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The term "media and information literacy" is used by UNESCO [1] to differentiate the combined study from the existing study of information literacy. Renee Hobbs suggests that "few people verify the information they find online―both adults and children tend to uncritically trust information they found from whatever source."
It is especially useful in the context of the internet and social media. [1] A formal concept of it was developed as an expanded information literacy framework by State University of New York academics Thomas P. Mackey and Trudi E. Jacobson. It has been used to prepare people to be informed consumers and responsible producers of information in ...
Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages, as well as create, reflect and take action—using the power of information and communication—to make a difference in the world. [1]
The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning".
Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. Digital literacy combines both technical and cognitive abilities; it consists of using information and communication technologies to create, evaluate, and share information.
MediaSmarts developed a digital media literacy framework for Canadian schools called USE, UNDERSTAND & ENGAGE, [3] which provides a road map for teaching digital media literacy skills in Canadian schools. The framework draws on nine framework topics of digital media literacy and provides teachers with supporting lessons and interactive ...
Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. [1] (See figure below) The concept of transliteracy is impacting ...
According to Kuzmin and Parshakova, access to information entails learning in formal and informal education settings. It also entails fostering the competencies of information and media literacy that enable users to be empowered and make full use of access to the Internet. [37] [38]