Žiniasklaidos koncentracija Baltijos šalyse 2000–2014 metais

Jastramskis, Deimantas; Rožukalne, Anda; Jõesaar, Andres

doi:10.15388/im.2017.77.10705

Cited by 7 publications

(2 citation statements)

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“…This fact is one the 130 OBS* Journal, 2024, Special Issue reasons for the low online media fractionalization (polarization), which implies that radicalistic narratives struggle to gain traction in the public arena (Balčytienė & Horowitz, 2023a). All in all, the Lithuanian media is free and economically viable, although it faces various risks associated with digital transformation, which impact all sectors and forms of content production and dissemination (Jastramskis et al, 2017;.…”

Section: A Lithuanian Case Of Collaborative Partnership Designed For ...mentioning

confidence: 99%

A human-centric approach to countering disinformation

Balčytienė,

Kasparaitė,

Lenčiauskienė

2024

(OBS*)

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Throughout all European countries, disinformation, the prevalence of false narratives and the rise of online radicalism are recognized as profound instances of “dysfunctional communication” driving contemporary societies toward populist polarization and conflict. As traditional guardians of knowledge authority and epistemic commons, the news media takes a bold stance in combatting disinformation, even though the profession is facing significant challenges in terms of business and trust production. How should journalism education respond to the increasing epistemic uncertainties and develop the essential skills and capacities for digital information verification, while fostering the commitment for ethical communication and serving the public good? This paper discusses the development and teaching of contemporary journalistic professionalism as a social process sustained via different digital mediums and contextualized within real-world events. Using the example of the pilot study, it suggests that within contemporary journalism education, there is a growing requirement to cultivate a collaborative ethos among journalists and sources, starting within the university setting. The experience gained from the source verification class, tested with Lithuanian journalism students in a collaborative learning situation, reveals fact-checking practices that anticipate the development of epistemic capacities and self-efficacy, crucial for resilient journalistic professionalism.

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Section: A Lithuanian Case Of Collaborative Partnership Designed For ...mentioning

confidence: 99%

A human-centric approach to countering disinformation

Balčytienė,

Kasparaitė,

Lenčiauskienė

2024

(OBS*)

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“…Four criteria have traditionally been employed to characterize media systems (Hallin & Mancini, 2004): the role of the state, the influence of politics, the level of regulation and the professional quality of journalism. The liberal structure of Latvian media regulation has allowed a diverse media system to develop; at the same time, the media environment is characterized by oligopolistic competition and a high level of concentration (Jastramskis et al, 2017). Using Hallin and Manchini's (2004) media system models, the Latvian media system is described as hybrid because it lacks a dominant paradigm (Skudra et al, 2014).…”

Section: Mil In the Context Of A Media System: Latvian Featuresmentioning

confidence: 99%

Media education in the common interest: Public perceptions of media literacy policy in Latvia

Rožukalne

Skulte

Stakle

2020

cejc

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Although the academic interest in media and information literacy (MIL) is ever increasing, there are not many studies that analyze the public perception of media literacy. This article analyses the interrelations between encouragement measures implemented by media policy and the perception of media literacy in society. The research employs data from a national representative survey (May 2019; N=1,017 respondents). The study explores the respondents’ media literacy perceptions; opinions on risks potentially caused by insufficient media literacy skills; and respondents’ experience with MIL activities. The survey results are compared with survey data on media literacy encouragement measures, aims and target audiences obtained from the Media Policy Unit at the Ministry of Culture media literacy partners. The theoretical background is supported by the media literacy ideological model, which explains media literacy within relationships with the social institutions in which it is practiced, as well as social processes. The data results are controversial. Even though more than half of Latvia’s population view their media literacy knowledge as insufficient, 52% of the respondents are not interested in MIL issues. Concerning the consequences of insufficient media literacy skills within society, the respondents focused mostly on threats to children (40%) and general public safety (28%), decrease in welfare (28%), societal regress (25%), fewer opportunities for high-quality education (26%) and Latvia being behind other EU countries (24%). Even though the media literacy encouragement measures in Latvia include activities aimed at various audiences, they have been noticed by only a slight number of respondents (7–10%).

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