Policy-makers are showing growing interest in ‘digital literacy’. But what does digital literacy mean, and how and where might we teach it?
What does the new UK government report on fake news and disinformation have to say about ‘digital literacy’?
How can we – and should we – regulate the digital media landscape? And what role might education have to play? Some current issues for media students and their teachers.
New software can be used to falsify moving images and create a new kind of ‘fake news’ on video. What are the implications for media literacy?
How can we make better progress in developing media literacy in Europe? And what should the European Commission itself be doing?
Developing a critical media education approach to teaching social media: some concluding reflections.
A critical media education approach: using the concept of audiences to teach about social media.