IM Cultural Institute

Author: network

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

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

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

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

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

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

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

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

    Reference

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

  • Effectiveness of Training Actions Aimed at Improving Critical Thinking in the Face of Mis- and Disinformation: A Systematic Review

    Effectiveness of Training Actions Aimed at Improving Critical Thinking in the Face of Mis- and Disinformation: A Systematic Review

    The effectiveness of training interventions aimed at improving critical thinking to counter mis- and disinformation is the focus of this systematic review. While critical thinking is widely recognized as a crucial aspect, the authors state that more evidence is needed to identify which approaches are most effective.

    Following PRISMA guidelines and a pre-registered protocol, the authors searched 12 databases and identified 8,041 articles. After screening and peer review, 17 studies were included. Most used true or quasi-experimental designs with moderate risk of bias and focused on media and information literacy through active learning approaches that included CT as part of the instruction.

    Research results indicate an overall improvement in participants’ critical thinking, although not all interventions explicitly targeted or measured this competence. In the end, only seven studies fully met the eligibility criteria, and the heterogeneity of results limited firm conclusions about overall effectiveness.

    The authors conclude by highlighting key elements for successful interventions, like active learning, diverse resources, and the explicit integration of critical thinking as a core objective within robust research designs.

    Learn more about this review here: https://doi.org/10.1057/s41599-025-06143-6

    Reference

    Marcos-Vílchez, J. M., Muñiz-Velázquez, J. A., Arraztio-Cordoba, A., & Sánchez-Martín, M. (2026). Effectiveness of training actions aimed at improving critical thinking in the face of mis- and disinformation: A systematic review. Humanities and Social Sciences Communications, 13(1)

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

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

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

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

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

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

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

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

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

    Reference

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

  • Combating Anti-Muslim

    Combating Anti-Muslim

    Proposal: Combating anti-Muslim hate through legal empowerment, cultural counter-narratives and civic inclusion in Europe

    Implementation: 2026 to 2027

    Call: CERV-2025-EQUAL – Call for proposals to promote equality and to fight against racism, xenophobia and all other forms of discrimination

    Topic: CERV-2025-EQUAL-ANTIMUSLIM

    Type of Action: CERV-LS – CERV Lump Sum Grants

    Proposed Budget: 499 650,54€

    Keywords: Racism, xenophobia, and other forms of intolerance, equality, human rights, inclusion, discrimination, Islamophobia, civic participation, cultural diversity, digital observatory, justice, education

    Objective: The project aims to combat anti-Muslim hatred and structural discrimination by promoting equality, inclusion, and civic participation across Europe. Through a transnational partnership of NGOs, municipalities, cultural actors, and legal experts, the project develops a European observatory and digital tool to document anti-Muslim acts, strengthens access to justice through legal clinics and multilingual guides, and fosters cultural counter-narratives to challenge stereotypes.

    The initiative combines research, advocacy, and education to empower both institutions and citizens, ensuring long-term structural change and resilience against hate. Pilot actions will take place in France, Spain, Portugal, Italy, and the Netherlands, creating a model of coordinated response between civil society, local authorities, and EU institutions. The project directly contributes to the CERV priority on “Combating anti-Muslim hatred and all forms of racism, xenophobia, and discrimination”, and supports the European Union’s core values of dignity, equality, and rights for all.

    Partners:

    • Fonds De Dotation La Passerelle “Cité Du Savoir Et De La Culture”
    • IM Cultural Institute
    • Nordic Diaspora Forum
    • Centro Internazionale Per La Promozione Dell’educazione E Sviluppo Ets
    • Ayuntamiento De Mislata
    • Centro Internazionale Per La Promozione Dell’educazione E Sviluppo Ets
  • Anti-Semitism & Cultural Dialogue

    Anti-Semitism & Cultural Dialogue

    Proposal: Listen, They’re talking about you

    Implementation: 2026 to 2028

    Call: CERV-2025-EQUAL – Call for proposals to promote equality and to fight against racism, xenophobia and all other forms of discrimination

    Topic: CERV-2025-EQUAL-ANTISEMITISM

    Type of Action: CERV-LS – CERV Lump Sum Grants

    Proposed Budget: 293 356,28€

    Keywords: Combatting Anti-Semitism, Antisemitism, Education, Cultural Dialogue, Memory, Artistic Creation, Audiovisual Media, European Cooperation

    Objective: The project addresses the rise of identity tensions and contemporary antisemitism in Europe. The project targets young people aged 15 to 25 from underprivileged neighborhoods, particularly those who are disengaged from formal educational or institutional frameworks. The project partners deploy proven methodologies and pedagogies that ensure their mobilization, ongoing support, and transition from participants to active citizens. 

    The project extends on a European scale with cultural and popular education actors fostering connections between young Jews and young people from underprivileged neighborhoods.

    Built around four pillars – memory, culture, digital, and citizen voice – the project integrates the transmission of Holocaust history, artistic creation, the production of educational digital content, and reflection on identities and contemporary antisemitism. 

    Gender mainstreaming, incorporated at all stages, ensures exemplary governance, practices, and results in terms of gender equality and diversity. With 70 local actions, 3,500 young people involved, and over 500,000 expected views on the digital productions, a major European event will conclude the project by bringing together partners, young people, political decision-makers, and journalists to share results and strengthen European cohesion. Funded according to a lump sum model, the project ensures rigorous management and sustainable impact.

    Partners:

    • Espoir 18
    • Innovation Hive – Kypseli Kainotomias
    • IM Cultural Institute
    • Multikulti Media
    • Union Des Etudiants Juifs De France
    • Kimso
    • Albatros Gemeinnützige Gesellschaft Für Soziale Und Gesu
  • Hate Speech on Social Media: A Systemic Narrative Review of Political Science Contributions

    Hate Speech on Social Media: A Systemic Narrative Review of Political Science Contributions

    In light of evidence showing that many young people are frequently exposed to hateful content on social media, in this systematic narrative review the analysis of political implications of online hate speech is proposed. It addresses three key questions: the main drivers of hate speech on social media, its political consequences, and the strategies proposed in political science to counter these dynamics.

    Based on an analysis of 79 articles from political science and international relations, the author finds that online hate is linked to factors such as social media platform policies, regulatory frameworks, perceived threats to in-group identity, far-right and populist rhetoric, politically significant events like elections, traditional media narratives, post-truth dynamics, and historical animosities.

    The literature also indicates that hate speech contributes to the normalization of discriminatory behavior, silences opposing voices, and mobilizes organized hate.

    To address these effects, it is found that political science research emphasizes the role of online deterrence mechanisms, counter-speech, allyship, and digital literacy as key strategies for combating hate in the social media era.

    Learn more about this review here: https://doi.org/10.3390/socsci14100610

    Reference

    Kentmen-Cin, C. (2025). Hate Speech on Social Media: A Systemic Narrative Review of Political Science Contributions. Social Sciences, 14(10), 610

  • The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    This recent review article explores the potential of media literacy as a response to the growing challenge of misinformation, an issue that has attracted increasing attention from academics, policymakers, and social media platforms. It focuses on assessing the effectiveness of media literacy strategies designed to help individuals better engage with and evaluate misleading content.

    The authors used a rapid evidence assessment of research published between 2011 and 2021, examining studies at the intersection of media literacy and misinformation.

    Results show that certain types of media literacy interventions are effective, particularly those that encourage conscious, rational engagement with content and support the development of critical thinking skills. However, the effects of these interventions vary over time, reflecting the complexity and evolving nature of media and information environments.

    Learn more about this review here: https://ijoc.org/index.php/ijoc/article/view/23549/5009

    Reference

    Anstead, Nick et al, “The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment”, International Journal of Communication19(2025), 2129–2151

  • The Perpetration of On- and Offline Hate Speech among Secondary School Students

    The Perpetration of On- and Offline Hate Speech among Secondary School Students

    This study analyzes the relationship between witnessing and perpetrating hate speech, both online and offline.

    The research was empirically based on data from a purpose-designed questionnaire completed by 571 secondary school students in Almería, Spain, and employs statistical analyses, including binary logistic regression and chi-square tests, to examine these relationships.

    Research results indicate a clear escalation of violence and a transfer between online and in-person hate speech. The influence of close social environments is evident, such as violence within schools. Students who experience hate speech in either environment are significantly more likely to go on to perpetrate hate speech themselves.

    The authors conclude that both online and offline hate speech perpetration are strongly associated with prior exposure to hate speech, particularly having witnessed or suffered in-person hate speech, having encountered hate speech online, and most notably, having been victimized by hate speech online.

    Learn more about this study here: https://doi.org/10.3389/fhumd.2025.1632091

    Reference

    Cáceres, J. M. B., Martínez, P. R., Espinosa, J. J. S., & Joya, L. M. (2025). The perpetration of on- and offline hate speech among secondary school students. Frontiers in Human Dynamics, 7

  • Transformations in Collective Action – Understanding Radicalization in Social Movements

    Transformations in Collective Action – Understanding Radicalization in Social Movements

    As radicalization emerges as a central concern in contemporary social movements, this article investigates radicalization as a multidimensional and evolving process within the movements, challenging approaches that equate radicalization solely with extremism or violence.

    Grounded in the idea of a “social movement society,” where protest is a routine form of civic engagement, the study explores how collective action can shift from moderate dissent to more radicalized forms of mobilization.

    To explain this transformation, the article adopts a multi-level analytical framework that integrates macro-level structural conditions, meso-level organizational dynamics, and micro-level identity and framing processes. Using a multi-method research design, including frame analysis, protest event analysis, and secondary data, the study traces the evolution of a movement that experienced significant ideological and tactical change.

    Research results show how discursive strategies, alliances, and socio-political contexts interact to reshape protest trajectories over time, and the author concludes that radicalization should be understood as a complex, context-dependent process that reflects deeper tensions within democratic societies.

    Learn more about this study here: https://doi.org/10.11648/j.ss.20251404.15

    Reference

    Grippo, A. (2025). Transformations in Collective Action Understanding Radicalization in Social Movements. Social Sciences, 14(4), 340-349

  • Critical Thinking in the Information Age: A Systematic Review on the Role of MIL and Information Overload

    Critical Thinking in the Information Age: A Systematic Review on the Role of MIL and Information Overload

    This review paper addresses the growing importance of critical thinking and media and information literacy (MIL) in a context marked by information overload. As individuals face increasing volumes of information online, these competencies have become essential for effectively understanding, evaluating, and processing information.

    The overall purpose is to analyze and synthesize recent scientific literature on critical thinking, media and information literacy, and information overload, while identifying the relationships among these concepts, as well as their educational and social implications, and to highlight strategies that help strengthen critical competencies in information-saturated contexts.

    Drawing on a systematic review of scientific literature published between 2019 and 2024, the authors examine empirical, theoretical, and review research focused on the proposed subjects.

    Findings indicate that media and information literacy is a key skill for mitigating the negative effects of information overload and for enhancing critical thinking. Educational interventions that integrate MIL are shown to be effective in improving the ability to critically assess information, while innovative and contextualized pedagogical strategies can further address the challenges of information overload.

    It is concluded that media and information literacy is fundamental to the development of critical thinking in environments dominated by information overload, and the need for educational approaches that incorporate innovative methodologies and tools emphasized, combining digital and traditional literacies while taking into account the social and technological factors that influence access to and processing of information.

    Learn more about this review here: https://doi.org/10.56294/mw2025445

    Reference

    Chara-DeLosRios T, Bejarano-Álvarez P, Poma-Cornejo H, Quispe-Munares M, Reyes-Contreras K. Critical Thinking in the Information
    Age: A Systematic Review on the Role of MIL and Information Overload. Seminars in Medical Writing and Education. 2025; 4:445