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"It can be hard to know what to believe, especially when what looks or sounds like a legitimate news story is tainted with bias and opinion or is riddled with flat-out lies and disinformation. Media bias and disinformation are two different things, but they often share the same purpose: to manipulate how members of the public think and act rather than allow people to make up their own minds based solely on the facts"--

The study aimed to know the level of media literacy skills among university students and to know the relation between the exposure media literacy and the type of education that young people receive between scientific and theoretical studies in governmental and private education. The researcher used a qualitative method, in which she applied focus group discussions on a sample of university students at Helwan University, 6th of October University, Misr University for Science and Technology, and Nile University. Moreover, the number of respondents in theoretical and practical colleges were 44 individuals, divided between private universities and governmental universites, with a total of 88 respondents. The study found that students enrolled in theoretical colleges can apply some of the media literacy skills when dealing with new media better than students enrolled in practical colleges, in both public and private universities, but in general all students of the study sample need a lot of awareness about media literacy and its skills.Keywords: Media Literacy – New Media – Critical and Analytical Skills

Empathy-understood as cognitive flexibility, perceptiveness, & skill in handling hyp'al situations-has been proposed as a catalyst of modernization. Assuming that modern roles, orientations, & values are implicit in the content of the MM, it was hyped that more empathic receivers would decode these subtleties more completely & utilize them more rationally. Survey data were collected in 1966 from 775 Brazilian farm leaders in the state of Minas Gerais. Factor analysis of various approaches to the measurement of empathy uncovered 3 aspects: (,1) skill with hyp'als; (2) imaginativeness, (3) knowledge of modern roles. Regression analysis supported the expectation that the more empathic would profit more from MM exposure. The relationship was complex, however, & apparently subject to both take-off & ceiling effects. AIM exposure will not indefinitely increase the modernity of orientations, although empathy facilitates the process of orientational modification. AA.

This research work aims to find out social, cognitive and moral effects of facebook on adolescents in Pakistan, because about 65% of the country comprises on adolescents. The researcher applied quantitative research methods, while survey was conducted for the collection of data. Structured questionnaires were used for collection of data. Data was collected through purposive sampling method. Data was analyzed by Statistical Package for Social Sciences. The findings revealed that social media, particularly Facebook has cognitive, social and moral effects, which improve their skills to in-touch with relatives, peers and friends to improve social circle, cognitive effects to enhance creativity and mental level during the studies and moral effects where, they bear to respond the slang and abusive language as well as abusive comments on other posts related to their political and religious beliefs. This study also tests the cultivation theory with regard to social media and generated user categories according to their usage of facebook for future researchers. The results of the study justified the objectives and hypotheses of the study, where it has been recommended to parents, teachers and government to regulate the social media in the country to overcome the abuses.

Intro -- PRAISE FOR THE AUTHOR -- ACKNOWLEDGEMENTS -- FOREWORD -- INTRODUCTION -- CHAPTER 1: My perspective from both sides of the interview -- CHAPTER 2: How to handle approaches from the media -- CHAPTER 3: Preparing your media message -- CHAPTER 4: Make your message more media friendly -- CHAPTER 5: Body Language speaks louder than words -- CHAPTER 6: Answering Questions -- CHAPTER 7: Adapting to different interview formats -- CHAPTER 8: Interview landmines to avoid -- CHAPTER 9: Post Interview do's and don'ts -- CHAPTER 10: When crisis strikes -- CHAPTER 11: Where else are media skills handy? -- CHAPTER 12: How to attract positive media coverage -- CHAPTER 13: What if you're misquoted? -- CHAPTER 14: Where to from here? -- THE LAST WORD -- ABOUT THE AUTHOR -- RESOURCE SECTION.

Orientation: The graduate labour force is increasing as more students are graduating from historically disadvantaged institutions (HDIs). The lack of graduateness attributes amongst final year students has in part contributed to the high rate of graduate unemployment in South Africa. Social media have been identified as a solution as more than 95percent of young adults enrolled at historically disadvantaged institutions in South Africa are using mobile technology. Research Purpose: The purpose of the study was to develop a model to enhance graduateness skills and employability through the use of social media amongst final year students at HDIs in the Eastern Cape Province of South Africa. Motivation for the study: The study is of utmost importance as it has developed an artefact that investigated the influence of social media use on graduateness skills and employability amongst students at HDIs in the Eastern Cape Province of South Africa. Additionally, students at HDIs are an interesting theoretical sample due to them being an under-researched sample. The HDIs context has received scant focus and attention. In theory, the link between psychological constructs (such as graduateness skills and employability) with a technology dimension especially within our South African context and internationally remains unexplored. Research approach/design and method: Social Media Integration and Career EDGE models were used as a theoretical foundation in this study. This study adopted design science as a research method, where a mixed-method technique was used to collect data from final year students and human resource practitioners. The sequential exploratory design was chosen as it offers an iterative process of developing an artefact that can be tested within a larger population. The questionnaire for interviews and the survey were developed after a thorough literature review and pilot study had been conducted. The questionnaire was distributed to all the participants, of which 411 responded, resulting in a response rate of 93percent; and 15 interviews were conducted. Descriptive statistics were used to analyse the data and correlations test were used to determine associations between variables. Main findings: The study found that there is a significant direct effect of social media use on graduateness skills; there is a significant direct effect of graduateness skills on perceived employability. Graduateness skills have a significant mediating effect on the relationship between social media use and perceived employability. The results also revealed that the direct effect of social media use on perceived employability does not exist. Practical/managerial implications: The study shows that there is a need for the government to devise policies that set guidelines for HR practitioners to follow when recruiting and selecting graduates. Contribution/value-add: The research study contributes to the growing body of research as it utilised a mixed-method approach to explore lived experiences. The Graduate Employability Social Media Model (GESM Model) is the main contribution made by this study to the body of knowledge in both the fields of Information Systems and Business Management. ; Thesis (PhD) (Information Systems) -- University of Fort Hare, 2021.

Few countries in the world have introduced media education into their curriculums. Montenegro became one of them in 2009, when "media literacy" was introduced as an optional subject for 16 and 17 year old students of Gymnasium high schools. This article presents the findings of the first and only research conducted so far on media education in Montenegro. It is a national case study which examines the potential of media education to change the school culture and accelerate education system reform towards embracing the new digital education paradigm in the future. The focus is on the results of research conducted through in-depth interviews with media literacy teachers all over the country.
Despite the many challenges, all teachers identify the potential of media education to strengthen some of the key competences of the students and to improve their motivation and academic performance. They also identify potential to change positively school culture by transforming teachers into "cultural mediators" (Morcellini, 2007) and by supporting the formation of a "participative culture" (Jenkins & Kelley, 2013) in schools. This research recommends focusing education reform on spreading the media education pedagogy to the entire curriculum in order to embrace the new
digital education paradigm in the future. (author's abstract)

Body Language Getting Off to a Good Start -- Oral Assessment -- At a Job Interview -- On the Telephone Talking to Customers or Clients -- Asking the Boss for Something -- Showing Someone How to do Something -- In a Formal Meeting Chairing a Discussion -- Group In Front of a Group of People -- Media Interviews.

German journalism is facing major challenges including declining circulation, funding, trust, and political allegations of spreading disinformation. Increased media literacy in the population is one way to counter these issues and their implications. This especially applies to the sub-concept of journalism literacy, focusing on the ability to consume news critically and reflectively, thus enabling democratic participation. For media companies, promoting journalism literacy seems logical for economic and altruistic reasons. However, research on German initiatives is scarce. This article presents an explorative qualitative survey of experts from seven media companies offering journalistic media education projects in German schools, focusing on the initiatives' content, structure, and motivation. Results show that initiatives primarily aim at students and teachers, offering mostly education on journalism (e.g., teaching material) and via journalism (e.g., journalistic co-production with students). While these projects mainly provide information on the respective medium and journalistic practices, dealing with disinformation is also a central goal. Most initiatives are motivated both extrinsically (e.g., reaching new audiences) and intrinsically (e.g., democratic responsibility). Despite sometimes insufficient resources and reluctant teachers, media companies see many opportunities in their initiatives: Gaining trust and creating resilience against disinformation are just two examples within the larger goal of enabling young people to be informed and opinionated members of a democratic society.