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2022 opened with World War C, the first major cyber world war. Wanting to capitalize on history in the making, Information Systems faculty are integrating real time events to increase student engagement, comprehension, and application of IS concepts. This paper outlines a successful midterm evaluation pivot that leverages current events. We discuss two different actions taken and objectives, outcomes, and implications for teaching and educational research. We find that incorporating extreme current events motivates students towards self-learning and creative knowledge outlets, which in turn stimulate greater comprehension, application, and retention across the entire class.

With the development of technology, the circulation of information around the world has accelerated. Journalism has now entered social media and mobile phones and has started to accompany people everywhere. The role of the media in education helps to learn, develop and keep alive a culture, and then transfer it to new generations. Media messages prepared for educational purposes aim to educate the individual and society on certain issues. The media is integrative with publications that raise awareness of the country, state and nation, make people popular, protect and protect national values. Thanks to the developing technology, politicians benefit from the educational role of the media by using new media tools as well as traditional media. In this study, the concepts of communication and media are explained in detail. In the continuation of the study, it was tried to reveal what needs to be done about the realization of a successful corporate perception management by mentioning the importance of corporate perception management in public administration by making use of the developing technology. Using content analysis, the interviews of the President of the Turkish Republic of Northern Cyprus, Ersin Tatar, in the TRNC and universities in Turkey in October 2023 were examined.

Defense industry is one of the sectors that boosts technological advancement and act as a trigger. In this industry, where personnel training plays a vital role, supporting military training with technology provides a great advantage on the battlefield. When we look at the problems that need to be solved, it is seen that the soldier's devotion to duty, his sense of absolute obedience and the soldier's need to be free from emotional depression. Recently, the masses have undergone intense migration movements due to the climate crisis, epidemics, hunger and wars. In this context, it seems that local people in the migrated region have a feeling of fear and hatred towards the newcomers. Mass media are the primary factors that cause this perception, called xenophobia. In this study, how perception management can be done through mass media and what the consequences may be will be discussed from a dystopian perspective and using the semiotic analysis method. As an example, through the images and dialogues in the "Men Against Fire" episode of the Black Mirror series, it will be examined how the soldier's motivation to become conditioned to the task during the training process is provided with technological support, and how effective the media can be in the context of perception management. As a result of the research, the outrage that xenophobic thought will cause in society, the dangers that arise in case of loss of control, and the role of the media in this process will be revealed and solution suggestions will be offered.

Intertextuality, defined as the presence of one text within another, is a powerful tool in shaping media narratives and engaging audiences. This study explores intertextuality in Kazakh, Russian, and English-language media, examining how precedent expressions like quotes, allusions, proverbs, and aphorisms sued as media texts interact across cultural and linguistic contexts, and how these three linguistic landscapes use these expressions to reinforce messages, establish authority, and foster a sense of cultural identity. The study used a mixed method research approach, wherein the quantitative phase determined how precedent expressions were perceived by young people, through a survey whose data was analyzed through a Python-based program utilizing artificial intelligence. The qualitative phase made use of linguacultural analysis of literary texts, contextual analysis, synthesis, by using a comparative method. The sampling of the media texts was made from leading Kazakh, Russian, and English-language media sources, including news articles, and social media posts published over the past two years. Purposeful sampling technique was adopted to ensure that the selection of texts was rich in intertextual references, including precedent phenomena and culturally significant expressions. The findings of the study revealed the semantic content of these precedent phenomena and demonstrated national and cultural characteristics. The study found common patterns in intertextual practices across all three media types, illustrating how intertextuality enhanced narrative depth and bridged cultural and historical contexts. Despite differences in cultural emphasis, intertextuality in each media landscape engages readers, added layers of meaning, and shapes public discourse. These findings have significant implications for cross-cultural media analysis, suggesting that understanding intertextuality can enhance translation practices, improve cultural adaptation in media, and contribute to the development of media literacy programs.

The development, use, and timely promotion of Open Education (OE) has been effective in addressing myriad educational concerns, including inclusivity, accessibility and learning achievement, among many others. However, limited information exists in the literature concerning how OE could enhance Generative Artificial Intelligence (GenAI), which is receiving extensive interest and criticism at this time. To address this research gap, this study relies on the Open Educational Practices (OEP) framework of Huang et al. (2020) to provide various OEP scenarios that could help to promote and facilitate the effective and safe adoption of GenAI in education. The findings of this study could provide guidelines on how relying on OEP when adopting GenAI could help in ensuring quality education which is the sustainable development goal (SDG 4) of the United Nations (UN).

Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

The use of language in digital discourse for marketing has rapidly developed through mass media. This paper elucidates how advertisers employ various pragmatic strategies to persuade the recipient to act (behavior) by purchasing specific products. This study utilized different theoretical and conceptual frameworks (Theory of Reasoned Action and Aristotle's Models of Persuasion) to address the shortcomings of the social cognitive approach in studying persuasion, to investigate how language of advertisements can influence the recipient's thinking of a product from a psychological perspective. Guided by the principles of TRA, the present study argues that persuasion in advertisements is structured by three dimensions: attraction (through language features and appeals), evaluation (through beliefs, attitudes, and intention), and behavior (social acceptance or reluctance). This study revealed eight persuasion techniques employed by advertisers including demonstrating distinction, honoring commitment, expressing authority, hyperbolizing, glorification, providing proofs, expressing solidarity, and proving success. Showing distinction and Honoring commitment were the most frequently used strategies. Additionally, the study found that strategies of persuasion involved ethical, logical, and emotional appeals for their large effect on the recipient as they contribute to the recipient's positive evaluations. Appealing to reasoning (logic) is the most common one in slogans.

A political discourse would comprise terminology related to economic development, social welfare, national identity, international relations, and security. The purpose of this study was to determine the function of political discourse and study its role as a mass media that shapes public opinion, and to prove through discourse that political terminology plays a key role in shaping the country's image. Through a qualitative analysis of speeches, official documents, media coverage, and public statements, a dialectical approach was adopted to enhance understanding of the role of language in shaping perceptions of nations in the contemporary global context. The data mainly comprised secondary data, speeches of political leaders, official documents and media reports. Political archives, media reports and newspaper editorials also supplemented the data about Kazakhstan and its historical evolution. The research findings identified patterns, trends, and differences in the portrayal of a country's image and the strategies used to promote or defend it. It also found the nuanced interplay between political terminology, discourse, and the construction of a country's image. The findings would contribute to a deeper understanding of the role of language in shaping perceptions of nations in the contemporary global context.

Chinese Yao Nationality Folk Songs are a distinctive cultural treasure thriving within the Guangxi Zhuang Autonomous Region, intimately intertwined with the lives and traditions of the Yao people. The objective of this study is to investigate the role of education and literacy in the development and transmission of Chinese Yao Nationality folk songs in the Guangxi Zhuang Autonomous Region. The research site, Jinxiu Yao Autonomous County, serves as a culturally significant backdrop, chosen for its accessibility and cultural relevance to the research objectives. To gain comprehensive insights into this complex topic, three key informants with specialized knowledge and cultural insights were meticulously selected. An array of research tools, including observation forms, interview forms, and questionnaires, were employed to gather data and analyze various aspects of Yao Nationality folk songs. The results reveal the multifaceted phases of development these songs have undergone, from their sacred origins to their role in communal celebrations and emotional expression. The transmission of these songs is showcased through a blend of oral traditions and written records, with a contemporary integration of media and technology. This research suggests the need for a balanced approach to preserving cultural heritage while embracing modernity.

This literature review examines the significance of Critical Media Literacy (CML) in higher education. The rapid digitalization and globalization have intensified media dissemination, raising critical issues about information authenticity and its societal impacts. CML empowers individuals to critically analyze media, discern between reliable and unreliable sources, recognize biases, and understand the broader socio-political implications of media messages. The study leverages Stuart Hall's Encoding and Decoding Theory to dissect how media messages are constructed, disseminated, and interpreted, emphasizing the need for critical engagement in the post-truth era. The review highlights the detrimental effects of fake news and disinformation on democracy and trust in institutions, stressing the importance of integrating CML into higher education curricula to foster informed and engaged citizens. The paper also discusses the methodological limitations in current research and the necessity for comprehensive teacher training and systemic changes in educational institutions. Ultimately, this study underscores the transformative potential of CML in developing critical thinking, promoting democratic engagement, combating media manipulation and misinformation, and advocating for its inclusion in education policies and practices to prepare students for the complexities of the digital media landscape. [Note: The page range (14-34) shown on the PDF is incorrect. The correct page range is 14-35.]

As a fundamental communication tool, media has undergone transformative changes throughout history. This has a lot to do with education. Each era has been characterized by its own unique media paradigms, from the invention of the printing press in the 15th century to the emergence of radio and television in the 20th century. These paradigms not only define how information is disseminated but also shape the social and political landscapes of their respective periods. In the modern age, the emergence of digital technology and the internet has brought about a new media paradigm that deeply influences every aspect of human interaction and the fabric of society. Today, new media, characterized by its interactivity, decentralization, and unprecedented access, dominates our daily lives. The significance of new media, which affects individual behaviors and global politics, economy, and cultures, cannot be underestimated. This process is also of great importance in terms of education. In particular, media literacy education will enable the individual to personally prepare for or otherwise intervene in the positive or negative aspects of their interaction with the media. From connecting distant communities to altering the dynamics of political campaigns, the impact of new media is ubiquitous. However, along with these advantages, new challenges have also emerged. One of the most concerning aspects of this shift in media is the potential for its exploitation by malicious groups, particularly evident in the rise of "terror agencies" utilizing new media platforms. These organizations adeptly employ new media tools for propaganda, recruitment, and operations, forming a symbiotic relationship that poses significant threats to global security. This article explores how new media paradigms enable the existence of terrorist organizations, the place of education in this regard, and what this complex relationship means for our interconnected world.

New communication technologies express the transformation of traditional communication technologies in parallel with technological development. New media tools, such as propaganda tools in political elections, have become widespread in recent years. The use of social media in political elections has gained significant importance in recent years. Social media platforms provide an environment where political campaigns, candidates and voters can interact, and information sharing occurs quickly and widely. Candidates and political parties use social media platforms to deliver campaign messages, announce their policies, and communicate with voters. Through visual and written content, videos, live broadcasts and posts, candidates directly interact with voters and mobilize their supporters. Social media is an effective tool for spreading political propaganda and reaching large audiences with political information. Candidates and their supporters share various social media content to influence voters, defend their policies and persuade voters. Social media platforms gauge voters' opinions and preferences through surveys and feedback. Candidates and political parties seek feedback on social media to identify voters' expectations and concerns, shape their campaigns accordingly, and improve their policies. TRNC 2020 Presidential Elections is an essential topic for political science and international relations thesis studies. These elections provide a rich source for examining the political atmosphere of the Turkish Republic of Northern Cyprus, the election process, competition between candidates, election results, and political transformations. By discussing the use of social media in the 2020 TRNC Presidential elections, this research examined how the candidates used social media channels and what the reflections were by revealing the political communication languages of the propaganda and the differences it created in social perception. Qualitative research methods and scanning models will be used in the research. The candidates' use of social media in the 2020 TRNC Presidential elections was examined with their propaganda languages and statistics obtained in new media.

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

In today's world of multimedia communication, the use of multiple modes of discourse is prevalent in various fields. The international academic community has taken an interest in studying multimodality from different perspectives. This paper uses CiteSpace 6.1.R6 to visually analyze literature on multimodal discourse studies (MDS) in the Web of Science (WoS) Core Collection from 1997 to 2023. The results show a significant increase in English research papers on MDS over the past two decades, a development made possible through collaborative efforts and knowledge-sharing among scholars from different regions and institutions. MDS conducted by scholars from across the world reveals diverse research categories and highlights hot issues and social practices. Consequently, the discipline has produced significant social value. The analyses of keywords and literature further reveal that MDS mainly explores language education, politics, children's education, identity construction, and media. Additionally, the most cited literature on MDS plays a fundamental role in guiding scholars across the world to understand the key concepts of multimodality and to conduct multimodal discourse analysis from different perspectives. This research provides valuable insights for scholars engaged in or interested in multimodal discourse analysis worldwide, helping them understand MDS's evolution while offering significant implications for conducting research on multimodal discourse.

Instructors from K-16 incorporate current events and contemporary media in their courses in a variety of ways and with different educational objectives. Here, I present strategies for selecting and framing current events in high school and undergraduate biology courses and an example assignment, all explicitly tied to science practice skills and utilizing coursework to advance students' science literacy and participation in the discourse. In this way, current events activities become a core part of the course experience, rather than an "extra" investment of planning and course time requiring trade-offs of instructional time devoted to other topics.

Education reform in the United States has unwisely focused attention on standards and accountability to the state as determined by standardized testing (Berliner & Biddle, 1995; Mehta, 2013). Stemming from the emphasis on standards-based accountability are the ideas of rapid school "turnaround" and the state's role in this process (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019). The current study employed critical policy discourse analysis to examine the media's portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames--one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings suggest sustained community and media participation is needed to bring attention to education policy issues while underscoring the importance of taking a critical stance to assess media coverage.

To be successful in the workforce agricultural communication students must develop strong writing skills. Students' self-perception of their media writing plays a large role in both their success and satisfaction with their own writing and the writing process. In this study, students in an introductory agricultural communication course (n = 30) were administered a pre- and post-test survey based on the Media Writing Self-Perception instrument developed by Kuehn and Lingwall (2018). Students' total media writing self-perception scores slightly increased between the pre- (M = 26.833) and post-tests (M = 28.100). This total score suggests that students had neither excessive confidence nor anxiety in their writing abilities. Educators in agricultural communication programs should use this research to offer students opportunities that will improve their writing self-efficacy, and in turn their Media Writing Self-Perception scores.

Gender stereotyping and perception of gender roles have been a pervasive issue in media discourse. Studies have shown that language plays a crucial role in shaping our perceptions and understanding of gender. Systemic functional linguistics (SFL) is a linguistic framework that analyzes the functional and social aspects of language use. This study aimed to investigate the relationship between SFL and gender stereotyping as well as the impact of SFL on gender stereotyping and perception of gender roles in international media discourse. Additionally, the study investigated whether language proficiency moderated the relationship between SFL and gender stereotyping. The study recruited 287 participants from colleges in Beijing and Shanghai cities of China. Participants were selected based on their language proficiency in English and Mandarin. Data were collected through a self-administered online questionnaire. The results indicated that SFL had a significant positive effect on both gender stereotyping and perception of gender roles in international media discourse. Furthermore, language proficiency was found to moderate the relationship between SFL and gender stereotyping, such that the effect of SFL on gender stereotyping was stronger for individuals with higher language proficiency. However, the mediating effect of perception of gender roles on the relationship between SFL and gender stereotyping was not significant. This study provided insights into the potential impact of SFL on gender stereotyping in international media discourse. It highlights the importance of language proficiency in shaping the perception and understanding of gender in media discourse. The study also provided directions for future research, such as investigating the role of other linguistic frameworks on gender stereotyping and exploring the impact of media literacy on gender perceptions.

Engineering and pop-culturist instructors team-teach a first-year experience course exploring science through the lenses of history, literature, film, television, and sequential art. Authors present science fiction discourses as unique for synthesizing fields in the humanities and STEM, and they present curricular and co-curricular design strategies for harnessing its potential in the honors classroom. Course objectives and outcomes are presented, with authors noting specific challenges in implementation and emendation. Adaptability and compatibility figure prominently in the successful delivery of the course. A review of literature relating to interdisciplinary education and team-teaching in honors is included.

Media literacy is an essential area of discussion with its digital competencies and skills, the online opportunities it provides, and the risks it carries. The mobilization of today's media tools, the ability to connect to the network through smartphones regardless of time and place, and easy accessibility have brought new media tools to the centre of our lives. The speed and change in new communication technologies present new opportunities and risks, especially for children and young people. Today, the new media environment and tools have a social role in determining, transforming, shaping and giving new forms to social relations. Communication relationships, online behaviours and attitudes realized by technology are the subjects of many studies. Being constantly networked or connected is essential in young people's social identity construction and carries many risks. The individual who needs to be media literate in the face of traditional media has to be much more conscious and educated in the face of multi-media channels and productions that are renewed and changed with today's digital developments. In this context, structural changes and transformations in information and communication technologies have made it necessary to discuss new media literacy and new literacy skills, online opportunities and risks. As a result of the conceptual discussion, it has been revealed that individuals who have the digital competencies and skills of the 21st century, who can use online opportunities at the maximum level, who are aware of online risks and can minimize them, should be trained with new media literacy education.

With the development of computer and internet technologies, new media has become indispensable to daily life in the digital age. The concept of public opinion, which is at the centre of many research topics in the field of communication, has also interacted with new media in this context. Thus, new media tools have begun to be seen as critical elements in the processes of public opinion formation. This study aims to investigate how new media affects public opinion formation processes in the Turkish Republic and to contribute to the relevant literature. The most important result of the study is that in the postmodern age, new media is one of the dominant elements that direct the thoughts and attitudes of individuals in the public opinion formation processes. Another critical finding in the study is that the use of new media in the Turkic Republics increases yearly. In this context, digital diplomacy has begun to be used more intensively among member countries. Finally, in the current conjuncture, new media has a strategic importance in disseminating propaganda materials, and young people in the Turkish Republic are the segment of society that uses new media most actively in public opinion formation processes.

This article examines and discusses the musical and artistic characteristics of Shaanxi folk songs, as well as how they can be more effectively disseminated in today's rapidly changing social environment. This also provides some beneficial information for the dissemination and development of Shaanxi folk songs, allowing them to be disseminated and passed on more effectively. The study's objectives were to analyze the musical characteristics of northern Shaanxi Province's folk songs and to propose guidelines for the dissemination of folk song literacy in northern Shaanxi Province, China. The study investigates and analyzes how to better disseminate Shaanxi folk songs from various perspectives, including educational dissemination, media dissemination, and official institution dissemination, using qualitative research methods. The results of this study show that the folk songs of northern Shaanxi have a strong local flavor and a simple style that people appreciate. They have a distinct musical charm and range from small two-stanza styles to large multi-stanza styles. Guidelines for the dissemination of folk songs in northern Shaanxi Province, China, have been developed in order to introduce the world to the excellent folk songs of northern Shaanxi in a new language form as well as to various contemporary cultural activities and school education.

In this study, I discuss the potential implementation of José Ricardo Morales' relevant dramatic literature (scripts) as an additional pedagogical learning tool for teaching the topics of media manipulation and propaganda in Chilean secondary schools. Moreover, this process encourages students to critically examine and discuss specific past and present-day local conflicts. From a qualitative approach, I analyze several learning objectives from the Chilean national curriculum frameworks that best suit the aforementioned topics developed and problematized in Morales' plays. As complementary, I discuss the previous results with eight randomly chosen secondary teachers and their students about using Morales' plays to teach particular topics in Chilean history. The results reveal that incorporating two of Morales' plays as a reading and writing activity can be helpful for secondary teachers to teach their students the topics of media manipulation and propaganda in authoritarian regimes from a contextualized perspective.

Suicide had traditionally been silenced in the media until the beginning of the 21st century, when the World Health Organization (WHO) changed its recommendation not to report on it in order to disseminate this serious social problem and contribute to its prevention. Work has been done to define how and with what limits the media should report, but there are no codes dealing with social networks, which require specific treatment given their great capacity for influence. This research analyses the information on suicide published on social networks by the Spanish media with the greatest interaction on Twitter and the feedback from audiences, during the first six months of 2022, applying the different ethical codes and consulting the seven state organizations specialized in suicide. This work aims to examine the connection and interaction between the selected media and their audience in social networks, participation, the type of content created by the media and the exchange produced with their audiences. In the results, it is observed that the interaction of the audience regarding the different approaches of the media on Twitter on suicide is associated with the idea of sharing, commenting or bookmarking those messages related to prevention.

This study examines the crucial role of electronic word-of-mouth (EWOM) in mediating the impact of marketing mix strategies on international students' study destination decisions. The theoretical framework proposed in this research integrates consumer behavior theories to enhance our understanding of the relationship between marketing mix strategies and international students' enrollment choices. Building upon previous research that underscores the importance of marketing mix strategies in shaping consumer choices, this study focuses specifically on the context of international students deciding to study in Jordan. To achieve its objectives, a questionnaire was administered to a sample of 2000 international students who recently enrolled in both public and private universities in Jordan, with a response rate of 61%. Through rigorous empirical analysis, this study provides compelling evidence that the quality of the product/program, price, place, and promotion significantly influence the decision-making process of international students. Moreover, the study reveals that EWOM plays a critical mediating role in this relationship, underscoring the significance of online reviews, ratings, and recommendations in shaping consumer perceptions and choices. These findings underscore the need for marketers to proactively monitor and manage online reviews and harness the power of EWOM as a potent marketing tool to positively impact consumer decision-making.

This paper presents an up-to-date overview of how students in Compulsory Secondary Education (ESO) in Spanish public schools, aged between 11 and 16, approach the media, how they inform themselves, the degree of journalistic discrimination they have, and how they deal with the news in times of an infodemic and disinformation. In addition, it explores the opinion of teachers on the media deficits they perceive in their students. The main research technique used in this study was a descriptive, cross-sectional survey of 1,651 ESO students from all over Spain with a confidence level of <95% and a ±3% sampling error. In order to delve deeper into some of the main aspects pointed out by students, 77 in-depth interviews were conducted with teachers from all over Spain. The main results highlight that high school students are mainly informed through social networks, television, and their family or friendship groups; that they have difficulties in discriminating between information and opinion; and that, although they consider themselves capable of differentiating between news and hoaxes, more than half are unable to distinguish between fake and real news. According to the teachers in some of these schools, media consumption among students is non-critical, fuelled by the compulsive consumption of audiovisual and digital media.

Nowadays, media platforms are a catalyst for sculpturing a society's mindset. Especially within a societal context characterized by skepticism towards the culture of human rights, the proliferation of misinformation has exerted a detrimental impact on public sentiment, thereby amplifying skepticism towards the culture of human rights. The objective of this study is to examine the misuse of media platforms in the dissemination of misinformation regarding the culture of human rights. The paper offers a legal analysis of our case study regarding the controversy surrounding the Jordanian child rights draft law. The paper analyses the practice of disseminating misinformation via media platforms through three main lenses: discourse, trust, and social practice. It also examines the intersection between these lenses through the example of the Jordanian child rights draft law controversy.

People are inundated with popular press reports about medical research concerning what is healthy, get advice from doctors, and hear personal anecdotes. How do people integrate conflicting anecdotal and statistical information when making medical decisions? In four experiments (N = 4126), we tested how people use conflicting information to judge the efficacy of artificial and real medical treatments. Participants read an anecdote from someone in a clinical trial, or who had undergone a medical treatment previously, for whom the medical treatment was ineffective. We found that reading anecdotes for either artificial or real medical treatments shifted participants' beliefs about the efficacy of a medical treatment. We observed this result even when the anecdote was uninformative, was paired with an icon array, or when participants were provided with thorough medical decision aids about reproductive health procedures. Our findings highlight the pervasive effect of anecdotes on medical decision making.

Misinformation often continues to influence people's reasoning even after it has been corrected. Therefore, an important aim of applied cognition research is to identify effective measures to counter misinformation. One frequently recommended but hitherto insufficiently tested strategy is source discreditation, that is, attacking the credibility of a misinformation source. In two experiments, we tested whether immediate source discreditation could reduce people's subsequent reliance on fictional event-related misinformation. In Experiment 1, the discreditation targeted a person source of misinformation, pointing to a conflict of interest. This intervention was compared with a commonly employed message-focused correction and a combination of correction and discreditation. The discreditation alone was effective, but less effective than a correction, with the combination of both most effective. Experiment 2 compared discreditations that targeted a person versus a media source of misinformation, pointing either to a conflict of interest or a poor track record of communication. Discreditations were effective for both types of sources, although track-record discreditations were less effective when the misinformation source was a media outlet compared to a person. Results demonstrate that continued influence of misinformation is shaped by social as well as cognitive factors and that source discreditation is a broadly applicable misinformation countermeasure.

The rapid expansion of digital connectivity has provided youth with wide-ranging access to digital platforms for communication, entertainment, and education. In light of this profound shift, there have been growing concerns about online safety, data privacy, and cybersecurity. A critical factor influencing the ability of youth to responsibly navigate digital platforms is digital literacy. While digital literacy programs have been implemented in various regions worldwide, significant disparities remain not only in overall digital literacy levels, but also the assessment of digital literacy initiatives. To address these challenges, an environmental scan and literature review were conducted to identify existing digital literacy programs in Canada developed specifically for youth, as well as digital literacy assessment tools, respectively. The search encompassed peer-reviewed articles, organizational curricula, and assessment measures indexed in various databases and organization websites. The environmental scan identified 15 programs targeting key components of digital literacy such as data safety, cyberbullying, and digital media. The literature review identified 12 digital literacy assessment tools. Based on the findings, data were synthesized from shortlisted programs and assessment tools to inform the development of both a new digital literacy program and assessment tool to complement the youth-focused program. The new program focuses on four key components: (1) digital fluency, (2) digital privacy and safety, (3) ethics and empathy, and (4) consumer awareness. A 15-item assessment tool was also developed consisting of 4-5 questions specific to each program component. Given the growing importance of digital competencies, a youth-focused program and assessment tool are crucial for understanding and addressing digital literacy among this vulnerable cohort. This program's adaptability allows for customization across sociodemographic target groups, including culturally diverse and geographically remote communities--an aspect that has the potential to enhance digital literacy across settings. Implementing digital literacy programs can better prepare youth for an increasingly digital world, while minimizing potential risks associated with technology use.

Misinformation and disinformation about science have reached alarming levels. Here, we summarize a recent expert report, "Science Education in an Age of Misinformation," that outlines what science education can do to address this problem and, given the urgency, has to do. We highlight the significance of teaching how the social practices of science contribute to establishing a trustworthy consensus and how students should evaluate the credibility of second-hand claims reported in the media or on the internet. We focus on the concepts of epistemic dependence on experts, competent outsiders, credibility, expertise, consensus, deceptive tactics, and science media literacy.

People from culturally and linguistically diverse (CaLD) backgrounds in Australia generally experience poorer health outcomes, explained in part by low levels of health literacy. We conducted a systematic review to examine the development and evaluation of health education resources designed for CaLD populations. Five electronic databases were searched for English language, peer-reviewed studies published between 1980 and 2020. Thirty-four studies met the inclusion criteria. Twenty-four different health education resources were described and broadly categorized into four types: media campaigns (n = 10), text-based materials (n = 5), films (n = 8) and radio (n = 1). Studies were assessed against domains adapted from a health literacy guideline incorporating: need, collaboration, audience, health literacy, theory, test and process and impact evaluation. All but one study met the majority of the domains. All studies reported positive evaluation outcomes; this may be due to studies involving community early in resource design and including health literacy considerations in their design. Reporting resource design and evaluation against standard practice controls is recommended to build a more robust evidence base for developing effective health education resources for use by audiences from CaLD backgrounds.

The wars of the 21st century are not the first media wars, and many tropes and schema have long histories, particularly propaganda and the othering of a purported enemy. What is new today is that although mass media remains a central and hegemonic source of insight and perspective, citizen journalism, social media, spreadable media, and surveillant, data-driven media have grown in significance at an exponential level, adding a layer of complexity. In this article, we focus on disparity in media coverage and make the point that media and information literacy provide a valuable set of lenses from which to view a cluster of news and social media accounts taken from the government, mainstream media, alternative media, and the DIY mediasphere of the social media. It centers on two conflicts that receive little media exposure--the Nagorno-Karabash conflict between Armenia and Azerbaijan and the internal Anglo-Francophone conflict in Cameroon. It also offers examples of classroom activities that could be adapted and modified to most educational settings.

This article presents and analyzes general and specific data from a survey carried out in four news media on the subject of human rights (HD). The investigation was guided by qualitative principles and content analysis in the documents found in the journalistic platforms: Brasil de Fato, O Dia, Folha de S. Paulo and Veja. In total, 112 news items were tabulated over seven weeks and organized into 12 topics and grouped into two axes: equality and difference. As a result, the study showed that the human rights agenda is not explicitly addressed on news platforms; the Brasil de Fato platform was the only one with a specific tab for the theme; there is a need to understand media education as one of the fundamental "arms" of human rights education.

The study is aimed at exploring Master's students' sense-making of various second language (L2) texts and its correlation with interpretation depth and the students' intercultural competence. The significance of this research lies in the fact that it provides an insight on culture-specific issues challenging for advanced and proficient Ukrainian learners of English when they make sense of L2 vocabulary, interactions, public, mass and social media discourse. The study is based on a questionnaire with open-ended questions filled in by forty Ukrainian Master's students. The subjects were asked to interpret several English vocabulary items, idioms, linguistic landscape signs as well as mass media and social media texts. The findings suggest that the students' intercultural competence rests on the information obtained from English textbooks as well as from current mass and social media content. When facing ambiguity or uncertainty, the students tend to show a lack of cultural awareness and resort to first language (L1) assumptions in their sense-making, which may entail a wrong or inaccurate understanding. The students' interpretation of public, mass and social media texts reveals their insufficient background knowledge of L2 culture, which does not lead to inaccuracies in sense-making but prevents comprehensive understanding of messages. The study argues that Master's students majoring in English need to enhance their cultural awareness, to develop their intercultural competence and to be prepared for continuous learning of L2 cultural schemata.

Because correctional facilities are closed environments, perceptions of prison and jails are largely informed by the media; unfortunately, those perceptions are often inaccurate. Faculty in criminal justice programs often strive to combat inaccurate media images, including offering criminal justice students the opportunity to tour a prison or jail. In this study, undergraduate criminal justice students were surveyed about the sources of their corrections information prior to attending a tour of a prison or jail. After the tour, students wrote a reflective essay comparing their perceptions before the tour to their actual experiences on the tour. In the survey and in their essays, students pointed to the media as a major source of their information about corrections. While a few students noted similarities, most students commented about the differences in what they observed on the tour versus what they expected to see. These findings indicate the important role the media plays in shaping student perceptions and how short-term experiential learning opportunities like field trips can counteract stereotypes. We discuss implications for instructors planning field trips in relation to the study results.

Hybrid media context and the infodemic have increased the threat of disinformation, particularly among young people who mostly consume digital content. This article aims to identify the competencies needed to detect low-quality content linked to disinformation by Journalism and Communications undergraduates from Argentina, Chile, and Spain. Based on a double comparative study by countries and levels of education, it tries to predict the skills of future journalists in recognising false information. From an online questionnaire, the participants (N=300) evaluated the quality observed (minimum, average or excellent) and the problems detected from 12 items published in both conventional and pseudo-media. The comparison of results with the expert group shows that about 60% of the students have difficulties in identifying quality accurately and that this ability is higher in the advanced groups. From a selection of five news items, the participants were only able to successfully report 25.3% of the real mistakes in the texts. The correct identification of these mistakes improves in news related to the COVID-19 pandemic. Conclusions reveal that undergraduates overestimate their ability to detect disinformation, with a self-perception of 3.46 out of 5. The results also indicate that their media diet combines digital media and social media as a priority, while traditional media have a residual nature.

Democracy is based on individuals' ability to give their opinions freely. To do this, they must have access to a multitude of reliable information sources (Dahl, 1998), and this greatly depends on the characteristics of their media environments. Today, one of the main issues individuals face is the significant amount of disinformation circulating through social networks. This study focuses on parliamentary disinformation. It examines how parliamentarians contribute to generating information disorder (Wardle & Derakhshan, 2017) in the digital public space. Through an exploratory content analysis--a descriptive content analysis of 2,307 messages posted on Twitter accounts of parliamentary spokespeople and representatives of the main list of each political party in the Spanish Lower House of Parliament--we explore disinformation rhetoric. The results allow us to conclude that, while the volume of messages shared by parliamentarians on issues susceptible to disinformation is relatively low (14% of tweets), both the themes of the tweets (COVID-19, sex-based violence, migrants or LGBTI), as well as their tone and argumentative and discursive lines, contribute to generating distrust through institutional criticism or their peers. The study deepens current knowledge of the disinformation generated by political elites, key agents of the construction of polarising narratives.

The study aimed to identify the reality of media leaders' practice of electronic leadership from the point of view of faculty members in media faculties. It also correlated the relationship between the study sample's opinions about the media leaders' practice of electronic leadership according to the variable of gender and experience. To achieve the study objectives, the study followed the descriptive approach. A questionnaire was applied to the study sample. The results showed that the degree of reality of media leaders' practice of electronic leadership from the point of view of faculty members in media faculties scored high. The results also revealed statistical differences between the study sample's responses according to the gender variable. In addition, there were no statistical differences according to the variable of experience between the study sample's responses. In light of the current results, the study recommended activating the role of electronic leadership in media institutions through holding training courses for leaders.

The role of advertising animation film as a political motivate in the contemporary reality strategy through multimedia in the research scale of universal unilateral force "America". And this reflection on the animation industry, which made the US authorities and capital owners as a political motivate towards political trends and political changes within and outside America worldwide, and this impact and reflection of our country Egypt and monitoring the effects and results of modern political changes in the contemporary Egyptian reality, and the need to presence of an national Egyptian defensing resistant to Western ideologies, especially the American ideology, which push the changes towards her interests and her advantages as well as the need for writing the history of our contemporary reality by Ourselves via all multimedia forms until they are not forging for the facts or the history with different ideology of the good Egyptian thought. Referring to the futurology, which was concentered with it by the century. As "Dr./Salah Qunsoua "pointed at introduction Book, entitled "The clash of Civilizations" composed by: Samuil Hentgton -- In response to what the current events causes in the world, like problems and questions, do not find their solutions, or responses in previous models, samples, tribes, familiar and accepted theories until recently. As the contemporary world status, which America & Western Europe present the motivate of what facts happen and destroy the theories stabilized from the analysis of an interpretation.

In recent decades, increased scholarly attention has been paid to the interactions between immigration, media coverage, framing, and the rise of populism. This paper draws on these interactions to systematically review peer-reviewed articles related to media representations of immigrants and refugees in Brazil and the United Kingdom (UK). The objective was to identify the tone used in such representations and the research methods applied in the articles. This is the first systematic literature review that compares studies on media and immigration including both Western, Educated, Industrialized, Rich, and Democratic (WEIRD) and non-WEIRD countries. This paper uses Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) to collect, map, and systematize 47 peer-reviewed articles published in the past two decades. The findings show that, in the studies we analyzed, the tone of representation of refugees in the media in both countries is negative. Mass media underrepresent the main actors and use stereotypes and discourses of otherization. This paper contributes to our understanding of the differences between studies, including those conducted in the UK and Brazil, and calls for more comparative studies that include countries from the global south and global north. It also demonstrates the standardization of frames and tone of representation on immigration in both countries, suggesting similar patterns across different countries.

The current study aimed to investigate the effect of visual media-supported classroom discussions on 8th grade students' attitudes towards socio-scientific issues, towards research and inquiry and on their decision making. The study was conducted in a secondary school located in a city in the western part of Turkey in the fall term of the 2021-2022 school year. The study group is comprised of a total of 51 eighth grade students; 25 in the experimental group and 26 in the control group. The study employed the quasi-experimental pretest-posttest control group design, one of the quantitative research methods. The study lasted for 9 weeks. As the data collection tools, the adolescent decision-making scale, the scale of attitudes towards socio-scientific issues and the scale of attitudes towards research and inquiry were used in the study. Classroom activities defined in the science curriculum were conducted with the control group students while visual media-supported classroom discussions in addition to the activities defined in the curriculum were conducted with the experimental group students. At the end of the study, a statistically significant difference was found between the pretest and posttest mean scores of the experimental and control group students taken from the scales of attitudes towards socio-scientific issues and research and inquiry in favour of the experimental group students. While no significant difference was observed between the pretest and posttest mean scores of the control group students taken from the adolescent decision-making scale, a statistically significant difference was observed between the pretest and posttest mean scores of the experimental group students taken from the adolescent decision-making scale's sub-scales of self-esteem, vigilance and cope out whereas no significant difference was observed between the pretest and posttest mean scores taken from the sub-scales of complacency and panic.

The relevance of the research is substantiated by the fact that the information society can be addressed as a stage in the modern civilization formation, which is characterized by the increasing role of knowledge, information, as well as information processing technologies. The number of people employed in the information sphere is growing steadily. The information products and information services are gaining additional shares in the market. It is specifically the prerequisites for a future specialist to have high media and cultural competence to tackle current challenges. The research aims to ascertain experimentally the pedagogical conditions for media culture formation and its impact on future professionals' training. The study was conducted using such tools as questionnaires and testing. Diagnosis of cognitive interest (according to N. Kuzmina's scale), the scale for assessing students' operational skills (according to M. Chobitko), Pearson's criterion (chi-square). In the experimental group, only 1.9% of students at the control stage of the experiment corresponded to the low level of media culture according to the cognitive criterion, while in the control group there were 18.4% f students. However, in the experimental group at the control stage of the experiment more than 61% of respondents yielded a high level of media culture according to the cognitive criterion. That said, in the experimental group only 1.9% respondents at the control stage of the experiment corresponded to a low level of media culture according to the cognitive criterion. The obtained results give grounds to argue that media culture formation has a positive effect on the future professionals' training. This is due to the fact that media culture is underlying the general professional competence of the XXI century specialist. The enhancement of the students training through the use of new information and Internet technologies has all chances to be one of the prospects for further research in the relative to the issue addressed.

Starting from the ecological framework, the present study aimed to examine the mediating effects of parental supervision and school climate on the relationship between exosystem variables (time spent with media and perceived neighbourhood dangerousness) and peer aggression problems (peer aggression and victimisation). The participants were 880 primary school students. The data were analysed with multiple regression. The results show that both mediators (parental supervision and school climate) have statistically significant partial mediating effects on peer aggression and victimisation. If students experienced more parental supervision, there was a decrease in the relationship between a) time spent with media and peer aggression, and b) perceived neighbourhood dangerousness and peer aggression and victimisation. Identical findings were obtained for positive school climate. Thus, positive school climate and parental supervision served as protective factors against the negative influence of dangerous neighbourhoods and excessive use of media on peer aggression problems.