{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:28:16Z","timestamp":1754155696452,"version":"3.41.2"},"reference-count":52,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2022,9,23]],"date-time":"2022-09-23T00:00:00Z","timestamp":1663891200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2022,10,27]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>This paper aims to evaluate Web-based applications for teaching critical media literacy. It proposes modeling for criteria to evaluate Web-based applications for critical media literacy learning. The study aims to critically analyze the applications based on their potential for critical media literacy learning (CMLL), learner compatibility, authenticity, beneficial impact, practicability, engagement and support.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>The paper was addressed by the walkthrough method, which provides underpinning analysis of the applications combined with content analysis to gain further deeper insight into users\u2019 applications and application appropriation to accommodate critical media literacy instructions. The applications are organized according to their utilization in each sort of CMLL, namely, media understanding and analysis, and media production.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The paper describes how to select appropriate applications for critical media literacy instruction. It suggests a list of applications that can help teachers integrate critical media literacy into their classroom instruction, as well as the results of each application\u2019s evaluation. In summary, the results indicated the importance of meticulous selection criteria and evaluations of applications used for critical media literacy integration in teaching.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n<jats:p>Because technology and applications are constantly evolving, ongoing research in this area is always required. Furthermore, researchers are encouraged to test the proposed hypotheses further.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n<jats:p>The paper discusses the implications for technology selection in teaching, the development of selection criteria and managing the balance between technological advancement and teaching. In a nutshell, this paper practically contribute to shed light on the framework for CMLL application selection and adoption.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title>\n<jats:p>The paper provides comprehensive guidance for teachers on how to select applications for critical media literacy integration teaching, as well as lists of application evaluations that they can easily use.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>This paper fills a gap in the literature by investigating how digital media and technologies can be used in the classroom and how they are chosen based on the needs of teachers and students.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-07-2022-0088","type":"journal-article","created":{"date-parts":[[2022,9,22]],"date-time":"2022-09-22T04:21:54Z","timestamp":1663820514000},"page":"544-567","source":"Crossref","is-referenced-by-count":5,"title":["Tuning up a CMLL toolbox: analyzing Web-based applications for critical media literacy learning"],"prefix":"10.1108","volume":"19","author":[{"given":"Rida","family":"Afrilyasanti","sequence":"first","affiliation":[]},{"given":"Yazid","family":"Basthomi","sequence":"additional","affiliation":[]},{"given":"Evynurul Laily","family":"Zen","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2022,9,23]]},"reference":[{"issue":"2","key":"key2022102505492628600_ref001","doi-asserted-by":"publisher","first-page":"229","DOI":"10.21831\/informasi.v48i2.21382","article-title":"Media literacy and social media usage analysis in communication and non-communication students of university of Amikom, Yogyakarta","volume":"48","year":"2018","journal-title":"INFORMASI"},{"key":"key2022102505492628600_ref002","first-page":"81","article-title":"Digital storytelling: a case study on the teaching of speaking to Indonesian EFL students","volume":"11","year":"2011","journal-title":"Language in India: Strength for Today and Bright Hope for Tomorrow"},{"key":"key2022102505492628600_ref003","first-page":"81","article-title":"Trimming the digital storytelling instructions by flipping the classroom: a response to pedagogical challenges in implementing digital storytelling for language learning","volume-title":"Digital Storytelling in Second and Foreign Language Teaching","year":"2020"},{"journal-title":"Thinking Skills and Creativity","article-title":"The impact of media and information literacy on acquiring the critical thinking skill by the educational faculty\u2019s students","year":"2020","key":"key2022102505492628600_ref004"},{"key":"key2022102505492628600_ref005","unstructured":"Bartlett-Bragg, A. 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