WORLD OF MEDIA-2024. ISSUE №2
Special Issue: Digital Intersectionality in the Middle East and North Africa
The issue was published in 2024 by the Faculty of Journalism, Lomonosov Moscow State University.
INTRODUCTION
Taylan, D. Ö., & Muschert, G. (2024). Guest Editors’ introduction: Digital intersectionality in the Middle East and North Africa. World of Media. Journal of Russian Media and Journalism Studies, 2, pp. 5-11. DOI: 10.30547/ worldofmedia.2.2024.1
Received: 22.01.24
Accepted: 05.06.24
ARTICLES
Velázquez García-Talavera, T., & Bañon Castellón, L. (2024). The Knowledge Society and Information and Communication Technologies in MENA countries: Diachrony and comparison. World of Media. Journal of Russian Media and Journalism Studies, 2, pp. 13-37. DOI: 10.30547/worldofmedia.2.2024.2
This article contains the result of a documentary research on the evolution throughout the 21st century of the state of the Knowledge Society (KS) in the MENA countries after the expansion of Information and Communication Technologies (ICT) based on observations made since 2001 in research and publications developed in the Spanish, Latin American, Maghreb and Mashreq academic spheres. The aim is to detect the changes that have occurred in the degree of implementation of KS and its link to the right to information, communication, and cyberspace, and its management in these countries. After a theoretical and conceptual tour, it is concluded that the empowerment of ICT is the key resource for strengthening civil society and its access to the KS. In a region with an inestimable demographic potential, however, large gaps remain in terms of the access of citizens in these countries to the KS. As a result, there are social and political relationships of dependency that could lead to the qualification of a new colonialism over knowledge. This study concludes that the empowerment of ICTs is the key resource for strengthening civil society and its access to the KS.
Key words: MENA countries, Knowledge Society, ICT, digital divide, degree of development
Received: 22.01.24
Accepted: 05.06.24
Gjylbegaj, V., & Radwan, A. F. (2024). The use of YouTube for self- education in the UAE: Equal opportunities, different interests, and outcomes. World of Media. Journal of Russian Media and Journalism Studies, 2, pp. 38-57. DOI: 10.30547/ worldofmedia.2.2024.3
This study explores the use of YouTube in self-education in the United Arab Emirates. Digital platforms and social media provide users with multiple opportunities to interact and access various information and services. However, due to the diverse interests of users and the various reasons for using these platforms, there is a variation in the extent of benefiting from them. One example of this is the use of YouTube as a platform to acquire and learn skills and experiences. In light of that, the study aims at discovering the reasons and motivations that lead users to adopt YouTube as a tool for self-education. It also explores the benefits that have been gained from that process and reveals the challenges that may limit its effectiveness. The study aims at describing the users’ interests and the types of self-education they are targeting. Data from 175 respondents were analyzed after conducting an online survey form. Results indicate that users prefer using YouTube as it facilitates the self-education process by developing skills and generating solutions for daily life concerns. Results also indicate that YouTube is preferred as a self-education tool because of its ease of use and presenting visual content via different devices. Seeking knowledge and developing personal skills motivate users to use the platform. By measuring the correlation and regression among variables the results suggest that users intend to use YouTube as a self-education tool in a variety of fields such as technology, personal daily practices, and professional skills.
Key words: Self-education, YouTube, personal development, digital equality, learning skills, UAE
Received: 22.01.24
Accepted: 05.06.24
Karabchuk, T., Bashri, M., Shomotova, A., & Radeljić, B. (2024). Digitization and political participation in the MENA region: Egypt, Kuwait, and Tunisia. World of Media. Journal of Russian Media and Journalism Studies, 2, pp. 58-78. DOI: 10.30547/worldofmedia.2.2024.4
The article highlights the link between digitization and political participation in three Middle Eastern countries: Egypt, Kuwait, and Tunisia. The role of the Internet and social media in political engagement is thoroughly discussed from a historical-comparative perspective. Using micro and macro level data, the study analyzes the usage of new online technologies and online political participation. The findings provide valuable insights for understanding the intricate nature of online political participation and the paradox between digital engagement and traditional political involvement. Despite the expansion of digital media, traditional political interest and participation has decreased. Egypt and Kuwait demonstrate advanced stages of digitization with widespread Internet access, while Tunisia’s progress is varied.
Key words: Internet, social media, political participation, online political engagement, election participation
Received: 20.01.24
Accepted: 05.06.24
The Covid-19 virus first discovered in February 2020 has defied borders by domesticating itself in all countries around the globe. Like in all other countries, the Covid-19 pandemic even though at first a health crisis has impacted all spheres of social life in the UAE from the economy to education as well as professions and their practices. The spread of infectious diseases is also known to live behind anxiety, fear, and general psychological distress among people. Government and health agencies in the UAE have embarked on public education and engagement to curb the spread of the virus as well as mitigate some of its adverse psychological consequences including anxiety and fear. The development of the Internet and new media has provided health authorities with channels for reaching out to the public on desirable health behavior. The discourse on digital divide for instance, has, among others, questioned technologically deterministic views about the novelty of the Internet by pointing at the divides or barriers it has created in society. While the UAE is reported to be the most digitally connected country in the MENA region in terms of the spread and access to Internet and broadband facilities thus overcoming the first level of digital divide, this study uses both focus group discussions and in-depth interviews to explore Internet and social media use patterns, and extent of reproduction of the second and third levels of digital divide among communities in the country during Covid-19 pandemic.
Key words: New media, Covid-19, digital divide, perceived locus of causality (PLOC), fear, anxiety, UAEReceived: 22.01.24
Accepted: 05.06.24
Ahmed, S. T. (2024). Using a multi- or metaliterary approach to enhance digital agency amongst undergraduates: A UAE case study. World of Media. Journal of Russian Media and Journalism Studies, 2, pp. 100-115. DOI: 10.30547/ worldofmedia.2.2024.6
Understanding the digital skills of young people around the world is key to informing research as well as enabling us to examine future trends in industry and society. There has been much celebratory discourse on how younger people have some inherent expertise in using devices, navigating online spaces, creating content and engaging with social media. A more realistic analysis shows that even those born into a digital world need guidance and training in honing their digital abilities. Until recently, different types of literacies have often been examined separately. The reality though is that they are used in interconnected and overlapping ways. This paper reflects on how information, digital, media and news literacies can combine under the multi- or metaliterary framework to promote digital agency. The data obtained in three different studies at the same higher education institute is used to consider the digital practices of students and how these constitute digital agency. As a case study, the findings can be used to reflect on how a holistic approach to academic and media literacies will enhance the knowledge, skills and outlook of young digital consumers.
Key words: Multiple literacies, metaliteracy, digital agency, intersectionality, higher education, undergraduatesReceived: 20.01.24
Accepted: 05.06.24
Abu-Kishk, H., & Mendels, J. (2024). Falling between the cracks: Bedouin students and the digital divide during the Covid-19 crisis. World of Media. Journal of Russian Media and Journalism Studies, 2, pp. 116-130. DOI: 10.30547/ worldofmedia.2.2024.7
The Covid-19 pandemic led to the closure of schools and higher education institutions worldwide, necessitating a shift to distance learning. This transition had significant impacts on working conditions, education, the economy, and the environment. Access to infrastructure and information and communication technologies became crucial for students to continue their academic studies. However, marginalized communities in Israel faced additional challenges due to existing social gaps. This study focuses on Bedouin students in southern Israel attending higher education institutions and examines the difficulties they encountered during the transition to distance learning. Using a quantitative methodology, data were collected through an online questionnaire distributed to 257 Bedouin students during the first Covid-19 outbreak in Israel (April-July 2020). The research aimed to identify the types of digital divide experienced by Bedouin students and explore how this gap influenced their learning experiences. Results show that Bedouin students faced significant digital inequality, lacking the necessary prerequisites for distance learning, mainly due to limited access to digital devices and a stable Internet connection. These findings shed light on the specific challenges faced by the research population and emphasize the need to address these challenges to ensure equitable and inclusive education for all.
Key words: Digital divide, marginalized communities, Bedouins, distance learning, Covid-19 pandemicReceived: 20.01.24
Accepted: 05.06.24