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Download the Full Journal Here Editorial Board Editor-In-Chief Norbert Vrabec Deputy Managing Editor Monika Prostináková Hossová Indexing Process and Technical Editor Marija Hekelj Technical Editor and Distribution Ľubica Bôtošová Proofreading Team and English Editors František Rigo, Michal Valek, Sláva Gracová Photo Editors Kristián Pribila Grafic Production Coordinator Martin Graca Web Editor Andrej Brník Editorial Team Ľudmila Čábyová, Viera Kačinová, Slavomír Gálik, Martin Solík, Oľga Škvareninová, Denisa Jánošová Advisory Board Piermarco Aroldi (Università Cattolica del Sacro Cuore in Milano, Italy) Alexander Fedorov (Russian Association for Film and Media Education, Russia) Jan Jirák (Metropolitan University Prague, Czech Republic) Igor Kanižaj (University of Zagreb, Croatia) Miguel Vicente Mariño (University of Valladolid, Spain) Radek Mezulánik (Jan Amos Komenský University in Prague, Czech Republic) Stefan Michael Newerkla (University of Vienna, Austria) Gabriel Paľa (University of Prešov, Slovak Republic) Veronika Pelle (Corvinus University of Budapest, Hungary) Hana Pravdová (University of SS. Cyril and Methodius in Trnava, Slovak Republic) Charo Sádaba (University of Navarra in Pamplona, Spain) Lucia Spálová (Constantine the Philosopher University in Nitra, Slovakia) Anna Stolińska (Pedagogical University of Kraków, Poland) Zbigniew Widera (University of Economics in Katowice, Poland) Markéta Zezulkova (Charles University in Prague, Czech Republic) Yao Zheng (Zhejiang University of Media and Communications, China) About the Journal Media Literacy and Academic Research is a scientific journal focused on the academic reflection of media and information literacy issues, media education, critical thinking, digital media and new trends in related areas of media and communication studies. The journal is devoted to addressing contemporary issues and future developments related to the interdisciplinary academic discussion, the results of empirical research and the mutual interaction of expertise in media and information studies, media education as well as their sociological, psychological, political, linguistic and technological aspects. Media Literacy and Academic Research is a double-blind peer-reviewed journal published twice a year. The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines of social sciences. It focuses on theoretical and empirical studies, research results, as well as papers related to the new trends, practices and other academic a research areas. Also encouraged are literature reviews, innovative initiatives, best practices in online teaching, institutional policies, standards and assessment. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. The members of the journal´s Editorial Board are members of the European Communication Research and Education Association (ECREA), UNESCO-UNAOC UNITWIN Network for Media and Information Literacy, European Association for Viewers Interests (EAVI), The Slovak EU Kids Online Team, Media Literacy Expert Group and International Association for Media Education. The journal is now indexed in these databases: Emerging Sources Citation Index (ESCI) – Web of Science Core Collection, ERIH Plus, Ulrich’s Periodical Directory, CEEOL, CEJSH and Index Copernicus. The complete version of Media Literacy and Academic Research’s Editorial Policy is available online at www.mlar.sk. Media Literacy and Academic Research Vol. 3, No. 2, December 2020, price 5€ ISSN: 2585-8726 (print version), ISSN: 2585-9188 (online version) EV 4956 / 14 Publisher Faculty of Mass Media Communication University of Ss. Cyril and Methodius in Trnava Námestie Jozefa Herdu 2, 917 01 Trnava SLOVAK REPUBLIC https://fmk.sk/en/, www.mlar.sk IČO 36 078 913 Editorial When considering the impact that a pandemic era has and will have on the quality of human and social life, many questions and even more significant variations of answers arise. The age, which significantly collides with the era of hyperconnectivity, or activates this era to a greater extent, brings with it a critical dilemma concerning the improvement of the quality of life of the digitized individual. This dilemma takes the form of a renewed discourse on the advantages and disadvantages of its constant digital connectivity. It seems that the philosophy, according to which this individual has lived so far and which W. Powers describes as the concept of „Digital Maximalism“ is getting severe cracks. In the practice of total connectivity in the Covid-19 pandemic era, it is necessary to anticipate the arguments for and against this philosophy, which he subconsciously applied. Maximum screen time brings, on the one hand, increased productivity, speed and efficiency, but also the ability to nourish the mind, heart and soul of man through digital connections with others. On the other hand, such an approach touches its limits in confrontation with the current lifestyle, the needs of individuals and current social practice. It is questionable to what extent technologies can saturate the real needs of man and support the optimal and at the same time valuable functioning of society. There is no doubt that the answers to these questions will be reconsidered in the context of a pandemic, and the post- pandemic reality will reflect the basic needs and values of man and society as such. Within the outlined starting points and intentions, it seems that a different philosophy of life of the digitized individual, defining against permanent hyperconnectivity, is currently gaining in importance. The one that C. Newport describes in his work as Digital Minimalism. His central thesis is that in our relationship with digital means, less can mean more. This philosophy, which emphasizes the need for a slowdown, reflection, or the value of silence and loneliness in response to the loss of depth and diversion of the individual from one's interior, especially under the influence of constant interactions, information overload and a busy digital world. It also supports our entry into the resistance, as a means of sensible defensive action against the „traders with our attention and our time“ that the social media represents. Thus, it brings rest and relief to the technologically overburdened individual in times of global health crisis. It also allows a return to the classic analogue conversation that one desires following one's nature and an overall rediscovery of analogue activities that will provide him/her with deeper and longer-term satisfaction. The aim is to achieve valuable forms of human personality development even without the help of digital means, which the current time intensively demands. At the same time, this philosophy helps to restart the life of man, in which technology acts only as an aid in achieving his meaningful goals. The current situation thus represents a challenge for individuals to decide on the wise use of digital means, resp. highlights the need to learn this through media education strategies. Prenský's concept of digital wisdom is, therefore gaining in importance much more than ever before. Viera Kačinová Member of the Editorial Team Contents Studies Critical Media Literacy in the Googleburg Galaxy ......................................................................................6 Steve Gennaro, Blair Miller Media Manipulation and Propaganda in the Post-Truth Era .....................................................................23 Erika Moravčíková Effectiveness of Educational Approaches to Elementary School Pupils (11 or 12 Years Old) to Combat Fake News.............................................................................................. 38 Jos van Helvoort, Marianne Hermans Comparison of Television Broadcasting for Children and Youth in a Public Broadcaster in the Slovak and Czech Republic During the Covid-19 Pandemic .....................................48 Sláva Gracová, Ľubica Bôtošová, Martin Graca, Andrej Brník Family Socioeconomic Status and Parents’ Education as Indicators of the Primary Use of Digital Media by Children .......................................................................................63 Petra Polievková University Students Engagement With and Disengagement from Fake News .........................................77 William Mel C. Paglinawan Mobbing and Cybermobbing: Risk Aspects of (Digital) Communication in the Workplace and Possibilities of Legislative and Non- Legislative Protection Under the Conditions of the Slovak Republic .........................................................................88 Vladimíra Hladíková Whose Information Should Be Shared with Whom?: Parents’ Awareness of Children’s Digital Privacy in Turkey .....................................................................................................109 Derya Gül Ünlü, Oya Morva Establishment of Procedures in the Creation of Extended Multimedia News Reports ...........................125 Zora Hudíková, Hana Pravdová The Usage of Social Media Tools By Islamic Banks in Pakistan and the UAE .......................................141 Tahreem Noor Khan The Imperative of Television in Nigerian Politics .....................................................................................159 Stephen Ogheneruro Okpadah Media Literacy and Academic Research | Vol. 3, No. 2, December 2020 photo: Tamara Sokolová Steve Gennaro, Blair Miller Critical Media Literacy In The Googleburg Galaxy ABSTRACT With the popular
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