• Contents
  Sławomir Ratajski
  Introduction 7
  I
  Wojciech Józef Burszta
  The Digital Condition: Mediatised Barbarity 29
  Riel Miller
  Futures Literacy, Media Literacy and the Capability Approach
  to Freedom 47
  II
  Grzegorz Ptaszek
  From Algorithmic Surveillance to Algorithmic Awareness:
  Media Education in the Context of New Media Economics and
  Invisible Technologies 59
  Divina Frau-Meigs
  Disinformation, Radicalisation and Other Information
  Disorders: Lessons Learnt for Media and Information
  Literacy 75
  Leo Munyao Mutisya Countering Fake News and Hate Speech in Kenya: A Case for
  Sustained Media Literacy Programmes 97
  III
  Wiesław Godzic
  Media Semiotic Guerrilla Warfare Versus Image Warfare 123
  Ryszard W. Kluszczyński
  On the Languages of Media and Postmedia Art 141 
• Prot Jarnuszkiewicz
  Specificity, Perception and Teaching of Contemporary Visual
  Language: Needs and Challenges 163
  Jakub Wróblewski
  Art as a Field of Experiment in Creating a Message 183
  IV
  Piotr Francuz
  Entangled in the Media: Cognitive Neuroscience
  Perspective 201
  Agnieszka Ogonowska
  Media Education in the Context of (Cyber)psychology:
  New Perspectives, Tools and Strategies of Studying Media
  and Their Users 219
  Dorota Żelechowska
  The Significance of Psychological Training Programmes
  in Media Education: The Case of Człowiek 2.0 [Human 2.0]
  Training Programme 237
  Rafał Lew-Starowicz
  Media Education in Polish Education System 251
  Mateja Rek
  Challenges of Raising and Educating Children in Slovenia
  to Be Smart About Digital Media 265
  Zuzanna Wiorogórska
  The Role of Libraries in Media Education 283
  —
  Michał Federowicz
  Education and Technology 295
  Notes on the Contributors 314
  Annex
  Media, Information and Digital Education Model (MIDEM) 323
  Introduction 325
  Why ‘Media, Information and Digital Education’? 335
  Research review 342
  The psychological and cognitive aspects of using MIDEM
  in education 346
  The media, information and digital professional and personal
  literacy of teachers. What we need for teaching and learning
  from others 348
  Professional media, information and digital literacy 352
  Personal media, information and digital literacy 359
  Core recommendations for institutions involved in media,
  information and digital education 363
  Examples of best practice 370
  About the Authors 385