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Reviews some characteristics of video‐based educational materials by describing the intellectual heritage of the movement to include media analysis and media productions as basic skills for the information age. Identifies the opportunities and challenges that management educators face in their use of video‐based tools in both business settings and higher education.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Today's students are powerful consumers and producers of media. Yet for all their access and use of media, many students need assistance from educators to develop critical media skills. These skills are necessary for participation in a culture increasingly characterized by the prevalence of the Internet and social web. However, despite significant changes in contemporary culture, the focus of media literacy remains much the same – meeting the challenge of accessing, analyzing, evaluating, and creating various media forms. Educators and students need to recognize that each has significant roles to play in developing a rigorous approach to media literacy. In embracing all forms of media as well as roles that extend beyond passive consumption, both educators and students are able to discover newly empowering skills that will provide best practice opportunities for better civic and educational engagement.

Social studies teachers possess a daunting task in a 21^st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.

As fake news and other disinformation are spread primarily online and erode trust in experts and institutions, they challenge the role of librarians as information gatekeepers. Experts have advocated for libraries to educate the public to resist misinformation, yet libraries cannot assume sole responsibility for information literacy work. In this chapter, the authors explore several successful information literacy programs in Ukraine, whose fake news problems made global headlines in 2014, when the Russian annexation of Crimea was accompanied by a flood of crude but effective disinformation. The authors look particularly at the Learn to Discern programs established by the international non-profit organization IREX to foster information literacy using techniques grounded in interdisciplinary expertise and carefully evaluated through pilot studies and follow-up evaluations. These programs train instructors through workshops and provide them with materials. In the first program, aimed at the general public, many of the instructors were librarians, and library facilities were heavily used to deliver the public training. In the second program, information literacy was integrated into the public school curriculum and thousands of teachers were trained to deliver expertly designed materials for particular grade levels and subjects. The authors also consider the special challenges posed by the COVID-19 pandemic, both as a source for new forms of misinformation and as a disruptor of training previously delivered in tightly packed libraries and classrooms. These Ukrainian programs demonstrate the potential for fighting fake news and other misinformation on a scale far beyond what could be accomplished by individual libraries acting alone.

Dwayne ‘The Rock’ Johnson is one of the most bankable stars in Hollywood, in addition to his broad popular appeal. Since his transition from a successful pro-wrestling career to a full-time actor, his onscreen persona has transitioned from one dimensional action hero to more balanced star ‘type’ (Dyer, 1991), alternating action films with more family-friendly fare. Johnson's starring role in the Fast and the Furious franchise has been central to the growth of his career, yet as I will argue, this success is fuelled by his apparent rivalry with other action stars onscreen (Jason Statham) and offscreen (Vin Diesel). As I will show, these rivalries are rooted in the star ‘types’ formulated by Richard Dyer (1991), and this tension is central to the ongoing fan interest in the series.

Johnson's expanding profile has also led to the establishment of his own production company, Seven Bucks, and transition into television series Ballers (2015–2019) and Young Rock (2021–), both of which allowed him to explore autobiographical elements of his early life. As I will demonstrate via a case study of Hobbs and Shaw (2019), Johnson's success as a transnational action star and creative control allowed by Seven Bucks has allowed more explicit on-screen engagement with his Sāmoan heritage. The production history of Hobbs and Shaw illustrates both the successful co-existence of rivalry between action stars as a successful marketing strategy for action franchises, and the evolving action genre which allows a more personal exploration of race and masculine identity.

Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach.

Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper.

The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are ‘Fake News’, ‘Competence’, ‘Educational Technology’, ‘Health Literacy’, ‘Self-Efficacy’ and, interestingly, ‘COVID-19’. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy.

This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.

Although there are a number of hybrid tropes and cross-over conventions that relate to contemporary action cinema, broken down to its most rudimentary components, the genre places its cinematic hero in scenes of ritualised violence or conflict, with the intent of showcasing both athletic mastery and aesthetically pleasing physiques for interested and invested audiences. In as much as it is difficult to define the contemporary genre, the role of the action hero is clear in all permutations. Indeed, there is little question or query about who or what makes for a popular and long-standing action star. After all, names such as Stallone, Schwarzenegger and Statham have become inextricably linked to the genre in question. While there is much to consider here in relation to the muscles and power of these hard-bodied heroes in sweaty vests or form fitting t-shirts, there is another iteration of masculinity, a different and more agile physique, a more refined sartorial code, that has quietly overtaken these macho figures as the site of contemporary action, and that figure is Keanu Reeves. With this in mind, this chapter will examine the ways in which popular media reviewers foreground star image, acting, movement, the body and performance in order to position Reeves as an action star removed from the physical excesses of bulkier, slower and less agile men who continue to perform in the genre around him.

In this, the third volume of Emerald Publishing's Gender and Action Film series, the emphasis is placed firmly on the way that Action Cinema has transformed in the post-millennial period. Through a series of in-depth case studies, and using a mix of theoretical approaches and analysis, each chapter will offer comparative gender studies that are both evocative and interrogative of a genre that has often been lambasted for the way in which gender is portrayed. The volume covers such areas as ageing action stars and the roles they portray in geriaction movies, critical examinations of gender in Action Cinema post-9/11, and changes aspects of feminism, gender practices and metamodern narratives.