom">Chitraporn Boonthanom</a>, <a href="https://publications.waset.org/abstracts/search?q=Pailin%20Sisookho"> Pailin Sisookho </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sexual Literacy Training Teachers Program (SLTTP) based on sexual health problems in Thai students includes sexual development, sexual hygiene, high-risk behaviors, Sexual Transmitter Infections and HIV/AIDS, unwanted pregnancy, unsafe abortion, and sexual abuse that increase among Thai students. The training aimed at providing teachers with the sexuality knowledge, sexuality information access skills, communication skill to effectively teach in their class. 28 teachers were participated from schools in Bangkok metropolitan and Nakorn Patom province. The result show the mean score of the pre-test was 8.46 (SD=1.77) and the post-test was 10.13 (SD=2.34). The post-training results were found to be higher than pre–training results but not significant. As teachers are increasing the sexual literacy is very important for Thai students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexual%20literacy" title="sexual literacy">sexual literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=sexuality%20education" title=" sexuality education"> sexuality education</a> </p> <a href="https://publications.waset.org/abstracts/33458/the-evaluation-of-sexual-literacy-teacher-training-program-in-thai-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12861</span> Role of Academic Library in/for Information Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veena%20Rani">Veena Rani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the role of academic library in information literacy in the present time. Information is the very important aspect for the growth of any country. In this context information literacy is an essential tool in the development of various fields. Academic library is an essential part of university as well as of an institution. In Academic library we can include university library, college library as well as school library. Academic libraries are playing an important role for information literacy. Academic libraries provide excellent services for the benefit of students, teachers, researchers, and all those who are interested in education. All over the world many of the schemes, policies and services provide for information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20literacy" title=" tool literacy"> tool literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education "> higher education </a> </p> <a href="https://publications.waset.org/abstracts/32839/role-of-academic-library-infor-information-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12860</span> The Moment of Departure: Redefining Self and Space in Literacy Activism </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofie%20Dewayani">Sofie Dewayani</a>, <a href="https://publications.waset.org/abstracts/search?q=Pratiwi%20Retnaningdyah"> Pratiwi Retnaningdyah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literacy practice is situated within the identity enactment in a particular time and space. The literacy practices in public places, ranging from city parks, urban slums to city roads are meeting places of discursive practices produced by dynamic interactions, and sometimes contestations, of social powers and capitals. The present paper examines the ways the literacy activists construct their sense of space in attempts to develop possibilities for literacy programs as they are sent to work with marginalized communities far away from their hometowns in Indonesia. In particular, this paper analyzes the activists’ reflections of identity enactment - othering, familiarity, and sense of comfort - as they are trying to make meaning of the communities’ literacy capitals and practices in the process of adapting with the communities. Data collected for this paper were travel diaries - serving as literacy narratives - obtained from a literacy residency program sponsored by the Indonesian Ministry of Education and Culture. The residency program itself involved 30 youths (18 to 30 years old) to work with marginalized communities in literacy activism programs. This paper analyzes the written narratives of four focal participants using Bakhtin’s chronotopes - the configurations of time and space - that figure into the youth’s meaning-making of literacy as well as their exercise of power and identity. Follow-up interviews were added to enrich the analysis. The analysis considers the youth’s ‘moment of departure’ a critical point in their reconstructions of self and space. This paper expands the discussions of literacy discourse and spatiality while lending its supports to literacy activism in highly diverse multicultural settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronotopes" title="chronotopes">chronotopes</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20activism" title=" literacy activism"> literacy activism</a> </p> <a href="https://publications.waset.org/abstracts/88319/the-moment-of-departure-redefining-self-and-space-in-literacy-activism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12859</span> Financial Literacy Testing: Results of Conducted Research and Introduction of a Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Nesleha">J. Nesleha</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Florianova"> H. Florianova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of the study is to provide results of a conducted study devoted to financial literacy in the Czech Republic and to introduce a project related to financial education in the Czech Republic. Financial education has become an important part of education in the country, yet it is still neglected on the lowest level of formal education–primary schools. The project is based on investigation of financial literacy on primary schools in the Czech Republic. Consequently, the authors aim to formulate possible amendments related to this type of education. The gained dataset is intended to be used for analysis concerning financial education in the Czech Republic. With regard to used methods, the most important one is regression analysis for disclosure of predictors causing different levels of financial literacy. Furthermore, comparison of different groups is planned, for which t-tests are intended to be used. The study also employs descriptive statistics to introduce basic relationship in the data file. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Czech%20Republic" title="Czech Republic">Czech Republic</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20education" title=" financial education"> financial education</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title=" financial literacy"> financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/60525/financial-literacy-testing-results-of-conducted-research-and-introduction-of-a-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12858</span> The Analysis of a Learning Media Prototype as Web Learning in Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yudi%20Efendi">Yudi Efendi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasanuddin"> Hasanuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based learning program is the complementary of Printed Teaching Material (BMP) that serves and helps students clarify the parts that require additional explanation or illustration. This research attempts to analyze a prototype of web-based learning program. A prototype of web-based learning program which is interactive is completed with exercises and formative tests. Using qualitative descriptive method, the research presents the analysis from the content expert and media expert. Besides, the interviews from tutors of Political and Social Sciences will be presented. The research also analyzes questionnaires from the students of English and literature program in Jakarta. The questionnaire deals with the display of the content, the audio video, the usability, and the navigation. In the long run, it is expected that the program could be recommended to use by the university as an ideal program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web%20learning" title="web learning">web learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prototype" title=" prototype"> prototype</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20expert" title=" content expert"> content expert</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20expert" title=" media expert"> media expert</a> </p> <a href="https://publications.waset.org/abstracts/41081/the-analysis-of-a-learning-media-prototype-as-web-learning-in-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12857</span> Less Calculations and More Stories: Improving Financial Education for Young Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20de%20Zwaan">Laura de Zwaan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracey%20West"> Tracey West</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a sustained observable gender gap in financial literacy, with females consistently having lower levels than males. This research explores the knowledge and experiences of high school students in Australia aged 14 to 18 in order to understand how this gap can be improved. Using a predominantly qualitative approach, we find evidence to support impacts on financial literacy from financial socialization and socio-economic environment. We also find evidence that current teaching and assessment approaches to financial literacy may disadvantage female students. We conclude by offering recommendations to improve the way financial literacy education is delivered within the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20socialization" title=" financial socialization"> financial socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=maths" title=" maths"> maths</a> </p> <a href="https://publications.waset.org/abstracts/150622/less-calculations-and-more-stories-improving-financial-education-for-young-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12856</span> Parents' Attitudes towards a School-Based Family Program in Early Literacy in Qatari Preschool Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fathi%20Ihmeideh">Fathi Ihmeideh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed at investigating parents’ attitudes towards a school-based family program in developing kindergarten children’s literacy skills. The study surveyed 160 parents of preschool children, gathering information about their attitudes toward the development of children’s early literacy. Results indicated that parents hold positive attitudes towards the school-based family literacy program. The results also revealed statistically significant differences among parents due to a number of study variables. The study concludes with putting forward a number of practical and theoretical recommendations for the field of study. Acknowledgment: This paper was made possible by NPRP grant # (NPRP 8-921-5-122) from the Qatar national research fund (a member of Qatar foundation). The statements made herein are solely the responsibility of the authors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents" title="parents">parents</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20development" title=" literacy development"> literacy development</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20involvement" title=" family involvement"> family involvement</a> </p> <a href="https://publications.waset.org/abstracts/70952/parents-attitudes-towards-a-school-based-family-program-in-early-literacy-in-qatari-preschool-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12855</span> The Effect of Artificial Intelligence on Media Production</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Mikhail%20Shakhloul%20Gadalla">Mona Mikhail Shakhloul Gadalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The brand-new media revolution, which features a huge range of new media technologies like blogs, social networking, visual worlds, and wikis, has had a tremendous impact on communications, traditional media and across different disciplines. This paper gives an evaluation of the impact of recent media technology on the news, social interactions and conventional media in developing and advanced nations. The look points to the reality that there is a widespread impact of recent media technologies on the news, social interactions and the conventional media in developing and developed nations, albeit undoubtedly and negatively. Social interactions have been considerably affected, in addition to news manufacturing and reporting. It's miles reiterated that regardless of the pervasiveness of recent media technologies, it might now not carry a complete decline of conventional media. This paper contributes to the theoretical framework of the new media and will assist in assessing the extent of the effect of the new media in special places. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=court%20reporting" title="court reporting">court reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=offenders%20in%20media" title=" offenders in media"> offenders in media</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20content%20analysis" title=" quantitative content analysis"> quantitative content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=victims%20in%20mediamedia%20literacy" title=" victims in mediamedia literacy"> victims in mediamedia literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20communication" title=" education communication"> education communication</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=news" title=" news"> news</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20media%20technologies" title=" new media technologies"> new media technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interactions" title=" social interactions"> social interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20media" title=" traditional media"> traditional media</a> </p> <a href="https://publications.waset.org/abstracts/189210/the-effect-of-artificial-intelligence-on-media-production" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">34</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12854</span> Integration of Information and Communication Technology (ICT) for Effective Education of Adult Learners in Developing Communities in South-West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omotoke%20Omosalewa%20Owolowo">Omotoke Omosalewa Owolowo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mass literacy adult and non-formal education are part of the provisions of Nigeria’s National policy on Education. The advent of Information and Communication Technology (ICT), especially in this era of industrial revolution, calls for approaching these literacy and adult education in different perspective for community development. There is dire need of Needs Assessment for effective training of rural dwellers to actualize the policy requirement and for the purpose of aligning with the Sustainable Development Goals in South - West Nigeria. The present study is a preliminary survey designed to determine level of awareness, use and familiarity of community dwellers of social media. Adult dwellers from 24 communities from four states in Southern Nigeria constitute the sample, a total of 578 adults (380 females, 198 males) with age range between 21 and 52 years. The survey shows that 68% are aware of SMS, 21% of WhatsApp, 14% of Facebook while the remaining could not say precisely what social medium is their favorite. However, most of them (80%) could not see how their phones can be used to boost their status, improve their vacations or be used to develop them in their respective community. The study is expected to lead to a more elaborate training program on assessment of knowledge acquisition, participation and attitude of adult literate and non- literate members in communities for empowerment and to integrate ICT techniques. The results of this study provides a database for the larger study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mass%20literacy" title="mass literacy">mass literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20development" title=" community development"> community development</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a> </p> <a href="https://publications.waset.org/abstracts/182449/integration-of-information-and-communication-technology-ict-for-effective-education-of-adult-learners-in-developing-communities-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12853</span> Examining Media Literacy Strategies through Questionnaires and Analyzing the Behavioral Patterns of Middle-Aged and Elderly Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia%20Yen%20Li">Chia Yen Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen%20Huei%20Chou"> Wen Huei Chou</a>, <a href="https://publications.waset.org/abstracts/search?q=Mieko%20Ohsuga"> Mieko Ohsuga</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsuyoshi%20Inoue"> Tsuyoshi Inoue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The evolution of the digital age has led to people’s lives being pervaded by both facts and misinformation, challenging media literacy (ML). Middle-aged and elderly persons (MEPs) are prone to disseminating large amounts of misinformation, which often endangers their lives due to erroneously believing such information. At present, several countries have actively established fact-checking platforms to combat misinformation, but they are unable to keep pace with the rapid proliferation of such information on social media. In this study, the questionnaire survey method was used to collect data on MEPs’ behavior, cognition, attitudes, and concepts of social media when using a mobile instant messaging app called LINE; analyze their behavioral patterns and reasons for sharing misinformation; and summarize design strategies for improving their ML. The findings can serve as a reference in future related research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=middle-aged%20and%20elderly%20persons" title=" middle-aged and elderly persons"> middle-aged and elderly persons</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a> </p> <a href="https://publications.waset.org/abstracts/145463/examining-media-literacy-strategies-through-questionnaires-and-analyzing-the-behavioral-patterns-of-middle-aged-and-elderly-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145463.pdf" target="_blank" class="btn btn-primary 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