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Social, cultural, economic and political contexts are directly related to the need for working civic and critical literacies (UNESCO, 2008). Educational institutions play an essential role in the civic and citizenship training of their youth and in building students’ civic literacy abilities in the face of an increasingly complex media landscape in the form of media education. The notions of civic and critical literacy must be thought to include different forms of media culture, ICT and new media. Hence, literacy analysis is deepened to relations between media and citizens addressing topics such as gender issues or other indicators of inequality and power imbalances, as gender differences exist both in education and in the distribution of civic and critical skills.

Critical thinking must be promoted from the intersection of formal learning with civic, social, and personal competencies. Media literacy is directly linked with citizenship and civic culture (Mihailidis, 2012). The complex media landscape increases the challenges of developing the capacities of those literacies, intricating understandings of news and other media forms of (mis)information circulation. The increasing digitalisation of everyday life has increased the flow of (mis)information, which raises questions concerning the role of media in the quality of civic and critical literacies. Therefore, civic and critical literacies encompass understanding the power relations that organise information, journalism and communication in general, as well as the ability to critically understand information conveyed by a growing number of media.

The “MyGender – Mediated young adults’ practices: advancing gender justice in and across mobile apps” (PTDC/COM-CSS/5947/2020) project encourages the submission of chapters of up to 5000 words of theoretical work until 28 July 2023. Scientific contributions are accepted, in ENGLISH LANGUAGE, that address the following themes, though not limited to:

– media literacy in higher education;
– the role of Universities in the promotion of media literacy;
– the links between media landscape and civic and critical literacies;
– democracy and civic and critical literacies;
– disinformation, fake news and other dangers to civic and critical literacies;
– media education;
– gender and civic and critical literacies;
– mobile applications and civic and critical literacies;
– mobile application regulation;
– data literacy;
– digital well-being and civic and critical literacies;
– mobile applications and subjectivities;
– critical thinking about mobile applications in higher education.

Scientific contributions should be submitted via e-mail to by 28 July 2023. The “Handbook of Critical Literacies and Gender Studies” will be published in cooperation with a renowned publisher under the framework of the MyGender project.

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