Exploring Current Challenges and Opportunities in Media Literacy Skills for Youth: Stakeholders’ Perspectives

Authors

  • Ceci Diehl DigiMedia, University of Aveiro, Portugal https://orcid.org/0000-0002-0728-7492
  • Oksana Tymoshchuk DigiMedia, University of Aveiro, Portugal
  • Ruth S. Contreras-Espinosa University of Vic – Central University of Catalonia, Vic, Spain
  • Alessandra Carenzio Catholic University of Sacred Heart, Milan, Italy
  • Maria João Antunes DigiMedia, University of Aveiro, Portugal
  • Jose Luis Eguia-Gomes University of Vic – Central University of Catalonia, Vic, Spain
  • Nelson Zagalo DigiMedia, University of Aveiro, Portugal

DOI:

https://doi.org/10.34190/ecgbl.18.1.2711

Keywords:

Media Literacy, Critical Thinking, Educators and Media Professionals, Game-based learning, Professional training

Abstract

The widespread dissemination of contradictory information through various media platforms can increase anxiety and confusion among younger generations. This highlights the need to promote Media Literacy (ML) skills, enabling them to evaluate online information's validity critically. Video game-based learning can be valuable in this context, fostering active learning and critical thinking. Therefore, developing and sharing innovative resources like interactive content and video games is crucial to enhancing young people's ML skills and resilience to disinformation. The YO-MEDIA project, involving three universities in Italy, Portugal, and Spain and a journalist association, aims to develop ML in young people during times of crisis (e.g., pandemics and wars) through game-based learning strategies and professional training. The project carried out 29 semi-structured interviews in the partner countries with various stakeholders to understand perspectives on media design practices and ML formulation for young people in crises. These interviews aimed to collect education and media professionals' insights on promoting ML and critical thinking among youth during crises. It also seeks to gather best practices and understand these professionals' challenges when fostering ML among youth. This study's findings suggest that the interviewees deem ML vital for distinguishing accurate information from misinformation during crises, especially relevant for young individuals. Essential skills for these young people include critical thinking, filtering information, and recognizing online threats. Effective strategies involve operating within digital environments frequented by young people, encouraging critical thinking, and nurturing collaboration. Professionals face challenges such as a lack of training, engaging young people's attention, and keeping pace with digital environments. The interviewees also emphasized the importance of ML training for informal educators and media professionals. They recommended Massive Open Online Courses (MOOCs) for their flexibility and accessibility. According to the interviewees, an ML game should involve research, interpretation, and decision-making processes and be accessible to young people with disabilities. They identified several ML projects and resources, including multimedia labs, youth parliaments, and critical thinking tools. This study contributes to developing games that promote critical thinking and ML in young people. It also aids in establishing ongoing professional training in ML for informal educators, teachers, media professionals, and other stakeholders.

Author Biographies

Ceci Diehl, DigiMedia, University of Aveiro, Portugal

Ceci Diehl has a PhD in Information and Communication on Digital Platforms and is a researcher on the YO-MEDIA – Youngsters’ Media Literacy in Times of Crisis project, at DigiMedia of the University of Aveiro, Portugal. Her research interests are UX, interaction design, user interface design, digital games, and media literacy.

Ruth S. Contreras-Espinosa, University of Vic – Central University of Catalonia, Vic, Spain

Professor at the University of Vic - Central University of Catalonia (Spain). Areas of activity: Game studies, Digital Game-based learning, Gamification, Technology enhanced learning, Serious Games, User experience, User Centered Design, Game Design, Digital communication. Co-founder of DIGRA Mexico Chapter. External evaluator A3ES (Portuguese Agency of Evaluation and Accreditation). Women in Games Ambassador. 

Alessandra Carenzio, Catholic University of Sacred Heart, Milan, Italy

PhD in Education and Associate Professor of Education at the Catholic University of Milan (UCSC). Research areas: Media Education, media appropriation, the use of technologies at school. Member of CREMIT (Research Center in Media Education, Innovation and Technology) and part of the Teaching and Learning Lab at UCSC. 

Maria João Antunes, DigiMedia, University of Aveiro, Portugal

Maria João Antunes is an Assistant Professor at the Department of Communication and Arts, at the University of Aveiro, Portugal. She has a PhD in Sciences and Technologies of Communication from the University of Aveiro. Her research interests focus on the relationship between new information and communication technologies and people/organizations.

Jose Luis Eguia-Gomes, University of Vic – Central University of Catalonia, Vic, Spain

Lecturer at the Polytechnic University of Catalonia, Barcelona Tech and the Image Processing and Multimedia Technology Centre (CITM-UPC) in Spain. He teaches subjects such as “Engineering of the human factor” in the Higher Technical School of Industrial Engineering of Barcelona and “Design basics” in the Video Game Degree. Member of the consolidated Computer Engineering research group (GIE) of the Polytechnic University of Catalonia, working on Serious games and Game based learning. 

Nelson Zagalo, DigiMedia, University of Aveiro, Portugal

Nelson Zagalo is a Professor at the University of Aveiro, Portugal, and Scientific Coordinator of DigiMedia. Founded the Portuguese Society for Videogames Sciences, and the Journal of Digital Media & Interaction. He has published more than two hundred peer-review papers in journals, books and conferences worldwide.

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Published

2024-10-07