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On June 15, 1999 the Institute for Women's Studies in the Arab World at the Lebanese American University, in cooperation with the Embassy of the United States of America hosted a three day workshop entitled Building NGO's Communication and Media Skills.

Der Aufsatz orientiert sich an der Frage, welche Erziehungskompetenzen Familien heute angesichts der Vielfalt an Medien und Medieninhalten sowie der Gewalt in den Medien benötigen und wie diese vermittelt werden können. In diesem Zusammenhang widmet sich der Autor den unterschiedlichen Aspekten der Medienkompetenz und beleuchtet Problemzonen des Umgangs mit Medien in den Familien. Der Medienkompetenzbegriff umfasst neben der technischen Handhabung von Medien auch allgemeinere Fähigkeiten und zwar die (1) kognitive, (2) moralische, (3) soziale, (4) affektive, (5) ästhetische und (6) die Handlungsdimension. Diese sechs Dimensionen werden in ihrem Zusammenhang gesehen und dürfen nicht einzeln dominieren. Die Entwicklung der Medienkompetenz ist als ein Prozess zu betrachten, der von einfachen zu komplex-anspruchsvollen Fähigkeiten und Fertigkeiten voranschreitet. Bei einer Untersuchung der einzelnen Dimensionen lassen sich unterschiedliche soziale Entwicklungsbedingungen herausarbeiten. Mittels diesen wissenschaftlichen Instrumentariums setzt sich der Autor mit den zu beobachtenden Problemzonen bei der Entwicklung von Medienkompetenz in Familien auseinander. Hier werden vier familienbezogene Problemfelder genannt und mögliche (medien)pädagogische Interventionen skizziert: (1) Maßlosigkeit durch Orientierungslosigkeit im Umgang mit dem Fernsehen, (2) Überfunktionalisierung des Fernsehens für das Familiensystem, (3) problematischer Umgang mit Freizeit in der Familie sowie (4) Umgang mit Stresssituationen in Familien. (ICG2)

This study examines the associations of internet information literacy with two variables: (1) the ability to work with technical aspects of the internet (internet skill), and (2) attitudes about the need for qualitative necessities in the development of e-services. A hierarchical regressions software analyzes data from a national sample of 2134 internet users. In this paper, internet literacy is considered as a literacy which has two-dimensional aspects including information literacy and skill literacy. In an articulation as this, many of the capabilities associated with the internet such as technical, critical, analytical, and structural factors are studied. In addition, abilities that lead users to make distinctions between useful, safe and healthy data and fake, hateful and unhealthy data are taken into account. The analysis shows that the internet information literacy is positively related to internet skills. It is also shown that more internet information literacy leads to more demands for e-services' qualitative necessities (in the eight indicators of cheapness, availability, usability, quickness, security, integrity, reliability, and transparency). Furthermore, some sociodemographic characteristics (i.e. age, gender, education, income, and place of residence) are explicitly associated with internet skills. Strategy suggestions are concluded for policy making in the respective fields.

A theoretical discussion concerning the meaning of media literacy and the rationale for targeting such a topic to children is presented. Based on the research demonstrating negative effects of television viewing by children, the need for schools to teach critical thinking about popular media is then discussed. Goals of curricula in general are listed, followed by examples of specific projects developed by individuals and organizations in the United States and abroad. Some empirical studies evaluating media literacy curricula are then reviewed. Resources are listed in the appendix for the reader's information.

Communication technology has recently become a new medium where society can choose information and the media they want to consume. The media can still influence their minds. Based on the National Survey of Internet User Penetration Data, in March 2019, by APJII (Internet Service Provider Association), the internet penetration rate in Aceh was recorded at 64.40% who accessed the internet. This research aims to find Acehnese's Digital Literacy Skills in Verification News from Social Media. The data collection method used for this study is a questionnaire instrument via Google Form to people in Nanggroe Aceh Darussalam (NAD) province. Meanwhile, secondary data was collected through literature studies and previous research. The result shows that the people of Aceh, especially millennials and Generation Z, have enough digital literacy skills to access digital media, understand content, and verify news.

The purpose of this study was to determine whether M-Gym media could help students improve their rhythmic gymnastics skills. This study was based on Borg and Gall's research. This study was planned at Universitas Negeri Medan's Faculty of Sports Science. Meanwhile, this study was carried out for one semester, from April 2nd to April 29th, 2024. The findings of this study revealed that in the small class trial, 70% of the students' rhythmic activity abilities were evaluated as weak during the pretest stage. The test was performed on students before they begin learning with m-gym media. However, when students in small classes were taught with m-gym media, their results were different. The majority of students (83.3%) have good rhythmic abilities. In the large class trial, the majority of students' rhythmic activity abilities were rated as inadequate at the pretest stage, 56%. The test was performed on students before they begin learning with M-Gym media. However, when students in big classes were taught utilizing M-Gym media, the results were different. Most students are proficient in rhythmic gymnastics. The conclusion showed that students could perform fundamental rhythmic activity motions correctly when provided directions during learning utilizing M-Gym media.

Abstract
Research on media and information literacy has been growing exponentially over the past years, but it has focused more on the examination of media practices than on the assessment of media and information literacy skills. In this paper we describe the process of designing and implementing a Media and Information Literacy Test comprising 20 items. We present the results of the analysis carried out to validate the items and to construct a scale of media and information literacy skills using Item Response Theory (IRT). Findings indicate that the conceptual framework adopted is adequate to measure media and information literacy and that the test has good discrimination and difficulty parameters. The test is based on a more comprehensive framework used to assess media and information literacy skills than those used in previous studies and can be used on an item-by-item basis. In this sense, it is a novel contribution to current efforts to measure media and information literacy skills.

Undergraduate students in most disciplines hope to gain some practical experience in applying the principles they learn in the classroom. It is sometimes difficult to provide students with such opportunities for practical experience, but courses in political communication offer abundant possibilities of this type.The political communication course described here is entitled "Mass Media and Politics," and it seeks to blend both theory and research in political campaigns with mass media skills. Although this particular course is taught in the Radio-Television-Film sequence at the University of Oklahoma, it could easily be adapted to political science courses at any university. In addition to providing an integration of political theory and practical experience in politics, the course has several subsidiary goals: (1) to give students a broader understanding of the modern electoral process, (2) to make students better consumers of political information, (3) to make students more aware of the problems and responsibilities involved in direct participation in the electoral process, and (4) to give students an opportunity to apply political organizational and communication skills in a realistic setting.

The significant time that learners spend on using e-learning media for teaching learning purpose at schools and homes creates some thought provoking questions like how the use of e-learning media may influence cognitive skills enhancement?, and if it does have influence, then how much? The study evaluates the effects of e-learning media on cognitive skills enhancement of science students respectively, and compares the impact of elearning media on cognitive skills enhancement of male and female science learners. The study is experimental in nature. Results of the study are tested at significance level alpha: a = 0.05. After conducting pre-tests, treatment and post-tests, it is found that the post-test results of male and female science students are better than their pre-test. It is also found that the cognitive skills enhancement score of both genders of students of experimental group is higher than the score of both genders of students of control group on the basis of post-tests scores. It is also found that there was no difference between cognitive skills enhancement score of male students of experimental group and that of female students of experimental group on the basis of post-tests scores. Consequently, it is concluded that the use of e-learning media has considerable positive effect on the achievement of male and female science students and it enhances their cognitive skills, but no considerable difference was observed between the cognitive skills enhancement of male and female students using e learning media.