IM Cultural Institute

Tag: Media Literacy

  • Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

    Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

    Social Media Literacy – As an emerging concept that remains underdeveloped in the literature, it is presented as a relevant framework for understanding how individuals interact with digital platforms.

    Through a systematic review, the authors aimed to descriptively analyze the main definitions and competences associated with social media literacy.

    To achieve this, a literature search was conducted in the Web of Science, PubMed, and Scopus databases, covering publications between 2010 and 2021 and limited to scientific articles in English and Spanish, with a total of 15 studies selected after applying inclusion and exclusion criteria.

    Findings indicate that social media literacy builds on traditional media literacy while integrating the specific characteristics and implications of digital platforms. It is closely linked to the development of cognitive competences, with critical thinking playing a central role, alongside socio-emotional and technical competences shaped by social context.

    Authors also highlight the influence of social, cultural, economic, and political contexts, as well as the distinct cultures of different platforms, in shaping users’ experiences and interactions on social media.

    Learn more about this review here: https://doi.org/10.3390/ijerph19148807

    Reference

    Polanco-Levicán, K., & Salvo-Garrido, S. (2022). Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences. International journal of environmental research and public health, 19(14), 8807

  • Untangling Media Literacy, Information Literacy, and Digital Literacy: A Systematic Meta-Review of Core Concepts in Media Education

    Untangling Media Literacy, Information Literacy, and Digital Literacy: A Systematic Meta-Review of Core Concepts in Media Education

    This systematic meta-review of scientific literature addresses the concepts of media literacy, information literacy, and digital literacy, examining how these three forms of literacy are defined and discussed.

    Texts were retrieved in two stages. The first text extraction was carried out in November 2015, and a second extraction took place in March 2019, a method that allowed for tracking the evolution of scientific literature over this period. In order to be selected, texts needed to address literacy concepts, propose definitions for these concepts, and discuss how they relate to competing or complementary terms.

    Through an analysis of the corpus, four trends within scientific literature were identified as problematic:

    • a significant increase in the number of concepts pertaining to the concept of literacy between 2000 and 2019;
    • a lack of consensual definitions for these concepts;
    • limited interdisciplinarity;
    • and the development of concepts and “integrative” frameworks with the aim of connecting and organizing the various literacies.

    In short, it highlights increasing conceptual complexity, heterogeneous perspectives, and a degree of theoretical disorganization that contributes to ongoing difficulties in operationalizing these literacies in research, concluding that research on media, information, and digital literacies is affected by this conceptual ambiguity, resulting in difficulties in translating theory into educational practice.

    Learn more about this review here: https://digitalcommons.uri.edu/jmle-preprints/20

    Reference

    Wuyckens, G., Landry, N., & Fastrez, P. (2021). Untangling media literacy, information literacy, and digital literacy: a systematic meta-review of core concepts in media education. Journal of Media Literacy Education Pre-Prints