Een digitaal netwerk is van strategisch belang voor mens, organisatie en regio. Hoe kunnen we social media en andere vormen van digitale netwerken nu functioneel doordacht, efficiënt en effectief inzetten? Hebben we voldoende media wijsheid in pacht? Zijn we voldoende ‘digital media literate’? Aandacht voor en het ontwikkelen van digital media literacy wordt in het Horizon Report 2011 van EDUCAUSE “de belangrijkste kritieke uitdaging” voor de komende jaren genoemd. Het rapport spreekt van “een key skill voor elke discipline en professie“. Demografische ontwikkelingen als vergrijzing en ontgroening hebben gevolgen voor de arbeidsmarkt. De oplossing kan worden gezocht in employability van de beroepsbevolking: van baan- naar werkgarantie. Aangezien digital media literacy een key skill voor elke discipline en professie is en dat digitaal netwerken van strategisch belang is, is het bevorderen van digital media literacy een belangrijke randvoorwaarde voor het realiseren van employability. Deskundigheid moet door HR-diensten in kaart worden gebracht. HR-diensten kunnen met Strategisch HRM (SHRM) employability bevorderen. In het essay neem ik de lezer, met digital media literacy in zijn of haar koffertje, mee via de demografische problematiek in de regio (Limburg, Euregio) naar Zuyd (daar waar ik zelf werk).
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How do we promote media literacy? How do we combat disinformation in an icnreasingly challenging environment? Join the second episode in our podcast series part of the Jean Monnet Chair EU-ACT DIGITAL, an initiative spotlighting EU digital policy. In the second episode, Patricia van Rijswijk and Julia Conemans from Beeld & Geluid (Sound & Vision) talk about media literacy, digital resilience, and the activities of Beeld & Geluid on media and disinformation while being interviewed by European Impact’s Theo Zijderveld and European Impact's Mihai Postelnicu from The Hague University of Applied Sciences. Visit https://eu-act.digital/ to find out more about the Jean Monnet Chair EU-ACT DIGITAL.
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BackgroundPeople from lower and middle socioeconomic classes and vulnerable populations are among the worst affected by the COVID-19 pandemic, thus exacerbating disparities and the digital divide.ObjectiveTo draw a portrait of e-services as a digital approach to support digital health literacy in vulnerable populations amid the COVID-19 infodemic, and identify the barriers and facilitators for their implementation.MethodsA scoping review was performed to gather published literature with a broad range of study designs and grey literature without exclusions based on country of publication. A search was created in Medline (Ovid) in March 2021 and translated to Medline, PsycINFO, Scopus and CINAHL with Full Text (EBSCOhost). The combined literature search generated 819 manuscripts. To be included, manuscripts had to be written in English, and present information on digital intervention(s) (e.g. social media) used to enable or increase digital health literacy among vulnerable populations during the COVID-19 pandemic (e.g. older adults, Indigenous people living on reserve).ResultsFive articles were included in the study. Various digital health literacy-enabling e-services have been implemented in different vulnerable populations. Identified e-services aimed to increase disease knowledge, digital health literacy and social media usage, help in coping with changes in routines and practices, decrease fear and anxiety, increase digital knowledge and skills, decrease health literacy barriers and increase technology acceptance in specific groups. Many facilitators of digital health literacy-enabling e-services implementation were identified in expectant mothers and their families, older adults and people with low-income. Barriers such as low literacy limited to no knowledge about the viruses, medium of contamination, treatment options played an important role in distracting and believing in misinformation and disinformation. Poor health literacy was the only barrier found, which may hinder the understanding of individual health needs, illness processes and treatments for people with HIV/AIDS.ConclusionsThe literature on the topic is scarce, sparse and immature. We did not find any literature on digital health literacy in Indigenous people, though we targeted this vulnerable population. Although only a few papers were included, two types of health conditions were covered by the literature on digital health literacy-enabling e-services, namely chronic conditions and conditions that are new to the patients. Digital health literacy can help improve prevention and adherence to a healthy lifestyle, improve capacity building and enable users to take the best advantage of the options available, thus strengthening the patient’s involvement in health decisions and empowerment, and finally improving health outcomes. Therefore, there is an urgent need to pursue research on digital health literacy and develop digital platforms to help solve current and future COVID-19-related health needs.
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Based on 13 interviews with Eritrean status holders and professionals in Amsterdam this article explores how paying attention to media skills and media literacies may help gain a better understanding of what matters in exchanges between professionals and legal refugees in the mandatory Dutch integration process. Media literacy needs to be decolonised in order to do so. Starting as an inquiry into how professionals and their clients have different ideas of what constitutes “inclusive communication,” analysis of the interviews provides insight into how there is a need to (a) renegotiate citizenship away from the equation of neoliberal values with good citizenship and recognising needs and ambitions outside a neoliberal framework, (b) rethink components of formal and informal communication, and (c) reconceptualise media literacies beyond Western‐oriented definitions. We propose that professionals and status holders need to understand how and when they (can) trust media and sources; how what we might call “open‐mindedness to the media literacy of others” is a dialogic performative skill that is linked to contexts of time and place. It requires self‐reflective approach to integration, and the identities of being a professional and an Eritrean stakeholder. Co‐designing such media literacy training will bring reflexivity rather than the more generic term “competence” within the heart of both media literacy and inclusive communication.
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Media literacy is an important element in countering the harmful effects of dis- and misinformation. To date, the main perspective on media literacy can be described as a ‘liberalist’ view of media literacy, focused on the nature and source of individual messages (Phillips and Milner, 2021). In this approach, media literacy initiatives mainly focus on equipping ‘citizens with the necessary skills to make sense of the message they read, see and hear’ (Phillips and Milner, 2021: 151). In this paper, we report and reflect on the insights from the project “Putting Disinformation on the Map” in which we use creative, participative, visual and digital methods to understand how we can expand our understanding of media literacy. A central question to our inquiry is how to situate yourself in a media landscape which is inherently interconnected, networked and interdependent, also understanding yourself as a contributing actor.
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The aim of part 3 is the development of basic instruments to measure respondent resilience to disinformation. Cases and examples of disinformation that will be used in the instruments will be taken from a COVID-19 context when applicable. People who are resilient to COVID-19 disinformation are supposed to be ‘media or information literate’. Therefore, the construct that is aimed to be measured with the instruments is Media and Information Literacy, abbreviated as MIL. Instruments that will be developed must be adaptable for different target groups (pupils, library staff and teachers). The basic instruments will therefore contain for instance scales that can be modified to measure the effectiveness of the train-the-trainer workshops as well as that of fake news workshops in secondary education. Final instruments will be used in the IO3 phase to make recommendations for improvement. Analyses of results of those final assessments will be performed for each country separately. Because the basic instruments that will be developed in output 1 are intended to be used as pre- and post-tests in output 2, the focus will be on the impact of the interventions. For evaluating the processes during the interventions and the participant experiences, extra instruments should be developed.
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Information literacy is essential for the operation of a civic society in which all people may participate (Catts & Lau, 2008). The aim of the Fact Checking Factory (FCF) is to accomplish cooperation between students and local citizens. We aim to create an agenda for local decision-makers with the project objectives of fact-checking local news. http://ecil2018.ilconf.org/#
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Physical Literacy gaat er in de kern om dat mensen beschikken over eigenschappen die het mogelijk maken een leven lang bewegen. Het begrip heeft een aantal implicaties voor het bewegingsonderwijs. Door Physical Literacy wordt het bewegingsonderwijs geïnspireerd een bijdrage te leveren aan de actuele beweegstatus van de leerlingen, maar óók aan een leven lang bewegen. Politiek is het concept Physical Literacy relevant in zoverre het fungeert als ankerpunt om idealen met betrekking tot bewegen en sport te agenderen en te vertalen in maatschappelijke praktijken. Het bewegingsonderwijs kan er alleen maar sterker, waardevoller en relevanter van worden.
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New social actors have emerged with the social media. Among them, we highlightedthe digital influencers, people who have millions of online followers, andinduce them in favor or against products and brands to be consumed. Therefore,we aimed to analyze this endorsement process carried out by digital influencers intheir online profiles, having as research field the fitness market that encouragespeople to evaluate and work tirelessly in their bodies. We used the Semiotic ImageAnalysis to investigate the postings of three Brazilian digital fitness influencersand identified four categories that configure the post format: body exposure, bodyextension, interaction between influencer and brand/product, and interaction betweeninfluencer and followers. By means of these categories, we identified thatthese influencers act as brand avatars, creating an intense link with these products,exposing their bodies in advertisements and extending the meanings of theirgood shape to endorsed goods and services.
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