FSS:ZURb1216 Media literacy - Course Information

ZURb1216 Media literacy

Extent and Intensity

1/1/0. 3 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

Mgr. et Mgr. Karolína Bieliková (lecturer)
Mgr. Lucie Čejková (lecturer)

Guaranteed by

Ing. Rudolf Burgr, Ph.D.
Department of Media Studies and Journalism – Faculty of Social Studies
Contact Person: Mgr. Boris Rafailov, Ph.D.
Supplier department: Department of Media Studies and Journalism – Faculty of Social Studies

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 0/30, only registered with preference (fields directly associated with the programme): 0/30

fields of study / plans the course is directly associated with

there are 6 fields of study the course is directly associated with, display

Course objectives

The course aims to enhance media literacy as well as learners' knowledge of media literacy through theoretical and practical approaches to understanding the current information environment. The course focuses on key topics such as disinformation, algorithms, the role of media in society, mechanisms of polarization, and debunking and prebunking strategies. Students will develop critical reflection on media content, including analysis of manipulative narratives and assessment of the effectiveness of various forms of media literacy. The course is designed as a combination of self-study online modules and interactive seminars where learners apply the knowledge gained through discussions, team activities and case studies. Practical work is also a key part of the course - group presentations analyzing specific examples of debunking and prebunking and an individual final assignment in which learners design their own intervention to promote media literacy.

Learning outcomes

Upon completion of the course, students will be able to:
- analyze the current information environment and describe the key factors influencing information processing and distribution of information, including algorithms, content personalization, filter bubbles, and polarization;
- distinguish and explain the differences between disinformation, misinformation, malinformation, conspiracy theories, and propaganda and describe the mechanisms of their dissemination;
- critically evaluate the effectiveness of debunking and prebunking strategies, including their benefits and limitations in countering disinformation;
- design and develop a custom media literacy intervention focused on a specific topic (e.g. elections, vaccinations) using appropriate methods and media;
- apply the principles of media and news literacy in practice, for example, through analysis of media messages, identification of manipulative techniques, and reflection on one's own media habits.

Syllabus

Introduction to the course, principles of the flipped classroom, organization of lessons
Current information environment I - fragmentation of resources, personalization, filter bubbles, echo chambers, polarization
Current information environment II - role of social media, algorithms, artificial intelligence, media bias
Current information environment III - misinformation, misinformation, malinformation, conspiracy theories, propaganda
Societal resilience to disinformation - the role of citizens, media, government and platforms
Media literacy - definition, research, media literacy in the Czech Republic and worldwide
Overview of other literacies - news literacy, information literacy, digital literacy, social media literacy, AI literacy
Debunking and prebunking - theories and examples, presentations by learners - analysis of debunking and prebunking cases
Contemporary examples of debunking, prebunking and media literacy interventions - games, chatbots, educational campaigns
Guest lecture or film screening with discussion

Literature

• KRÁČMAROVÁ, Tereza; Markéta JASANSKÁ; Daniel BARTÁK; Pavel BREJCHA; Lucie ČEJKOVÁ; Johana JEŠÁTKOVÁ; Ondřej KAŠKA; Jan MARTÍNEK; Eva MEDZIHORSKÁ; Tina MIZEROVÁ; Maria PYTLOVÁ; Tomáš ŘEPA; Adéla SCHREIBEROVÁ; Kateřina SÝKOROVÁ; David ŠPŮREK; Julie VINKLOVÁ and Zuzana VRBECKÁ. Slovník mediální gramotnosti. První vydání. Brno: Nugis Finem Publishing, 2024, 120 pp. ISBN 978-80-7614-009-7. info
• HOBBS, Renee. Digital and media literacy : connecting culture and classroom. Thousand Oaks, Calif.: Corwin Press, 2011, xi, 214. ISBN 9781412981583. info
• POTTER, W. James. Theory of media literacy : a cognitive approach. Thousand Oaks: SAGE Publications, 2004, xi, 306. ISBN 0761929525. info

Teaching methods

The course is taught through a combination of continuous online self-study and face-to-face seminars that reflect the principles of the flipped classroom. Before each class, students are introduced to key concepts through online modules containing short texts, videos, podcasts, and interactive quizzes.
During the face-to-face part of the course, learning is based on active engagement of students, incorporating the following methods:
- classroom discussions on current topics in media literacy and the information environment,
- group activities focused on the analysis and application of theoretical concepts,
- student presentations - group analysis of examples of debunking and prebunking,
- critical reflection on media content, including identification of bias, manipulative techniques, and the effectiveness of different news literacy strategies,
- activities in which students simulate different positions in the media ecosystem (e.g. citizen, journalist, politician, social media platform),
- practical interventions where students create their own media literacy materials.
The course also includes a possible field trip or guest lecture by an expert in the field of media education to give learners a direct insight into practice.

Assessment methods

Assessment in the course is based on learners' continuous work, active participation in seminars and completion of assigned tasks. Students will be assessed on the basis of the following components:
- Regular work with online modules - learners are required to take an assigned online module containing texts, videos and short tests to verify understanding of key concepts before each class. The tests and assignments at the end of the modules are not scored, they serve as feedback for the students, but are mandatory to complete.
- Group presentation - learners work in small teams to analyze a selected case of debunking or prebunking and prepare a ten-minute presentation with critical reflection. Each presentation will be graded on the quality of analysis, argumentation, and presentation style.
- Active participation in seminars - students are assessed on their participation in group discussions, analysis and reflective activities during class.
- Individual final assignment - students design a short media literacy intervention that must be thematically and methodologically linked to the course content. The assignment consists of three parts: choosing a topic (e.g., voting, vaccination), choosing a type of literacy (e.g., news literacy, AI literacy), and creating material that supports the literacy (textual, audiovisual, interactive, ...). The evaluation will be based on the originality, relevance and application potential of the proposed intervention.
Attendance is not compulsory, but active participation will be taken into account in the evaluation. Students must complete all assignments and regular preparation in order to successfully complete the course.

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught annually.
The course is taught every week.

Teacher's information

To make it easier for students to participate in class, we kindly ask students to bring a smartphone, tablet or laptop to class.

• Enrolment Statistics (Spring 2026, recent)
  
• Permalink: https://is.muni.cz/course/fss/spring2026/ZURb1216