The critical need for public relations literacy in a post-truth era

By the development of information and communication technology, media have experienced expansion, especially in the types of media content and their multiplication and distribution, as well as in the ways of access to the media content itself. Due to this fact, the influence of media on all age groups, especially children and young people, is becoming more and more important, and research more intense. Therefore, special attention has to be paid to the understanding of media content and its critical evaluation by the receivers. Based on the conducted survey, the difference between attitudes and opinions on media literacy between the undergraduate students as potential students of Journalism and public relations and graduate students of Journalism and public relations, who will by their professional work actively participate in creating media content apart from consuming media content, has been analysed. Within this research special attention has been paid to the understanding of media literacy, the way of media usage, as well as to the possibilities of access to media and media content. The method of the descriptive statistics was used in the presentation and interpretation of the obtained results.

In this chapter, the authors use Kuhn's theory of scientific revolutions to examine the development of media literacy as a field of study and practice. More specifically, they focus on the current stage of media literacy, which they believe to be model drift that reveals the emerging crisis of the current paradigm based on epistemological assumptions of modernity. The authors look at this stage against the current social background of the era of post-truth and through the prism of ongoing debates between different media (literacy) scholars and educational practitioners. The era of post-truth can be seen as a logical manifestation of postmodernity, when the idea that truth and facts are relative is becoming part of the public discourse. In this period, different scholars and practitioners offer different ideas on what media literacy is and what its import may be. These debates are not new; yet, today they might have more serious consequences, signaling a need to reevaluate the existing paradigm that has formed the foundation of media literacy education since the field's emergence.

Objectives: Media literacy is recognized as an essential competency for adapting to a changing world, and early childhood media literacy is crucial for promoting a safe growth environment. Parental media literacy significantly influences children's media literacy and plays a significant role in providing ways to interact with digital media. This study aimed to understand the concept of media literacy as perceived by parents of young children.Methods: Twenty parents of young children brainstormed and wrote sentences according to the procedure described by Kane and Trochim (2007). Subsequently, 200 parents were asked to evaluate the importance of the selected sentences. The selected sentences were analyzed through multidimensional scaling and hierarchical cluster analysis using SPSS 27.0.Results: Parents of young children perceived media literacy through concept mapping with two dimensions and six clusters. These six clusters were “online problem solving,” “media usage rules management,” “media content utilization education,” “media information filtering,” “media selection evaluation,” and “media device utilization support.” Among these, the media usage rule management cluster was recognized as the most important, whereas the media device utilization support cluster was recognized as the least important. Among the statements, the statement “For young children, needs to manage media content and time” was considered relatively important, and the statement, “Can look at it and follow it” was considered relatively insignificant.Conclusion: Based on these results, we discuss the importance of media literacy for parents of young children, the development of a media literacy scale for parents, and the preparation of a media literacy education plan for parents.

Critical media literacy demands understanding of the deeper meanings of media messages. Using a grounded theory approach, this study analyzed responses by first-year college students not currently enrolled in formal media literacy education to three types of video messages: an advertisement, a public relations message, and a news report. Students did not exhibit nuanced understandings of message purpose or sender in any of the three types of messages, and had particular difficulty distinguishing public relations and news messages. These results suggest a media literacy curriculum addressing distinctions between media formats, with emphasis on analysis of message intent and point of view, is needed.

<p><strong><em>The purpose </em></strong><em>of the article is to identify the features of managing PR projects to popularize media culture by civil society institutions during the period of Russia's full-scale invasion of Ukraine.</em></p><p><strong><em>Research methodology</em></strong><em>. </em><em>To solve the research tasks, we used the following general scientific research methods: descriptive method - when considering the representation of the implementation of public relations in the public sector; analytical method - when studying the features and specific features of managing PR projects within the framework of communication support for the implementation of programs for the implementation of media culture in Ukraine by civil society institutions during the war, generalization method - when identifying common features of the studied PR projects and formulating conclusions regarding the specifics of their implementation.</em></p><p><strong><em>Results.</em></strong><em> Attention is focused on the fact that PR projects to popularize media culture by civil society institutions are an effective and efficient tool for the dissemination and implementation of the basic principles of competent and critical perception of mass media information. Such projects allow establishing effective connections with target audiences or reference groups, especially during crises, when the need for critical analysis of messages by citizens of a country that is at war and is under constant threat of the consequences of disinformation from the aggressor country increases.</em></p><p><em>The concept of media culture of the recipient of mass media information is revealed, which in the information society becomes an important lever in shaping his worldview, in the ability to create, as far as possible, an objective picture of the course of events and their consequences. This is due to the fact that a person who possesses truthful, unbiased, not distorted by propaganda and hostile information technologies information is able to build a more adequate model of his own behavior in the conditions in which he finds himself and take care of his own danger. The introduction and popularization of media culture are becoming a trend, including due to effective PR support.</em></p><p><em>It is noted that the management of PR projects for the popularization of media culture by public sector organizations includes a classic scheme, which includes the stage of project initiation, analytical intelligence, planning of actions and communication activities, implementation of the project plan, control and monitoring and determining its effectiveness. The life cycle of a PR project in the field of popularization of media culture is mainly modeled according to the «waterfall» principle, which provides for its linear and sequential implementation.</em></p><p><em>It was found that the features of PR projects that spread the meaning of media culture among consumers of mass media information include a mandatory focus on explaining to the target audience the relevance of critical perception of information messages, the ability to distinguish between propaganda and fake messages from the aggressor country, the formation of trust in official, authoritative and truthful sources of information, the involvement of experts and public opinion leaders in the popularization of skills in the perception of information messages.</em></p><p><strong><em>Novelty </em></strong><em>lies in determining the relevance of the use and features of managing PR projects within the framework of communication support and popularization of programs for the implementation of media culture in Ukraine by civil society institutions during the war, which consists in using the classical scheme of project formation with an emphasis on the communication component, which is implemented through the use of modern social and communication technologies and can be considered as a separate powerful direction of public relations in the public sector.</em></p><p><strong><em>Practical significance</em></strong><em>. The practical significance of the research results lies in the possibility of their use during the implementation of PR projects to promote media culture and literacy by civil society institutions, the preparation of educational programs in public relations, the training of specialists in the field and public relations, and the development of educational and scientific courses on the specified problem.</em></p><p><strong><em>Key words:</em></strong><em> communication project, public relations, PR project, project management, media culture, civil society institutions, information, disinformation.</em></p>

Past studies have found that media students in China struggle with selecting, understanding, and critically thinking about media content, and that the new media literacy proficiency of Chinese university students is poor and inadequate. The purpose of this study is to explore the educational strategies in cultivating students’ new media literacy by media educators within the new liberal arts framework through journalism in China. This systematic literature review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines method. the researcher used Google Scholar and China National Knowledge Infrastructure (CNKI), the largest database in China, to conduct the first stage of literature identification, covering the period from 2013 to 2023. In CNKI, the study used keywords to search for article titles, abstracts, and keywords. The search keywords were "new media literacy," "media education," "liberal arts," "journalism education," and "China." The language of the retrieved articles was restricted to Chinese and English, and the time period was restricted to 2013 to 2023, and based on the pre-set inclusion/exclusion criteria, a total of 15 papers were selected. The results show that numerous universities globally, including those in China, have incorporated new media literacy initiatives into their academic curricula. Even in schools, media studies are taught, but the instructors and educators lack sufficient training and experience in media literacy

The article contains the analysis of educational and upbringing opportunities of modern Media Content on the History lessons. It is noted that in modern information society the school is no longer the only source of information for pupils. Therefore, on the basis of this understanding, development of pupils’ media literacy is the main task for the teachers. According to the new version of «A History Education Curriculum» for grades 5-11 of general education schools, the main purpose of History teaching is growth of a pupil as a person, who can oriented in the surrounding information environment freely. Media education serves that purpose. The issue of media education and information – communicative technologies is considered in the works of modern Ukrainian scientists. The pages of periodicals cover the potential of using multimedia, multimedia presentations, virtual learning, network technologies, the Internet resources, educational opportunities of video hosting on the History lessons in general education schools. The number of publications with specific recommendations for the use of modern media content on the History lessons is not enough. This determines the relevance of the study. The author presents the number of definitions of the basic concepts on the indicated problems, such as «information society», «mass communication», «information-digital competence», «media content», «media literacy», «media education». The main functions of media education are dwelt upon. These are: to prepare a new generation for living in modern information environment; to perceive various information; to teach a person to resist the psychological pressure; to communicate on the basis of verbal and non-verbal forms of communication through technical means. The author presents the parts of the lessons of the subject «The History of Ukraine» and «The World History» with the use of modern media content. It is advisable to use media content at the stage of perception and comprehension of educational material with obligatory reflection. The author is considers the expediency of using information and communication technologies in the curriculum of general education schools of Ukraine, the consistency of such use with state sanitary norms and rules for general educational institutions. Problems and risks associated with the uncontrolled flow of versatile information and the impact of information and communication technologies on the physical and mental health of children are singled out. In particular, there is a general decline in the level of culture and moral qualities, the memory and attention of students are worsened. The author raises the issue of the necessity of development of an information culture. Modern children should be able to resist media manipulations. The formation of media literacy and the development of critical thinking is the primary task of the modern school.

The article is devoted to the problem of content consumption in modern media, in the context of the development of critical thinking, the basic components of which are media literacy and information stability. The urgency of the study lies in the fact that today there are serious threats for the Ukrainian media and information fields, which arose as a result of the hybrid geopolitical aggression that Ukraine has suffered from, from the Russian Federation. The subject of the presented research is critical thinking and the skills of resisting manipulations in the media in the servicemen of the Ukraine Army. The purpose of the study presented in this article is to quantify the level of critical thinking in the target group and identify specific issues in this context. To achieve this goal, such general scientific methods as analysis, comparison and observation were used, and the main applied research was a sociological survey (questionnaire). The results of the study show that the main sources of information for the representatives of the target group are social networks (79.8 %), online media (61.5 %), and messengers (46.8 %). The vast majority of respondents (70 %) used Ukrainian when consuming media content, 22 % of them used no language, and 8 % admitted that they prefer Russian. It was found that the target group chose more visual forms (video, infographics, photos) than texts as the media content format. Unfortunately, the study revealed low levels of critical thinking, as only 53.7 % said they would check information obtained from the media in alternative sources. 45.1 % of respondents believed that they had never been the object of media manipulation, while in fact the propaganda of the relevant structures of the Russian Federation is primarily aimed at them. The results of the study show that the representatives of the target group have a very serious problem with critical thinking, the level of media literacy and information stability. This circumstance is a prerequisite for the need to further improve the management of information processes in the Ukrainian media for the Armed Forces, qualitatively improve and increase the production of relevant media content, as conducting systematic training for target groups on media literacy and information sustainability.

This study evaluated Public Relations (PR) strategies employed by firms in Akwa Ibom State to communicate sustainable development in the era of artificial intelligence (AI). The objectives were to examine the PR strategies used, assess the integration of AI tools, and evaluate the effectiveness of these strategies in influencing public awareness and behaviour. The study was grounded in the Excellence Theory of Public Relations, emphasising two-way symmetrical communication, and the Diffusion of Innovations Theory, explaining the adoption of new technologies within social systems. A survey design was adopted, with data collected from 140 registered PR practitioners and key stakeholders using structured questionnaires and in-depth interviews. Analysis employed frequency counts, percentages, and thematic interpretation. Findings revealed that traditional media campaigns, social media engagement, and community forums were the primary strategies, while AI tools were moderately integrated, mainly in social media analytics and automated content creation. Although PR efforts increased awareness, their impact on behavioural change and policy influence was limited. The study concludes that PR practices in Akwa Ibom remain predominantly dissemination-oriented, with underutilisation of AI and limited participatory engagement, constraining their contribution to Sustainable Development Goals. Recommendations include adopting participatory, AI-enabled communication frameworks; building practitioner capacity through continuous training by the Nigerian Institute of Public Relations; and strengthening collaboration between PR firms, government agencies, and civil society to ensure campaigns achieve measurable behavioural and policy outcomes

AI (Artificial Intelligence) has turned out to be a life-changing technology in PR (Public Relations), and in other fields of strategic communications, even though its adoption and applications remain undiscovered. This research therefore addresses the gap by leveraging the (UTAUT) Unified Theory of Acceptance and Use of Technology model to investigate the integration and acceptance of AI among the PR professionals in the UAE (United Arab Emirates). Using a mixed method technique, data was collected via interviews and surveys with 103 PR practitioners, offering extensive insights into aspects that drive and hinder AI (Artificial Intelligence) adoption. The research findings reveal that AI technologies notably improve PR functions by modernizing content creation to encourage robust stakeholder relationships, while enabling real time audience engagements. Key aspects that impact adoption is inclusive of ease of use, the ability to effectively customize messaging, and operational efficiency. Nevertheless, barriers like ethical concerns, limited training, and inefficient regulation implementation policies persist. This study pinpoints the potential of AI to revolutionize PR practices while stressing the need for targeted strategies and policies to address the adoption challenges. Through contribution to the body of understanding on AI in PR, the research offers actionable perceptions for practitioners and policy makers who aim to use AI’s opportunities effectively and responsibly.

The study aimed to identify the trends of public relations students in Saudi universities towards the use of artificial intelligence technology, and to know the most prominent obstacles they face in using these technologies in academic courses and to identify their suggestions for developing academic courses to keep pace with artificial intelligence technologies. The study belongs to descriptive studies, and relies on the survey method, and the questionnaire tool was used as a tool for collecting data, by applying it to a sample of public relations students in public relations departments in media colleges in the Kingdom of Saudi Arabia, which amounted to (94) individuals. The study reached a set of results, the most prominent of which are: Drone technology came at the forefront of artificial intelligence technologies known to the respondents from public relations students at Saudi universities, and in second place came the technology of interactive chatbots, then the technology of 3D printing in third place, followed by the Google Assistant application in fourth place. The respondents believe that artificial intelligence technologies and tools in public relations are (very important), in first place with a percentage of (44.7%). The field of (providing individuals with new information) came at the forefront of the fields of employing artificial intelligence tools in public relations from the point of view of public relations students at Saudi universities, the study sample, and in second place came the field of (providing a distinctive and unique experience to customers), then the field of (developing technological skills and competencies among public relations practitioners and leaders) in third place. The majority of the respondents believe that (adding a part for practical training on the use and handling of technologies) comes at the forefront of the respondents’ suggestions for developing the curricula, and in second place came the suggestion (including more aspects about artificial intelligence and its technologies), followed by the suggestion (linking the applied aspects of public relations and the uses of artificial intelligence) in third place.

For quality co-existence with the media, it is essential to possess knowledge and skills on how to use, analyse, critically assess and create media content (Aufderheide 1992), i.e. media literacy skills are required. In Croatia media education takes place primarily through the first language classes, i.e. through media culture, which is one of the components of the Croatian language subject in primary school from first to eighth grade. Although media culture has been present within the Croatian language subject for many years already, to this day, no research study on media literacy of children in primary schools has been conducted. In this research, media literacy testing was conducted among 1000 eight-grade students in Zagreb. The research has shown that students possess a medium level of media literacy, with the lowest results being recorded in the field of analysis and critical evaluation as well as in the field of creation of media content.

Objectives. This paper delves into the significance of media literacy for PR professionals, especially during crises. Ineffective media communication and poor strategic planning can erode trust, weaken stakeholder relations, and lead to social media crises and a loss of public legitimacy. Materials and Methods. The Cision Global State of Media Report (2022) reveals a decline in media trust and highlights journalists’ preferences for multimedia content. This study examines two crisis situations in Bulgaria: 1) NEXO, a leading digital asset management institution accused of fraud in the USA, and 2) TELUS International Bulgaria’s content moderation issues on Facebook. The focus is on communication techniques like official statements, press releases, and media interviews. The communication techniques used for media relations, like official statements, open letters, press releases, press conferences, and media interviews, are considered for the purposes of this publication. Results. There’s a noticeable gap in research on PR professionals’ media and digital literacy. The NEXO case underscores the challenge journalists face in understanding crises in specialized sectors and the importance of PR specialists in conveying complex information. The TELUS case highlights failures in crisis communication, ineffective diversion tactics, and improper handling of accusations. Conclusions. PR professionals must prioritize the media and journalists during significant public crisies. While media communication practices are evolving in the digital age, the relationship between journalists and PR experts is crucial, yet strained by factors like mistrust and poor communication. Both parties play a pivotal role in shaping public discourse during crisies and have an ethical duty to provide clarity to society. Keywords: media literacy, digital communication, crisis, Bulgaria, public relations.

Dengan menjamurnya media sosial dan maraknya beredar berita palsu (hoax) di masyarakat, penting diadakan upaya untuk membekali generasi muda dengan pembekalan literasi media dan komunikasi. Oleh karena itu, pada tanggal 23 April 2019, Program Studi Ilmu Komunikasi, Swiss German University mengadakan loka karya bertema “Spread Your Wings And Prepare Yourself to Compete in the Globalised World” di Syafana Islamic High School, BSD, Tangerang Selatan. Kegiatan ini merupakan bagian dari mata kuliah Project Management and Leadership. Selain pembekalan literasi media, loka karya ini juga memberi pembekalan ilmu Public Relations, kepribadian, dan proses melamar pekerjaan kepada siswa-siswi Syafana. Di samping presentasi oleh dosen dan alumni, peserta juga melakukan praktek teknik wawancara jurnalistik dan wawancara pekerjaan.
 Kegiatan ini tidak hanya berdampak positif bagi peserta, tetapi juga bagi mahasiswa yang mengkoordiinasi program ini karena saat melakukan kegiatan pelayanan kepada masyarakat, mahasiswa juga mengembangkan keterampilan seperti: Kepemimpinan; Penyelesaian masalah; Kerja kelompok; Manajemen waktu; dan, Komunikasi, yang sangat berguna di dunia nyata.

Importance. The pressing issue of developing individual information security (IIS) skills in university students in the face of growing threats from cybercrime and disinformation is considered. The need to integrate IIS skills into the educational process as a key component of media literacy is substantiated.Materials and Methods. The study employs systemic and culturological approaches. An analysis was conducted of the results of the first cycle of approbation of the technology for developing IIS skills in students majoring in “International Relations,” and interim results of the second approbation cycle in “Advertising and Public Relations” and “Organization Management” programs are presented. Pedagogical experiment, participant observation, introspection, and analysis were used.Results and Discussion. Analysis of the semester test results demonstrated a positive trend in the development of IIS skills in the experimental groups compared to the control groups. Specifically, in one of the experimental groups (EG1), the average score increased from 4.72 to 7.9, and in another (EG2), from 3.75 to 4.5. A decrease in the standard deviation in the experimental groups is noted, indicating an equalization of the level of competence.Conclusion. The research results confirm the validity of the proposed technology for developing IIS skills in university students. The integration of the developed methodological materials into the educational process contributes to improving critical assessment of information, increasing overall media literacy, and developing analytical competencies. Prospects for scaling the technology to other levels of education are discussed.