Pierre Fastrez is Senior Research Associate at the Belgian National Fund for Scientific Research and Professor of Information and Communication at the Université catholique de Louvain (Belgium). His main research interests concern the definition of media literacy competence and media literacy assessment methods.

Normand Landry is Professor at TÉLUQ University and Canada Research Chair in Media Education and Human Rights. His work focuses on communication rights, media education, social movement theory, law, and democratic communications.

Introduction: Navigating the Field of Media Education and Media Literacy through its Research Methods: Media Practices, Educational Initiatives, and Prescriptive Discourses

Part 1: Media Practices

Chapter One: Documenting Media Practices to Define Media Literacy Competence: A Qualitative Approach

Chapter Two: Studying the Media Education Practices of Young Children at Home: Methodological Lessons from a Cross-national Qualitative Study on Digital Activities at Home

Chapter Three: Participatory Action Research and Media Literacy: Towards Engaged, Accountable, and Collaborative Knowledge Production with Marginalized Communities

Chapter Four: Observing Literacy Practices in the "Third Space": Research Methods

Chapter Five: Researching Media Literacy Practices Using Both Critical and Posthuman Inquiry

Part 2: Educational Initiatives

Chapter Six: Methodological Considerations in Researching Teachers' Views and Practices of Media Literacy

Chapter Seven: A Research Methodology Aimed at Analyzing Teaching Practices in Relation to the Development of Digital Skills in a University Setting

Chapter Eight: Design-based Research into the Co-creation of Teaching Activities for the Theoretical Refinement of a Multimodal Media Literacy Competency Model

Chapter Nine: Quantitative Methods for Assessing Media Literacy in Evaluations of Health Promotion Intervention Programs Using Media Literacy Education

Chapter Ten: Issues of Pedagogy, Alignment, and Context in Assessing Measures of Media Literacy

Part 3: Prescriptive Discourses

Chapter Eleven: Analyzing Public Policies on Media Education: From Modalization to Modeling of Official Discourses

Chapter Twelve: Analyzing School Curricula, Training Programs, and Learning Material: A Method in Media Education

Chapter Thirteen: Quick-Scan Analysis as a Method to Analyze and Compare Media Literacy Frameworks

Chapter Fourteen: Critical Discourse Studies for Research on Media and Information Literacy Projects: An Illustrated Discussion of Seven Methodological Considerations

Chapter Fifteen: Rethinking Media Education Policy Research and Advocacy: A Deliberative Approach