Media Implications in Bahrain’s textbooks in light of UNESCO's media literacy principles

Fawaz Alshorooqi, Saleh Moh'd Rawadieh


This study aims to identify the media implications of textbooks in the Kingdom of Bahrain in light of the principles of media literacy emanating from the United Nations Educational, Scientific and Cultural Organisation (UNESCO). The study was based on the textbooks of Arabic Language and Education for Citizenship for the sixth primary, third intermediate and third secondary schools in the Kingdom of Bahrain for the academic year 2015/2016.

While conducting their study, the two researchers analysed the implications of these textbooks based on the principles of media literacy stemming from UNESCO and its three fields, namely: knowledge and understanding of the media information, assessment of media information, and creation and use of media implications.
The study revealed that these textbooks contained 168 media implications, with many of them concentrated in the field of knowledge and understanding of media implications. Assessment of media implications, and its creation and use came second and third, respectively.

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