MILID Yearbook 2018/2019 A collaboration between UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, UNESCO Chair on Media and Information Literacy for Quality Journalism, the Autonomous University of Barcelona (UAB) and the Arab Academy for Science, Technology and Maritime Transport, Egypt. Media and information literacy in critical times: Re-imagining learning and information environments Edited by José Manuel Pérez Tornero, Guillermo Orozco and Esther Hamburger MILID Yearbook 2018/2019 A collaboration between UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, UNESCO Chair on Media and Information Literacy for Quality Journalism, the Autonomous University of Barcelona (UAB) and the Arab Academy for Science, Technology and Maritime Transport, Egypt. Media and information literacy in critical ti- mes: Re-imagining learning and information environments Edited by: José Manuel Pérez Tornero, Guillermo Orozco and Esther Hamburger MILID Yearbook 2018/2019 Media and information literacy in critical times: Re-imagining learning and information environments Edited by José Manuel Pérez Tornero, Guillermo Orozco and Esther Hamburger MILID Yearbook 2018/2019 Media and information literacy in critical times: Re-imagining learning and informa- tion environments Editors: José Manuel Pérez Tornero, Guillermo Orozco and Esther Hamburger Executive Editor: Alton Grizzle Editorial Coordination: Sally Tayie and Cristina Pulido Review: Sally Tayie and José Ygoa A collaboration between UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, UNESCO Chair on Media and Information Literacy for Quality Journalism, the Autonomous University of Barcelona (UAB) and the Arab Academy for Science, Technology and Maritime Transport, Egypt. The designations employed and the presentation of material throughout this publication do not im- ply the expression of any opinion whatsoever on the part of the Autonomous University of Barcelona (UAB), the Arab Academy for Science, Technology and Maritime Transport or UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of the Autonomous University of Barcelona (UAB), the Arab Academy for Science, Technology and Maritime Transport or UNESCO and do not commit the mentioned universities or the organization. Layout: Sònia Poch Masfarré ISBN: 978-84-121566-3-8 Published by: UNESCO Chair on Media and Information Literacy for Quality Journalism Faculty of Communication Sciences, Autonomous University of Barcelona (UAB) 08193 Bellaterra, Barcelona The Arab Academy for Science, Technology and Maritime Transport Abi Kir, Alexandria, Egypt Printed by: Universidad Autónoma de Barcelona (UAB), 2020 Introductory note We all make plans, of which many can be interrupted. Sometimes this happens be- cause of lack of resources, sometimes because of individual problems, and others because of pandemics. This book was planned to be published some time ago as part of a UNESCO col- lection. We were faced with lack of resources and some individual problems. Then came the pandemic. But finally, everything has been resolved. We managed to allocate resources from the Autonomous University of Barcelona (UAB) and the Arab Academy for Science, Technology and Maritime Transport to publish our Yearbook. We will also be able to publish the next one. Let's hope that neither the pandemic nor any other complication stands in the way of making this happen. Perseverance and constancy always lead to success. Media and Information Literacy is about perseverance and constancy. At this moment, it is also about opportunity. We will overcome the future obstacles. We will most certainly do. Content Introductory note 7 PART I. MIL Augmenting Information Freedom and Knowledge Status Introduction 15 José Manuel Pérez Tornero (ed.) News Literacy and “Fake News”: Towards a responsible news experience 17 Santiago Tejedor, Sally Tayie and Cristina Pulido Possibility of addressing “fake news”, hate speech in Media and Information Literacy education in Japan 29 Jun Sakamoto Literacy strategies for a critical decoding of social network’s “fake news” 39 Darwin Franco Migues E-governance or e-government platforms: Learning spaces for Media and Information Literacy 49 Alton Grizzle and José Manuel Pérez Tornero Media and Information Literacy: World Press Freedom Index of Asia-Pacific in Context 65 Sumeer Gul, Sheikh Shueb, Aabid Hussain, Iram Mahajan, Huma Shafiq, Tariq Ahmad Shah, Saba Ali and Aadil Bashir Part II. MIL and the Different Actors and Situations of Learning Introduction 89 Guillermo Orozco (ed.) Building critical awareness: A faculty-librarian collaborative approach to MIL in the classroom 91 Spencer Brayton, Natasha Casey and Laura Wiedlocher Media and Information Literacy (MIL) for social integration of Portuguese youth 103 Conceicao Costa and Carla Sousa Evidence-based frameworks: Key to learning and scaling globally 117 Kathryn R. Martin Fingar and Tessa Jolls Intercultural competencies and multicultural education in Nigeria: The MIL option 131 Olunifesi Adekunle SURAJ (PhD) Towards the transcultural media competencies of migrant young people 145 Minna Koponen and Mari Pienimaki Hydro-citizenship and media education: using multimodal content production to engage young people in water management 155 Alexandra Bujokas de Siqueira and Danilo Rothberg Part III. MIL Providing New Opportunities Introduction 165 Esther Hamburger (ed.) Media and Information Literacy for national development: The contribution of the Jamaican public and private sector 167 Marlene D. Hines, DTL Media and Information Literacy among Children on Three Continents: Insights into the Measurement and Mediation of Well-being 191 Sonia Livingstone, Patrick Burton, Patricio Cabello, Ellen Helsper, Petar Kanchev, Daniel Kardefelt-Winther, Jelena Perovic, Mariya Stoilova and Ssu-Han Yu Audiovisual projects in schools – Video production as a learning tool for any subject 207 Moira Toledo Cirello Implementation of Media and Information Literacy Training Program for Women’s University Students in Teacher Training Course in Japan 215 Mami KOMAYA, Ph.D Empowering women and ensuring gender equality in India through Media and Information Literacy approach 229 I V Malhan and Archna Katoch New Solutions to the Old Stereotyped Women’s Image in the Media 245 Emelina Galarza Fernández An experience on informal learning, girlhood and collective collaboration: A case about young women in an online forum dedicated to translating books 255 Rodrigo Gonzalez-Reyes Transmedia learning as an opportunity for MIL education to foster participation through the experience of creative communities 261 Jose Manuel Corona and Guillermo Orozco An analysis of Media Literacy messages in popular children´s television 273 Sherri Hope Culver Media Literacy as a key component in new learning environments: e-learning, U-learning and social learning 285 Ana Pérez-Escoda, Rosa García-Ruiz and Ignacio Aguaded Enhancing learning on peace and non-violence through Media Literacy: The case for a non-violent Media Literacy Programme 295 Vedabhyas Kundu PART I MIL Augmenting Information Freedom and Knowledge Status Introduction José Manuel Pérez Tornero (ed.) During the second decade of the twenty-first century, humanity has experienced a remarkable change in the cognitive paradigm. The status of information and knowl- edge has varied. Until now, information and knowledge were individual, personal issues. They depended on personal abilities, on individual possibilities of accessing information, and abilities to criticize it, process it and memorize it. It is true that the so-called institutions of knowledge (schools, universities, publishing systems and media, etc.) contributed to providing a concrete environment to individuals, improving conditions of information and knowledge. But today, the status of infor- mation and knowledge remains unequal but is also social, collective, and global. It depends more and more on computers, robots and complex systems of knowledge production; increasingly automated and autonomous. This is why, in this new paradigm, the current task of media and information literacy is to boost freedom of expression and enhance the status of knowledge, tak- ing into account the emergence of what Pierre Levy has called collective intelligence and UNESCO’s concept of Knowledge Societies. It is not just about empowering individuals with skills; MIL has to enrich collective capabilities. It is not about being individually critical; collective intelligence must be critical. It is not about enhancing individual memory; collective memories must be stimulated. We are therefore facing significant changes in the functions and missions of MIL. Hence, quality and verity of information in the face of disinformation is decisive. For this reason, S. Tejedor, S. S. Tayie and C. Pulido speak of a “Responsible News Ex- perience”. For the same reason, J. Sakamoto defends the same responsibility not only to counteract against “fake news”, but also hate speech. Further, D. Franco Migues defends new strategies for critical decoding of social network’s “fake news”. It is important however to problematise the words “fake news” – as does UNES- CO’s 2018 publication Journalism, Fake News, and Disinformation. It is