News literacy, in line with media (and information) literacy, has
become an urgent global concern in a media environment marked by
information abundance, platformization, declining trust in news, the
growing visibility of disinformation, and widening inequalities in
access to reliable public knowledge. As young people and other
audiences increasingly encounter news through social media,
influencers, messaging apps, and algorithmically curated feeds, the
need for educational approaches that support critical engagement
with news has become more pressing. At the same time, while the
role of school education continues to be central, news literacy
education remains unevenly conceptualized and implemented across
national, linguistic, and institutional contexts.
This collection invites contributions on the pedagogies of news
literacy from across the world. It aims to consolidate emerging
scholarship on news literacy education by bringing together research
on policy frameworks, curricular design and development, didactics,
professional and civic identities, institutional challenges, and
innovative pedagogical solutions. In particular, the collection seeks
to explore how different countries and educational systems have
responded to transformations in journalism and the broader media
environment, and what kinds of educational interventions appear
most meaningful, effective, and context-sensitive.
By foregrounding pedagogical perspectives, this collection seeks to advance international dialogue on how news
literacy can be theorized, taught, and adapted to diverse social contexts, while identifying promising practices for
education in a changing media landscape.
Guest Editors:
Maarit Jaakkola PhD, University of Gothenburg, Sweden
Frances Yeoman PhD, Liverpool John Moores University, United Kingdom
Discover Education is an open access journal publishing research from a broad range of education fields with the
potential to impact social and academic development. It is indexed in DOAJ and SCOPUS. CiteScore: 0.8