Media Literacy as a strategic field: academic and institutional evolution and future challenges
DOI:
https://doi.org/10.26441/RC25.2-2026-4676Keywords:
media literacy, conceptual evolution, critical citizenship, academic research, institutional dimension, scientific evidence, public policy, disinformationAbstract
Since its earliest conceptualizations in the latter part of the twentieth century, media literacy has become established as a strategic field of research and intervention in response to the growing complexity of contemporary communication environments. Its academic development has evolved from approaches primarily focused on the critical understanding of media towards broader and more integrative perspectives that encompass digital competencies, civic engagement, and resilience to phenomena such as disinformation. At the institutional level, media literacy has also received increasing attention from international organizations and public institutions in response to the challenges posed by digitalization and, more specifically, by the spread of disinformation. Looking ahead, the field faces the challenge of strengthening theoretical and methodological frameworks capable of addressing rapid technological change, thereby providing robust evidence to inform the growing demand for educational policies that foster a critical, informed, and engaged citizenry.
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