{"CACHEDAT":"2026-04-14 02:41:11","SLUG":"open-up-your-mind-fh5IbshZLW","MARKDOWN":"# Algorithm\n\n> Algorithms are fundamental tools in computing and digital technology, essentially acting as the brains behind most modern applications. In simple terms, an algorithm is a step-by-step set of instructions designed to accomplish a specific task or solve a problem. This step-by-step process helps computers perform complex calculations, make decisions, or automate repetitive tasks. Although they're based on logic and precision, algorithms can vary widely in complexity, depending on the task. In computing, algorithms are essential. They turn input into useful output, allowing computers to complete processes automatically and efficiently. Every action you perform on a digital device, from clicking on a search result to setting an alarm, involves an algorithm working behind the scenes. (dida, 2024)\n\n> Algorithms are now synonymous with machine intelligence as opposed to human intelligence, and are being used in all fields − from search-engine queries to financial markets and user-recommended information selection (Unesco, 2024).\n\n\n:::info\n* dida. (2024, December 6). What is an Algorithm? Retrieved December 6, 2024, from https://dida.do/what-is-an-algorithm\n* UNESCO. *A lexicon for the digital age***.** Available at: <https://www.unesco.org/en/articles/lexicon-digital-age-0> (Accessed 4 Dec. 2024)\n\n:::\n\n## Algorithms & Search Engines\n\nAlgorithms allow search engines to process and organise vast quantities of information from the internet based on a user's *==search query==*. They are pivotal in deciding which content is displayed in the search results, the order in which results appear, and the relevance of each result to the user's query. Various types of algorithms are utilised to filter and rank these search results effectively:\n\n* **Crawling and Indexing:** Search engines begin by employing algorithms to crawl the web, gathering information from billions of web pages. Once the information has been crawled, it is indexed, meaning it is organised and stored in a database, much like a library catalogue.\n* **Ranking and Relevance:** Ranking algorithms evaluate the indexed pages in response to a search query, considering various factors such as the presence of keywords, page authority, content quality, and timeliness. Based on these factors, each page is assigned a score and ranked from most relevant to least relevant, determining the order in which they appear in the search results.\n* **User Intent and Personalisation:** Algorithms also utilise natural language processing and machine learning to align the results with the user's intent, such as seeking detailed information or searching for a specific product. Personalisation algorithms further refine the search results by taking into account the user's location, search history, and interests.\n\n## Algorithms & Social Media\n\n**Algorithms** play an essential role in shaping user experiences on *==social media platforms==*. They determine the content that appears in users' newsfeeds, tailoring posts, advertisements, and recommendations to suit each individual. The specific workings of these algorithms are closely guarded secrets of social media companies. They also leverage artificial intelligence and machine learning to continually refine and adapt algorithms based on new data and user behaviours. Below are the key ways algorithms function on social media:\n\n* **Maximising engagement:** A core objective of social media algorithms is to increase user engagement and the time spent on the platform. They prioritise content that is likely to elicit likes, comments, shares, and other forms of interaction.\n* **Personalisation and ranking:** Algorithms analyse a user's behaviour, preferences, and interactions to decide which content and recommendations to display in their newsfeed. They curate and rank content based on factors such as the recency of posts, previous interactions, engagement from others, content type, and more.\n* **Discovery and advertisements:** Algorithms power discovery features, such as suggesting new accounts to follow, recommending groups to join, and highlighting trending topics. For marketers, algorithms determine the placement and targeting of adverts to reach the most relevant audiences.\n\n## User Actions & Algorithmic Selection\n\nActions a user performs — actively or passively — within an information channel that may be tracked and used by algorithms to personalise the selection and visibility of information items.\n\n→ User actions are not limited to deliberate interactions such as clicking or liking. Many actions are passive or automatic, such as how long a user stays on a page, how far they scroll, or where they are located. Users are often unaware that these actions influence what they encounter next.\n\n### ☑ Types of user actions that may be tracked and used by algorithms\n\n\n\n:::success\n> \n| Type | Examples |\n|------|----------|\n| Behaviourial signals | - [ ] searches / search queries <br> - [ ] clicks <br> - [ ] likes / reactions <br> - [ ] comments / replies <br> - [ ] shares / reposts / forwards <br> - [ ] follows / subscribes <br> - [ ] saves / bookmarks <br> - [ ] ratings / reviews <br> - [ ] purchases / downloads <br> - [ ] profile information (age, interests, profession) |\n| Passive interactions | - [ ] watch time / listen time <br> - [ ] dwell time (time spent on a page) <br> - [ ] scroll behaviour (how far, how fast) <br> - [ ] hover behaviour <br> - [ ] location data <br> - [ ] device type <br> - [ ] time of access <br> - [ ] skip behaviour |\n| Social signals | - [ ] contact list / address book <br> - [ ] group memberships / network connections |\n| Account data | - [ ] profile information (age, interests, profession) <br> - [ ] language settings <br> - [ ] linked accounts |\n\n:::\n\n# @mention\n\nAn @mention is a method of drawing someone's attention in digital communications by using the \"@\" symbol followed by their username or name. This feature is widely used across various platforms, including social media, email, and collaborative tools (Microsoft support).\n\nUsing @mentions in information searching can be an effective tool for collaboration, organization, and content discovery, especially in digital and social platforms. For example on various platforms, one may tag a research institute, colleagues, or a librarian in order to draw attention to a particular topic and request a specific source or information. Moreover, social media platforms may display supplementary posts, comments, or discussions pertaining to the tagged account, thereby enhancing one's ability to access pertinent information.\n\n# Analysing Reviews\n\nThe process of analysing reviews entails careful examination of detailed and structured evaluations written about a source, such as a book, website, an academic article or other material. Reviews can offer insights into the quality, relevance, credibility, and overall value of the source in question. Analysing multiple reviews prevents overreliance on a single perspective, you gain a well-rounded understanding of the source, including its significance, the quality of its content and argumentation, any controversies or limitations associated with it. \n\nThis practice is especially crucial in contexts such as *academic research*, where the choice of sources can influence outcomes significantly.\n\n\n:::info\n* History Skills. (n.d.). Determining the intended audience of a source. Available at https://www.historyskills.com/source-criticism/analysis/audience)\n* Otis College of Art and Design. (n.d.). Types of Information. Available at https://otis.libguides.com/Types_of_Information Retrieved Dec. 6, 2024 \n* Quora. (n.d.). How do you identify the target audience of an article? Available at https://www.quora.com/How-do-you-identify-the-target-audience-of-an-article Retrieved Dec. 6, 2024\n\n:::\n\n# Author \n\nAn author is someone who creates original content, such as books, articles, essays, social media posts, graphics, films  or other forms of written or multimedia media content. Authors are responsible for the ideas, structure, and style of their work. The purpose of an author to create content differs, for example to share knowledge, express ideas, or tell stories from their own perspective. \n\n\n:::info\n* Author. *In Merriam-Webster.com Dictionary*. Available at <https://www.merriam-webster.com/dictionary/author>  Accessed 20 Feb. 2025.\n\n:::\n\n# **Boolean Operator**\n\n> An **operator** that defines the logical relationships between two search terms or combinations of search terms. Boolean operators—AND, OR, and NOT—are employed in search strategies to influence the recall and precision of search results. Specifically, the **AND** operator is used to narrow the results (enhancing precision), the **OR** operator expands the search by including synonyms (increasing recall), and the **NOT** operator excludes certain results. ( Liblex, 2023). \n\n\n:::info\n* Liblex. (2023). *Τελεστής Μπουλ*. Available at: <https://liblex.gr/term.php?termid=901> Accessed 6 Dec. 2024\n\n:::\n\n# Bot, Social Bot & Troll \\[\\[\n\nA **bot** is a computer programme that automatically carries out repetitive tasks and simulate human activity. While most bots are harmless or even useful, some are malicious, created to spread disinformation, spam, or computer viruses.\n\nA **social bot** is a type of automated programme a bot designed to operate on social media platforms and behave like automated machines. They are programmed by humans to post, comment, and share content nonstop and at very high speed and often make certain topics or debates appear more popular or controversial than they really are. Their activity is typically repetitive and coordinated, which makes it different from normal human use. Social bots are often used to influence public opinion, amplify certain messages, or disseminate information whether accurate or misleading. While some social bots are employed for legitimate purposes, such as customer service or marketing, others may be used maliciously to spread propaganda, manipulate discussions, or create the illusion of widespread support for specific ideas or causes. These characteristics match widely used definitions of social bots as automated or semi automated accounts designed to operate at scale and amplify online content.\n\nA **troll** is real human beings who exhibit destructive and hyperactive online behaviour, much like bots, and appear as personal accounts that try to disturb online discussions, often on social media. They are often paid and oftentimes post provocative or aggressive comments and aim to upset others, trigger reactions, or start conflicts, especially when discussions involve controversial issues, public figures (e.g. politicians or journalists), or media organisations. Trolls strategically target and create or influence public opinion regarding specific users, journalists, or public figures. These accounts are usually controlled by real people and may act in a coordinated manner. Trolling is therefore best understood as a way of behaving online, not as a specific kind of account, which means that similar behaviour can sometimes also be supported by automation.\n\n### ☑ Recognising Social Bots and Trolls\n\n| **Detection Dimension** | **Social Bots** | **Trolls** |\n|---------------------|-------------|--------|\n| **Profile Characteristics** | - [ ] The account looks newly created <br> - [ ] The profile is incomplete or generic   <br> - [ ]  The username may look non-personal and sometimes include random number  | - [ ] The account has typically been active for a longer time and may have a post history  <br> - [ ] The profile is complete and seems personal, it may present strong ideological or political self-description <br> - [ ]  The username looks personal   |\n| **Pattern or posting Behaviors**  | - [ ] The activity does not match normal human online behaviour <br> - [ ] The accounts post or replay content very frequently  <br> - [ ] The account post or replay content at day and night  | - [ ] The activity resembles normal human online behaviour <br> - [ ] The accounts post or reply content at irregular times  <br> - [ ] The account becomes more active during controversial discussions  |\n| **Interactions**    | - [ ] The account does not have real conversations  <br> - [ ] The accounts mostly do like, share, or repost  <br> - [ ] The replies are short and automated  | - [ ] The account replies directly to other users  <br> - [ ] The account engages in debates / the purpose is to provoke reactions from others  <br> - [ ] Conversations are continued to create conflict  |\n| **Content Features**  | - [ ] The content is one-sided and repetitive <br> - [ ] The same narratives posted many times  | - [ ] The content is specifically tailored to (harm / provoke) the target   <br> - [ ] The content targets individuals or social groups  |\n| **Language**        | - [ ] Generic expressions, repetitive phrasing with keywords | - [ ] Varied, emotional, and often abusive or offensive -language  |\n| **Network & Technical Indicators**  | - [ ] Social bots follow other social bots, but the relationship is only one-way, not reciprocal <br> - [ ] Connections are mostly not reciprocal <br> - [ ] Coordinated behaviour across the different bot accounts   | - [ ] Trolls follow human accounts <br> - [ ] The connections are often reciprocal: they follow their followers and vice versa <br> - [ ] Trolls typically act independently of each other |\n\n\n:::info\n* Ferrara, E. (2023). *Social bot detection in the age of ChatGPT: Challenges and opportunities*. *First Monday, 28*(6). [__https://doi.org/10.5210/fm.v28i6.13185__](https://doi.org/10.5210/fm.v28i6.13185)  \n* Orabi, M., Mouheb, D., Al Aghbari, Z., & Kamel, I. (2020). Detection of bots in social media: a systematic review. *Information Processing & Management*, *57*(4), 102250. [https://doi.org/10.1016/j.ipm.2020.102250 ](https://doi.org/10.1016/j.ipm.2020.102250)  \n* Tomaiuolo, M., Lombardo, G., Mordonini, M., Cagnoni, S., & Poggi, A. (2020). *A survey on troll detection*. *Future Internet, 12*(2), 31. [__https://doi.org/10.3390/fi12020031__](https://doi.org/10.3390/fi12020031)  \n* Uyheng, J., Moffitt, J. D., & Carley, K. M. (2022). The language and targets of online trolling: A psycholinguistic approach for social cybersecurity. *Information Processing & Management*, *59*(5), 103012. h[ttps://doi.org/10.1016/j.ipm.2022.103012 ](https://doi.org/10.1016/j.ipm.2022.103012)\n\n:::\n\n### ☑ Recognising a Social Bot\n\n\n:::success\ncan be challenging, as they are designed to mimic human behaviour. However, there are several indicators that may suggest an account is a social bot, such as:\n\n- [ ] **Repetitive or Automated Behaviour**: The account repeatedly posts identical or very similar messages. Posts may follow a predictable pattern or schedule, often at unusual hours.\n- [ ] **Unnatural Engagement**: The account rapidly likes or shares a large number of posts within a short timeframe. Its interactions, such as comments or replies, may seem generic, irrelevant, or unrelated to the context of the conversation.\n- [ ] **Content Characteristics**: Posts may contain excessive use of hashtags, links, or promotional content. Content might disproportionately focus on a specific topic or agenda, suggesting a lack of varied interests.\n- [ ] **High Activity Levels**: Bots often display an unusually high frequency of posts, far exceeding what is typical for a human user. Activity may span multiple platforms simultaneously.\n- [ ] **Lack of Personal Information**: Profiles may lack a proper profile picture, bio, or other personal details. The username might consist of random characters or resemble a default name.\n\n:::\n\n\n:::info\n* Bot. *In Merriam-Webster.com Dictionary*, Merriam-Webster. Available at https://www.merriam-webster.com/dictionary/bot. Accessed 7 Dec. 2024.\n\n\n* Bot. *In Vocabulary.com Dictionary*. Available at https://www.vocabulary.com/dictionary/bot\n\n:::\n\n## Bot Farm\n\nA bot farm is a network of bots operating simultaneously across multiple devices or servers, often deployed for a particular purpose. \n\nBot farms are used for a range of legitimate purposes including web indexing, automated software testing, data aggregation, website performance monitoring and sending messages. \n\nHowever, many bot farms are used for malicious activities such as stealing sensitive information, generating content, or creating fake engagement. In the hands of hackers, bot farms pose a very real cybersecurity risk. The primary goal of a bot farm is often to manipulate online activity or create a false impression of widespread support or interest.\n\n## Troll Farms\n\nTroll farms are organised groups that post deliberately provocative, misleading, or false content online—often under fake accounts. Their aim is to manipulate public opinion, spread misinformation, or create social and political unrest.\n\n## Click Farms\n\nClickfarms are operations where large numbers of low-paid workers or bots are used to click on ads, follow social media accounts, like posts, or download apps. The goal is to artificially boost online engagement or traffic to make content seem more popular than it really is.\n\n# ==Cheap Fakes & Verification Tools to Detect Them== \n\nA cheap fake is altered media that has been changed through conventional and affordable (inexpensive, simple to produce, and easily accessible) technology. Social media examples of cheap fake techniques include photoshopping (including face swapping), lookalikes, as well as speeding and slowing video. \n\nThe terms \"deep fakes\" and \"cheap fakes\" both refer to misleading or false information, but they differ in their methods of creation and sophistication. A cheap fake is easier to produce than a deep fake, which requires advanced technology and machine learning. So, identifying cheap fakes is much easier than identifying deep fakes. Cheap fakes can be easily detected using basic tools such as manual observation or simple image editing software. This is so because they lack the high realism of deepfakes.\n\n\n:::info\n* Media Manipulation Casebook*. Cheap fake* (no date) . Available at: https://mediamanipulation.org/definitions/cheap-fake (Accessed: 5 December 2024).\n\n:::\n\n### ☑ Verification Tools to Detect Cheap or Deep Fakes\n\n\n:::success\n- [ ] <https://deepfake-total.com/>\n\n\n- [ ] <https://scanner.deepware.ai/>\n- [ ] <https://deepfake-detect.com/>\n- [ ] <https://www.duckduckgoose.ai/deepfakeproof>\n- [ ] <https://deepfakedetector.pro/>\n- [ ] <https://illuminarty.ai/en/>\n- [ ] <https://www.aiornot.com/>\n- [ ] <https://www.fakeimagedetector.com/about-us/>\n- [ ] <https://weverify.eu/verification-plugin/>\n- [ ] \"Fake News Detection\" Chrome Extension / plugin\n\n:::\n\n## Cost Structure\n\n* Pricing Tiers\n  - [ ] free\n  - [ ] paid\n\n\n* Pricing Model\n  - [ ] one-time purchase\n  - [ ] subscription-based model\n\n\n* Licensing Model\n  - [ ] per user\n  - [ ] instititutional\n\n## Credentials, Transparency and Privacy\n\n* Recognisable Developer\n  - [ ] Reliable institutional affiliations / renowned development team\n  - [ ] Research-backed\n* Up-to-Dateness\n  - [ ] Original publication:\n  - [ ] Last update:\n* Transparency\n  - [ ] Detection algorithm transparency\n  - [ ] AI decision transparency\n  - [ ] Training dataset disclosure\n\n\n* Privacy\n  - [ ] GDPR-compliant\n\n## Usability\n\n* Accessibility Features\n  - [ ] Screen reader\n  - [ ] Colour contrast\n  - [ ] Keyboard navigation\n* Ease of Use\n  - [ ] User-friendly and intuitive\n  - [ ] Technical knowledge required\n* Support Materials\n  - [ ] Online manual\n  - [ ] Customer service\n\n## **Functionality**\n\n* Content Ingestion Methods\n  - [ ] URL processing\n  - [ ] file upload\n  - [ ] real-time capture\n* Platform Availability\n  - [ ] Desktop application\n  - [ ] Browser plugin\n  - [ ] Online platform\n\n## **Verification Capabilities**\n\n* Detection Capabilities\n  - [ ] Text\n  - [ ] Image\n  - [ ] Video\n  - [ ] Audio\n\n\n* Language Support\n  - [ ] English\n  - [ ] German\n  - [ ] French\n  - [ ] Spanish\n  - [ ] Italian\n  - [ ] Russian\n  - [ ] Others\n\n\n* Performance Speed\n  - [ ] Fast\n  - [ ] Slow\n\n## **Verification Methodology**\n\n* Assessment Method\n  - [ ] Autonomous\n  - [ ] Guided user intervention\n  - [ ] Chat-like interface\n* Scoring Mechanisms\n  - [ ] Probability scores\n  - [ ] Some explanations\n  - [ ] Criteria-based, detailed explanations\n\n## **Result Presentation**\n\n* Output Formats\n  - [ ] Visual comparison\n  - [ ] Detailed reporting\n  - [ ] Interactive result exploration\n\n\n* Export Options\n  - [ ] available\n\n## **Rating**\n\n- [ ] Positive (user) reviews\n\n# Concept Maps\n\nA concept map is a visual tool or diagram that illustrates the relationships between different ideas so you can better understand their connections.                \n\nEvery concept map — whether it's simple or complex — is made up of two key elements:\n\n* Concepts: These are typically represented by circles, ovals, or boxes and are called \"nodes.\"\n\n\n* Relationships: These are represented by arrows that connect the concepts, and the arrows often include a connecting word or verb (but they don't have to). These arrows are called \"cross-links.\"\n\n\n:::info\n* Boogaard, K. (2019, October 31). What is a concept map? Here's everything you need to know. Miro. <https://miro.com/blog/what-is-concept-map/>\n\n:::\n\n## Tools for Creating Concept Maps\n\n* <https://miro.com/concept-map/>\n* <https://www.mymap.ai/concept-map-maker> \n* <https://www.smartdraw.com/mind-map/concept-map-maker.htm> \n* <https://creately.com/lp/concept-map-maker/>\n* <https://www.mindmeister.com/> \n\n# Deep Fakes & Verification Tools to Detect Them \n\nAn image or recording that has been convincingly altered and manipulated to misrepresent someone as doing or saying something that was not actually done or said. \n\n\n:::info\n* *Definition of deepfake* (2024). Available at: https://www.merriam-webster.com/dictionary/deepfake (Accessed: 5 December 2024).\n\n:::\n\nA video or sound recording that replaces someone's face or voice with that of someone else, in a way that appears real \n\n\n:::info\n* *(Deepfake* (2024). Available at: https://dictionary.cambridge.org/dictionary/english/deepfake (Accessed: 5 December 2024).\n\n:::\n\n## **Verification tools** \n\n* <https://deepfake-total.com/>\n* <https://scanner.deepware.ai/>\n* <https://deepfake-detect.com/>\n* <https://www.duckduckgoose.ai/deepfakeproof>\n* <https://deepfakedetector.pro/>\n* <https://illuminarty.ai/en/>\n* <https://www.aiornot.com/>\n* <https://www.fakeimagedetector.com/about-us/> \n* <https://weverify.eu/verification-plugin/> \n* \"Fake News Detection\" Chrome Extension / plugin \n\n# Disinformation\n\nDisinformation is false, often covert, or inaccurate information that is intentionally created and spread to mislead and manipulate people, often to gain influence, manipulate public opinion, cause trouble or earn money by clicks. \n\n## Types of Disinformation Include:\n\n* Manipulated content like *==cheap fakes and deep fakes==*, falsified photos and counterfeit websites\n* Misleading context like shortened citations, faulty statistics\n* Purely fictional like completely fabricated claims \n\n\n:::info\n* Princeton Public Library. (n.d.). Misinformation, disinformation & malinformation: A guide. Available at: https https://princetonlibrary.org/guides/misinformation-disinformation-malinformation-a-guide/\n\n:::\n\n# Filter Bubble \n\n\"a situation in which people only hear or see news and information that supports their existing beliefs and preferences. This effect can be heigtened online depending on which persons or what pages users choose to foollow or connect with, as well as algorithems displayeing content based on past online behaviour, preferences, and settings\" (<https://op.europa.eu/en/publication-detail/-/publication/60fddd7a-17dc-11f1-8870-01aa75ed71a1/>)\n\n# Echo Chamber {Echo whatever}\n\n\"environments in which the opinion, political leaning, or belief of users about a topic gets reinforced due to repeated interactions with peers or sources having similar beliefs and ideologies\" (<https://op.europa.eu/en/publication-detail/-/publication/60fddd7a-17dc-11f1-8870-01aa75ed71a1/>\")\n\n→ Filter Bubble\n\nAn echo chamber is a metaphorical description of a situation in which beliefs are amplified or reinforced through communication and repetition within a closed system. This description refers to environments, especially on social media sites, in which any statement of opinion is likely to be greeted with approval be\\ncause it will only be read or heard by people who hold similar views; A social structure in which other relevant voices have been actively discredited.\n\nSo, on social media, it is thought that echo chambers limit exposure to diverse perspectives, and favor and reinforce presupposed narratives and ideologies. \n\nBoth 'echo chambers' and '*==filter bubbles'==* describe situations in which individuals are exposed to a narrow range of opinions and perspectives that reinforce their existing beliefs and prejudices, but there are some subtle differences between the two, particularly in practices around social media. \n\n\n:::info\n* Collins Online Dictionary | Definitions, Thesaurus and Translations. Available at: www.collinsdictionary.com/. \n* Echo chamber. (2024, Dec 7). In Wikipedia. https://en.wikipedia.org/wiki/Echo_chamber_(media)\n\n:::\n\n# Engagement Metrics \n\nEngagement metrics are quantitative indicators that reflect how, and to what extent, users interact with your content, website, or social media profiles. These metrics provide valuable insights into user behaviour.\n\n## Commonly Used Engagement Metrics:\n\n* Pageviews: The total number of times a page has been viewed.\n* Pages per Session: The average number of pages a user views during a single session.\n* Average Session Duration: The average length of time users spend on your website during a session.\n* Unique visitors. The number of distinct individuals who visit your site.\n* Bounce Rate: The percentage of visitors who leave your site after viewing only one page. \n* Average time on page. The average amount of time users spend on a specific page.\n* Click-Through Rate (CTR): The percentage of users who click on a link or advertisement.\n* Conversion Rate: The percentage of users who complete a desired action, such as making a purchase or subscribing to a newsletter.\n* Scroll Depth: The average extent to which users scroll down a page \n* Time on Page: The specific duration users spend on a particular page.\n* Abandonment rate. The percentage of users who start but do not complete a specific process, such as filling out a form or completing a purchase.\n\n\n:::info\n* King, D. (2022). *13 engagement metrics that matter and how to measure them*, Brafton. Available at: https://www.brafton.com/blog/analytics/engagement-metrics/ (Accessed: 5 December 2024).\n\n:::\n\n# ~~==E==~~==valuate the Author's and/or Messenger's Expertise and Credentials== ==(Qualifications, Professional Affiliations, Other Work, Reviews...)==\n\nTo evaluate the expertise and credentials of both the author (the creator of the information) and the messenger (the one who transmits it) - which can be the same person but very often are not - is crucial for determining the trustworthiness of any information. Since the author is fully responsible for the created content, the author's expertise in the relevant topic, their qualifications, and professional background are important indicators of the quality and credibility of the created information. Conversely, the lack of expertise, qualifications, and professional background serves as a significant red flag, urging caution when considering information from this author. \n\nUnlike the author, the expertise and qualifications of the messenger are not pivotal in determining the quality of the transmitted information. What is crucial, however, is whether the original content has been conveyed without modification, and if not, to determine the alterations. Therefore it is crucial to examine possible motives behind sharing the information and any alterations. \n\n## **Author's Expertise & Credentials**                                                                                                         \n\nThe author of the information should show some evidence of being knowledgeable, reliable, and truthful. Here are some clues:\n\n* Author's Identity and Online Presence: \n  * Does the author provide contact information? Do they maintain profiles on platforms like LinkedIn, ResearchGate, or academic websites (professional profiles)? Has the author been featured in reputable news outlets, documentaries, or public discussions?\n\n    \n:::tip\n    Check if the author provides a mail-address, an e-mail-address, a phone number or an URL to a website and look for online profiles on digital platforms and academic websites. Use search engines to check if the author has had public appearance in media.\n\n    :::\n* Author's Credentials and Subject Expertise: \n  * Does the author have educational background, qualification, or training that is relevant to the subject (author's education)? Is the author currently or formerly employed in a field related to the topic (professional experience)?  Does the author specialise in the specific area being discussed (specialisation)? \n\n    \n:::tip\n    Look for biographical information, the author's title or position of employment. Check if the author has written other articles or books, especially in the same field, which can indicate their expertise.\n\n    :::\n* Organisational/Institutional Support, Objectivity & Bias: \n  * Is the author affiliated with a known respected institution or organisation (employer)?  Does the institution or organisation provide the tools or funding necessary for rigorous research (resources)? What is the author's position? Are there signs of bias, such as affiliations with groups or organisations with specific agendas (Bias)? Is the author transparent about any financial or organisational support for their work (funding sources)?\n\n    \n:::tip\n    Research information about the institutions or organisation  the author works for.  Is it for example a corporate, governmental, or non-profit organisation? How is it funded? Check the author's position (job function, title)\n\n    :::\n* Published Works, Author's Reputation and Standing among Peers:\n  * Has the author published extensively in the field, particularly in reputable or peer-reviewed journals (quantity and quality)? Do their publications focus on the topic or field in question (relevance)? Are their works frequently cited by other credible authors or researchers (citation)?\n  * Is the author's work endorsed or positively reviewed by other experts (endorsement)? Has the author received any honours or recognition for the work (recognition)? Has the author contributed original research or innovative ideas to the field (research contribution)? Does the author collaborate with other reputable experts in the field (peer collaboration)? Is the author part of professional or academic organisations relevant to their area of expertise (membership)?\n\n    \n:::tip\n    Check for publications. Look for awards or recognition, the author may have received. Research people the authors collaborated with and their reputation. Also check, if the author is a member of any organisation.\n\n    :::\n* Recent Activity & Consistency\n  * Are the author's most recent works up to date, reflecting the latest developments in the field (publication date)? Are they active in discussions or debates related to the topic (e.g., in conferences, publications, or online platforms) (engagement)? Do recent activities show consistency with former topics of expertise?\n\n    \n:::tip\n    Check the publication dates. Be cautious when a publication is outdated. Check for consitency.\n\n    :::\n\n### ☑ **Evaluate Messenger's Credibility and Expertise** \n\n\n:::success\n- [ ] Check the about section and see if contact details are provided.\n- [ ] Is the messenger a real person or a bot? \n\n  → Check, if the messenger displays activities that might show that it is a bot.\n\n\n- [ ] Is the messenger knowledgeable or experienced in the subject matter? \n- [ ] Does the messenger have a background in the field they are communicating about?\n\n→ Lateral Reading\n\n:::\n\n\n:::info\n* Hallam, S. (no date) *Research guides: fact from fiction: author credibility*. Available at: https://libguides.whitworth.edu/factfromfiction/authorcredibility (Accessed: 5 December 2024).\n\n\n* Port, G. (no date) *All saints' college libguides: research & referencing: source evaluation*. Available at: https://libguides.allsaints.wa.edu.au/c.php?g=929914&p=6721908 (Accessed: 5 December 2024).\n\n:::\n\n# Fake News\n\nMisleading information and false stories that appear to be news, deliberately fabricated and published and disseminated on the Internet or through other media with the intent to deceive and mislead others into believing falsehoods or doubting verifiable facts. The term \"fake news\" can be also misused to discredit legitimate media outlets, undermining their credibility and diverting attention from critical issues by labeling inconvenient or unfavourable stories as false without evidence.\n\n\n:::info\n* Cambridge dictionary | english dictionary, translations & thesaurus (2024). Available at: https://dictionary.cambridge.org/ (Accessed: 4 December 2024)\n* Ethical Journalism Network. Available at: https://ethicaljournalismnetwork.org/ (Accessed: 4 December 2024).\n\n:::\n\n# Handle/Username\n\nHandle is a unique identifier -the username- that individuals, businesses, and organizations use to identify their accounts on various *==social media platforms.==* It is used primarily on social media platforms or online forums, with the main purpose of social interaction, tagging, and identification in public settings. It's often preceded by the @ symbol and also called *==@mention .==* This allows users to tag, mention, or search for specific profiles within a given platform\n\nA username is also a unique identifier for an account on a platform but is broader and not necessarily tied to the @ symbol. It's often used for logging into systems or accounts. So it's main purpose is authentication and account management\n\n# Hashtag\n\nA hashtag is a word or phrase, preceded by the symbol #, used on social media platforms to identify and categorise posts, making them discoverable by others interested in the same topic. So, by grouping content under the same theme or topic, it helps users discover and follow topics of interest.\n\n# Information Bubble / Filter Bubble\n\n> Filter bubbles are implicit mechanisms of pre-selected personalisation, where a user's media consumption is created by personalised *==algorithms==*; the content a user sees is filtered by an AI-driven algorithm that reinforces their existing beliefs and preferences, potentially excluding opposing or diverse perspectives.\" (Echo chamber (media), 2024)\n\n> A filter bubble or ideological frame is a state of intellectual isolation that can result from personalised searches, recommendation systems, and algorithmic curation. The search results are based on information about the user, such as their location, past click-behavior, and search history.  Consequently, users become separated from information that disagrees with their viewpoints, effectively isolating them in their own cultural or ideological bubbles, resulting in a limited and customised view of the world. The choices made by these algorithms are only sometimes transparent. Prime examples include Google Personalised Search results and Facebook's personalised news-stream (Filter bubble, 2024).\n\n> \"As Facebook users around the world are coming to understand, some of their favorite technologies can be used against them. People's filter bubbles are filled with carefully tailored information—and misinformation—altering their behavior and thinking, and even their votes\". (Redmiles, 2018). \n\nFilter bubbles create *echo chambers:* we assume that everyone thinks like us, and we forget that other perspectives exist.\n\n\n:::info\n* Echo chamber. (2024, Dec 7). In Wikipedia. https://en.wikipedia.org/wiki/Echo_chamber_(media)\n* Filter bubble. (2024, Dec 7). *In Wikipedia*. https://en.wikipedia.org/wiki/Filter_bubble\n* Filter bubble. *In Merriam-Webster.com dictionary*. Available at  https://www.merriam-webster.com/dictionary/filter%20bubble Accessed 4 Dec. 2024\n* Redmiles, E. (2018, March 24). Think Facebook can manipulate you? Look out for virtual reality. Salon. https://www.salon.com/2018/03/24/think-facebook-can-manipulate-you-look-out-for-virtual-reality_partner/\n\n:::\n\n# Information Source\n\nAn information source refers to any tangible or intangible form that provides data and forms knowledge. It can be categorised into human sources, institutional sources, and documentary sources. Human sources include experts and researchers, while institutional sources are organizations and institutions. Documentary sources can be physical records or electronic records stored on various media.\n\nThey can be categorised as primary, secondary and tertiary sources. \n\nA **primary** source is an original source, presenting new research results. These might be for example doctoral theses or research reports or scientific articles. \n\n**Secondary** information sources summarise, interpret or structure the information in primary sources, and help you find them. These might be course books, in which researchers refer to their own research or that of other researchers, or encyclopedias.\"\n\n**Tertiary** sources are compilations or summaries of other sources. \n\nInformation sources In media include news websites, academic journals, books, government reports, social media platforms, blogs, podcasts, and more. Each source varies in credibility, depending on factors such as authorship, purpose, and evidence provided. Understanding the relationship between websites, authors, and messengers is crucial when teaching media and information literacy. Websites serve as digital platforms for information dissemination, but their reliability depends on factors like ownership, editorial policies, and funding. Authors, whether journalists, researchers, or independent writers, shape the accuracy and objectivity of content through their expertise and intent. Messengers, such as news anchors, influencers, or social media users, further influence how information is interpreted and which narratives are shared.\n\n\n:::info\n* Information source. (2025, Mar 5). In Science direct <https://www.sciencedirect.com/topics/social-sciences/information-source#:\\~:text=An%20information%20source%20refers%20to,that%20provides%20knowledge%20or%20data.> \n* Information source. (2025, Mar 5). In Libguides <https://libguides.arcada.fi/informationliteracy/informationsources> \n\n:::\n\n### ☑ Information Sources\n\n\n:::success\n\n1. Human Sources – Direct sources of information\n   - [ ] Experts\n   - [ ] Researchers\n   - [ ] Eyewitnesses\n   - [ ] Interviewees\n   - [ ] Influencers\n   - [ ] Journalists\n2. Institutional Sources – Organizations and official bodies\n   - [ ] Educational institutions (e.g. universities)\n   - [ ] Government agencies (e.g. ministries, census bureaus)\n   - [ ] NGOs (e.g. WHO, Red Cross)\n   - [ ] Media organizations (e.g. BBC, CNN)\n   - [ ] Corporations (e.g. company reports)\n   - [ ] Libraries and archives\n3. Documentary Sources – Physical or digital records\n   - [ ] Research articles and theses\n   - [ ] Textbooks and reviews\n   - [ ] Encyclopedias and databases\n   - [ ] Digital media (e-books, PDFs)\n   - [ ] Multimedia (videos, podcasts)\n4. Media Platforms – Where information appears\n   - [ ] News websites (e.g. Reuters, Al Jazeera)\n   - [ ] Academic journals (e.g. JSTOR, ScienceDirect)\n   - [ ] Books (coursebooks, nonfiction)\n   - [ ] Government reports (e.g. white papers, statistics)\n   - [ ] Social media (Twitter/X, TikTok, Instagram)\n   - [ ] Blogs and personal websites\n   - [ ] Podcasts\n\n:::\n\n### ☑ Selecting Possible Information Sources\n\n\n:::success\nUse these criteria to assess credibility and appropriateness when selecting possible information sources:\n\n- [ ] Authorship (Who created it? Are they qualified?)\n- [ ] Purpose (Why was it created? Inform, sell, persuade?)\n- [ ] Evidence (Is it supported by facts/data?)\n- [ ] Publication Venue (Where is it published? Reputable journal or blog?)\n- [ ] Currency (Is the information up to date?)\n- [ ] Bias (Is it objective or influenced by a certain perspective?)\n\n:::\n\n### ☑ Visual Indicators of Sponsored Content\n\n\n:::success\n- [ ] \"Sponsored\" or \"Promoted\" label\n- [ ] \"Ad\" or \"Advertisement\" tag near headline\n- [ ] Brand logo or name prominently displayed\n- [ ] Different background color or border around post\n- [ ] \"Paid partnership with…\" text\n- [ ] Embedded product links or \"Shop Now\" buttons\n- [ ] Influencer disclosure (e.g. #ad, #sponsored in caption)\n- [ ] Content posted under a brand's account\n- [ ] Sudden shift in tone toward sales or endorsement\n- [ ] Lack of objective or critical language\n\n:::\n\n### ☑ Textual Cues Indicating Sponsored Content\n\n\n:::success\n- [ ] Phrases like \"brought to you by…\"\n- [ ] \"In partnership with…\" or \"paid collaboration with…\"\n- [ ] Brand mentions early and repeatedly\n- [ ] Promotional language (e.g. \"must-have,\" \"life-changing\")\n- [ ] Call-to-action phrases (\"Buy now,\" \"Sign up today\")\n- [ ] Discount codes or affiliate links\n- [ ] Lack of critical analysis or balanced perspective\n- [ ] Overly positive tone or exaggerated claims\n- [ ] Testimonials or personal endorsements\n- [ ] Use of hashtags like #ad, #sponsored, #partner\n\n:::\n\n### ☑ Technical Tools to Identify Sponsored Content\n\n\n:::success\n- [ ] Browser extensions (e.g. AdBlock, Ghostery – reveal hidden ads)\n- [ ] Social media transparency tools (e.g. Meta Ad Library)\n- [ ] Inspect element (right-click to view source code or metadata)\n- [ ] Whois lookup tools (identify site ownership/funding)\n- [ ] Reverse image search (trace branded or stock images)\n- [ ] URL shortener expanders (reveal affiliate links)\n- [ ] Fact-checking websites (e.g. Snopes, Media Bias/Fact Check)\n- [ ] SEO tools (e.g. Ahrefs, SEMrush – show sponsored backlinks)\n- [ ] Influencer marketing platforms (track brand partnerships)\n- [ ] Email/newsletter trackers (identify promotional content in mailers)\n\n:::\n\n# Intended Recipients\n\nInformation varies and is packaged in different ways when it is communciated to other people (message)\n\n\\- Background summary on how marketing / advertising works - \n\n* **Demographic Segmentation**  \n  * **(**Singh) **==Age==**==, Gender, Income==, Occupation, **Education \\[experts / non-experts\\]**, Social Class, Generation, Family size, Family life cycle, Home Ownership, Religion, ==Ethnic group/Race==, Nationality + **parents + school leadership**\n  * **(**CollegeHive) ==Age, Gender, Income==, ==Ethnic background==, Marital status\n    * Age: smaller children, teenagers, adults \\[younger / older\\]\n* **Geographic Segmentation** \n  * (Singh)  **==Regions==** (by **country**, nation, state, neighborhood), **==Population Density==** (Urban, suburban, rural), **==Climate==** (Regions having similar climate pattern) **City size** (Size of area, population size and growth rate), \n  * (CollegeHive) **Area**: (by geographic area, such as local, ==regional==, national, international, etc.) **==Population Density==**==:== (e.g., urban, rural, etc) **==Climate==**: (such as alpine) **Topography**: (geographical structure, e.g., Himalayan) .\n* **Psychographic Segmentation**  \n  * (Singh) **==Personality==, ==Interests==, Opinions, Self Image, Activities, Values, Attitudes**\n  * (CollegeHive) **==Personality==, Social Class, Lifestyle (**e.g., heavy drinkers, chain-smokers, fashion enthusiasts) (==other sources in demographics==) \n\n\n* **Behavioral Segmentation**\n  * (Singh) ==Usage Rate==, ==Product benefits, Brand Loyalty==, Price Consciousness, Occasions (holidays like mother's day, New Year), User Status (First Time, Regular or Potential)\n  * (CollegeHive) ==Usage Rate==: (heavy users, medium users, and light users), ==Benefits==: (incorporating various) ==Brand Loyalty==\n\n\n(Wiki) **A modern approach is Technographic segmentation**. It is is a marketing strategy that groups customers ==based on their technology ownership and usage patterns==. This method categorizes individuals or businesses by factors like the ==devices== they use, ==software== they prefer, and their ==adoption== of new technologies, which allows for more targeted marketing and product development. For example, a company might segment customers who are early adopters of a new technology to launch a product, or segment users based on their operating system for targeted messaging. \n\n\nSource (Singh)\n\nSingh, J. (n.d.). *Market segmentation: A conceptual framework*. SciSpace. Retrieved from <https://scispace.com/pdf/market-segmentation-a-conceptual-framework-16zwutvyzq.pdf>\n\nSource (CollegeHive)\n\nCollegeHive. (n.d.). *Segmentation*. In *Unit-2: Connecting with Customers*. Retrieved from <https://collegehive.in/docs/2nd_sem/site/MM/Unit-2%20Connecting%20with%20Customers/2.8.b%20Segmentation.html>\n\nSource (Wiki)\n\nWikipedia contributors. (n.d.). *Technographic segmentation*. In *Wikipedia*. Retrieved November 21, 2025, from <https://en.wikipedia.org/wiki/Technographic_segmentation#:\\~:text=Technographic%20segmentation%20was%20developed%20to,See%20also> \n\n \n\n# Pay attention to identify intended recipients / how the information is \"packaged\" → ==information-grabbing==\n\n\ncontent → domain 2\n\n==format : packaging + manipulation==\n\n* ==verbal (headlines, snippets)== \n* * ==register: (simple / casual)…==\n* verbal auditory\n* ==non-verbal auditory - sounds / music==\n* ==visual==\n\n  \\\n\n\n**==1st version only for VISUAL information as example==**\n\nPrompt in ChatGPT: I need characteristics of visual information that grasp the attention according to audience category.\n\n\n1. ==1st step: finalise audiences (only age)==\n2. ==2nd step: easy subcategories: e.g. colours, motif, shapes, framing, … → visual manipulation techniques==\n3. ==3rd step: use AI to finalise the simpliefied table (==\n4. ==4th step: find examples==\n\n| **Audience category** | **Visual characteristics that capture attention** | **Works especially well as…** |\n|-------------------|-----------------------------------------------|---------------------------|\n| **Children (early childhood & primary)** | **Bright, high-contrast colors** • **Big shapes & large fonts** • **Friendly characters/mascots** • **Simple icons** • **Repetition & patterns** • **Short \"one idea per screen/page\"** • **Visual rewards** (stickers, badges) | Picture-led posters, storyboards, card sorting, \"spot the clue\" visuals |\n| **Teenagers (secondary school)** | **Bold typography** • **High-contrast + modern color palettes** • **Meme/relatable visuals** (used carefully) • **Fast visual pacing** (quick cuts, short slides) • **Before/after** & transformations • **Data visuals** (clean charts, rankings) • **Authentic imagery** (less \"stock-photo\" feel) | Short slide decks, reels/short videos, infographics, interactive polls/visual quizzes |\n| **Adults (general public/learners)** | **Clean layout & strong hierarchy** (headline → key points → details) • **Readable fonts** • **Meaningful images** (not decorative) • **White space** • **Clear labeling** • **Icons paired with text** • **Real-world examples** | How-to guides, explainers, step-by-step diagrams, simple infographics |\n| **Professionals / academic audiences** | **Minimalist design** • **Precision & consistency** (grid alignment, consistent styles) • **Dense-but-scannable** (bullets, headings) • **Evidence-first visuals** (figures, charts with captions) • **Legends/annotations** • **Low \"visual noise\"** | Reports, research posters, technical slide decks, dashboards |\n| **Older adults**  | **Large text & high contrast** • **Avoid tiny details** • **Clear icons** with labels • **Stable layout** (predictable placement) • **Fewer elements per page** • **Matt/soft colors** (no harsh glare) • **Strong cues** (arrows, outlines) | Printed handouts, simple interfaces, signage, guided visuals with clear callouts |\n\n \n\n**Visual characteristics that capture attention**(characteristics grouping from the second column)\n\n \n\n**Color & contrast (what \"pops\" instantly)**\n\n* Bright, high-contrast colors\n* High-contrast + modern color palettes\n* Large text & high contrast\n* Matt/soft colors (no harsh glare)\n\n \n\n**Scale & legibility (easy to see fast)**\n\n* Big shapes & large fonts\n* Bold typography\n* Readable fonts\n* Avoid tiny details\n\n \n\n**Icons, cues & signaling (directing the eye)**\n\n* Simple icons\n* Strong cues (arrows, outlines)\n* Clear icons with labels\n* Icons paired with text\n* Clear labeling\n* Legends/annotations\n\n \n\n**Layout, hierarchy & low clutter (scanability)**\n\n* Clean layout & strong hierarchy (headline → key points → details)\n* White space\n* Minimalist design\n* Low \"visual noise\"\n* Fewer elements per page\n* Dense-but-scannable (bullets, headings)\n* Stable layout (predictable placement)\n* Precision & consistency (grid alignment, consistent styles)\n* Short \"one idea per screen/page\"\n\n \n\n**Pattern & rhythm (structure that stands out)**\n\n* Repetition & patterns\n\n \n\n**Motion & change (attention through time)**\n\n* Fast visual pacing (quick cuts, short slides)\n* Before/after & transformations\n\n \n\n**Characters, culture & emotional hooks**\n\n* Friendly characters/mascots\n* Visual rewards (stickers, badges)\n* Meme/relatable visuals\n\n \n\n**Meaning, authenticity & relevance (attention because it matters)**\n\n* Meaningful images (not decorative)\n* Authentic imagery (less \"stock-photo\" feel)\n* Real-world examples\n\n \n\n**Evidence & information visuals (credibility + clarity)**\n\n* Data visuals (clean charts, rankings)\n* Evidence-first visuals (figures, charts with captions)\n\n\nPrompt in ChatGPT: I need characteristics of audio information that grasp the attention according to audience category.\n\n| **Audience Category** | **Key Auditory Characteristics** | **Examples / Applications** |\n|-------------------|------------------------------|-------------------------|\n| **Children (Early Childhood & Primary)** | • High pitch, varied intonation • Rhythm, rhyme, repetition • Playful sound effects • Short segments | Storytelling with character voices and fun background sounds |\n| **Teenagers (Secondary School)** | • Natural, authentic tone • Integration of familiar music (pop, hip-hop) • Dynamic pacing • Emotional contrasts | Podcasts or videos with casual narration and background beats |\n| **Adults (General Public or Learners)** | • Clear, warm voice • Balanced tempo and pauses • Subtle tone variation for emphasis • Background music supports content | Educational audio guides or podcasts with reflective pacing |\n| **Professionals / Academic Audiences** | • Low, steady pitch • Minimal distractions • Rhythmic but precise speech • Strategic pauses for emphasis | Webinars, lectures, or professional training recordings |\n| **Older Adults**  | • Moderate, clear pacing • Familiar or nostalgic background sounds • Comfortable mid–low frequency tones • Predictable rhythm | Radio storytelling or guided listening sessions |\n\n\n**Audio characteristics that capture attention**(characteristics grouping from the second column)\n\n\n**Pitch & intonation (what you notice first in a voice)**\n\n* High pitch, varied intonation\n* Low, steady pitch\n* Comfortable mid–low frequency tones\n* Subtle tone variation for emphasis\n\n \n\n**Voice quality & authenticity (trust + \"human-ness\")**\n\n* Natural, authentic tone\n* Clear, warm voice\n\n \n\n**Rhythm, repetition & musicality (pattern grabs attention)**\n\n* Rhythm, rhyme, repetition\n* Predictable rhythm\n* Rhythmic but precise speech\n\n \n\n**Pacing, timing & segmentation (processing comfort)**\n\n* Short segments\n* Dynamic pacing\n* Balanced tempo and pauses\n* Moderate, clear pacing\n* Strategic pauses for emphasis\n\n \n\n**Emotion & contrast (keeps listeners engaged)**\n\n* Emotional contrasts\n\n \n\n**Music & soundscape (the audio environment)**\n\n* Integration of familiar music (pop, hip-hop)\n* Background music supports content\n* Familiar or nostalgic background sounds\n* Playful sound effects\n\n \n\n**Clarity & low noise (focus protection)**\n\n* Minimal distractions\n\n\\nnon-verbal sounds\n\n| Dimension | Sub‑dimension | Children (3–11) | Teenagers (12–17) | Young adults (18–29) | Middle‑aged adults (30–64) | Seniors (65+) |\n|-----------|---------------|-----------------|-------------------|----------------------|----------------------------|---------------|\n| Musical structure | Tempo         | Medium–fast, energetic | Medium–fast, club/beat‑driven | Task‑dependent: medium for learning, faster for promo | Medium, comfortable        | Slow–medium, never rushed |\n|           | Rhythm complexity | Very simple, clear beats | Moderate–high (grooves, syncopation) | Moderate (some syncopation, not too dense) | Low–moderate complexity    | Very simple, highly predictable |\n|           | Repetition / loops | High repetition, short loops | Moderate–high repetition (hooks, loops) | Moderate repetition for cohesion | Moderate, avoid monotony   | Moderate, with clear recurring patterns |\n| Melodic & harmonic features | Pitch range   | Higher, bright  | Mid–high          | Mid                  | Mid (avoid extremes)       | Mid–low (avoid shrill highs) |\n|           | Melodic complexity | Simple, stepwise, easy to hum | Simple–moderate (hooks and riffs) | Simple–moderate      | Simple, predictable        | Very simple, familiar tunes |\n|           | Harmonic language | Simple major / pentatonic | Common pop/urban progressions | Mainstream tonal / mild modal | Very familiar tonal progressions or soft ambient | Very familiar tonal patterns (songs from earlier life) |\n| Sound effects & auditory icons | Density       | Low–moderate (don't overcrowd) | Moderate (more frequent accents and stingers) | Low–moderate         | Very low                   | Very low      |\n|           | Style         | Playful, cartoon‑like, exaggerated | Digital, \"production\" style (glitches, risers, whoosh) | Clean, UI‑like, subtle | Discreet, functional       | Gentle, soft‑attack, highly predictable |\n|           | Function      | Marking events, reinforcing actions and emotions | Punctuating edits, transitions, jokes | Marking structure and key points | Only for structure (section changes) | Only when absolutely needed (e.g. start/end markers) |\n| Ambient soundscape | Texture complexity | Simple, sparse  | Moderate (lo‑fi beds, light urban textures) | Low–moderate (polished but not dense) | Low complexity             | Very low or none |\n|           | Masking risk vs. speech | Kept clearly below speech | Often close to speech level → keep controlled | Below speech; duck under important information | Clearly under speech at all times | Minimal and well below speech, or silence |\n|           | Emotional tone | Playful, bright, safe | Cool, stylish, identity‑linked | Calm–positive, motivating but not intense | Calm, neutral–positive     | Warm, reassuring |\n| Familiarity & cultural resonance | Type of familiarity | Kids' media, school, family environments | Current youth genres, platforms, games, social media | Current mainstream genres, platform cultures | Broad, non‑polarising mainstream / public‑media cues | Music and sounds from earlier adulthood or significant eras |\n|           | Intensity of nostalgia | Low (future nostalgia being built) | Emerging (early life media) | Moderate (late childhood/teen media callbacks) | Moderate–high (music from teens/20s) | High (music/sounds tied to autobiographical memories) |\n| Intrusiveness & cognitive load | Overall loudness | Moderate (protect hearing; clear but not harsh) | Moderate–high in entertainment; moderate in learning | Moderate, tuned to context | Moderate–low               | Low           |\n|           | Intended salience vs. support | Salient and guiding | Salient and identity‑marking | Context‑dependent; often supportive | Mostly supportive, rarely foreground | Primarily supportive or fully background/silent |\n\n\nPerplexity:\n\n| Group | Age | Beat & speed (rhythm, tempo, repetition) | Tune & mood (melody, harmony, feeling) | Effects & signals (non‑musical sounds) | Familiarity & comfort (recognisability, nostalgia) | Possible intention (what they might be trying to do) |\n|-------|-----|------------------------------------------|----------------------------------------|----------------------------------------|----------------------------------------------------|------------------------------------------------------|\n| Children | 3–11 | Very clear, bouncy beat; lots of repetition | Bright, happy tunes                    | Fun \"cartoon\" sounds                   | Music from cartoons / games                        | Make it fun, safe, hard to stop watching             |\n| Teenagers | 12–17 | Strong, modern beat; drops and build‑ups | Cool, \"current\" sound                  | Social‑media‑style swipes, glitches    | Music like TikTok, games, playlists                | Feel like \"everyone is here\"; keep you scrolling or clicking |\n| Young adults | 18–29 | Steady groove for flow                   | Stylish, emotional or \"aesthetic\"      | Clean app / UI sounds                  | Sounds from streaming, apps, brands                | Build mood and identity; make brands feel part of your life |\n| Middle‑aged | 30–64 | Moderate, not too fast                   | Calm, reassuring                       | Very few, subtle cues                  | TV / radio / documentary‑type music                | Feel credible and serious; make you trust information |\n| Seniors | 65+ | Slow–moderate, very predictable          | Warm, gentle, familiar                 | Very gentle signals                    | Music from earlier decades, familiar environments  | Feel safe and nostalgic; open to messages or memories |\n\nGemini:\n\n| **Group (Age Range)** | **The Beat & The Energy (Rhythm & Tempo)** | **The Feeling & The Hook (Melody & Harmony)** | **The Action Sounds & The Vibe (SFX & Backgrounds)** | **The Familiar Hook (Tricks You Know)** |\n|-------------------|----------------------------------------|-------------------------------------------|--------------------------------------------------|-------------------------------------|\n| **Children (3-11)** | **Strong, simple beat**; **Repetition** for rhythm and attention anchoring. | **Very happy, bright melodies** (high pitch); Simple, cheerful tunes. | **Loud, funny, cartoon sounds** (boing, swoosh); **Clean, \"colourful\"** music boxes or chimes. | **Songs from games, movies, and toys**; Sounds that feel safe. |\n| **Why they use it:** | **To signal fun and play, create a strong memory loop, and make the content feel simple and safe.** |                                           |                                                  |                                     |\n| **Teenagers (12-17)** | **Fast, driving beats** (Pop, Hip-Hop); **Syncopation/Drops** for momentum and cool edits. | **Short, catchy hooks** and looped basslines; Minimalist music. | **Subtle digital sounds** (whooshes, glitches); **Lo-fi background textures.** | **Music that is currently trending**; Sounds copied from memes or popular challenges. |\n| **Why they use it:** | **To signal that the content is current and relevant, create a feeling of groove/vibe, and use popular sounds to make the content instantly \"viral.\"** |                                           |                                                  |                                     |\n| **Young Adults (18-29)** | **Moderate to energetic tempos**; Clear but not dominating grooves; Repetition used for flow. | **Warm but still bright melodies**; Simple, memorable motifs from current pop/electronic music. | **Clean, stylised UI-like sounds** and subtle transitions; Sparing use of accents for key moments. | **Familiar genre cues** (indie, pop, electronic) matched to context; Subtle nods to platform culture. |\n| **Why they use it:** | **To maintain interest in longer-form content, suggest professionalism or polish, and reinforce the content's specific genre identity.** |                                           |                                                  |                                     |\n| **Middle-Aged Adults (30-64)** | **Moderate tempos**; Gentle, steady rhythmic cues; Low complexity to support, not compete. | **Warm, mid-range melodies**; Simple, predictable harmonic movement (soft ambient drones). | **Tasteful, minimal transition sounds**; Soft chimes or clicks to mark sections. | **Familiar but non-era-locked genres** (acoustic, light electronic); Cues associated with documentaries or learning platforms. |\n| **Why they use it:** | **To promote focus and concentration, reduce cognitive load during information processing, and create a calm, trustworthy atmosphere.** |                                           |                                                  |                                     |\n| **Seniors (65+)** | **Slow to moderate tempos**; Very **predictable rhythmic patterns**; Avoid abrupt changes. | **Mid- to low-range melodic lines**; Clear, singable motifs; Avoid piercing high-frequency content. | **Gentle, recognisable cues** with soft attack; Avoid sharp transients. | **Nostalgic music** from earlier decades; Environmental sounds linked to home or community. |\n| **Why they use it:** | **To increase audibility and processing comfort, use positive memory association (nostalgia) to quickly build rapport and trust, and avoid jarring distractions.** |                                           |                                                  |                                     |\n\n\n**==2nd version VISUAL INFORMATION ==***(and all from this point downward)*\n\nPrompt in ChatGPT: I need characteristics of visual information (like wording, tone, formality) that grasp the attention according to audience category. \n\nNext prompt: Now, I would like that information in a table for the categories children vs teens vs adults, and formats like web pages, social post, poster, slides, infographic, worksheet, )\n\nNext prompt: I want you to merge these into one single \"master table\" (Format × Audience)\n\n| **Format** | **Children (Primary)** | **Teens (Secondary)** | **Adults (General public)** |\n|--------|--------------------|-------------------|-------------------------|\n| **Web page** | Big buttons + icons; minimal navigation. One idea per screen; lots of whitespace. Bright/high contrast; simple shapes. Very short labels (1–6 words). | Bold hero headline; scroll-friendly \"cards\". Authentic visuals (avoid overly corporate). Quick-scan layout; short sections. \"Why it matters\" visible early. | Above-the-fold: benefit + primary CTA. Skimmable sections with headings. Accessibility (contrast/spacing; not color-only meaning). Trust cues if needed (logo/source/date). |\n| **Social post** | One big image + one short message. Sticker-style callouts (arrows/circles). Safe margins (center key elements). | Mobile-first typography; punchy hook line. Carousel style: one idea per slide. Trend-aware aesthetics (meme/collage ok). | One key takeaway + clear visual anchor. Big readable text overlay (not paragraphs). Clear CTA (link/QR/learn more). |\n| **Poster** | Large title + one hero character/object. 3 points max (icon + 2–4 words). Date/time/location in big simple block. | Impact headline + striking visual/metaphor. Minimal copy; key details bold (\"drop\" style). QR only if it adds value. | Headline readable from distance. Info blocks: What / When / Where. Contact/QR visible but not dominant. |\n| **Slides** | One concept per slide. Big visuals; text supports visuals. Repeated structure across slides (predictable). | Big visual + one takeaway line. Interactive prompts (\"Which would you choose?\"). Comparisons (A vs B) over long explanations. | Takeaway title (title = conclusion). Charts annotated (\"Key insight…\"). Minimal text; speaker explains details. |\n| **Infographic** | Mostly pictograms; very few numbers. Step-by-step flow (1–2–3 + arrows). Avoid dense text and complex legends. | Rankings / Do–Don't / Myths–Facts. Labels on-chart (avoid legend hunting). Avoid tiny paragraph blocks. | 3–6 modular blocks. Labels directly on visuals. Numbers with context (comparisons/benchmarks). |\n| **Worksheet** | Simple verb tasks: Circle/Match/Draw. Icon + short instruction; clear answer spaces. Visual separators (boxes/dashed lines). | Challenge format (levels/checkpoints). Numbered steps; fast scanning. Space for choice/opinion (autonomy). | Task-oriented layout (steps/forms/checklists). Clear instructions; minimal decoration. Examples placed next to tasks. |\n\n\n**AUDITORY INFORMATION (==sounds / music)==**\n\nPrompt in ChatGPT: I need characteristics of audio information that grasp the attention according to audience category\n\n| **Format** | **Children (Primary)** | **Teens (Secondary)** | **Adults (General public)** |\n|--------|--------------------|-------------------|-------------------------|\n| **Web page (with audio/video)** | **Fast, friendly cue** (soft \"ding\"/chime) for actions; avoid harsh beeps. **Short voice lines** + warm tone. **Clear start/stop** controls and low default volume. Simple musical bed, minimal layers. | **Modern, clean sound design** (tight hits, subtle bass). Short, confident voice. Use audio sparingly—make it feel optional, not forced. | **Subtle + functional** cues (confirmation/error tones distinct but gentle). Voice is clear, neutral-professional. Audio never auto-plays; captions available if voice is used. |\n| **Social post (Reels/TikTok/short video)** | **Upbeat, bouncy tempo**; clear \"start\" sound in first second. Simple melody, playful percussion. Voice: enthusiastic, expressive, slow enough to follow. | **Hook in first 0–1 sec**: beat drop, recognizable rhythm, or sharp transition. Fast pacing; avoid \"kidsy\" SFX. Voice: natural and direct; minimal narration + on-screen text reinforcement. | **Hook with clarity**: a sound cue that signals value (calm confidence). Moderate pace; prioritize intelligibility. Avoid overly loud/chaotic mixes; keep music under voice. |\n| **Poster (with QR to audio / audio guide)** | Audio starts with a **welcoming jingle** + \"What to do\" in one sentence. Use **character voices** carefully (not too many). Keep segments very short (10–30s chunks). | Start with **identity cue** (style/genre match) + quick \"why listen\". Use chapters and skippable segments. Tone: not instructional-preachy. | Start with **purpose line** (\"In 30 seconds you'll learn…\"). Calm bed music or none. Skimmable chapters; clear next step and contact/info at end. |\n| **Slides (presentation audio / video inserts)** | **Short attention resets**: quick sound sting between sections (optional). Voice: varied intonation, clear pauses, slower pace. Avoid long background music. | Use **music only at transitions** (open/close), not under dense info. Voice: energetic, concise; rhetorical questions work well. Avoid \"corporate stock music.\" | Use sound to **support structure** (section stingers, emphasis) but keep minimal. Voice: steady pace, crisp articulation; silence is fine. If music: low, unobtrusive, short. |\n| **Infographic (with narration / audio infographic)** | Narration as **story** with steps (\"First… next…\"). Sound effects: few and meaningful. Repetition helps. Keep total length short; frequent micro-pauses. | Format as **myth/fact**, countdown, or \"3 things\". Crisp SFX, modern bed. Keep it tight; avoid explaining the obvious. | Narration is **summary-first**, then detail. Use sonic hierarchy (voice > key SFX > music). Provide sources/credits briefly; avoid gimmicky effects. |\n| **Worksheet (listening activity / audio instructions)** | Clear spoken instructions + **example** before task. Slow pace, simple words, repeat key instruction once. Use gentle attention cue before each question. | Use challenge framing (\"Your mission…\"). Faster pace but still clear; allow replay per item. Add short \"stingers\" for sections; avoid childish SFX. | Explicit goals + steps. Moderate pace, precise wording. Provide pauses for writing. Use neutral cues (tone, not music) to separate questions. |\n\n\n**==TEXT INFORMATION==**\n\nPrompt in ChatGPT: I need characteristics of text information that grasp the attention according to audience category\n\n| **Format** | **Children (Primary)** | **Teens (Secondary)** | **Adults (General public)** |\n|--------|--------------------|-------------------|-------------------------|\n| **Web page** | Super-short lines; action verbs (\"Click\", \"Find\"). Big friendly headings; lots of breaks. Instructions chunked into 1–2 steps at a time. | Punchy headline + short subhead. Skimmable sections (cards, bullets). Challenge/curiosity hooks (\"Try this\", \"Can you…?\"). | Benefit-first headline + clear value in first 2 lines. Descriptive headings; short paragraphs. Plain language + clear CTA (\"Book/Apply/Download\"). |\n| **Social post** | 3–7 words on image; simple verbs. Question prompts (\"Can you spot…?\"). Repetition/catchy phrasing. | Hook in the first line (\"3 hacks…\", \"Stop doing…\", \"Most people miss…\"). Minimal text per slide; strong emphasis words. Conversational tone (not preachy). | One clear takeaway sentence. Concrete specifics (who/what/when). Clear CTA in a few words (link/QR/Join). Avoid jargon. |\n| **Poster** | Big title; 3 keywords max per line. Icons + 2–4 word labels. Key info repeated: When/Where. | Bold headline + \"why come\" line. Short bullets; \"Do/Don't\" or \"Top 3\" style. Details formatted clearly (time/place). | Headline readable from distance + 1-line summary. 3 info blocks: What/When/Where. Include credibility cues if relevant (organizer/contact). |\n| **Slides** | One sentence max per slide (or label phrases). Simple repeated sentence stems. Questions for engagement (\"What do you think?\"). | Takeaway titles; minimal body text. Prompts/polls; short comparisons (\"A vs B\"). Strong emphasis words; clean bullets. | Title states conclusion (not topic). Bullet rules: 3–5 bullets, 5–7 words each. Add \"So what?\" line and next step. |\n| **Infographic** | Labels not paragraphs. Step words: \"First/Next/Last\". Very simple numbers (if any) + concrete meaning. | Snappy section headers (\"Myth\", \"Fact\", \"Do this\"). Ranking/comparison captions. Tight microcopy; define slang/terms if used. | Descriptive headers that summarize. Define terms; avoid abbreviations. Provide context for numbers + small source line when needed. |\n| **Worksheet** | Instructions as short commands (\"Circle\", \"Match\", \"Draw\"). One task per box; checkboxes. Encouraging tone; repetition. | Task framed as challenge/mission. Numbered steps; choices (\"Pick one and explain\"). Room for reflection/opinion. | Clear task goal + steps. Examples next to questions. Neutral tone; explicit constraints and success criteria. |\n\n\nWhat tends to make a result/thumb/card ***==stand out==* ==on a Search Engine Results Page (SERP)==** and on social-style preview cards.\n\n| **Format** | **Children (Primary)** | **Teens (Secondary)** | **Adults (General public)** |\n|--------|--------------------|-------------------|-------------------------|\n| **Web pages (how it appears in Google: title/snippet/favicon + any thumbnail)** | **Visuals:** clear friendly \"hero\" image (character/object) with simple background. **Quick recognition:** simple icons. **Text in snippet:** \"What you'll do\" in very few words (\"Play / Find / Make\"). **Color:** bright accent blocks (1–2) + high contrast; avoid subtle pastels in key elements. **Favicon:** bold simple shape. | **Visuals:** authentic photos or modern illustration style; less \"cute.\" **SERP hook:** specific promise + number (\"3 tricks\", \"in 2 minutes\"). **Color:** high contrast, stylish palette; one strong accent (neon only as small tag). **Favicon:** minimal, modern, readable at tiny size. | **Visuals:** clean, relevant image (avoid gimmicks). **SERP trust:** clear benefit + concrete detail + who it's for; dates if event. **Color:** calm background + one highlight color for emphasis; strong legibility/contrast. **Favicon:** simple and credible (not busy). |\n| **Social posts (and their preview cards/thumbnail)** | **Thumbnail:** one big subject, friendly face/character. **Overlay text:** 2–4 words max (\"Find the code!\"). **Color:** cheerful high contrast; thick outlines; clear shapes. | **Thumbnail:** hook in 1 second: bold typography + striking crop. **Overlay text:** punchy hook (\"Stop doing this\", \"3 hacks\"). **Color:** modern contrast; accent tag/corner stripe; trend-aware but not noisy. | **Thumbnail:** one takeaway + clear CTA. **Overlay text:** bigger, fewer words; avoid paragraphs. **Color:** restrained; high contrast; signal trust (avoid over-saturation). |\n| **Poster (QR leading to webpage/audio/registration)** | **Scan target:** huge QR area + arrow + \"SCAN\" label. **Image:** big hero graphic. **Color:** bright accent box around \"When/Where\". **Text:** minimal; repeat key details. | **Impact:** bold headline that feels relevant; QR + short reason to scan (\"See clips / Join\"). **Color:** strong contrast + one accent; avoid \"schooly\" palettes. | **Clarity:** What/When/Where blocks; QR clearly labeled (\"Register\"). **Color:** high legibility; one highlight for date/time; keep it calm and official. |\n| **Slides (shown in class/talk; later shared online)** | **Searchable sharing:** first slide title matches common search terms (\"Cipher game for kids\"). **Visuals:** big icons. **Color:** bright but simple; consistent section colors. | **Searchable sharing:** titles like \"Google search hacks for students\". **Visuals:** modern; authentic. **Color:** bold accent for key terms; avoid over-decoration. | **Searchable sharing:** benefit + specificity in titles (\"How to renew library card online\"). **Visuals:** clean charts/diagrams. **Color:** restrained; highlight only key points. |\n| **Infographic (often appears as a thumbnail in image search)** | **Thumbnail-readability:** large pictograms + 1 big number. **Text:** labels not paragraphs. **Color:** high contrast; one highlight color to guide steps. | **Structure:** \"Myth vs Fact\" / \"Do vs Don't\" blocks; bold headers. **Color:** sharp contrast; accent tags; avoid childish hues. | **Structure:** 3–6 modules; clear headings. **Color:** neutral base + one highlight; direct labels (don't force legend hunting). |\n| **Worksheet (often searched/downloaded; shown as preview image)** | **Preview image:** show just 1 activity panel (not the whole page). **Title words:** \"Match / Circle / Decode\". **Color:** white base + one marker color; thick lines. | **Preview image:** show challenge/mission box + example. **Title words:** \"Challenge / Level / Mission\". **Color:** modern accent strip; keep print-friendly. | **Preview image:** show task goal + example answer. **Title words:** \"Template / Checklist / Step-by-step\". **Color:** minimal ink; contrast-first; highlight only headings. |\n\n\n\\\n**==1st version of categorization==**\n\nInformation packaging refers to **how content is selected, structured, formatted, and presented** to serve a purpose or audience. Different formats shape how people understand, value, and use information.\n\nBelow is a clear categorization:\n\n### **1. By ==Format (Physical or Digital Container): Basic Categories==**\n\n#### **1.1 ==Textual Formats== → ==Language==?** (Books, Articles, Emails & newsletters…)\n\n**Influence on Target Groups**\n\n* **Children:** Need simpler language, visuals, shorter texts.\n* **Teens:** Prefer concise, relatable content (blogs, articles).\n* **Adults:** Often prefer detailed text (reports, news). \n* **Researchers/Professionals:** Require structured, referenced, high-detail material (academic papers).\n\nSUBCATEGORISATION (like a \"checklist\"?) \\n→ which stylistic elements are used (rhetorical devices, wording, tone, formality, …)\n\n#### **1.2 ==Visual Formats== → ==Images==?** (Infographics, Posters, Maps, Charts & graphs, Storyboards, Comics)\n\n**Influence on Target Groups**\n\n* **Children:** Highly engaging; supports understanding without strong text decoding skills.\n* **Visual learners:** Benefit from patterns, spatial relationships.\n* **General public:** Infographics simplify complex data.\n* **Specialized audiences:** Technical diagrams help experts quickly interpret information.\n\n→ HOW are visuals presented / structured → how to analyse them (framing, colours, foregrounding, motive… → which appeal to certain audiences → what in the visual grabs our attention)\n\n#### **1.3 Auditory Formats → ==Sounds==? (Music? Sound?)**\n\n→ harmony? disharmony?\\n→ tones?\n\n→ volume?\n\n#### 1.4 \"Body Expression\" (\"Non-Verbal\") from below? Does it fit here? Visual?\n\n#### 1.5 ==Physical Objects & Experiential Formats== (\\*\\*Museum artifacts, Models, Manipulatives (e.g., blocks, puzzles), Hands-on activities & workshops)\n\n**Influence on Target Groups**\n\n* **Children:** Hands-on learning improves comprehension.\n* **Kinesthetic learners:** Benefit from physical interaction.\n* **Visitors in exhibitions:** Tangible objects create emotional connection.\n\n### ==Combinations==\n\n#### **==1.4 Audiovisual Formats ==**(Videos, Podcasts & radio, Recorded lectures, Interviews\n\n**Influence on Target Groups**\n\n* **Children & teens:** Video boosts engagement and retention.\n* **Adults on the go:** Podcasts increase accessibility.\n* **People with reading difficulties or disabilities:** Multisensory access supports inclusion.\n\n#### Auditextual (Songs = Sounds + Lyrics = Text)\n\n\n---\n\n#### **1.4 ==Interactive & Digital Formats ==**(Websites, Apps, Games & simulations, Digital exhibitions, VR/AR experiences,Social media posts\n\n**Influence on Target Groups**\n\n* **Teens & young adults:** Highly engaging; supports active learning.\n* **General public:** Quick access; easy navigation.\n* **Researchers:** Digital databases accelerate retrieval.\n* **People with disabilities:** Accessibility tools (text-to-speech, contrast, captions).\n\n#### \n\n#### \n\n\n### **2. ==By Structure== (How the Information Is Organized)**\n\n#### **2.1 ==Narrative== Structure**\n\n* Story format\n* Character-driven information\n* Sequential storytelling\n\n**Effect:**\n\n* Children retain information better through stories.\n* Adults connect emotionally with narrative-based learning.\n\n\n---\n\n#### **2.2 ==Expository== Structure**\n\n* Objective explanation\n* Cause & effect\n* Problem/solution\n* Compare/contrast\n\n**Effect:**\n\n* Ideal for academic, technical, or informational content.\n* Helps analytical thinkers and older students.\n\n\n---\n\n#### **2.3 ==Instructional / Procedural== Structure**\n\n* Step-by-step\n* How-to guides\n* Tutorials\n* Recipes\n* Manuals\n\n**Effect:**\n\n* Useful for practical tasks & skills.\n* Teens and adults appreciate clarity and actionability.\n\n\n---\n\n#### **2.4 ==Persuasive== Structure**\n\n* Advertisements\n* Opinion articles\n* Campaigns\n* Calls to action\n\n**Effect:**\n\n* Strongly shapes attitudes and decisions.\n* Teens may be more influenced by emotional appeals.\n* Adults may respond more to logical arguments.\n\n\n---\n\n#### **2.5 ==Data-Driven / Analytical== Structure**\n\n* Tables\n* Statistical reports\n* Dashboards\n* Research findings\n\n**Effect:**\n\n* Suitable for professionals and researchers.\n* Harder for young audiences unless simplified.\n\n\n---\n\n### **3. By ==Style (Tone and Presentation) → subtype of 1==**\n\n#### **3.1 Formal Style**\n\n* Academic papers\n* Government documents\n* Technical manuals\n\n**Audience:** professionals, researchers, policymakers.\n\n#### **3.2 Informal Style**\n\n* Blogs\n* Social media\n* Popular magazine articles\n\n**Audience:** general public, teens, casual learners.\n\n\n---\n\n#### **3.3 Multimodal Style**\n\n* Combines text + audio + video + interactive elements\n\n**Audience:** diverse learners; supports accessibility.\n\n\n---\n\n### **4. →  ==Purpose== (Why the Information Exists <- Our Interpretation of the effect of the packing (i.e. the analysis based on the previous categories).**\n\n**4.1 ==Educational==**\n\n* textbooks, lessons, tutorials\n* aimed at learning\n\n**4.2 ==Informational==**\n\n* news, encyclopedia, facts\n* aimed at informing\n\n**4.3 ==Entertainment==**\n\n* stories, cartoons, comics\n* aimed at enjoyment\n\n**4.4 ==Persuasion / Advocacy==**\n\n* campaigns, ads, political messaging\n* aimed at influencing behavior\n\n**4.5 ==Practical / Utility==**\n\n* instructions, maps, weather forecasts\n* aimed at immediate use\n\n**Effects on target groups**\n\nDifferent purposes require different emotional and cognitive engagement.\\n• **Children:** respond strongly to fun and visuals.\\n• **Teens:** react to relevance and authenticity.\\n• **Adults:** value clarity and usefulness.\\n• **Seniors:** appreciate simplicity and legibility.\n\n\n**1. Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature (2024)** [MDPI+1](https://www.mdpi.com/2227-7102/14/9/1010?utm_source=chatgpt.com)\n\n**2.Moving towards a more comprehensive understanding of multimodal text complexity (2025)**[SpringerLink](https://link.springer.com/article/10.1007/s44020-025-00079-9?utm_source=chatgpt.com)\\n\\n**3. Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature (2024)**[Directory of Open Access Journals+1](https://doaj.org/article/d1ef0b2c44f340d6af3a0fdabceaf0a9?utm_source=chatgpt.com)\n\n\n**==2nd version of categorization==**\n\n**Below are the commonly listed core types of communication, with definitions and key points:**\n\n\n1. **Verbal (or Oral) Communication**\n   * **Definition: Communication through spoken words.** [**CJM Training+2Teleprompter+2**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n   * **Examples: face-to-face conversations, phone calls, video‐conferences.** [**PREZENTIUM+1**](https://prezentium.com/different-communication-methods/?utm_source=chatgpt.com)\n   * **Key features: allows immediate feedback, tone of voice, real‐time interaction.** [**CJM Training+1**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n   * **Limitations: may lack a record unless recorded/transcribed; depends on auditory channel.** [**CJM Training**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n2. **Written Communication**\n   * **Definition: Communication through written symbols (letters, emails, reports, text messages).** [**Leverage Edu+1**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Examples: emails, formal letters, chat messages, documentation.** [**PREZENTIUM**](https://prezentium.com/different-communication-methods/?utm_source=chatgpt.com)\n   * **Key features: permanent record, can be revisited, good for complex information.** [**Leverage Edu+1**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Limitations: lacks vocal tone, body language; potential for misinterpretation of tone.** [**PREZENTIUM**](https://prezentium.com/different-communication-methods/?utm_source=chatgpt.com)\n3. **Non-Verbal Communication / Body Expressions**\n   * **Definition: Communication without words (body language, facial expressions, gestures, posture, eye contact, tone/voice cues)** [**CJM Training+1**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n   * **Examples: nodding, facial expressions, spacing between people, touch, paralanguage (tone/pitch)** [**Leverage Edu+1**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Key features: can convey emotions, attitudes, relational cues; often occurs subconsciously.** \n   * **Limitations: highly dependent on cultural context; can be ambiguous without verbal content.** \n4. **Visual Communication**\n   * **Definition: Communication through visual elements (images, symbols, graphs, video)** [**Valamis+1**](https://www.valamis.com/hub/types-of-communication?utm_source=chatgpt.com)\n   * **Examples: infographics, slides, videos, charts, signage.** [**Leverage Edu**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Key features: leverages visual perception; can enhance clarity and retention.** [**Leverage Edu**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Limitations: visuals may be interpreted differently across cultures; may require supplementary text/voice.**\n5. **Listening (or Aural Communication)**\n   * **Some authors treat \"listening\" or \"aural communication\" as a distinct type.** [**Leverage Edu+1**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Definition: Receiving and processing auditory information; active listening is considered a communication skill.** [**Leverage Edu**](https://leverageedu.com/blog/modes-of-communication/?utm_source=chatgpt.com)\n   * **Note: This one is less frequently singled out in older texts, but recent sources include it as a type.**\n6. **Digital/Technology-Mediated Methods**\n   * **While not always listed as a separate \"type\", recent articles highlight modes enabled by digital media (e.g., synchronous vs asynchronous, computer-mediated communication)** [**Helpful Professor+1**](https://helpfulprofessor.com/types-of-communication/?utm_source=chatgpt.com)\n   * **For example: synchronous chat/video vs asynchronous email/forums.** \n   * **This is relevant in modern contexts (online learning, remote work, social media).**\n\n\n**Beyond the core \"types\" above, there are further ways to categorize communication that may enrich your program:**\n\n* **Formal vs Informal Communication — style and context matter.** [**MI Journal**](https://www.themijournal.com/admin1/upload/01%20Dr%20Radhika%2049524.pdf?utm_source=chatgpt.com)\n* **Intrapersonal vs Interpersonal vs Group vs Mass Communication**\n* * **Intrapersonal: communication with oneself (thoughts, reflections).** [**CJM Training+1**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n  * **Interpersonal: between two or more people.** [**University of the People**](https://www.uopeople.edu/blog/types-of-communication-back-to-basics/?utm_source=chatgpt.com)\n  * **Group/Team: small group interactions.** [**CJM Training**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n  * **Mass Communication: one-to-many via media channels.** [**CJM Training**](https://colinjamesmethod.com/the-4-types-of-communication/?utm_source=chatgpt.com)\n* **Synchronous vs Asynchronous — timing of interaction (real-time vs delayed).** [**Helpful Professor+1**](https://helpfulprofessor.com/types-of-communication/?utm_source=chatgpt.com)\n* **Multimodal Communication — combining multiple modes (e.g., visual + audio + text) to convey meaning.** [**Wikipedia**](https://en.wikipedia.org/wiki/Multimodal_pedagogy?utm_source=chatgpt.com)\n\n\n\\\n\n\\\n\n\\\n\n\\\n**Language and tone**  \n\n* Formal tone (polite, structured, with complex vocabulary) often means the audience could be teachers, professionals, or the general public.\n* Informal tone (slang, casual expressions, simple words) usually indicates friends, peers, or a younger audience.\n* Persuasive/emotional tone may suggest the writer is addressing people they want to convince (like voters, customers, or classmates).\n* **Kind of language used = Register:** Simple and casual, Technical and formal, Persuasive and emotional, Humorous and playful\n\n\n**domain 2: presentation of the content / Content and subject matter** (1st source) (2nd  source) (3rd  source) **(4th source)**\n\n* If the text explains things step by step, the audience might be **learners or beginners**.\n* If it assumes prior knowledge, the audience is likely **specialists or experts**.\n* If it talks about rules, duties, or behavior, the audience might be **students, employees, or community members**.\n\n \n\n**Examples: Format and setting (**structure, medium, channel??**)** (3rd  source) **(4th source)**\n\n* A **letter** or **email** might have clues in the greeting (\"Dear Principal,\" → audience = school authority).\n* A **poster or ad** is aimed at a **wide public audience**.\n* A **textbook or worksheet** is clearly for **students**.\n* A **speech** might be for a **specific group** gathered at an event.\n\n \n\n**Examples of different tones and registers: Pronouns and direct address** (3rd  source) **(4th source)**\n\n* \"You\" often shows the writer is addressing the reader directly.\n* \"We\" can mean the writer and reader share a common identity (e.g., classmates, citizens).\n* No direct address may suggest the text is for **general readers**.\n\n \n\n**Purpose  ((1st source) (2nd source) (3rd  source)** **(4th source)**\n\nAsk: *Why was this written?*\n\n* To **inform** → audience wants information.\n* To **entertain** → audience wants amusement.\n* To **persuade** → audience is undecided or needs convincing.\n* To **instruct** → audience needs guidance.\n* To **sell** something\n* To **educate** \n\n  \\\n* \\\n* Recipient Categories\n\n\n* Age\n  * children\n  * youth\n  * …\n* Socio-economic background\n* Regional background\n* Educational background\n\n## Dimensions for Tailoring Messages to Target Audiences\n\n* Language\n* Visuals\n* ….\n\n### ☑ ==Intended Audience / Recipients==\n\n\n:::success\nWhen analysing a source, it is important to realise that all information is created for a particular individual or group of people. Therefore, when evaluating an information source, it is useful to consider the intended audience or specific group of recipients the source's information is meant for.\n\nIdentifying the intended recipients of a source involves several steps, such as:\n\n- [ ] **Check for Explicit Audience Cues,** in Prefaces, Introductions, or Abstracts\n- [ ] **Analyse the Content:** Language and Tone, Technical Jargon, Simplified Language, Topics Covered (Consider the subject matter. Is it niche or broad?)\n- [ ] **Examine the Publication:** e.g\\*\\*.\\*\\* Where is the article published?\n- [ ] **Consider the Purpose:** Informative, Persuasive, or Entertaining\n- [ ] **Look for Demographic Indicators:**\n- [ ] **Check for Citations and References:**\n- [ ] **Audience Engagement:** Comments and Feedback\n- [ ] **Research and Surveys**\n\n:::\n\n# ==Lateral Reading== \n\nLateral reading is a strategy of evaluating information like a fact-checker. The initial focus is on questioning the source, and not the content, its justification, or supporting evidence. Students are taught to open additional tabs and search information about the source. Specifically, you are checking the credibility of your source based on what other sites say about it.\n\nIt's called lateral because instead of moving up and down, you are moving from tab to tab. \n\n> To read laterally:\n>\n> * Decide first, which information source (website, platform, author, messenger) you would like to check. \n> * Leave the site you are on open.\n> * Research about your information source by opening new tabs in your browser whenever needed.\n> * Use different search strategies to find out as much as you can. Switch from tab to tab.\n> * Read what trusted and reliable sources are saying about the information source. Try to find four or five other sources that discuss or link to it. (If you can't find that many, that's a sign that your information source might not be good).\n>\n> (Piedmont Virginia Community College Library, n.d.).\n\nYou can use the following strategy:\n\n> a) Research the website's author or organization. Identify any possible bias or messaging associated with the organization.\n>\n> b) Identify keywords in your source and complete your own web search of that topic. Look for the same information on other credible websites. Compare the results with your original source.\n>\n> c) Find a quotation attributed to specific people. Conduct your own research to verify the quotation and confirm it has not been taken out of context or misconstrued.\n>\n> d) Look for hyperlinks or citations to other organizations or sources. Conduct an online search of those organizations to determine any possible bias or messaging associated with the organization or sources.\n>\n> e) Look for any advertisements or sponsored content on the website. Conduct a web search to identify possible bias. (MLA Style Center, 2020)\n\nf) Check for Updates: publication date, revisions\n\ng) Use Fact-Checking Tools\n\nh) Practice ==Reverse Image Search==\n\n\n:::info\n* Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., & Wineburg, S. (2022). *Science Education in an Age of Misinformation*. Stanford University, Stanford, CA.\n* Breakstone, J., et al., *Lateral reading: College students learn to critically evaluate internet sources in an online course.* Harvard Kennedy School (HKS) Misinformation Review, 2021. 2\n* Piedmont Virginia Community College Library (n.d.). *How do I read laterally?* Available at https://libguides.pvcc.edu/lateral_reading/home \n* MLA Style Center (2020). *Introducing lateral reading before research*. Available at: https://style.mla.org/lateral-reading/ (Accessed: 5 December 2024).\n\n:::\n\n# Malinformation\n\n> Malinformation refers to information that is based on truth (though it may be exaggerated or presented out of context) but is shared with the intent to attack an idea, individual, organization, group, country or other entity (Princeton Public Library, n.d.)\n\n\n:::info\n* Princeton Public Library. (n.d.). Misinformation, disinformation & malinformation: A guide. Available at: https https://princetonlibrary.org/guides/misinformation-disinformation-malinformation-a-guide/\n\n:::\n\n# Messenger\n\nIn contrast to an author, who creates content, a messenger is someone who delivers content. A messenger conveys a message or information from one person or source to a recipient or an audience. The role of the messenger is to pass on information, whether it's verbal, written, or through another medium, without altering its content. They act as an intermediary or a vehicle for communication. \n\nHowever, it's always very important to check if the messenger has actually transferred the information without any alterations.\n\n\n:::info\n* Messenger. *In Cambridge Dictionary*. Available at [https://dictionary.cambridge.org/dictionary/english/messenge](https://dictionary.cambridge.org/dictionary/english/messenger). Accessed 20 Feb. 2025.\n\n:::\n\n# Misinformation \n\nMisinformation is defined as false, incomplete inaccurate/misleading information or content which is generally shared by people who do not realise that it is false or misleading, and without intent to harm. Misinformation often surfaces when a breaking news story is unfolding and details have not yet been confirmed. Another instance of misinformation is when people share false information as a fact without thoroughly checking that the information they are sharing is accurate.\n\n\n:::info\n* Princeton Public Library. (n.d.). Misinformation, disinformation & malinformation: A guide. Available at: https <https://princetonlibrary.org/guides/misinformation-disinformation-malinformation-a-guide/> \n* Palfrey, J. (2025). Misinformation and disinformation. In *Encyclopedia Britannica*. Retrieved May 12, 2025, from \\[Misinformation and Disinformation | Overview, Differences, How It Is Spread, Free Expression, & AI | Britannica\\]\n\n:::\n\n# Peer-Reviewed\n\nPeer-reviewed is the result of a process of evaluating research papers in discipline-specific journals. This process intends to evaluate the quality of the research that the authors submitted to the journal.\n\nFor this, two or more experts in a specific field of knowledge act as revisors. They read and analyse the paper, often independently and anonymously, to check the validity of the hypothesis and reliability of the results provided in the manuscript. After the analysis each revisor should separately decide if the manuscript should be published in the journal based on the general validity of the manuscript, the reliability of the results and the potential impact on the state-of-the-art in the discipline, and its potential impact on society.\n\n\n:::info\n* Taylor & Francis Author Services. (2024). *Understanding the peer review process What is peer review? A guide for authors*. <https://authorservices.taylorandfrancis.com/publishing-your-research/peer-review/>\n* Wiley Author Services. (2024). *The peer review process.*  <https://authorservices.wiley.com/Reviewers/journal-reviewers/what-is-peer-review/the-peer-review-process.html>\n* Elsevier. (2024). *What is peer review?* <https://www.elsevier.com/reviewer/what-is-peer-review>\n\n:::\n\n# Rhetorical Devices\n\nRhetorical devices are linguistic tools (techniques) that authors or speakers use to evoke a particular reaction from their audience and to enhance persuasion. These techniques enhance the effectiveness of communication by appealing to logic, emotion, or credibility. This can help to discuss and isolate ideas that might otherwise become abstract and confusing.  Each rhetorical device is a distinct tool that can be used to construct an argument or make an existing argument more compelling. \n\nAs with the word rhetoric itself, many of these rhetorical devices come from Greek, such as Logos (persuade via logic and reason), Pathos (base their appeal in emotion), Ethos (try to convince that the speaker is a credible source), Kairos (dependent on the idea that the time has come for a particular idea or action).\n\n# Searching for Information and Search Engines\n\n## Search Engine\n\nComputer software designed to help the user locate information available at sites on the World Wide Web by selecting categories from a hierarchical directory of subjects (example: Yahoo!) or by entering appropriate keywords or phrases (Google, Bing, Hotbot, etc.) \n\n\n:::info\n* Odlis (no date). Available at: https://odlis.abc-clio.com/ (Accessed: 5 December 2024).\n\n:::\n\n### ☑ Search Engines\n\n\n:::success\n**General Search Engines**\n\n- [ ] Google\n- [ ] Bing\n- [ ] Yahoo\n- [ ] DuckDuckGo\n- [ ] Ecosia\n\n**Academic & Specialised Search Engines**\n\n- [ ] Google Scholar\n- [ ] Microsoft Academic (archived, replaced by OpenAlex)\n- [ ] BASE (Bielefeld Academic Search Engine)\n- [ ] Semantic Scholar\n- [ ] CORE\n- [ ] RefSeek\n\n:::\n\n## Search Query\n\nA search query is a set of words or phrases that a user enters into a search engine or a database to find relevant information and satisfy their information needs. There are various ways to structure an effective search query, such as to identify the main keywords, to use *==Boolean Operators==* (AND, OR, NOT), use quotation marks for exact phrases and use wildcards and truncation. Web search queries are distinctive in that they are often plain text and techniques like boolean search directives are rarely used.  \n\n## Search Strategy\n\nA search strategy is a systematic and organised plan or methodology that guides the overall search process for finding information relevant to a specific research question. In that way one can maximise the efficiency and accuracy of searches in databases, search engines, or other information sources. It encompasses the choice of sources, tools and techniques to be used.\n\nA search strategy should include some or all of the following as an iterative process:\n\n* Understand your topic. Think what exactly you are looking for, what specific questions you need to answer and start breaking down your research question into its main ideas or concepts \n* Identify keywords. Choose various terms or combinations of them, including synonyms, related terms or phrases you can use in various tools to answer your questions \n* Select appropriate tools (e.g search engines, databases, specialised websites)\n* Use appropriate search techniques such as Boolean operators (AND, OR, NOT), truncation, wildcards, and phrase searching to combine or refine search terms for more precise results.\n* Review results and adjust your strategy as needed to improve relevance and completeness. You can adjust keywords or operators or try different tools.\n\n\n:::warning\n**Entweder embed oder link H5P**\n\n:::\n\n# **Searching for Information and Artificial Intelligence**\n\nArtificial intelligence (AI) has rapidly transformed how information is searched and accessed. AI offers today a different and impressive way of searching, mostly by the usage of conversational tools, which can simulate human conversation. \n\n## AI-Driven Search Results Differ from Traditional Search in Several Key Ways such as:\n\n* Traditional search: Users enter queries and receive results based on keyword matching. **AI-Powered Search**: Allows users to refine searches through follow-up questions, creating a dynamic and interactive experience.\n* Traditional Search: Displays a list of links requiring users to click through and gather information themselves. **AI-Powered Search**: Provides summarised answers directly, pulling insights from multiple sources to give users an instant overview. \n* Traditional Search: Results are largely based on general relevance. **AI-Powered Search**: Can tailor responses based on user intent, preferences, and previous searches. \n* Traditional Search: Users rely on clicking links to verify information. **AI-Powered Search**: Some AI-driven search engines cite sources directly in responses, making verification faster and easier\n\nIn order to start searching in an AI tool you have to use what is known as prompt.\n\n**A \"prompt\"** is essentially an instruction or question given to an AI tool to generate a response. Prompts shape how AI responds, so the more detailed or specific they are, the better and more useful the answer will be. For effective search results, AI tools need well-structured prompts​. A well-structured prompt enables the AI to give you meaningful relevant and useful results.\n\n## To Maximise the Benefits of AI in Information Searching, Consider these Strategies:\n\n\n:::tip\n**Be Specific** – Clearly state your information need or question to guide the AI toward relevant sources. The clearer and more detailed your prompt is, the better the response will be.\n\n:::\n\n\n:::tip\n**Provide Context and be explicit** – If you're working on something specific, give details. Include instructions on the format, content and scope of the response in the prompt\n\n:::\n\n\n:::tip\n**Set a Tone** – Want something humorous, formal, poetic? Let it know\n\n:::\n\n\n:::tip\n**Break It Down** – If you have a complex request, consider splitting it into smaller prompts. It can help refine results step by step.\n\n:::\n\n\n:::tip\n**Experiment & Adjust** – If the response isn't quite what you want, tweak the prompt! Adjust wording, add details, or change the approach.\n\n:::\n\n\n:::tip\n**Confirm and verify information:** Ask the AI to provide sources or clarify uncertainties. Cross-reference AI-generated results with trusted sources to ensure accuracy and objectivity. Remember that AI may not have access to real-time data or personal experiences. Also, It is imperative that you read and verify the search results and the cited items in relation to your questions of your specific topic.\n\n:::\n\nAI search is an exciting shift in information retrieval, but balancing AI efficiency with human judgment remains crucial.\n\n## Potential Drawbacks\n\n__AI-driven search has impressive benefits, but it's not without its challenges__. Here are some potential drawbacks:\n\n* Unlike traditional search engines that clearly show links, AI-generated answers might not always disclose where the information comes from, making it harder to verify.\n* AI-generated summaries can sometimes misinterpret data or present incomplete information. Users may need to double-check sources for accuracy and reliability.\n* AI-models are trained on existing data, which can include biases. If not managed carefully, AI-driven search tools might reinforce certain perspectives over others.\n* Traditional search encourages users to explore various sources, fostering independent research. AI-generated answers streamline results but might reduce diverse perspectives and loss of exploration.\n* While AI-powered search improves efficiency, some tools may not always provide the latest real-time information as effectively as traditional search.\n* AI search engines often personalise results, which means they may collect and analyze user data to refine searches - raising potential privacy issues.\n* Users might rely too heavily - depend - on AI-generated responses instead of critically analyzing sources themselves.\n\nAs a conclusion, it's important not to rely on an AI tool for all of your research, and also not to accept everything as safe result. Otherwise, you will risk missing important information, or not relevant to your topic or even not accurate or updated information. The search results on the same query may vary from one tool to another. ​Further, the same tool produces different results at different times of the same day, let alone on different days.\n\nResponsible use of AI requires awareness of its limitations, including transparency and potential overreliance. Combining AI tools with traditional critical thinking and source evaluation skills creates a balanced and effective approach.\n\n### ☑ Databases and Library Catalogues\n\n\n:::success\n**Databases**\n\n- [ ] JSTOR\n- [ ] ScienceDirect\n- [ ] PubMed\n- [ ] ProQuest\n- [ ] EBSCOhost\n- [ ] IEEE Xplore\n- [ ] Google Scholar\n\n**Library Catalogues**\n\n- [ ] WorldCat\n- [ ] Library of Congress Catalog\n- [ ] British Library Catalogue\n- [ ] National Library of Australia Catalogue\n- [ ] Karlsruher Virtueller Katalog (KVK)\n- [ ] Open Library\n\n:::\n\n# Social Media Platforms\n\n\"Social media platforms refer to online platforms and tools that allow people to create, share, and exchange information and content with others. Examples of social media platforms such as Facebook, Instagram, LinkedIn, TikTok. They serve as virtual spaces where individuals can express themselves, engage in conversations, and participate in community building, often influencing how information is disseminated and consumed in today's society \n\n\n:::info\n* Tomasis, Rebecca. 'What Are Social Media Platforms? | a Definition'. *Wix-Encyclopedia*. Available at: https://www.wix.com/encyclopedia/definition/social-media-platforms.\n\n:::\n\n### ☑ Social Media Platforms\n\n\n:::success\n- [ ] text-based social media \n  * X (formerly Twitter) \n  * Bluesky \n\n\n- [ ] audio-visual \n  * Instagram \n  * YouTube \n  * TikTok \n- [ ] hybrid (blend of text and audiovisual content, with no single dominant mode) \n  * Facebook\n\n:::\n\n# Spill-Over Effects\n\nThe process by which information that gains visibility within one information channel — whether through artificial amplification, trending, or editorial selection — is picked up and further distributed in other information channels, thereby reaching audiences beyond the original channel\n\nSpill-over can occur through journalistic reporting, cross-platform sharing, editorial curation, or user-driven redistribution.\n\n→ A research finding shared on a scholarly database may be reported on by a news outlet, discussed on social media, and summarised by an AI assistant. \n\n→ A topic artificially amplified by bots on a social media platform may be picked up by journalists, appear in discovery feeds, or be referenced in discussion forums. \n\n→ Spill-over effects can increase the reach of both reliable and unreliable information, and can make information appear more widely established than it originally was.\n\n# Sponsored Content\n\n## Identify Visual Indications of Sponsored Content\n\n\n:::tip\nIdentify labels, such as \"Ad\", \"sponsored\", \"promoted\", or \"paid content\"\n\n:::\n\n\n:::tip\nIdentify disclaimers at the top or bottom of the page indicating the content is sponsored or contains affiliate links\n\n:::\n\n\n:::tip\nSpot visual differences that differentiate sponsored content from organic results\n\n:::\n\n\n:::tip\nSpot company logos and branding\n\n:::\n\n## Analyse Textual and Behavioural Cues\n\n\n:::tip\nAnalyse call to actions (sponsored content and ads frequently invite to \"Buy Now\", \"Sign up\", etc.)\n\n:::\n\n\n:::tip\nIdentify promotional or sales-oriented language\n\n:::\n\n## Use Technical Tools to Identify Sponsored Content\n\n\n:::tip\nCheck the URL structure for redirects or unusual parameters\n\n:::\n\n\n:::tip\nUse ad-blockers and reader mode in your browser\n\n:::\n\n# Typical Users of …\n\n* national newspapers\n  * age group\n  * gender \n  * education level\n  * socio-economic background","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Algorithm</h1>\n<blockquote><p>Algorithms are fundamental tools in computing and digital technology, essentially acting as the brains behind most modern applications. In simple terms, an algorithm is a step-by-step set of instructions designed to accomplish a specific task or solve a problem. This step-by-step process helps computers perform complex calculations, make decisions, or automate repetitive tasks. Although they're based on logic and precision, algorithms can vary widely in complexity, depending on the task. In computing, algorithms are essential. They turn input into useful output, allowing computers to complete processes automatically and efficiently. Every action you perform on a digital device, from clicking on a search result to setting an alarm, involves an algorithm working behind the scenes. (dida, 2024)</p></blockquote>\n<blockquote><p>Algorithms are now synonymous with machine intelligence as opposed to human intelligence, and are being used in all fields − from search-engine queries to financial markets and user-recommended information selection (Unesco, 2024).</p></blockquote>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>dida. (2024, December 6). What is an Algorithm? Retrieved December 6, 2024, from https://dida.do/what-is-an-algorithm</li>\n<li>UNESCO. <em>A lexicon for the digital age</em><strong>.</strong> Available at: &lt;https://www.unesco.org/en/articles/lexicon-digital-age-0&gt; (Accessed 4 Dec. 2024)</li>\n</ul></div>\n</div>\n<h2>Algorithms &amp; Search Engines</h2>\n<p>Algorithms allow search engines to process and organise vast quantities of information from the internet based on a user's <em><mark class=\"scilmi-highlight\">search query</mark></em>. They are pivotal in deciding which content is displayed in the search results, the order in which results appear, and the relevance of each result to the user's query. Various types of algorithms are utilised to filter and rank these search results effectively:</p>\n<ul>\n<li><strong>Crawling and Indexing:</strong> Search engines begin by employing algorithms to crawl the web, gathering information from billions of web pages. Once the information has been crawled, it is indexed, meaning it is organised and stored in a database, much like a library catalogue.</li>\n<li><strong>Ranking and Relevance:</strong> Ranking algorithms evaluate the indexed pages in response to a search query, considering various factors such as the presence of keywords, page authority, content quality, and timeliness. Based on these factors, each page is assigned a score and ranked from most relevant to least relevant, determining the order in which they appear in the search results.</li>\n<li><strong>User Intent and Personalisation:</strong> Algorithms also utilise natural language processing and machine learning to align the results with the user's intent, such as seeking detailed information or searching for a specific product. Personalisation algorithms further refine the search results by taking into account the user's location, search history, and interests.</li>\n</ul>\n<h2>Algorithms &amp; Social Media</h2>\n<p><strong>Algorithms</strong> play an essential role in shaping user experiences on <em><mark class=\"scilmi-highlight\">social media platforms</mark></em>. They determine the content that appears in users' newsfeeds, tailoring posts, advertisements, and recommendations to suit each individual. The specific workings of these algorithms are closely guarded secrets of social media companies. They also leverage artificial intelligence and machine learning to continually refine and adapt algorithms based on new data and user behaviours. Below are the key ways algorithms function on social media:</p>\n<ul>\n<li><strong>Maximising engagement:</strong> A core objective of social media algorithms is to increase user engagement and the time spent on the platform. They prioritise content that is likely to elicit likes, comments, shares, and other forms of interaction.</li>\n<li><strong>Personalisation and ranking:</strong> Algorithms analyse a user's behaviour, preferences, and interactions to decide which content and recommendations to display in their newsfeed. They curate and rank content based on factors such as the recency of posts, previous interactions, engagement from others, content type, and more.</li>\n<li><strong>Discovery and advertisements:</strong> Algorithms power discovery features, such as suggesting new accounts to follow, recommending groups to join, and highlighting trending topics. For marketers, algorithms determine the placement and targeting of adverts to reach the most relevant audiences.</li>\n</ul>\n<h2>User Actions &amp; Algorithmic Selection</h2>\n<p>Actions a user performs — actively or passively — within an information channel that may be tracked and used by algorithms to personalise the selection and visibility of information items.</p>\n<p>→ User actions are not limited to deliberate interactions such as clicking or liking. Many actions are passive or automatic, such as how long a user stays on a page, how far they scroll, or where they are located. Users are often unaware that these actions influence what they encounter next.</p>\n<h3>☑ Types of user actions that may be tracked and used by algorithms</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><table><thead><tr>\n<th>Type</th>\n<th>Examples</th>\n</tr></thead><tbody>\n<tr>\n<td>Behaviourial signals</td>\n<td>- [ ] searches / search queries</td>\n</tr>\n</tbody></table>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>clicks</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>likes / reactions</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>comments / replies</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>shares / reposts / forwards</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>follows / subscribes</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>saves / bookmarks</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>ratings / reviews</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>purchases / downloads</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>profile information (age, interests, profession) |</span></li>\n<p>| Passive interactions | - [ ] watch time / listen time</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>dwell time (time spent on a page)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>scroll behaviour (how far, how fast)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>hover behaviour</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>location data</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>device type</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>time of access</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>skip behaviour |</span></li>\n<p>| Social signals | - [ ] contact list / address book</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>group memberships / network connections |</span></li>\n<p>| Account data | - [ ] profile information (age, interests, profession)</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>language settings</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>linked accounts |</span></li>\n</ul></div>\n</div>\n<h1>@mention</h1>\n<p>An @mention is a method of drawing someone's attention in digital communications by using the &quot;@&quot; symbol followed by their username or name. This feature is widely used across various platforms, including social media, email, and collaborative tools (Microsoft support).</p>\n<p>Using @mentions in information searching can be an effective tool for collaboration, organization, and content discovery, especially in digital and social platforms. For example on various platforms, one may tag a research institute, colleagues, or a librarian in order to draw attention to a particular topic and request a specific source or information. Moreover, social media platforms may display supplementary posts, comments, or discussions pertaining to the tagged account, thereby enhancing one's ability to access pertinent information.</p>\n<h1>Analysing Reviews</h1>\n<p>The process of analysing reviews entails careful examination of detailed and structured evaluations written about a source, such as a book, website, an academic article or other material. Reviews can offer insights into the quality, relevance, credibility, and overall value of the source in question. Analysing multiple reviews prevents overreliance on a single perspective, you gain a well-rounded understanding of the source, including its significance, the quality of its content and argumentation, any controversies or limitations associated with it.</p>\n<p>This practice is especially crucial in contexts such as <em>academic research</em>, where the choice of sources can influence outcomes significantly.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>History Skills. (n.d.). Determining the intended audience of a source. Available at https://www.historyskills.com/source-criticism/analysis/audience)</li>\n<li>Otis College of Art and Design. (n.d.). Types of Information. Available at https://otis.libguides.com/Types<em>of</em>Information Retrieved Dec. 6, 2024</li>\n<li>Quora. (n.d.). How do you identify the target audience of an article? Available at https://www.quora.com/How-do-you-identify-the-target-audience-of-an-article Retrieved Dec. 6, 2024</li>\n</ul></div>\n</div>\n<h1>Author</h1>\n<p>An author is someone who creates original content, such as books, articles, essays, social media posts, graphics, films  or other forms of written or multimedia media content. Authors are responsible for the ideas, structure, and style of their work. The purpose of an author to create content differs, for example to share knowledge, express ideas, or tell stories from their own perspective.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Author. <em>In Merriam-Webster.com Dictionary</em>. Available at &lt;https://www.merriam-webster.com/dictionary/author&gt;  Accessed 20 Feb. 2025.</li>\n</ul></div>\n</div>\n<h1><strong>Boolean Operator</strong></h1>\n<blockquote><p>An <strong>operator</strong> that defines the logical relationships between two search terms or combinations of search terms. Boolean operators—AND, OR, and NOT—are employed in search strategies to influence the recall and precision of search results. Specifically, the <strong>AND</strong> operator is used to narrow the results (enhancing precision), the <strong>OR</strong> operator expands the search by including synonyms (increasing recall), and the <strong>NOT</strong> operator excludes certain results. ( Liblex, 2023).</p></blockquote>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Liblex. (2023). <em>Τελεστής Μπουλ</em>. Available at: &lt;https://liblex.gr/term.php?termid=901&gt; Accessed 6 Dec. 2024</li>\n</ul></div>\n</div>\n<h1>Bot, Social Bot &amp; Troll \\[\\[</h1>\n<p>A <strong>bot</strong> is a computer programme that automatically carries out repetitive tasks and simulate human activity. While most bots are harmless or even useful, some are malicious, created to spread disinformation, spam, or computer viruses.</p>\n<p>A <strong>social bot</strong> is a type of automated programme a bot designed to operate on social media platforms and behave like automated machines. They are programmed by humans to post, comment, and share content nonstop and at very high speed and often make certain topics or debates appear more popular or controversial than they really are. Their activity is typically repetitive and coordinated, which makes it different from normal human use. Social bots are often used to influence public opinion, amplify certain messages, or disseminate information whether accurate or misleading. While some social bots are employed for legitimate purposes, such as customer service or marketing, others may be used maliciously to spread propaganda, manipulate discussions, or create the illusion of widespread support for specific ideas or causes. These characteristics match widely used definitions of social bots as automated or semi automated accounts designed to operate at scale and amplify online content.</p>\n<p>A <strong>troll</strong> is real human beings who exhibit destructive and hyperactive online behaviour, much like bots, and appear as personal accounts that try to disturb online discussions, often on social media. They are often paid and oftentimes post provocative or aggressive comments and aim to upset others, trigger reactions, or start conflicts, especially when discussions involve controversial issues, public figures (e.g. politicians or journalists), or media organisations. Trolls strategically target and create or influence public opinion regarding specific users, journalists, or public figures. These accounts are usually controlled by real people and may act in a coordinated manner. Trolling is therefore best understood as a way of behaving online, not as a specific kind of account, which means that similar behaviour can sometimes also be supported by automation.</p>\n<h3>☑ Recognising Social Bots and Trolls</h3>\n<table><thead><tr>\n<th><strong>Detection Dimension</strong></th>\n<th><strong>Social Bots</strong></th>\n<th><strong>Trolls</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Profile Characteristics</strong></td>\n<td>- [ ] The account looks newly created</td>\n</tr>\n</tbody></table>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The profile is incomplete or generic  </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span> The username may look non-personal and sometimes include random number  | - [ ] The account has typically been active for a longer time and may have a post history </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The profile is complete and seems personal, it may present strong ideological or political self-description</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span> The username looks personal   |</span></li>\n<p>| <strong>Pattern or posting Behaviors</strong>  | - [ ] The activity does not match normal human online behaviour</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The accounts post or replay content very frequently </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The account post or replay content at day and night  | - [ ] The activity resembles normal human online behaviour</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The accounts post or reply content at irregular times </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The account becomes more active during controversial discussions  |</span></li>\n<p>| <strong>Interactions</strong>    | - [ ] The account does not have real conversations </p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The accounts mostly do like, share, or repost </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The replies are short and automated  | - [ ] The account replies directly to other users </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The account engages in debates / the purpose is to provoke reactions from others </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Conversations are continued to create conflict  |</span></li>\n<p>| <strong>Content Features</strong>  | - [ ] The content is one-sided and repetitive</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The same narratives posted many times  | - [ ] The content is specifically tailored to (harm / provoke) the target  </span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The content targets individuals or social groups  |</span></li>\n<p>| <strong>Language</strong>        | - [ ] Generic expressions, repetitive phrasing with keywords | - [ ] Varied, emotional, and often abusive or offensive -language  | | <strong>Network &amp; Technical Indicators</strong>  | - [ ] Social bots follow other social bots, but the relationship is only one-way, not reciprocal</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Connections are mostly not reciprocal</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Coordinated behaviour across the different bot accounts   | - [ ] Trolls follow human accounts</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>The connections are often reciprocal: they follow their followers and vice versa</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Trolls typically act independently of each other |</span></li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Ferrara, E. (2023). <em>Social bot detection in the age of ChatGPT: Challenges and opportunities</em>. <em>First Monday, 28</em>(6). <a href=\"https://doi.org/10.5210/fm.v28i6.13185\" target=\"_blank\" rel=\"noopener\"><strong>https://doi.org/10.5210/fm.v28i6.13185</strong></a>  </li>\n<li>Orabi, M., Mouheb, D., Al Aghbari, Z., &amp; Kamel, I. (2020). Detection of bots in social media: a systematic review. <em>Information Processing &amp; Management</em>, <em>57</em>(4), 102250. <a href=\"https://doi.org/10.1016/j.ipm.2020.102250\" target=\"_blank\" rel=\"noopener\">https://doi.org/10.1016/j.ipm.2020.102250 </a>  </li>\n<li>Tomaiuolo, M., Lombardo, G., Mordonini, M., Cagnoni, S., &amp; Poggi, A. (2020). <em>A survey on troll detection</em>. <em>Future Internet, 12</em>(2), 31. <a href=\"https://doi.org/10.3390/fi12020031\" target=\"_blank\" rel=\"noopener\"><strong>https://doi.org/10.3390/fi12020031</strong></a>  </li>\n<li>Uyheng, J., Moffitt, J. D., &amp; Carley, K. M. (2022). The language and targets of online trolling: A psycholinguistic approach for social cybersecurity. <em>Information Processing &amp; Management</em>, <em>59</em>(5), 103012. h<a href=\"https://doi.org/10.1016/j.ipm.2022.103012\" target=\"_blank\" rel=\"noopener\">ttps://doi.org/10.1016/j.ipm.2022.103012 </a></li>\n</ul></div>\n</div>\n<h3>☑ Recognising a Social Bot</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><p>can be challenging, as they are designed to mimic human behaviour. However, there are several indicators that may suggest an account is a social bot, such as:</p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Repetitive or Automated Behaviour</strong>: The account repeatedly posts identical or very similar messages. Posts may follow a predictable pattern or schedule, often at unusual hours.</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Unnatural Engagement</strong>: The account rapidly likes or shares a large number of posts within a short timeframe. Its interactions, such as comments or replies, may seem generic, irrelevant, or unrelated to the context of the conversation.</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Content Characteristics</strong>: Posts may contain excessive use of hashtags, links, or promotional content. Content might disproportionately focus on a specific topic or agenda, suggesting a lack of varied interests.</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>High Activity Levels</strong>: Bots often display an unusually high frequency of posts, far exceeding what is typical for a human user. Activity may span multiple platforms simultaneously.</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Lack of Personal Information</strong>: Profiles may lack a proper profile picture, bio, or other personal details. The username might consist of random characters or resemble a default name.</span></li>\n</ul></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Bot. <em>In Merriam-Webster.com Dictionary</em>, Merriam-Webster. Available at https://www.merriam-webster.com/dictionary/bot. Accessed 7 Dec. 2024.</li>\n<li>Bot. <em>In Vocabulary.com Dictionary</em>. Available at https://www.vocabulary.com/dictionary/bot</li>\n</ul></div>\n</div>\n<h2>Bot Farm</h2>\n<p>A bot farm is a network of bots operating simultaneously across multiple devices or servers, often deployed for a particular purpose.</p>\n<p>Bot farms are used for a range of legitimate purposes including web indexing, automated software testing, data aggregation, website performance monitoring and sending messages.</p>\n<p>However, many bot farms are used for malicious activities such as stealing sensitive information, generating content, or creating fake engagement. In the hands of hackers, bot farms pose a very real cybersecurity risk. The primary goal of a bot farm is often to manipulate online activity or create a false impression of widespread support or interest.</p>\n<h2>Troll Farms</h2>\n<p>Troll farms are organised groups that post deliberately provocative, misleading, or false content online—often under fake accounts. Their aim is to manipulate public opinion, spread misinformation, or create social and political unrest.</p>\n<h2>Click Farms</h2>\n<p>Clickfarms are operations where large numbers of low-paid workers or bots are used to click on ads, follow social media accounts, like posts, or download apps. The goal is to artificially boost online engagement or traffic to make content seem more popular than it really is.</p>\n<h1><mark class=\"scilmi-highlight\">Cheap Fakes &amp; Verification Tools to Detect Them</mark> </h1>\n<p>A cheap fake is altered media that has been changed through conventional and affordable (inexpensive, simple to produce, and easily accessible) technology. Social media examples of cheap fake techniques include photoshopping (including face swapping), lookalikes, as well as speeding and slowing video.</p>\n<p>The terms &quot;deep fakes&quot; and &quot;cheap fakes&quot; both refer to misleading or false information, but they differ in their methods of creation and sophistication. A cheap fake is easier to produce than a deep fake, which requires advanced technology and machine learning. So, identifying cheap fakes is much easier than identifying deep fakes. Cheap fakes can be easily detected using basic tools such as manual observation or simple image editing software. This is so because they lack the high realism of deepfakes.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Media Manipulation Casebook<em>. Cheap fake</em> (no date) . Available at: https://mediamanipulation.org/definitions/cheap-fake (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<h3>☑ Verification Tools to Detect Cheap or Deep Fakes</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://deepfake-total.com/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://scanner.deepware.ai/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://deepfake-detect.com/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://www.duckduckgoose.ai/deepfakeproof&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://deepfakedetector.pro/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://illuminarty.ai/en/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://www.aiornot.com/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://www.fakeimagedetector.com/about-us/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&lt;https://weverify.eu/verification-plugin/&gt;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&quot;Fake News Detection&quot; Chrome Extension / plugin</span></li>\n</ul></div>\n</div>\n<h2>Cost Structure</h2>\n<ul>\n<li>Pricing Tiers</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>free</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>paid</span></li>\n</ul>\n<ul>\n<li>Pricing Model</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>one-time purchase</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>subscription-based model</span></li>\n</ul>\n<ul>\n<li>Licensing Model</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>per user</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>instititutional</span></li>\n</ul>\n<h2>Credentials, Transparency and Privacy</h2>\n<ul>\n<li>Recognisable Developer</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Reliable institutional affiliations / renowned development team</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Research-backed</span></li>\n<li>Up-to-Dateness</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Original publication:</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Last update:</span></li>\n<li>Transparency</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Detection algorithm transparency</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>AI decision transparency</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Training dataset disclosure</span></li>\n</ul>\n<ul>\n<li>Privacy</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>GDPR-compliant</span></li>\n</ul>\n<h2>Usability</h2>\n<ul>\n<li>Accessibility Features</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Screen reader</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Colour contrast</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Keyboard navigation</span></li>\n<li>Ease of Use</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>User-friendly and intuitive</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Technical knowledge required</span></li>\n<li>Support Materials</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Online manual</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Customer service</span></li>\n</ul>\n<h2><strong>Functionality</strong></h2>\n<ul>\n<li>Content Ingestion Methods</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>URL processing</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>file upload</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>real-time capture</span></li>\n<li>Platform Availability</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Desktop application</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Browser plugin</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Online platform</span></li>\n</ul>\n<h2><strong>Verification Capabilities</strong></h2>\n<ul>\n<li>Detection Capabilities</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Text</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Image</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Video</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Audio</span></li>\n</ul>\n<ul>\n<li>Language Support</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>English</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>German</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>French</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Spanish</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Italian</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Russian</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Others</span></li>\n</ul>\n<ul>\n<li>Performance Speed</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Fast</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Slow</span></li>\n</ul>\n<h2><strong>Verification Methodology</strong></h2>\n<ul>\n<li>Assessment Method</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Autonomous</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Guided user intervention</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Chat-like interface</span></li>\n<li>Scoring Mechanisms</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Probability scores</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Some explanations</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Criteria-based, detailed explanations</span></li>\n</ul>\n<h2><strong>Result Presentation</strong></h2>\n<ul>\n<li>Output Formats</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Visual comparison</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Detailed reporting</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Interactive result exploration</span></li>\n</ul>\n<ul>\n<li>Export Options</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>available</span></li>\n</ul>\n<h2><strong>Rating</strong></h2>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Positive (user) reviews</span></li>\n</ul>\n<h1>Concept Maps</h1>\n<p>A concept map is a visual tool or diagram that illustrates the relationships between different ideas so you can better understand their connections.</p>\n<p>Every concept map — whether it's simple or complex — is made up of two key elements:</p>\n<ul>\n<li>Concepts: These are typically represented by circles, ovals, or boxes and are called &quot;nodes.&quot;</li>\n</ul>\n<ul>\n<li>Relationships: These are represented by arrows that connect the concepts, and the arrows often include a connecting word or verb (but they don't have to). These arrows are called &quot;cross-links.&quot;</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Boogaard, K. (2019, October 31). What is a concept map? Here's everything you need to know. Miro. &lt;https://miro.com/blog/what-is-concept-map/&gt;</li>\n</ul></div>\n</div>\n<h2>Tools for Creating Concept Maps</h2>\n<ul>\n<li>&lt;https://miro.com/concept-map/&gt;</li>\n<li>&lt;https://www.mymap.ai/concept-map-maker&gt;</li>\n<li>&lt;https://www.smartdraw.com/mind-map/concept-map-maker.htm&gt;</li>\n<li>&lt;https://creately.com/lp/concept-map-maker/&gt;</li>\n<li>&lt;https://www.mindmeister.com/&gt;</li>\n</ul>\n<h1>Deep Fakes &amp; Verification Tools to Detect Them </h1>\n<p>An image or recording that has been convincingly altered and manipulated to misrepresent someone as doing or saying something that was not actually done or said.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li><em>Definition of deepfake</em> (2024). Available at: https://www.merriam-webster.com/dictionary/deepfake (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<p>A video or sound recording that replaces someone's face or voice with that of someone else, in a way that appears real</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li><em>(Deepfake</em> (2024). Available at: https://dictionary.cambridge.org/dictionary/english/deepfake (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<h2><strong>Verification tools</strong></h2>\n<ul>\n<li>&lt;https://deepfake-total.com/&gt;</li>\n<li>&lt;https://scanner.deepware.ai/&gt;</li>\n<li>&lt;https://deepfake-detect.com/&gt;</li>\n<li>&lt;https://www.duckduckgoose.ai/deepfakeproof&gt;</li>\n<li>&lt;https://deepfakedetector.pro/&gt;</li>\n<li>&lt;https://illuminarty.ai/en/&gt;</li>\n<li>&lt;https://www.aiornot.com/&gt;</li>\n<li>&lt;https://www.fakeimagedetector.com/about-us/&gt;</li>\n<li>&lt;https://weverify.eu/verification-plugin/&gt;</li>\n<li>&quot;Fake News Detection&quot; Chrome Extension / plugin</li>\n</ul>\n<h1>Disinformation</h1>\n<p>Disinformation is false, often covert, or inaccurate information that is intentionally created and spread to mislead and manipulate people, often to gain influence, manipulate public opinion, cause trouble or earn money by clicks.</p>\n<h2>Types of Disinformation Include:</h2>\n<ul>\n<li>Manipulated content like <em><mark class=\"scilmi-highlight\">cheap fakes and deep fakes</mark></em>, falsified photos and counterfeit websites</li>\n<li>Misleading context like shortened citations, faulty statistics</li>\n<li>Purely fictional like completely fabricated claims</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Princeton Public Library. (n.d.). Misinformation, disinformation &amp; malinformation: A guide. Available at: https https://princetonlibrary.org/guides/misinformation-disinformation-malinformation-a-guide/</li>\n</ul></div>\n</div>\n<h1>Filter Bubble</h1>\n<p>&quot;a situation in which people only hear or see news and information that supports their existing beliefs and preferences. This effect can be heigtened online depending on which persons or what pages users choose to foollow or connect with, as well as algorithems displayeing content based on past online behaviour, preferences, and settings&quot; (&lt;https://op.europa.eu/en/publication-detail/-/publication/60fddd7a-17dc-11f1-8870-01aa75ed71a1/&gt;)</p>\n<h1>Echo Chamber {Echo whatever}</h1>\n<p>&quot;environments in which the opinion, political leaning, or belief of users about a topic gets reinforced due to repeated interactions with peers or sources having similar beliefs and ideologies&quot; (&lt;https://op.europa.eu/en/publication-detail/-/publication/60fddd7a-17dc-11f1-8870-01aa75ed71a1/&gt;&quot;)</p>\n<p>→ Filter Bubble</p>\n<p>An echo chamber is a metaphorical description of a situation in which beliefs are amplified or reinforced through communication and repetition within a closed system. This description refers to environments, especially on social media sites, in which any statement of opinion is likely to be greeted with approval be\\ncause it will only be read or heard by people who hold similar views; A social structure in which other relevant voices have been actively discredited.</p>\n<p>So, on social media, it is thought that echo chambers limit exposure to diverse perspectives, and favor and reinforce presupposed narratives and ideologies.</p>\n<p>Both 'echo chambers' and '<em><mark class=\"scilmi-highlight\">filter bubbles'</mark></em> describe situations in which individuals are exposed to a narrow range of opinions and perspectives that reinforce their existing beliefs and prejudices, but there are some subtle differences between the two, particularly in practices around social media.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Collins Online Dictionary | Definitions, Thesaurus and Translations. Available at: www.collinsdictionary.com/.</li>\n<li>Echo chamber. (2024, Dec 7). In Wikipedia. https://en.wikipedia.org/wiki/Echo<em>chamber</em>(media)</li>\n</ul></div>\n</div>\n<h1>Engagement Metrics</h1>\n<p>Engagement metrics are quantitative indicators that reflect how, and to what extent, users interact with your content, website, or social media profiles. These metrics provide valuable insights into user behaviour.</p>\n<h2>Commonly Used Engagement Metrics:</h2>\n<ul>\n<li>Pageviews: The total number of times a page has been viewed.</li>\n<li>Pages per Session: The average number of pages a user views during a single session.</li>\n<li>Average Session Duration: The average length of time users spend on your website during a session.</li>\n<li>Unique visitors. The number of distinct individuals who visit your site.</li>\n<li>Bounce Rate: The percentage of visitors who leave your site after viewing only one page.</li>\n<li>Average time on page. The average amount of time users spend on a specific page.</li>\n<li>Click-Through Rate (CTR): The percentage of users who click on a link or advertisement.</li>\n<li>Conversion Rate: The percentage of users who complete a desired action, such as making a purchase or subscribing to a newsletter.</li>\n<li>Scroll Depth: The average extent to which users scroll down a page</li>\n<li>Time on Page: The specific duration users spend on a particular page.</li>\n<li>Abandonment rate. The percentage of users who start but do not complete a specific process, such as filling out a form or completing a purchase.</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>King, D. (2022). <em>13 engagement metrics that matter and how to measure them</em>, Brafton. Available at: https://www.brafton.com/blog/analytics/engagement-metrics/ (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<h1><del><mark class=\"scilmi-highlight\">E</mark></del><mark class=\"scilmi-highlight\">valuate the Author's and/or Messenger's Expertise and Credentials</mark> <mark class=\"scilmi-highlight\">(Qualifications, Professional Affiliations, Other Work, Reviews...)</mark></h1>\n<p>To evaluate the expertise and credentials of both the author (the creator of the information) and the messenger (the one who transmits it) - which can be the same person but very often are not - is crucial for determining the trustworthiness of any information. Since the author is fully responsible for the created content, the author's expertise in the relevant topic, their qualifications, and professional background are important indicators of the quality and credibility of the created information. Conversely, the lack of expertise, qualifications, and professional background serves as a significant red flag, urging caution when considering information from this author.</p>\n<p>Unlike the author, the expertise and qualifications of the messenger are not pivotal in determining the quality of the transmitted information. What is crucial, however, is whether the original content has been conveyed without modification, and if not, to determine the alterations. Therefore it is crucial to examine possible motives behind sharing the information and any alterations.</p>\n<h2><strong>Author's Expertise &amp; Credentials</strong></h2>\n<p>The author of the information should show some evidence of being knowledgeable, reliable, and truthful. Here are some clues:</p>\n<ul>\n<li>Author's Identity and Online Presence:</li>\n<li>Does the author provide contact information? Do they maintain profiles on platforms like LinkedIn, ResearchGate, or academic websites (professional profiles)? Has the author been featured in reputable news outlets, documentaries, or public discussions?</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Check if the author provides a mail-address, an e-mail-address, a phone number or an URL to a website and look for online profiles on digital platforms and academic websites. Use search engines to check if the author has had public appearance in media.</p></div>\n</div>\n<ul>\n<li>Author's Credentials and Subject Expertise:</li>\n<li>Does the author have educational background, qualification, or training that is relevant to the subject (author's education)? Is the author currently or formerly employed in a field related to the topic (professional experience)?  Does the author specialise in the specific area being discussed (specialisation)?</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Look for biographical information, the author's title or position of employment. Check if the author has written other articles or books, especially in the same field, which can indicate their expertise.</p></div>\n</div>\n<ul>\n<li>Organisational/Institutional Support, Objectivity &amp; Bias:</li>\n<li>Is the author affiliated with a known respected institution or organisation (employer)?  Does the institution or organisation provide the tools or funding necessary for rigorous research (resources)? What is the author's position? Are there signs of bias, such as affiliations with groups or organisations with specific agendas (Bias)? Is the author transparent about any financial or organisational support for their work (funding sources)?</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Research information about the institutions or organisation  the author works for.  Is it for example a corporate, governmental, or non-profit organisation? How is it funded? Check the author's position (job function, title)</p></div>\n</div>\n<ul>\n<li>Published Works, Author's Reputation and Standing among Peers:</li>\n<li>Has the author published extensively in the field, particularly in reputable or peer-reviewed journals (quantity and quality)? Do their publications focus on the topic or field in question (relevance)? Are their works frequently cited by other credible authors or researchers (citation)?</li>\n<li>Is the author's work endorsed or positively reviewed by other experts (endorsement)? Has the author received any honours or recognition for the work (recognition)? Has the author contributed original research or innovative ideas to the field (research contribution)? Does the author collaborate with other reputable experts in the field (peer collaboration)? Is the author part of professional or academic organisations relevant to their area of expertise (membership)?</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Check for publications. Look for awards or recognition, the author may have received. Research people the authors collaborated with and their reputation. Also check, if the author is a member of any organisation.</p></div>\n</div>\n<ul>\n<li>Recent Activity &amp; Consistency</li>\n<li>Are the author's most recent works up to date, reflecting the latest developments in the field (publication date)? Are they active in discussions or debates related to the topic (e.g., in conferences, publications, or online platforms) (engagement)? Do recent activities show consistency with former topics of expertise?</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Check the publication dates. Be cautious when a publication is outdated. Check for consitency.</p></div>\n</div>\n<h3>☑ <strong>Evaluate Messenger's Credibility and Expertise</strong></h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Check the about section and see if contact details are provided.</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Is the messenger a real person or a bot?</span></li>\n<p>→ Check, if the messenger displays activities that might show that it is a bot.</p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Is the messenger knowledgeable or experienced in the subject matter?</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Does the messenger have a background in the field they are communicating about?</span></li>\n<p>→ Lateral Reading</p>\n</ul></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Hallam, S. (no date) <em>Research guides: fact from fiction: author credibility</em>. Available at: https://libguides.whitworth.edu/factfromfiction/authorcredibility (Accessed: 5 December 2024).</li>\n<li>Port, G. (no date) <em>All saints' college libguides: research &amp; referencing: source evaluation</em>. Available at: https://libguides.allsaints.wa.edu.au/c.php?g=929914&amp;p=6721908 (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<h1>Fake News</h1>\n<p>Misleading information and false stories that appear to be news, deliberately fabricated and published and disseminated on the Internet or through other media with the intent to deceive and mislead others into believing falsehoods or doubting verifiable facts. The term &quot;fake news&quot; can be also misused to discredit legitimate media outlets, undermining their credibility and diverting attention from critical issues by labeling inconvenient or unfavourable stories as false without evidence.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Cambridge dictionary | english dictionary, translations &amp; thesaurus (2024). Available at: https://dictionary.cambridge.org/ (Accessed: 4 December 2024)</li>\n<li>Ethical Journalism Network. Available at: https://ethicaljournalismnetwork.org/ (Accessed: 4 December 2024).</li>\n</ul></div>\n</div>\n<h1>Handle/Username</h1>\n<p>Handle is a unique identifier -the username- that individuals, businesses, and organizations use to identify their accounts on various <em><mark class=\"scilmi-highlight\">social media platforms.</mark></em> It is used primarily on social media platforms or online forums, with the main purpose of social interaction, tagging, and identification in public settings. It's often preceded by the @ symbol and also called <em><mark class=\"scilmi-highlight\">@mention .</mark></em> This allows users to tag, mention, or search for specific profiles within a given platform</p>\n<p>A username is also a unique identifier for an account on a platform but is broader and not necessarily tied to the @ symbol. It's often used for logging into systems or accounts. So it's main purpose is authentication and account management</p>\n<h1>Hashtag</h1>\n<p>A hashtag is a word or phrase, preceded by the symbol #, used on social media platforms to identify and categorise posts, making them discoverable by others interested in the same topic. So, by grouping content under the same theme or topic, it helps users discover and follow topics of interest.</p>\n<h1>Information Bubble / Filter Bubble</h1>\n<blockquote><p>Filter bubbles are implicit mechanisms of pre-selected personalisation, where a user's media consumption is created by personalised <em><mark class=\"scilmi-highlight\">algorithms</mark></em>; the content a user sees is filtered by an AI-driven algorithm that reinforces their existing beliefs and preferences, potentially excluding opposing or diverse perspectives.&quot; (Echo chamber (media), 2024)</p></blockquote>\n<blockquote><p>A filter bubble or ideological frame is a state of intellectual isolation that can result from personalised searches, recommendation systems, and algorithmic curation. The search results are based on information about the user, such as their location, past click-behavior, and search history.  Consequently, users become separated from information that disagrees with their viewpoints, effectively isolating them in their own cultural or ideological bubbles, resulting in a limited and customised view of the world. The choices made by these algorithms are only sometimes transparent. Prime examples include Google Personalised Search results and Facebook's personalised news-stream (Filter bubble, 2024).</p></blockquote>\n<blockquote><p>&quot;As Facebook users around the world are coming to understand, some of their favorite technologies can be used against them. People's filter bubbles are filled with carefully tailored information—and misinformation—altering their behavior and thinking, and even their votes&quot;. (Redmiles, 2018).</p></blockquote>\n<p>Filter bubbles create <em>echo chambers:</em> we assume that everyone thinks like us, and we forget that other perspectives exist.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Echo chamber. (2024, Dec 7). In Wikipedia. https://en.wikipedia.org/wiki/Echo<em>chamber</em>(media)</li>\n<li>Filter bubble. (2024, Dec 7). <em>In Wikipedia</em>. https://en.wikipedia.org/wiki/Filter_bubble</li>\n<li>Filter bubble. <em>In Merriam-Webster.com dictionary</em>. Available at  https://www.merriam-webster.com/dictionary/filter%20bubble Accessed 4 Dec. 2024</li>\n<li>Redmiles, E. (2018, March 24). Think Facebook can manipulate you? Look out for virtual reality. Salon. https://www.salon.com/2018/03/24/think-facebook-can-manipulate-you-look-out-for-virtual-reality_partner/</li>\n</ul></div>\n</div>\n<h1>Information Source</h1>\n<p>An information source refers to any tangible or intangible form that provides data and forms knowledge. It can be categorised into human sources, institutional sources, and documentary sources. Human sources include experts and researchers, while institutional sources are organizations and institutions. Documentary sources can be physical records or electronic records stored on various media.</p>\n<p>They can be categorised as primary, secondary and tertiary sources.</p>\n<p>A <strong>primary</strong> source is an original source, presenting new research results. These might be for example doctoral theses or research reports or scientific articles.</p>\n<p><strong>Secondary</strong> information sources summarise, interpret or structure the information in primary sources, and help you find them. These might be course books, in which researchers refer to their own research or that of other researchers, or encyclopedias.&quot;</p>\n<p><strong>Tertiary</strong> sources are compilations or summaries of other sources.</p>\n<p>Information sources In media include news websites, academic journals, books, government reports, social media platforms, blogs, podcasts, and more. Each source varies in credibility, depending on factors such as authorship, purpose, and evidence provided. Understanding the relationship between websites, authors, and messengers is crucial when teaching media and information literacy. Websites serve as digital platforms for information dissemination, but their reliability depends on factors like ownership, editorial policies, and funding. Authors, whether journalists, researchers, or independent writers, shape the accuracy and objectivity of content through their expertise and intent. Messengers, such as news anchors, influencers, or social media users, further influence how information is interpreted and which narratives are shared.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Information source. (2025, Mar 5). In Science direct &lt;https://www.sciencedirect.com/topics/social-sciences/information-source#:\\~:text=An%20information%20source%20refers%20to,that%20provides%20knowledge%20or%20data.&gt;</li>\n<li>Information source. (2025, Mar 5). In Libguides &lt;https://libguides.arcada.fi/informationliteracy/informationsources&gt;</li>\n</ul></div>\n</div>\n<h3>☑ Information Sources</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ol>\n<li>Human Sources – Direct sources of information</li>\n</ol>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Experts</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Researchers</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Eyewitnesses</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Interviewees</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Influencers</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Journalists</span></li>\n</ul>\n<ol>\n<li>Institutional Sources – Organizations and official bodies</li>\n</ol>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Educational institutions (e.g. universities)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Government agencies (e.g. ministries, census bureaus)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>NGOs (e.g. WHO, Red Cross)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Media organizations (e.g. BBC, CNN)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Corporations (e.g. company reports)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Libraries and archives</span></li>\n</ul>\n<ol>\n<li>Documentary Sources – Physical or digital records</li>\n</ol>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Research articles and theses</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Textbooks and reviews</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Encyclopedias and databases</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Digital media (e-books, PDFs)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Multimedia (videos, podcasts)</span></li>\n</ul>\n<ol>\n<li>Media Platforms – Where information appears</li>\n</ol>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>News websites (e.g. Reuters, Al Jazeera)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Academic journals (e.g. JSTOR, ScienceDirect)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Books (coursebooks, nonfiction)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Government reports (e.g. white papers, statistics)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Social media (Twitter/X, TikTok, Instagram)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Blogs and personal websites</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Podcasts</span></li>\n</ul></div>\n</div>\n<h3>☑ Selecting Possible Information Sources</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><p>Use these criteria to assess credibility and appropriateness when selecting possible information sources:</p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Authorship (Who created it? Are they qualified?)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Purpose (Why was it created? Inform, sell, persuade?)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Evidence (Is it supported by facts/data?)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Publication Venue (Where is it published? Reputable journal or blog?)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Currency (Is the information up to date?)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Bias (Is it objective or influenced by a certain perspective?)</span></li>\n</ul></div>\n</div>\n<h3>☑ Visual Indicators of Sponsored Content</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&quot;Sponsored&quot; or &quot;Promoted&quot; label</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&quot;Ad&quot; or &quot;Advertisement&quot; tag near headline</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Brand logo or name prominently displayed</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Different background color or border around post</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&quot;Paid partnership with…&quot; text</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Embedded product links or &quot;Shop Now&quot; buttons</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Influencer disclosure (e.g. #ad, #sponsored in caption)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Content posted under a brand's account</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Sudden shift in tone toward sales or endorsement</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Lack of objective or critical language</span></li>\n</ul></div>\n</div>\n<h3>☑ Textual Cues Indicating Sponsored Content</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Phrases like &quot;brought to you by…&quot;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>&quot;In partnership with…&quot; or &quot;paid collaboration with…&quot;</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Brand mentions early and repeatedly</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Promotional language (e.g. &quot;must-have,&quot; &quot;life-changing&quot;)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Call-to-action phrases (&quot;Buy now,&quot; &quot;Sign up today&quot;)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Discount codes or affiliate links</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Lack of critical analysis or balanced perspective</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Overly positive tone or exaggerated claims</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Testimonials or personal endorsements</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Use of hashtags like #ad, #sponsored, #partner</span></li>\n</ul></div>\n</div>\n<h3>☑ Technical Tools to Identify Sponsored Content</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Browser extensions (e.g. AdBlock, Ghostery – reveal hidden ads)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Social media transparency tools (e.g. Meta Ad Library)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Inspect element (right-click to view source code or metadata)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Whois lookup tools (identify site ownership/funding)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Reverse image search (trace branded or stock images)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>URL shortener expanders (reveal affiliate links)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Fact-checking websites (e.g. Snopes, Media Bias/Fact Check)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>SEO tools (e.g. Ahrefs, SEMrush – show sponsored backlinks)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Influencer marketing platforms (track brand partnerships)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Email/newsletter trackers (identify promotional content in mailers)</span></li>\n</ul></div>\n</div>\n<h1>Intended Recipients</h1>\n<p>Information varies and is packaged in different ways when it is communciated to other people (message)</p>\n<p>\\- Background summary on how marketing / advertising works -</p>\n<ul>\n<li><strong>Demographic Segmentation</strong> </li>\n<li><strong>(</strong>Singh) <strong><mark class=\"scilmi-highlight\">Age</mark></strong><mark class=\"scilmi-highlight\">, Gender, Income</mark>, Occupation, <strong>Education \\[experts / non-experts\\]</strong>, Social Class, Generation, Family size, Family life cycle, Home Ownership, Religion, <mark class=\"scilmi-highlight\">Ethnic group/Race</mark>, Nationality + <strong>parents + school leadership</strong></li>\n<li><strong>(</strong>CollegeHive) <mark class=\"scilmi-highlight\">Age, Gender, Income</mark>, <mark class=\"scilmi-highlight\">Ethnic background</mark>, Marital status</li>\n<li>Age: smaller children, teenagers, adults \\[younger / older\\]</li>\n<li><strong>Geographic Segmentation</strong> </li>\n<li>(Singh)  <strong><mark class=\"scilmi-highlight\">Regions</mark></strong> (by <strong>country</strong>, nation, state, neighborhood), <strong><mark class=\"scilmi-highlight\">Population Density</mark></strong> (Urban, suburban, rural), <strong><mark class=\"scilmi-highlight\">Climate</mark></strong> (Regions having similar climate pattern) <strong>City size</strong> (Size of area, population size and growth rate),</li>\n<li>(CollegeHive) <strong>Area</strong>: (by geographic area, such as local, <mark class=\"scilmi-highlight\">regional</mark>, national, international, etc.) <strong><mark class=\"scilmi-highlight\">Population Density</mark></strong><mark class=\"scilmi-highlight\">:</mark> (e.g., urban, rural, etc) <strong><mark class=\"scilmi-highlight\">Climate</mark></strong>: (such as alpine) <strong>Topography</strong>: (geographical structure, e.g., Himalayan) .</li>\n<li><strong>Psychographic Segmentation</strong>  </li>\n<li>(Singh) <strong><mark class=\"scilmi-highlight\">Personality</mark>, <mark class=\"scilmi-highlight\">Interests</mark>, Opinions, Self Image, Activities, Values, Attitudes</strong></li>\n<li>(CollegeHive) <strong><mark class=\"scilmi-highlight\">Personality</mark>, Social Class, Lifestyle (</strong>e.g., heavy drinkers, chain-smokers, fashion enthusiasts) (<mark class=\"scilmi-highlight\">other sources in demographics</mark>)</li>\n</ul>\n<ul>\n<li><strong>Behavioral Segmentation</strong></li>\n<li>(Singh) <mark class=\"scilmi-highlight\">Usage Rate</mark>, <mark class=\"scilmi-highlight\">Product benefits, Brand Loyalty</mark>, Price Consciousness, Occasions (holidays like mother's day, New Year), User Status (First Time, Regular or Potential)</li>\n<li>(CollegeHive) <mark class=\"scilmi-highlight\">Usage Rate</mark>: (heavy users, medium users, and light users), <mark class=\"scilmi-highlight\">Benefits</mark>: (incorporating various) <mark class=\"scilmi-highlight\">Brand Loyalty</mark></li>\n</ul>\n<p>(Wiki) <strong>A modern approach is Technographic segmentation</strong>. It is is a marketing strategy that groups customers <mark class=\"scilmi-highlight\">based on their technology ownership and usage patterns</mark>. This method categorizes individuals or businesses by factors like the <mark class=\"scilmi-highlight\">devices</mark> they use, <mark class=\"scilmi-highlight\">software</mark> they prefer, and their <mark class=\"scilmi-highlight\">adoption</mark> of new technologies, which allows for more targeted marketing and product development. For example, a company might segment customers who are early adopters of a new technology to launch a product, or segment users based on their operating system for targeted messaging.</p>\n<p>Source (Singh)</p>\n<p>Singh, J. (n.d.). <em>Market segmentation: A conceptual framework</em>. SciSpace. Retrieved from &lt;https://scispace.com/pdf/market-segmentation-a-conceptual-framework-16zwutvyzq.pdf&gt;</p>\n<p>Source (CollegeHive)</p>\n<p>CollegeHive. (n.d.). <em>Segmentation</em>. In <em>Unit-2: Connecting with Customers</em>. Retrieved from &lt;https://collegehive.in/docs/2nd_sem/site/MM/Unit-2%20Connecting%20with%20Customers/2.8.b%20Segmentation.html&gt;</p>\n<p>Source (Wiki)</p>\n<p>Wikipedia contributors. (n.d.). <em>Technographic segmentation</em>. In <em>Wikipedia</em>. Retrieved November 21, 2025, from &lt;https://en.wikipedia.org/wiki/Technographic_segmentation#:\\~:text=Technographic%20segmentation%20was%20developed%20to,See%20also&gt;</p>\n<h1>Pay attention to identify intended recipients / how the information is &quot;packaged&quot; → <mark class=\"scilmi-highlight\">information-grabbing</mark></h1>\n<p>content → domain 2</p>\n<p><mark class=\"scilmi-highlight\">format : packaging + manipulation</mark></p>\n<ul>\n<li><mark class=\"scilmi-highlight\">verbal (headlines, snippets)</mark></li>\n<li>* <mark class=\"scilmi-highlight\">register: (simple / casual)…</mark></li>\n<li>verbal auditory</li>\n<li><mark class=\"scilmi-highlight\">non-verbal auditory - sounds / music</mark></li>\n<li><mark class=\"scilmi-highlight\">visual</mark></li>\n</ul>\n<p><strong><mark class=\"scilmi-highlight\">1st version only for VISUAL information as example</mark></strong></p>\n<p>Prompt in ChatGPT: I need characteristics of visual information that grasp the attention according to audience category.</p>\n<ol>\n<li><mark class=\"scilmi-highlight\">1st step: finalise audiences (only age)</mark></li>\n<li><mark class=\"scilmi-highlight\">2nd step: easy subcategories: e.g. colours, motif, shapes, framing, … → visual manipulation techniques</mark></li>\n<li><mark class=\"scilmi-highlight\">3rd step: use AI to finalise the simpliefied table (</mark></li>\n<li><mark class=\"scilmi-highlight\">4th step: find examples</mark></li>\n</ol>\n<table><thead><tr>\n<th><strong>Audience category</strong></th>\n<th><strong>Visual characteristics that capture attention</strong></th>\n<th><strong>Works especially well as…</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Children (early childhood &amp; primary)</strong></td>\n<td><strong>Bright, high-contrast colors</strong> • <strong>Big shapes &amp; large fonts</strong> • <strong>Friendly characters/mascots</strong> • <strong>Simple icons</strong> • <strong>Repetition &amp; patterns</strong> • <strong>Short &quot;one idea per screen/page&quot;</strong> • <strong>Visual rewards</strong> (stickers, badges)</td>\n<td>Picture-led posters, storyboards, card sorting, &quot;spot the clue&quot; visuals</td>\n</tr>\n<tr>\n<td><strong>Teenagers (secondary school)</strong></td>\n<td><strong>Bold typography</strong> • <strong>High-contrast + modern color palettes</strong> • <strong>Meme/relatable visuals</strong> (used carefully) • <strong>Fast visual pacing</strong> (quick cuts, short slides) • <strong>Before/after</strong> &amp; transformations • <strong>Data visuals</strong> (clean charts, rankings) • <strong>Authentic imagery</strong> (less &quot;stock-photo&quot; feel)</td>\n<td>Short slide decks, reels/short videos, infographics, interactive polls/visual quizzes</td>\n</tr>\n<tr>\n<td><strong>Adults (general public/learners)</strong></td>\n<td><strong>Clean layout &amp; strong hierarchy</strong> (headline → key points → details) • <strong>Readable fonts</strong> • <strong>Meaningful images</strong> (not decorative) • <strong>White space</strong> • <strong>Clear labeling</strong> • <strong>Icons paired with text</strong> • <strong>Real-world examples</strong></td>\n<td>How-to guides, explainers, step-by-step diagrams, simple infographics</td>\n</tr>\n<tr>\n<td><strong>Professionals / academic audiences</strong></td>\n<td><strong>Minimalist design</strong> • <strong>Precision &amp; consistency</strong> (grid alignment, consistent styles) • <strong>Dense-but-scannable</strong> (bullets, headings) • <strong>Evidence-first visuals</strong> (figures, charts with captions) • <strong>Legends/annotations</strong> • <strong>Low &quot;visual noise&quot;</strong></td>\n<td>Reports, research posters, technical slide decks, dashboards</td>\n</tr>\n<tr>\n<td><strong>Older adults</strong></td>\n<td><strong>Large text &amp; high contrast</strong> • <strong>Avoid tiny details</strong> • <strong>Clear icons</strong> with labels • <strong>Stable layout</strong> (predictable placement) • <strong>Fewer elements per page</strong> • <strong>Matt/soft colors</strong> (no harsh glare) • <strong>Strong cues</strong> (arrows, outlines)</td>\n<td>Printed handouts, simple interfaces, signage, guided visuals with clear callouts</td>\n</tr>\n</tbody></table>\n<p><strong>Visual characteristics that capture attention</strong>(characteristics grouping from the second column)</p>\n<p><strong>Color &amp; contrast (what &quot;pops&quot; instantly)</strong></p>\n<ul>\n<li>Bright, high-contrast colors</li>\n<li>High-contrast + modern color palettes</li>\n<li>Large text &amp; high contrast</li>\n<li>Matt/soft colors (no harsh glare)</li>\n</ul>\n<p><strong>Scale &amp; legibility (easy to see fast)</strong></p>\n<ul>\n<li>Big shapes &amp; large fonts</li>\n<li>Bold typography</li>\n<li>Readable fonts</li>\n<li>Avoid tiny details</li>\n</ul>\n<p><strong>Icons, cues &amp; signaling (directing the eye)</strong></p>\n<ul>\n<li>Simple icons</li>\n<li>Strong cues (arrows, outlines)</li>\n<li>Clear icons with labels</li>\n<li>Icons paired with text</li>\n<li>Clear labeling</li>\n<li>Legends/annotations</li>\n</ul>\n<p><strong>Layout, hierarchy &amp; low clutter (scanability)</strong></p>\n<ul>\n<li>Clean layout &amp; strong hierarchy (headline → key points → details)</li>\n<li>White space</li>\n<li>Minimalist design</li>\n<li>Low &quot;visual noise&quot;</li>\n<li>Fewer elements per page</li>\n<li>Dense-but-scannable (bullets, headings)</li>\n<li>Stable layout (predictable placement)</li>\n<li>Precision &amp; consistency (grid alignment, consistent styles)</li>\n<li>Short &quot;one idea per screen/page&quot;</li>\n</ul>\n<p><strong>Pattern &amp; rhythm (structure that stands out)</strong></p>\n<ul>\n<li>Repetition &amp; patterns</li>\n</ul>\n<p><strong>Motion &amp; change (attention through time)</strong></p>\n<ul>\n<li>Fast visual pacing (quick cuts, short slides)</li>\n<li>Before/after &amp; transformations</li>\n</ul>\n<p><strong>Characters, culture &amp; emotional hooks</strong></p>\n<ul>\n<li>Friendly characters/mascots</li>\n<li>Visual rewards (stickers, badges)</li>\n<li>Meme/relatable visuals</li>\n</ul>\n<p><strong>Meaning, authenticity &amp; relevance (attention because it matters)</strong></p>\n<ul>\n<li>Meaningful images (not decorative)</li>\n<li>Authentic imagery (less &quot;stock-photo&quot; feel)</li>\n<li>Real-world examples</li>\n</ul>\n<p><strong>Evidence &amp; information visuals (credibility + clarity)</strong></p>\n<ul>\n<li>Data visuals (clean charts, rankings)</li>\n<li>Evidence-first visuals (figures, charts with captions)</li>\n</ul>\n<p>Prompt in ChatGPT: I need characteristics of audio information that grasp the attention according to audience category.</p>\n<table><thead><tr>\n<th><strong>Audience Category</strong></th>\n<th><strong>Key Auditory Characteristics</strong></th>\n<th><strong>Examples / Applications</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Children (Early Childhood &amp; Primary)</strong></td>\n<td>• High pitch, varied intonation • Rhythm, rhyme, repetition • Playful sound effects • Short segments</td>\n<td>Storytelling with character voices and fun background sounds</td>\n</tr>\n<tr>\n<td><strong>Teenagers (Secondary School)</strong></td>\n<td>• Natural, authentic tone • Integration of familiar music (pop, hip-hop) • Dynamic pacing • Emotional contrasts</td>\n<td>Podcasts or videos with casual narration and background beats</td>\n</tr>\n<tr>\n<td><strong>Adults (General Public or Learners)</strong></td>\n<td>• Clear, warm voice • Balanced tempo and pauses • Subtle tone variation for emphasis • Background music supports content</td>\n<td>Educational audio guides or podcasts with reflective pacing</td>\n</tr>\n<tr>\n<td><strong>Professionals / Academic Audiences</strong></td>\n<td>• Low, steady pitch • Minimal distractions • Rhythmic but precise speech • Strategic pauses for emphasis</td>\n<td>Webinars, lectures, or professional training recordings</td>\n</tr>\n<tr>\n<td><strong>Older Adults</strong></td>\n<td>• Moderate, clear pacing • Familiar or nostalgic background sounds • Comfortable mid–low frequency tones • Predictable rhythm</td>\n<td>Radio storytelling or guided listening sessions</td>\n</tr>\n</tbody></table>\n<p><strong>Audio characteristics that capture attention</strong>(characteristics grouping from the second column)</p>\n<p><strong>Pitch &amp; intonation (what you notice first in a voice)</strong></p>\n<ul>\n<li>High pitch, varied intonation</li>\n<li>Low, steady pitch</li>\n<li>Comfortable mid–low frequency tones</li>\n<li>Subtle tone variation for emphasis</li>\n</ul>\n<p><strong>Voice quality &amp; authenticity (trust + &quot;human-ness&quot;)</strong></p>\n<ul>\n<li>Natural, authentic tone</li>\n<li>Clear, warm voice</li>\n</ul>\n<p><strong>Rhythm, repetition &amp; musicality (pattern grabs attention)</strong></p>\n<ul>\n<li>Rhythm, rhyme, repetition</li>\n<li>Predictable rhythm</li>\n<li>Rhythmic but precise speech</li>\n</ul>\n<p><strong>Pacing, timing &amp; segmentation (processing comfort)</strong></p>\n<ul>\n<li>Short segments</li>\n<li>Dynamic pacing</li>\n<li>Balanced tempo and pauses</li>\n<li>Moderate, clear pacing</li>\n<li>Strategic pauses for emphasis</li>\n</ul>\n<p><strong>Emotion &amp; contrast (keeps listeners engaged)</strong></p>\n<ul>\n<li>Emotional contrasts</li>\n</ul>\n<p><strong>Music &amp; soundscape (the audio environment)</strong></p>\n<ul>\n<li>Integration of familiar music (pop, hip-hop)</li>\n<li>Background music supports content</li>\n<li>Familiar or nostalgic background sounds</li>\n<li>Playful sound effects</li>\n</ul>\n<p><strong>Clarity &amp; low noise (focus protection)</strong></p>\n<ul>\n<li>Minimal distractions</li>\n</ul>\n<p>\\nnon-verbal sounds</p>\n<table><thead><tr>\n<th>Dimension</th>\n<th>Sub‑dimension</th>\n<th>Children (3–11)</th>\n<th>Teenagers (12–17)</th>\n<th>Young adults (18–29)</th>\n<th>Middle‑aged adults (30–64)</th>\n<th>Seniors (65+)</th>\n</tr></thead><tbody>\n<tr>\n<td>Musical structure</td>\n<td>Tempo</td>\n<td>Medium–fast, energetic</td>\n<td>Medium–fast, club/beat‑driven</td>\n<td>Task‑dependent: medium for learning, faster for promo</td>\n<td>Medium, comfortable</td>\n<td>Slow–medium, never rushed</td>\n</tr>\n<tr>\n<td></td>\n<td>Rhythm complexity</td>\n<td>Very simple, clear beats</td>\n<td>Moderate–high (grooves, syncopation)</td>\n<td>Moderate (some syncopation, not too dense)</td>\n<td>Low–moderate complexity</td>\n<td>Very simple, highly predictable</td>\n</tr>\n<tr>\n<td></td>\n<td>Repetition / loops</td>\n<td>High repetition, short loops</td>\n<td>Moderate–high repetition (hooks, loops)</td>\n<td>Moderate repetition for cohesion</td>\n<td>Moderate, avoid monotony</td>\n<td>Moderate, with clear recurring patterns</td>\n</tr>\n<tr>\n<td>Melodic &amp; harmonic features</td>\n<td>Pitch range</td>\n<td>Higher, bright</td>\n<td>Mid–high</td>\n<td>Mid</td>\n<td>Mid (avoid extremes)</td>\n<td>Mid–low (avoid shrill highs)</td>\n</tr>\n<tr>\n<td></td>\n<td>Melodic complexity</td>\n<td>Simple, stepwise, easy to hum</td>\n<td>Simple–moderate (hooks and riffs)</td>\n<td>Simple–moderate</td>\n<td>Simple, predictable</td>\n<td>Very simple, familiar tunes</td>\n</tr>\n<tr>\n<td></td>\n<td>Harmonic language</td>\n<td>Simple major / pentatonic</td>\n<td>Common pop/urban progressions</td>\n<td>Mainstream tonal / mild modal</td>\n<td>Very familiar tonal progressions or soft ambient</td>\n<td>Very familiar tonal patterns (songs from earlier life)</td>\n</tr>\n<tr>\n<td>Sound effects &amp; auditory icons</td>\n<td>Density</td>\n<td>Low–moderate (don't overcrowd)</td>\n<td>Moderate (more frequent accents and stingers)</td>\n<td>Low–moderate</td>\n<td>Very low</td>\n<td>Very low</td>\n</tr>\n<tr>\n<td></td>\n<td>Style</td>\n<td>Playful, cartoon‑like, exaggerated</td>\n<td>Digital, &quot;production&quot; style (glitches, risers, whoosh)</td>\n<td>Clean, UI‑like, subtle</td>\n<td>Discreet, functional</td>\n<td>Gentle, soft‑attack, highly predictable</td>\n</tr>\n<tr>\n<td></td>\n<td>Function</td>\n<td>Marking events, reinforcing actions and emotions</td>\n<td>Punctuating edits, transitions, jokes</td>\n<td>Marking structure and key points</td>\n<td>Only for structure (section changes)</td>\n<td>Only when absolutely needed (e.g. start/end markers)</td>\n</tr>\n<tr>\n<td>Ambient soundscape</td>\n<td>Texture complexity</td>\n<td>Simple, sparse</td>\n<td>Moderate (lo‑fi beds, light urban textures)</td>\n<td>Low–moderate (polished but not dense)</td>\n<td>Low complexity</td>\n<td>Very low or none</td>\n</tr>\n<tr>\n<td></td>\n<td>Masking risk vs. speech</td>\n<td>Kept clearly below speech</td>\n<td>Often close to speech level → keep controlled</td>\n<td>Below speech; duck under important information</td>\n<td>Clearly under speech at all times</td>\n<td>Minimal and well below speech, or silence</td>\n</tr>\n<tr>\n<td></td>\n<td>Emotional tone</td>\n<td>Playful, bright, safe</td>\n<td>Cool, stylish, identity‑linked</td>\n<td>Calm–positive, motivating but not intense</td>\n<td>Calm, neutral–positive</td>\n<td>Warm, reassuring</td>\n</tr>\n<tr>\n<td>Familiarity &amp; cultural resonance</td>\n<td>Type of familiarity</td>\n<td>Kids' media, school, family environments</td>\n<td>Current youth genres, platforms, games, social media</td>\n<td>Current mainstream genres, platform cultures</td>\n<td>Broad, non‑polarising mainstream / public‑media cues</td>\n<td>Music and sounds from earlier adulthood or significant eras</td>\n</tr>\n<tr>\n<td></td>\n<td>Intensity of nostalgia</td>\n<td>Low (future nostalgia being built)</td>\n<td>Emerging (early life media)</td>\n<td>Moderate (late childhood/teen media callbacks)</td>\n<td>Moderate–high (music from teens/20s)</td>\n<td>High (music/sounds tied to autobiographical memories)</td>\n</tr>\n<tr>\n<td>Intrusiveness &amp; cognitive load</td>\n<td>Overall loudness</td>\n<td>Moderate (protect hearing; clear but not harsh)</td>\n<td>Moderate–high in entertainment; moderate in learning</td>\n<td>Moderate, tuned to context</td>\n<td>Moderate–low</td>\n<td>Low</td>\n</tr>\n<tr>\n<td></td>\n<td>Intended salience vs. support</td>\n<td>Salient and guiding</td>\n<td>Salient and identity‑marking</td>\n<td>Context‑dependent; often supportive</td>\n<td>Mostly supportive, rarely foreground</td>\n<td>Primarily supportive or fully background/silent</td>\n</tr>\n</tbody></table>\n<p>Perplexity:</p>\n<table><thead><tr>\n<th>Group</th>\n<th>Age</th>\n<th>Beat &amp; speed (rhythm, tempo, repetition)</th>\n<th>Tune &amp; mood (melody, harmony, feeling)</th>\n<th>Effects &amp; signals (non‑musical sounds)</th>\n<th>Familiarity &amp; comfort (recognisability, nostalgia)</th>\n<th>Possible intention (what they might be trying to do)</th>\n</tr></thead><tbody>\n<tr>\n<td>Children</td>\n<td>3–11</td>\n<td>Very clear, bouncy beat; lots of repetition</td>\n<td>Bright, happy tunes</td>\n<td>Fun &quot;cartoon&quot; sounds</td>\n<td>Music from cartoons / games</td>\n<td>Make it fun, safe, hard to stop watching</td>\n</tr>\n<tr>\n<td>Teenagers</td>\n<td>12–17</td>\n<td>Strong, modern beat; drops and build‑ups</td>\n<td>Cool, &quot;current&quot; sound</td>\n<td>Social‑media‑style swipes, glitches</td>\n<td>Music like TikTok, games, playlists</td>\n<td>Feel like &quot;everyone is here&quot;; keep you scrolling or clicking</td>\n</tr>\n<tr>\n<td>Young adults</td>\n<td>18–29</td>\n<td>Steady groove for flow</td>\n<td>Stylish, emotional or &quot;aesthetic&quot;</td>\n<td>Clean app / UI sounds</td>\n<td>Sounds from streaming, apps, brands</td>\n<td>Build mood and identity; make brands feel part of your life</td>\n</tr>\n<tr>\n<td>Middle‑aged</td>\n<td>30–64</td>\n<td>Moderate, not too fast</td>\n<td>Calm, reassuring</td>\n<td>Very few, subtle cues</td>\n<td>TV / radio / documentary‑type music</td>\n<td>Feel credible and serious; make you trust information</td>\n</tr>\n<tr>\n<td>Seniors</td>\n<td>65+</td>\n<td>Slow–moderate, very predictable</td>\n<td>Warm, gentle, familiar</td>\n<td>Very gentle signals</td>\n<td>Music from earlier decades, familiar environments</td>\n<td>Feel safe and nostalgic; open to messages or memories</td>\n</tr>\n</tbody></table>\n<p>Gemini:</p>\n<table><thead><tr>\n<th><strong>Group (Age Range)</strong></th>\n<th><strong>The Beat &amp; The Energy (Rhythm &amp; Tempo)</strong></th>\n<th><strong>The Feeling &amp; The Hook (Melody &amp; Harmony)</strong></th>\n<th><strong>The Action Sounds &amp; The Vibe (SFX &amp; Backgrounds)</strong></th>\n<th><strong>The Familiar Hook (Tricks You Know)</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Children (3-11)</strong></td>\n<td><strong>Strong, simple beat</strong>; <strong>Repetition</strong> for rhythm and attention anchoring.</td>\n<td><strong>Very happy, bright melodies</strong> (high pitch); Simple, cheerful tunes.</td>\n<td><strong>Loud, funny, cartoon sounds</strong> (boing, swoosh); <strong>Clean, &quot;colourful&quot;</strong> music boxes or chimes.</td>\n<td><strong>Songs from games, movies, and toys</strong>; Sounds that feel safe.</td>\n</tr>\n<tr>\n<td><strong>Why they use it:</strong></td>\n<td><strong>To signal fun and play, create a strong memory loop, and make the content feel simple and safe.</strong></td>\n<td></td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td><strong>Teenagers (12-17)</strong></td>\n<td><strong>Fast, driving beats</strong> (Pop, Hip-Hop); <strong>Syncopation/Drops</strong> for momentum and cool edits.</td>\n<td><strong>Short, catchy hooks</strong> and looped basslines; Minimalist music.</td>\n<td><strong>Subtle digital sounds</strong> (whooshes, glitches); <strong>Lo-fi background textures.</strong></td>\n<td><strong>Music that is currently trending</strong>; Sounds copied from memes or popular challenges.</td>\n</tr>\n<tr>\n<td><strong>Why they use it:</strong></td>\n<td><strong>To signal that the content is current and relevant, create a feeling of groove/vibe, and use popular sounds to make the content instantly &quot;viral.&quot;</strong></td>\n<td></td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td><strong>Young Adults (18-29)</strong></td>\n<td><strong>Moderate to energetic tempos</strong>; Clear but not dominating grooves; Repetition used for flow.</td>\n<td><strong>Warm but still bright melodies</strong>; Simple, memorable motifs from current pop/electronic music.</td>\n<td><strong>Clean, stylised UI-like sounds</strong> and subtle transitions; Sparing use of accents for key moments.</td>\n<td><strong>Familiar genre cues</strong> (indie, pop, electronic) matched to context; Subtle nods to platform culture.</td>\n</tr>\n<tr>\n<td><strong>Why they use it:</strong></td>\n<td><strong>To maintain interest in longer-form content, suggest professionalism or polish, and reinforce the content's specific genre identity.</strong></td>\n<td></td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td><strong>Middle-Aged Adults (30-64)</strong></td>\n<td><strong>Moderate tempos</strong>; Gentle, steady rhythmic cues; Low complexity to support, not compete.</td>\n<td><strong>Warm, mid-range melodies</strong>; Simple, predictable harmonic movement (soft ambient drones).</td>\n<td><strong>Tasteful, minimal transition sounds</strong>; Soft chimes or clicks to mark sections.</td>\n<td><strong>Familiar but non-era-locked genres</strong> (acoustic, light electronic); Cues associated with documentaries or learning platforms.</td>\n</tr>\n<tr>\n<td><strong>Why they use it:</strong></td>\n<td><strong>To promote focus and concentration, reduce cognitive load during information processing, and create a calm, trustworthy atmosphere.</strong></td>\n<td></td>\n<td></td>\n<td></td>\n</tr>\n<tr>\n<td><strong>Seniors (65+)</strong></td>\n<td><strong>Slow to moderate tempos</strong>; Very <strong>predictable rhythmic patterns</strong>; Avoid abrupt changes.</td>\n<td><strong>Mid- to low-range melodic lines</strong>; Clear, singable motifs; Avoid piercing high-frequency content.</td>\n<td><strong>Gentle, recognisable cues</strong> with soft attack; Avoid sharp transients.</td>\n<td><strong>Nostalgic music</strong> from earlier decades; Environmental sounds linked to home or community.</td>\n</tr>\n<tr>\n<td><strong>Why they use it:</strong></td>\n<td><strong>To increase audibility and processing comfort, use positive memory association (nostalgia) to quickly build rapport and trust, and avoid jarring distractions.</strong></td>\n<td></td>\n<td></td>\n<td></td>\n</tr>\n</tbody></table>\n<p><strong><mark class=\"scilmi-highlight\">2nd version VISUAL INFORMATION </mark></strong><em>(and all from this point downward)</em></p>\n<p>Prompt in ChatGPT: I need characteristics of visual information (like wording, tone, formality) that grasp the attention according to audience category.</p>\n<p>Next prompt: Now, I would like that information in a table for the categories children vs teens vs adults, and formats like web pages, social post, poster, slides, infographic, worksheet, )</p>\n<p>Next prompt: I want you to merge these into one single &quot;master table&quot; (Format × Audience)</p>\n<table><thead><tr>\n<th><strong>Format</strong></th>\n<th><strong>Children (Primary)</strong></th>\n<th><strong>Teens (Secondary)</strong></th>\n<th><strong>Adults (General public)</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Web page</strong></td>\n<td>Big buttons + icons; minimal navigation. One idea per screen; lots of whitespace. Bright/high contrast; simple shapes. Very short labels (1–6 words).</td>\n<td>Bold hero headline; scroll-friendly &quot;cards&quot;. Authentic visuals (avoid overly corporate). Quick-scan layout; short sections. &quot;Why it matters&quot; visible early.</td>\n<td>Above-the-fold: benefit + primary CTA. Skimmable sections with headings. Accessibility (contrast/spacing; not color-only meaning). Trust cues if needed (logo/source/date).</td>\n</tr>\n<tr>\n<td><strong>Social post</strong></td>\n<td>One big image + one short message. Sticker-style callouts (arrows/circles). Safe margins (center key elements).</td>\n<td>Mobile-first typography; punchy hook line. Carousel style: one idea per slide. Trend-aware aesthetics (meme/collage ok).</td>\n<td>One key takeaway + clear visual anchor. Big readable text overlay (not paragraphs). Clear CTA (link/QR/learn more).</td>\n</tr>\n<tr>\n<td><strong>Poster</strong></td>\n<td>Large title + one hero character/object. 3 points max (icon + 2–4 words). Date/time/location in big simple block.</td>\n<td>Impact headline + striking visual/metaphor. Minimal copy; key details bold (&quot;drop&quot; style). QR only if it adds value.</td>\n<td>Headline readable from distance. Info blocks: What / When / Where. Contact/QR visible but not dominant.</td>\n</tr>\n<tr>\n<td><strong>Slides</strong></td>\n<td>One concept per slide. Big visuals; text supports visuals. Repeated structure across slides (predictable).</td>\n<td>Big visual + one takeaway line. Interactive prompts (&quot;Which would you choose?&quot;). Comparisons (A vs B) over long explanations.</td>\n<td>Takeaway title (title = conclusion). Charts annotated (&quot;Key insight…&quot;). Minimal text; speaker explains details.</td>\n</tr>\n<tr>\n<td><strong>Infographic</strong></td>\n<td>Mostly pictograms; very few numbers. Step-by-step flow (1–2–3 + arrows). Avoid dense text and complex legends.</td>\n<td>Rankings / Do–Don't / Myths–Facts. Labels on-chart (avoid legend hunting). Avoid tiny paragraph blocks.</td>\n<td>3–6 modular blocks. Labels directly on visuals. Numbers with context (comparisons/benchmarks).</td>\n</tr>\n<tr>\n<td><strong>Worksheet</strong></td>\n<td>Simple verb tasks: Circle/Match/Draw. Icon + short instruction; clear answer spaces. Visual separators (boxes/dashed lines).</td>\n<td>Challenge format (levels/checkpoints). Numbered steps; fast scanning. Space for choice/opinion (autonomy).</td>\n<td>Task-oriented layout (steps/forms/checklists). Clear instructions; minimal decoration. Examples placed next to tasks.</td>\n</tr>\n</tbody></table>\n<p><strong>AUDITORY INFORMATION (<mark class=\"scilmi-highlight\">sounds / music)</mark></strong></p>\n<p>Prompt in ChatGPT: I need characteristics of audio information that grasp the attention according to audience category</p>\n<table><thead><tr>\n<th><strong>Format</strong></th>\n<th><strong>Children (Primary)</strong></th>\n<th><strong>Teens (Secondary)</strong></th>\n<th><strong>Adults (General public)</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Web page (with audio/video)</strong></td>\n<td><strong>Fast, friendly cue</strong> (soft &quot;ding&quot;/chime) for actions; avoid harsh beeps. <strong>Short voice lines</strong> + warm tone. <strong>Clear start/stop</strong> controls and low default volume. Simple musical bed, minimal layers.</td>\n<td><strong>Modern, clean sound design</strong> (tight hits, subtle bass). Short, confident voice. Use audio sparingly—make it feel optional, not forced.</td>\n<td><strong>Subtle + functional</strong> cues (confirmation/error tones distinct but gentle). Voice is clear, neutral-professional. Audio never auto-plays; captions available if voice is used.</td>\n</tr>\n<tr>\n<td><strong>Social post (Reels/TikTok/short video)</strong></td>\n<td><strong>Upbeat, bouncy tempo</strong>; clear &quot;start&quot; sound in first second. Simple melody, playful percussion. Voice: enthusiastic, expressive, slow enough to follow.</td>\n<td><strong>Hook in first 0–1 sec</strong>: beat drop, recognizable rhythm, or sharp transition. Fast pacing; avoid &quot;kidsy&quot; SFX. Voice: natural and direct; minimal narration + on-screen text reinforcement.</td>\n<td><strong>Hook with clarity</strong>: a sound cue that signals value (calm confidence). Moderate pace; prioritize intelligibility. Avoid overly loud/chaotic mixes; keep music under voice.</td>\n</tr>\n<tr>\n<td><strong>Poster (with QR to audio / audio guide)</strong></td>\n<td>Audio starts with a <strong>welcoming jingle</strong> + &quot;What to do&quot; in one sentence. Use <strong>character voices</strong> carefully (not too many). Keep segments very short (10–30s chunks).</td>\n<td>Start with <strong>identity cue</strong> (style/genre match) + quick &quot;why listen&quot;. Use chapters and skippable segments. Tone: not instructional-preachy.</td>\n<td>Start with <strong>purpose line</strong> (&quot;In 30 seconds you'll learn…&quot;). Calm bed music or none. Skimmable chapters; clear next step and contact/info at end.</td>\n</tr>\n<tr>\n<td><strong>Slides (presentation audio / video inserts)</strong></td>\n<td><strong>Short attention resets</strong>: quick sound sting between sections (optional). Voice: varied intonation, clear pauses, slower pace. Avoid long background music.</td>\n<td>Use <strong>music only at transitions</strong> (open/close), not under dense info. Voice: energetic, concise; rhetorical questions work well. Avoid &quot;corporate stock music.&quot;</td>\n<td>Use sound to <strong>support structure</strong> (section stingers, emphasis) but keep minimal. Voice: steady pace, crisp articulation; silence is fine. If music: low, unobtrusive, short.</td>\n</tr>\n<tr>\n<td><strong>Infographic (with narration / audio infographic)</strong></td>\n<td>Narration as <strong>story</strong> with steps (&quot;First… next…&quot;). Sound effects: few and meaningful. Repetition helps. Keep total length short; frequent micro-pauses.</td>\n<td>Format as <strong>myth/fact</strong>, countdown, or &quot;3 things&quot;. Crisp SFX, modern bed. Keep it tight; avoid explaining the obvious.</td>\n<td>Narration is <strong>summary-first</strong>, then detail. Use sonic hierarchy (voice &gt; key SFX &gt; music). Provide sources/credits briefly; avoid gimmicky effects.</td>\n</tr>\n<tr>\n<td><strong>Worksheet (listening activity / audio instructions)</strong></td>\n<td>Clear spoken instructions + <strong>example</strong> before task. Slow pace, simple words, repeat key instruction once. Use gentle attention cue before each question.</td>\n<td>Use challenge framing (&quot;Your mission…&quot;). Faster pace but still clear; allow replay per item. Add short &quot;stingers&quot; for sections; avoid childish SFX.</td>\n<td>Explicit goals + steps. Moderate pace, precise wording. Provide pauses for writing. Use neutral cues (tone, not music) to separate questions.</td>\n</tr>\n</tbody></table>\n<p><strong><mark class=\"scilmi-highlight\">TEXT INFORMATION</mark></strong></p>\n<p>Prompt in ChatGPT: I need characteristics of text information that grasp the attention according to audience category</p>\n<table><thead><tr>\n<th><strong>Format</strong></th>\n<th><strong>Children (Primary)</strong></th>\n<th><strong>Teens (Secondary)</strong></th>\n<th><strong>Adults (General public)</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Web page</strong></td>\n<td>Super-short lines; action verbs (&quot;Click&quot;, &quot;Find&quot;). Big friendly headings; lots of breaks. Instructions chunked into 1–2 steps at a time.</td>\n<td>Punchy headline + short subhead. Skimmable sections (cards, bullets). Challenge/curiosity hooks (&quot;Try this&quot;, &quot;Can you…?&quot;).</td>\n<td>Benefit-first headline + clear value in first 2 lines. Descriptive headings; short paragraphs. Plain language + clear CTA (&quot;Book/Apply/Download&quot;).</td>\n</tr>\n<tr>\n<td><strong>Social post</strong></td>\n<td>3–7 words on image; simple verbs. Question prompts (&quot;Can you spot…?&quot;). Repetition/catchy phrasing.</td>\n<td>Hook in the first line (&quot;3 hacks…&quot;, &quot;Stop doing…&quot;, &quot;Most people miss…&quot;). Minimal text per slide; strong emphasis words. Conversational tone (not preachy).</td>\n<td>One clear takeaway sentence. Concrete specifics (who/what/when). Clear CTA in a few words (link/QR/Join). Avoid jargon.</td>\n</tr>\n<tr>\n<td><strong>Poster</strong></td>\n<td>Big title; 3 keywords max per line. Icons + 2–4 word labels. Key info repeated: When/Where.</td>\n<td>Bold headline + &quot;why come&quot; line. Short bullets; &quot;Do/Don't&quot; or &quot;Top 3&quot; style. Details formatted clearly (time/place).</td>\n<td>Headline readable from distance + 1-line summary. 3 info blocks: What/When/Where. Include credibility cues if relevant (organizer/contact).</td>\n</tr>\n<tr>\n<td><strong>Slides</strong></td>\n<td>One sentence max per slide (or label phrases). Simple repeated sentence stems. Questions for engagement (&quot;What do you think?&quot;).</td>\n<td>Takeaway titles; minimal body text. Prompts/polls; short comparisons (&quot;A vs B&quot;). Strong emphasis words; clean bullets.</td>\n<td>Title states conclusion (not topic). Bullet rules: 3–5 bullets, 5–7 words each. Add &quot;So what?&quot; line and next step.</td>\n</tr>\n<tr>\n<td><strong>Infographic</strong></td>\n<td>Labels not paragraphs. Step words: &quot;First/Next/Last&quot;. Very simple numbers (if any) + concrete meaning.</td>\n<td>Snappy section headers (&quot;Myth&quot;, &quot;Fact&quot;, &quot;Do this&quot;). Ranking/comparison captions. Tight microcopy; define slang/terms if used.</td>\n<td>Descriptive headers that summarize. Define terms; avoid abbreviations. Provide context for numbers + small source line when needed.</td>\n</tr>\n<tr>\n<td><strong>Worksheet</strong></td>\n<td>Instructions as short commands (&quot;Circle&quot;, &quot;Match&quot;, &quot;Draw&quot;). One task per box; checkboxes. Encouraging tone; repetition.</td>\n<td>Task framed as challenge/mission. Numbered steps; choices (&quot;Pick one and explain&quot;). Room for reflection/opinion.</td>\n<td>Clear task goal + steps. Examples next to questions. Neutral tone; explicit constraints and success criteria.</td>\n</tr>\n</tbody></table>\n<p>What tends to make a result/thumb/card <em><strong><mark class=\"scilmi-highlight\">stand out</mark></em> <mark class=\"scilmi-highlight\">on a Search Engine Results Page (SERP)</mark></strong> and on social-style preview cards.</p>\n<table><thead><tr>\n<th><strong>Format</strong></th>\n<th><strong>Children (Primary)</strong></th>\n<th><strong>Teens (Secondary)</strong></th>\n<th><strong>Adults (General public)</strong></th>\n</tr></thead><tbody>\n<tr>\n<td><strong>Web pages (how it appears in Google: title/snippet/favicon + any thumbnail)</strong></td>\n<td><strong>Visuals:</strong> clear friendly &quot;hero&quot; image (character/object) with simple background. <strong>Quick recognition:</strong> simple icons. <strong>Text in snippet:</strong> &quot;What you'll do&quot; in very few words (&quot;Play / Find / Make&quot;). <strong>Color:</strong> bright accent blocks (1–2) + high contrast; avoid subtle pastels in key elements. <strong>Favicon:</strong> bold simple shape.</td>\n<td><strong>Visuals:</strong> authentic photos or modern illustration style; less &quot;cute.&quot; <strong>SERP hook:</strong> specific promise + number (&quot;3 tricks&quot;, &quot;in 2 minutes&quot;). <strong>Color:</strong> high contrast, stylish palette; one strong accent (neon only as small tag). <strong>Favicon:</strong> minimal, modern, readable at tiny size.</td>\n<td><strong>Visuals:</strong> clean, relevant image (avoid gimmicks). <strong>SERP trust:</strong> clear benefit + concrete detail + who it's for; dates if event. <strong>Color:</strong> calm background + one highlight color for emphasis; strong legibility/contrast. <strong>Favicon:</strong> simple and credible (not busy).</td>\n</tr>\n<tr>\n<td><strong>Social posts (and their preview cards/thumbnail)</strong></td>\n<td><strong>Thumbnail:</strong> one big subject, friendly face/character. <strong>Overlay text:</strong> 2–4 words max (&quot;Find the code!&quot;). <strong>Color:</strong> cheerful high contrast; thick outlines; clear shapes.</td>\n<td><strong>Thumbnail:</strong> hook in 1 second: bold typography + striking crop. <strong>Overlay text:</strong> punchy hook (&quot;Stop doing this&quot;, &quot;3 hacks&quot;). <strong>Color:</strong> modern contrast; accent tag/corner stripe; trend-aware but not noisy.</td>\n<td><strong>Thumbnail:</strong> one takeaway + clear CTA. <strong>Overlay text:</strong> bigger, fewer words; avoid paragraphs. <strong>Color:</strong> restrained; high contrast; signal trust (avoid over-saturation).</td>\n</tr>\n<tr>\n<td><strong>Poster (QR leading to webpage/audio/registration)</strong></td>\n<td><strong>Scan target:</strong> huge QR area + arrow + &quot;SCAN&quot; label. <strong>Image:</strong> big hero graphic. <strong>Color:</strong> bright accent box around &quot;When/Where&quot;. <strong>Text:</strong> minimal; repeat key details.</td>\n<td><strong>Impact:</strong> bold headline that feels relevant; QR + short reason to scan (&quot;See clips / Join&quot;). <strong>Color:</strong> strong contrast + one accent; avoid &quot;schooly&quot; palettes.</td>\n<td><strong>Clarity:</strong> What/When/Where blocks; QR clearly labeled (&quot;Register&quot;). <strong>Color:</strong> high legibility; one highlight for date/time; keep it calm and official.</td>\n</tr>\n<tr>\n<td><strong>Slides (shown in class/talk; later shared online)</strong></td>\n<td><strong>Searchable sharing:</strong> first slide title matches common search terms (&quot;Cipher game for kids&quot;). <strong>Visuals:</strong> big icons. <strong>Color:</strong> bright but simple; consistent section colors.</td>\n<td><strong>Searchable sharing:</strong> titles like &quot;Google search hacks for students&quot;. <strong>Visuals:</strong> modern; authentic. <strong>Color:</strong> bold accent for key terms; avoid over-decoration.</td>\n<td><strong>Searchable sharing:</strong> benefit + specificity in titles (&quot;How to renew library card online&quot;). <strong>Visuals:</strong> clean charts/diagrams. <strong>Color:</strong> restrained; highlight only key points.</td>\n</tr>\n<tr>\n<td><strong>Infographic (often appears as a thumbnail in image search)</strong></td>\n<td><strong>Thumbnail-readability:</strong> large pictograms + 1 big number. <strong>Text:</strong> labels not paragraphs. <strong>Color:</strong> high contrast; one highlight color to guide steps.</td>\n<td><strong>Structure:</strong> &quot;Myth vs Fact&quot; / &quot;Do vs Don't&quot; blocks; bold headers. <strong>Color:</strong> sharp contrast; accent tags; avoid childish hues.</td>\n<td><strong>Structure:</strong> 3–6 modules; clear headings. <strong>Color:</strong> neutral base + one highlight; direct labels (don't force legend hunting).</td>\n</tr>\n<tr>\n<td><strong>Worksheet (often searched/downloaded; shown as preview image)</strong></td>\n<td><strong>Preview image:</strong> show just 1 activity panel (not the whole page). <strong>Title words:</strong> &quot;Match / Circle / Decode&quot;. <strong>Color:</strong> white base + one marker color; thick lines.</td>\n<td><strong>Preview image:</strong> show challenge/mission box + example. <strong>Title words:</strong> &quot;Challenge / Level / Mission&quot;. <strong>Color:</strong> modern accent strip; keep print-friendly.</td>\n<td><strong>Preview image:</strong> show task goal + example answer. <strong>Title words:</strong> &quot;Template / <a href=\"/checklists\">Checklist</a> / Step-by-step&quot;. <strong>Color:</strong> minimal ink; contrast-first; highlight only headings.</td>\n</tr>\n</tbody></table>\n<p><strong><mark class=\"scilmi-highlight\">1st version of categorization</mark></strong></p>\n<p>Information packaging refers to <strong>how content is selected, structured, formatted, and presented</strong> to serve a purpose or audience. Different formats shape how people understand, value, and use information.</p>\n<p>Below is a clear categorization:</p>\n<h3><strong>1. By <mark class=\"scilmi-highlight\">Format (Physical or Digital Container): Basic Categories</mark></strong></h3>\n<h4><strong>1.1 <mark class=\"scilmi-highlight\">Textual Formats</mark> → <mark class=\"scilmi-highlight\">Language</mark>?</strong> (Books, Articles, Emails &amp; newsletters…)</h4>\n<p><strong>Influence on Target Groups</strong></p>\n<ul>\n<li><strong>Children:</strong> Need simpler language, visuals, shorter texts.</li>\n<li><strong>Teens:</strong> Prefer concise, relatable content (blogs, articles).</li>\n<li><strong>Adults:</strong> Often prefer detailed text (reports, news).</li>\n<li><strong>Researchers/Professionals:</strong> Require structured, referenced, high-detail material (academic papers).</li>\n</ul>\n<p>SUBCATEGORISATION (like a &quot;checklist&quot;?) \\n→ which stylistic elements are used (rhetorical devices, wording, tone, formality, …)</p>\n<h4><strong>1.2 <mark class=\"scilmi-highlight\">Visual Formats</mark> → <mark class=\"scilmi-highlight\">Images</mark>?</strong> (Infographics, Posters, Maps, Charts &amp; graphs, Storyboards, Comics)</h4>\n<p><strong>Influence on Target Groups</strong></p>\n<ul>\n<li><strong>Children:</strong> Highly engaging; supports understanding without strong text decoding skills.</li>\n<li><strong>Visual learners:</strong> Benefit from patterns, spatial relationships.</li>\n<li><strong>General public:</strong> Infographics simplify complex data.</li>\n<li><strong>Specialized audiences:</strong> Technical diagrams help experts quickly interpret information.</li>\n</ul>\n<p>→ HOW are visuals presented / structured → how to analyse them (framing, colours, foregrounding, motive… → which appeal to certain audiences → what in the visual grabs our attention)</p>\n<h4><strong>1.3 Auditory Formats → <mark class=\"scilmi-highlight\">Sounds</mark>? (Music? Sound?)</strong></h4>\n<p>→ harmony? disharmony?\\n→ tones?</p>\n<p>→ volume?</p>\n<h4>1.4 &quot;Body Expression&quot; (&quot;Non-Verbal&quot;) from below? Does it fit here? Visual?</h4>\n<h4>1.5 <mark class=\"scilmi-highlight\">Physical Objects &amp; Experiential Formats</mark> (\\<em>\\</em>Museum artifacts, Models, Manipulatives (e.g., blocks, puzzles), Hands-on activities &amp; workshops)</h4>\n<p><strong>Influence on Target Groups</strong></p>\n<ul>\n<li><strong>Children:</strong> Hands-on learning improves comprehension.</li>\n<li><strong>Kinesthetic learners:</strong> Benefit from physical interaction.</li>\n<li><strong>Visitors in exhibitions:</strong> Tangible objects create emotional connection.</li>\n</ul>\n<h3><mark class=\"scilmi-highlight\">Combinations</mark></h3>\n<h4><strong><mark class=\"scilmi-highlight\">1.4 Audiovisual Formats </mark></strong>(Videos, Podcasts &amp; radio, Recorded lectures, Interviews</h4>\n<p><strong>Influence on Target Groups</strong></p>\n<ul>\n<li><strong>Children &amp; teens:</strong> Video boosts engagement and retention.</li>\n<li><strong>Adults on the go:</strong> Podcasts increase accessibility.</li>\n<li><strong>People with reading difficulties or disabilities:</strong> Multisensory access supports inclusion.</li>\n</ul>\n<h4>Auditextual (Songs = Sounds + Lyrics = Text)</h4>\n<hr>\n<h4><strong>1.4 <mark class=\"scilmi-highlight\">Interactive &amp; Digital Formats </mark></strong>(Websites, Apps, Games &amp; simulations, Digital exhibitions, VR/AR experiences,Social media posts</h4>\n<p><strong>Influence on Target Groups</strong></p>\n<ul>\n<li><strong>Teens &amp; young adults:</strong> Highly engaging; supports active learning.</li>\n<li><strong>General public:</strong> Quick access; easy navigation.</li>\n<li><strong>Researchers:</strong> Digital databases accelerate retrieval.</li>\n<li><strong>People with disabilities:</strong> Accessibility tools (text-to-speech, contrast, captions).</li>\n</ul>\n<p>####</p>\n<p>####</p>\n<h3><strong>2. <mark class=\"scilmi-highlight\">By Structure</mark> (How the Information Is Organized)</strong></h3>\n<h4><strong>2.1 <mark class=\"scilmi-highlight\">Narrative</mark> Structure</strong></h4>\n<ul>\n<li>Story format</li>\n<li>Character-driven information</li>\n<li>Sequential storytelling</li>\n</ul>\n<p><strong>Effect:</strong></p>\n<ul>\n<li>Children retain information better through stories.</li>\n<li>Adults connect emotionally with narrative-based learning.</li>\n</ul>\n<hr>\n<h4><strong>2.2 <mark class=\"scilmi-highlight\">Expository</mark> Structure</strong></h4>\n<ul>\n<li>Objective explanation</li>\n<li>Cause &amp; effect</li>\n<li>Problem/solution</li>\n<li>Compare/contrast</li>\n</ul>\n<p><strong>Effect:</strong></p>\n<ul>\n<li>Ideal for academic, technical, or informational content.</li>\n<li>Helps analytical thinkers and older students.</li>\n</ul>\n<hr>\n<h4><strong>2.3 <mark class=\"scilmi-highlight\">Instructional / Procedural</mark> Structure</strong></h4>\n<ul>\n<li>Step-by-step</li>\n<li>How-to guides</li>\n<li>Tutorials</li>\n<li>Recipes</li>\n<li>Manuals</li>\n</ul>\n<p><strong>Effect:</strong></p>\n<ul>\n<li>Useful for practical tasks &amp; skills.</li>\n<li>Teens and adults appreciate clarity and actionability.</li>\n</ul>\n<hr>\n<h4><strong>2.4 <mark class=\"scilmi-highlight\">Persuasive</mark> Structure</strong></h4>\n<ul>\n<li>Advertisements</li>\n<li>Opinion articles</li>\n<li>Campaigns</li>\n<li>Calls to action</li>\n</ul>\n<p><strong>Effect:</strong></p>\n<ul>\n<li>Strongly shapes attitudes and decisions.</li>\n<li>Teens may be more influenced by emotional appeals.</li>\n<li>Adults may respond more to logical arguments.</li>\n</ul>\n<hr>\n<h4><strong>2.5 <mark class=\"scilmi-highlight\">Data-Driven / Analytical</mark> Structure</strong></h4>\n<ul>\n<li>Tables</li>\n<li>Statistical reports</li>\n<li>Dashboards</li>\n<li>Research findings</li>\n</ul>\n<p><strong>Effect:</strong></p>\n<ul>\n<li>Suitable for professionals and researchers.</li>\n<li>Harder for young audiences unless simplified.</li>\n</ul>\n<hr>\n<h3><strong>3. By <mark class=\"scilmi-highlight\">Style (Tone and Presentation) → subtype of 1</mark></strong></h3>\n<h4><strong>3.1 Formal Style</strong></h4>\n<ul>\n<li>Academic papers</li>\n<li>Government documents</li>\n<li>Technical manuals</li>\n</ul>\n<p><strong>Audience:</strong> professionals, researchers, policymakers.</p>\n<h4><strong>3.2 Informal Style</strong></h4>\n<ul>\n<li>Blogs</li>\n<li>Social media</li>\n<li>Popular magazine articles</li>\n</ul>\n<p><strong>Audience:</strong> general public, teens, casual learners.</p>\n<hr>\n<h4><strong>3.3 Multimodal Style</strong></h4>\n<ul>\n<li>Combines text + audio + video + interactive elements</li>\n</ul>\n<p><strong>Audience:</strong> diverse learners; supports accessibility.</p>\n<hr>\n<h3><strong>4. →  <mark class=\"scilmi-highlight\">Purpose</mark> (Why the Information Exists &lt;- Our Interpretation of the effect of the packing (i.e. the analysis based on the previous categories).</strong></h3>\n<p><strong>4.1 <mark class=\"scilmi-highlight\">Educational</mark></strong></p>\n<ul>\n<li>textbooks, lessons, tutorials</li>\n<li>aimed at learning</li>\n</ul>\n<p><strong>4.2 <mark class=\"scilmi-highlight\">Informational</mark></strong></p>\n<ul>\n<li>news, encyclopedia, facts</li>\n<li>aimed at informing</li>\n</ul>\n<p><strong>4.3 <mark class=\"scilmi-highlight\">Entertainment</mark></strong></p>\n<ul>\n<li>stories, cartoons, comics</li>\n<li>aimed at enjoyment</li>\n</ul>\n<p><strong>4.4 <mark class=\"scilmi-highlight\">Persuasion / Advocacy</mark></strong></p>\n<ul>\n<li>campaigns, ads, political messaging</li>\n<li>aimed at influencing behavior</li>\n</ul>\n<p><strong>4.5 <mark class=\"scilmi-highlight\">Practical / Utility</mark></strong></p>\n<ul>\n<li>instructions, maps, weather forecasts</li>\n<li>aimed at immediate use</li>\n</ul>\n<p><strong>Effects on target groups</strong></p>\n<p>Different purposes require different emotional and cognitive engagement.\\n• <strong>Children:</strong> respond strongly to fun and visuals.\\n• <strong>Teens:</strong> react to relevance and authenticity.\\n• <strong>Adults:</strong> value clarity and usefulness.\\n• <strong>Seniors:</strong> appreciate simplicity and legibility.</p>\n<p><strong>1. Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature (2024)</strong> <a href=\"https://www.mdpi.com/2227-7102/14/9/1010?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\">MDPI+1</a></p>\n<p><strong>2.Moving towards a more comprehensive understanding of multimodal text complexity (2025)</strong><a href=\"https://link.springer.com/article/10.1007/s44020-025-00079-9?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\">SpringerLink</a>\\n\\n<strong>3. Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature (2024)</strong><a href=\"https://doaj.org/article/d1ef0b2c44f340d6af3a0fdabceaf0a9?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\">Directory of Open Access Journals+1</a></p>\n<p><strong><mark class=\"scilmi-highlight\">2nd version of categorization</mark></strong></p>\n<p><strong>Below are the commonly listed core types of communication, with definitions and key points:</strong></p>\n<ol>\n<li><strong>Verbal (or Oral) Communication</strong></li>\n</ol>\n<ul>\n<li><strong>Definition: Communication through spoken words.</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training+2Teleprompter+2</strong></a></li>\n<li><strong>Examples: face-to-face conversations, phone calls, video‐conferences.</strong> <a href=\"https://prezentium.com/different-communication-methods/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>PREZENTIUM+1</strong></a></li>\n<li><strong>Key features: allows immediate feedback, tone of voice, real‐time interaction.</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training+1</strong></a></li>\n<li><strong>Limitations: may lack a record unless recorded/transcribed; depends on auditory channel.</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training</strong></a></li>\n</ul>\n<ol>\n<li><strong>Written Communication</strong></li>\n</ol>\n<ul>\n<li><strong>Definition: Communication through written symbols (letters, emails, reports, text messages).</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu+1</strong></a></li>\n<li><strong>Examples: emails, formal letters, chat messages, documentation.</strong> <a href=\"https://prezentium.com/different-communication-methods/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>PREZENTIUM</strong></a></li>\n<li><strong>Key features: permanent record, can be revisited, good for complex information.</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu+1</strong></a></li>\n<li><strong>Limitations: lacks vocal tone, body language; potential for misinterpretation of tone.</strong> <a href=\"https://prezentium.com/different-communication-methods/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>PREZENTIUM</strong></a></li>\n</ul>\n<ol>\n<li><strong>Non-Verbal Communication / Body Expressions</strong></li>\n</ol>\n<ul>\n<li><strong>Definition: Communication without words (body language, facial expressions, gestures, posture, eye contact, tone/voice cues)</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training+1</strong></a></li>\n<li><strong>Examples: nodding, facial expressions, spacing between people, touch, paralanguage (tone/pitch)</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu+1</strong></a></li>\n<li><strong>Key features: can convey emotions, attitudes, relational cues; often occurs subconsciously.</strong></li>\n<li><strong>Limitations: highly dependent on cultural context; can be ambiguous without verbal content.</strong></li>\n</ul>\n<ol>\n<li><strong>Visual Communication</strong></li>\n</ol>\n<ul>\n<li><strong>Definition: Communication through visual elements (images, symbols, graphs, video)</strong> <a href=\"https://www.valamis.com/hub/types-of-communication?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Valamis+1</strong></a></li>\n<li><strong>Examples: infographics, slides, videos, charts, signage.</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu</strong></a></li>\n<li><strong>Key features: leverages visual perception; can enhance clarity and retention.</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu</strong></a></li>\n<li><strong>Limitations: visuals may be interpreted differently across cultures; may require supplementary text/voice.</strong></li>\n</ul>\n<ol>\n<li><strong>Listening (or Aural Communication)</strong></li>\n</ol>\n<ul>\n<li><strong>Some authors treat &quot;listening&quot; or &quot;aural communication&quot; as a distinct type.</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu+1</strong></a></li>\n<li><strong>Definition: Receiving and processing auditory information; active listening is considered a communication skill.</strong> <a href=\"https://leverageedu.com/blog/modes-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Leverage Edu</strong></a></li>\n<li><strong>Note: This one is less frequently singled out in older texts, but recent sources include it as a type.</strong></li>\n</ul>\n<ol>\n<li><strong>Digital/Technology-Mediated Methods</strong></li>\n</ol>\n<ul>\n<li><strong>While not always listed as a separate &quot;type&quot;, recent articles highlight modes enabled by digital media (e.g., synchronous vs asynchronous, computer-mediated communication)</strong> <a href=\"https://helpfulprofessor.com/types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Helpful Professor+1</strong></a></li>\n<li><strong>For example: synchronous chat/video vs asynchronous email/forums.</strong></li>\n<li><strong>This is relevant in modern contexts (online learning, remote work, social media).</strong></li>\n</ul>\n<p><strong>Beyond the core &quot;types&quot; above, there are further ways to categorize communication that may enrich your program:</strong></p>\n<ul>\n<li><strong>Formal vs Informal Communication — style and context matter.</strong> <a href=\"https://www.themijournal.com/admin1/upload/01%20Dr%20Radhika%2049524.pdf?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>MI Journal</strong></a></li>\n<li><strong>Intrapersonal vs Interpersonal vs Group vs Mass Communication</strong></li>\n<li>* <strong>Intrapersonal: communication with oneself (thoughts, reflections).</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training+1</strong></a></li>\n<li><strong>Interpersonal: between two or more people.</strong> <a href=\"https://www.uopeople.edu/blog/types-of-communication-back-to-basics/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>University of the People</strong></a></li>\n<li><strong>Group/Team: small group interactions.</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training</strong></a></li>\n<li><strong>Mass Communication: one-to-many via media channels.</strong> <a href=\"https://colinjamesmethod.com/the-4-types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>CJM Training</strong></a></li>\n<li><strong>Synchronous vs Asynchronous — timing of interaction (real-time vs delayed).</strong> <a href=\"https://helpfulprofessor.com/types-of-communication/?utm<em>source=chatgpt.com\" target=\"</em>blank\" rel=\"noopener\"><strong>Helpful Professor+1</strong></a></li>\n<li><strong>Multimodal Communication — combining multiple modes (e.g., visual + audio + text) to convey meaning.</strong> <a href=\"https://en.wikipedia.org/wiki/Multimodal<em>pedagogy?utm</em>source=chatgpt.com\" target=\"_blank\" rel=\"noopener\"><strong>Wikipedia</strong></a></li>\n</ul>\n<p><strong>Language and tone</strong>  </p>\n<ul>\n<li>Formal tone (polite, structured, with complex vocabulary) often means the audience could be teachers, professionals, or the general public.</li>\n<li>Informal tone (slang, casual expressions, simple words) usually indicates friends, peers, or a younger audience.</li>\n<li>Persuasive/emotional tone may suggest the writer is addressing people they want to convince (like voters, customers, or classmates).</li>\n<li><strong>Kind of language used = Register:</strong> Simple and casual, Technical and formal, Persuasive and emotional, Humorous and playful</li>\n</ul>\n<p><strong>domain 2: presentation of the content / Content and subject matter</strong> (1st source) (2nd  source) (3rd  source) <strong>(4th source)</strong></p>\n<ul>\n<li>If the text explains things step by step, the audience might be <strong>learners or beginners</strong>.</li>\n<li>If it assumes prior knowledge, the audience is likely <strong>specialists or experts</strong>.</li>\n<li>If it talks about rules, duties, or behavior, the audience might be <strong>students, employees, or community members</strong>.</li>\n</ul>\n<p><strong>Examples: Format and setting (</strong>structure, medium, channel??<strong>)</strong> (3rd  source) <strong>(4th source)</strong></p>\n<ul>\n<li>A <strong>letter</strong> or <strong>email</strong> might have clues in the greeting (&quot;Dear Principal,&quot; → audience = school authority).</li>\n<li>A <strong>poster or ad</strong> is aimed at a <strong>wide public audience</strong>.</li>\n<li>A <strong>textbook or worksheet</strong> is clearly for <strong>students</strong>.</li>\n<li>A <strong>speech</strong> might be for a <strong>specific group</strong> gathered at an event.</li>\n</ul>\n<p><strong>Examples of different tones and registers: Pronouns and direct address</strong> (3rd  source) <strong>(4th source)</strong></p>\n<ul>\n<li>&quot;You&quot; often shows the writer is addressing the reader directly.</li>\n<li>&quot;We&quot; can mean the writer and reader share a common identity (e.g., classmates, citizens).</li>\n<li>No direct address may suggest the text is for <strong>general readers</strong>.</li>\n</ul>\n<p><strong>Purpose  ((1st source) (2nd source) (3rd  source)</strong> <strong>(4th source)</strong></p>\n<p>Ask: <em>Why was this written?</em></p>\n<ul>\n<li>To <strong>inform</strong> → audience wants information.</li>\n<li>To <strong>entertain</strong> → audience wants amusement.</li>\n<li>To <strong>persuade</strong> → audience is undecided or needs convincing.</li>\n<li>To <strong>instruct</strong> → audience needs guidance.</li>\n<li>To <strong>sell</strong> something</li>\n<li>To <strong>educate</strong></li>\n</ul>\n<ul>\n<li>\\</li>\n<li>Recipient Categories</li>\n</ul>\n<ul>\n<li>Age</li>\n<li>children</li>\n<li>youth</li>\n<li>…</li>\n<li>Socio-economic background</li>\n<li>Regional background</li>\n<li>Educational background</li>\n</ul>\n<h2>Dimensions for Tailoring Messages to Target Audiences</h2>\n<ul>\n<li>Language</li>\n<li>Visuals</li>\n<li>….</li>\n</ul>\n<h3>☑ <mark class=\"scilmi-highlight\">Intended Audience / Recipients</mark></h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><p>When analysing a source, it is important to realise that all information is created for a particular individual or group of people. Therefore, when evaluating an information source, it is useful to consider the intended audience or specific group of recipients the source's information is meant for. Identifying the intended recipients of a source involves several steps, such as:</p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Check for Explicit Audience Cues,</strong> in Prefaces, Introductions, or Abstracts</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Analyse the Content:</strong> Language and Tone, Technical Jargon, Simplified Language, Topics Covered (Consider the subject matter. Is it niche or broad?)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Examine the Publication:</strong> e.g\\<em>\\</em>.\\<em>\\</em> Where is the article published?</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Consider the Purpose:</strong> Informative, Persuasive, or Entertaining</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Look for Demographic Indicators:</strong></span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Check for Citations and References:</strong></span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Audience Engagement:</strong> Comments and Feedback</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Research and Surveys</strong></span></li>\n</ul></div>\n</div>\n<h1><mark class=\"scilmi-highlight\">Lateral Reading</mark></h1>\n<p>Lateral reading is a strategy of evaluating information like a fact-checker. The initial focus is on questioning the source, and not the content, its justification, or supporting evidence. Students are taught to open additional tabs and search information about the source. Specifically, you are checking the credibility of your source based on what other sites say about it.</p>\n<p>It's called lateral because instead of moving up and down, you are moving from tab to tab.</p>\n<blockquote><p>To read laterally:&lt;br&gt;&lt;br&gt;<em> Decide first, which information source (website, platform, author, messenger) you would like to check.&lt;br&gt;</em> Leave the site you are on open.&lt;br&gt;<em> Research about your information source by opening new tabs in your browser whenever needed.&lt;br&gt;</em> Use different search strategies to find out as much as you can. Switch from tab to tab.&lt;br&gt;* Read what trusted and reliable sources are saying about the information source. Try to find four or five other sources that discuss or link to it. (If you can't find that many, that's a sign that your information source might not be good).&lt;br&gt;&lt;br&gt;(Piedmont Virginia Community College Library, n.d.).</p></blockquote>\n<p>You can use the following strategy:</p>\n<blockquote><p>a) Research the website's author or organization. Identify any possible bias or messaging associated with the organization.&lt;br&gt;&lt;br&gt;b) Identify keywords in your source and complete your own web search of that topic. Look for the same information on other credible websites. Compare the results with your original source.&lt;br&gt;&lt;br&gt;c) Find a quotation attributed to specific people. Conduct your own research to verify the quotation and confirm it has not been taken out of context or misconstrued.&lt;br&gt;&lt;br&gt;d) Look for hyperlinks or citations to other organizations or sources. Conduct an online search of those organizations to determine any possible bias or messaging associated with the organization or sources.&lt;br&gt;&lt;br&gt;e) Look for any advertisements or sponsored content on the website. Conduct a web search to identify possible bias. (MLA Style Center, 2020)</p></blockquote>\n<p>f) Check for Updates: publication date, revisions</p>\n<p>g) Use Fact-Checking Tools</p>\n<p>h) Practice <mark class=\"scilmi-highlight\">Reverse Image Search</mark></p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., &amp; Wineburg, S. (2022). <em>Science Education in an Age of Misinformation</em>. Stanford University, Stanford, CA.</li>\n<li>Breakstone, J., et al., <em>Lateral reading: College students learn to critically evaluate internet sources in an online course.</em> Harvard Kennedy School (HKS) Misinformation Review, 2021. 2</li>\n<li>Piedmont Virginia Community College Library (n.d.). <em>How do I read laterally?</em> Available at https://libguides.pvcc.edu/lateral_reading/home</li>\n<li>MLA Style Center (2020). <em>Introducing lateral reading before research</em>. Available at: https://style.mla.org/lateral-reading/ (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<h1>Malinformation</h1>\n<blockquote><p>Malinformation refers to information that is based on truth (though it may be exaggerated or presented out of context) but is shared with the intent to attack an idea, individual, organization, group, country or other entity (Princeton Public Library, n.d.)</p></blockquote>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Princeton Public Library. (n.d.). Misinformation, disinformation &amp; malinformation: A guide. Available at: https https://princetonlibrary.org/guides/misinformation-disinformation-malinformation-a-guide/</li>\n</ul></div>\n</div>\n<h1>Messenger</h1>\n<p>In contrast to an author, who creates content, a messenger is someone who delivers content. A messenger conveys a message or information from one person or source to a recipient or an audience. The role of the messenger is to pass on information, whether it's verbal, written, or through another medium, without altering its content. They act as an intermediary or a vehicle for communication.</p>\n<p>However, it's always very important to check if the messenger has actually transferred the information without any alterations.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Messenger. <em>In Cambridge Dictionary</em>. Available at <a href=\"https://dictionary.cambridge.org/dictionary/english/messenger\" target=\"_blank\" rel=\"noopener\">https://dictionary.cambridge.org/dictionary/english/messenge</a>. Accessed 20 Feb. 2025.</li>\n</ul></div>\n</div>\n<h1>Misinformation</h1>\n<p>Misinformation is defined as false, incomplete inaccurate/misleading information or content which is generally shared by people who do not realise that it is false or misleading, and without intent to harm. Misinformation often surfaces when a breaking news story is unfolding and details have not yet been confirmed. Another instance of misinformation is when people share false information as a fact without thoroughly checking that the information they are sharing is accurate.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Princeton Public Library. (n.d.). Misinformation, disinformation &amp; malinformation: A guide. Available at: https &lt;https://princetonlibrary.org/guides/misinformation-disinformation-malinformation-a-guide/&gt;</li>\n<li>Palfrey, J. (2025). Misinformation and disinformation. In <em>Encyclopedia Britannica</em>. Retrieved May 12, 2025, from \\[Misinformation and Disinformation | Overview, Differences, How It Is Spread, Free Expression, &amp; AI | Britannica\\]</li>\n</ul></div>\n</div>\n<h1>Peer-Reviewed</h1>\n<p>Peer-reviewed is the result of a process of evaluating research papers in discipline-specific journals. This process intends to evaluate the quality of the research that the authors submitted to the journal.</p>\n<p>For this, two or more experts in a specific field of knowledge act as revisors. They read and analyse the paper, often independently and anonymously, to check the validity of the hypothesis and reliability of the results provided in the manuscript. After the analysis each revisor should separately decide if the manuscript should be published in the journal based on the general validity of the manuscript, the reliability of the results and the potential impact on the state-of-the-art in the discipline, and its potential impact on society.</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Taylor &amp; Francis Author Services. (2024). <em>Understanding the peer review process What is peer review? A guide for authors</em>. &lt;https://authorservices.taylorandfrancis.com/publishing-your-research/peer-review/&gt;</li>\n<li>Wiley Author Services. (2024). <em>The peer review process.</em>  &lt;https://authorservices.wiley.com/Reviewers/journal-reviewers/what-is-peer-review/the-peer-review-process.html&gt;</li>\n<li>Elsevier. (2024). <em>What is peer review?</em> &lt;https://www.elsevier.com/reviewer/what-is-peer-review&gt;</li>\n</ul></div>\n</div>\n<h1>Rhetorical Devices</h1>\n<p>Rhetorical devices are linguistic tools (techniques) that authors or speakers use to evoke a particular reaction from their audience and to enhance persuasion. These techniques enhance the effectiveness of communication by appealing to logic, emotion, or credibility. This can help to discuss and isolate ideas that might otherwise become abstract and confusing.  Each rhetorical device is a distinct tool that can be used to construct an argument or make an existing argument more compelling.</p>\n<p>As with the word rhetoric itself, many of these rhetorical devices come from Greek, such as Logos (persuade via logic and reason), Pathos (base their appeal in emotion), Ethos (try to convince that the speaker is a credible source), Kairos (dependent on the idea that the time has come for a particular idea or action).</p>\n<h1>Searching for Information and Search Engines</h1>\n<h2>Search Engine</h2>\n<p>Computer software designed to help the user locate information available at sites on the World Wide Web by selecting categories from a hierarchical directory of subjects (example: Yahoo!) or by entering appropriate keywords or phrases (Google, Bing, Hotbot, etc.)</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Odlis (no date). Available at: https://odlis.abc-clio.com/ (Accessed: 5 December 2024).</li>\n</ul></div>\n</div>\n<h3>☑ Search Engines</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><p><strong>General Search Engines</strong></p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Google</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Bing</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Yahoo</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>DuckDuckGo</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Ecosia</span></li>\n<p><strong>Academic &amp; Specialised Search Engines</strong></p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Google Scholar</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Microsoft Academic (archived, replaced by OpenAlex)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>BASE (Bielefeld Academic Search Engine)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Semantic Scholar</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>CORE</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>RefSeek</span></li>\n</ul></div>\n</div>\n<h2>Search Query</h2>\n<p>A search query is a set of words or phrases that a user enters into a search engine or a database to find relevant information and satisfy their information needs. There are various ways to structure an effective search query, such as to identify the main keywords, to use <em><mark class=\"scilmi-highlight\">Boolean Operators</mark></em> (AND, OR, NOT), use quotation marks for exact phrases and use wildcards and truncation. Web search queries are distinctive in that they are often plain text and techniques like boolean search directives are rarely used.</p>\n<h2>Search Strategy</h2>\n<p>A search strategy is a systematic and organised plan or methodology that guides the overall search process for finding information relevant to a specific research question. In that way one can maximise the efficiency and accuracy of searches in databases, search engines, or other information sources. It encompasses the choice of sources, tools and techniques to be used.</p>\n<p>A search strategy should include some or all of the following as an iterative process:</p>\n<ul>\n<li>Understand your topic. Think what exactly you are looking for, what specific questions you need to answer and start breaking down your research question into its main ideas or concepts</li>\n<li>Identify keywords. Choose various terms or combinations of them, including synonyms, related terms or phrases you can use in various tools to answer your questions</li>\n<li>Select appropriate tools (e.g search engines, databases, specialised websites)</li>\n<li>Use appropriate search techniques such as Boolean operators (AND, OR, NOT), truncation, wildcards, and phrase searching to combine or refine search terms for more precise results.</li>\n<li>Review results and adjust your strategy as needed to improve relevance and completeness. You can adjust keywords or operators or try different tools.</li>\n</ul>\n<div class=\"scilmi-callout scilmi-callout-warning\">\n<div class=\"scilmi-callout-title\">Warning</div>\n<div class=\"scilmi-callout-body\"><p><strong>Entweder embed oder link H5P</strong></p></div>\n</div>\n<h1><strong>Searching for Information and Artificial Intelligence</strong></h1>\n<p>Artificial intelligence (AI) has rapidly transformed how information is searched and accessed. AI offers today a different and impressive way of searching, mostly by the usage of conversational tools, which can simulate human conversation. </p>\n<h2>AI-Driven Search Results Differ from Traditional Search in Several Key Ways such as:</h2>\n<ul>\n<li>Traditional search: Users enter queries and receive results based on keyword matching. <strong>AI-Powered Search</strong>: Allows users to refine searches through follow-up questions, creating a dynamic and interactive experience.</li>\n<li>Traditional Search: Displays a list of links requiring users to click through and gather information themselves. <strong>AI-Powered Search</strong>: Provides summarised answers directly, pulling insights from multiple sources to give users an instant overview.</li>\n<li>Traditional Search: Results are largely based on general relevance. <strong>AI-Powered Search</strong>: Can tailor responses based on user intent, preferences, and previous searches.</li>\n<li>Traditional Search: Users rely on clicking links to verify information. <strong>AI-Powered Search</strong>: Some AI-driven search engines cite sources directly in responses, making verification faster and easier</li>\n</ul>\n<p>In order to start searching in an AI tool you have to use what is known as prompt.</p>\n<p><strong>A &quot;prompt&quot;</strong> is essentially an instruction or question given to an AI tool to generate a response. Prompts shape how AI responds, so the more detailed or specific they are, the better and more useful the answer will be. For effective search results, AI tools need well-structured prompts​. A well-structured prompt enables the AI to give you meaningful relevant and useful results.</p>\n<h2>To Maximise the Benefits of AI in Information Searching, Consider these Strategies:</h2>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p><strong>Be Specific</strong> – Clearly state your information need or question to guide the AI toward relevant sources. The clearer and more detailed your prompt is, the better the response will be.</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p><strong>Provide Context and be explicit</strong> – If you're working on something specific, give details. Include instructions on the format, content and scope of the response in the prompt</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p><strong>Set a Tone</strong> – Want something humorous, formal, poetic? Let it know</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p><strong>Break It Down</strong> – If you have a complex request, consider splitting it into smaller prompts. It can help refine results step by step.</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p><strong>Experiment &amp; Adjust</strong> – If the response isn't quite what you want, tweak the prompt! Adjust wording, add details, or change the approach.</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p><strong>Confirm and verify information:</strong> Ask the AI to provide sources or clarify uncertainties. Cross-reference AI-generated results with trusted sources to ensure accuracy and objectivity. Remember that AI may not have access to real-time data or personal experiences. Also, It is imperative that you read and verify the search results and the cited items in relation to your questions of your specific topic.</p></div>\n</div>\n<p>AI search is an exciting shift in information retrieval, but balancing AI efficiency with human judgment remains crucial.</p>\n<h2>Potential Drawbacks</h2>\n<p><strong>AI-driven search has impressive benefits, but it's not without its challenges</strong>. Here are some potential drawbacks:</p>\n<ul>\n<li>Unlike traditional search engines that clearly show links, AI-generated answers might not always disclose where the information comes from, making it harder to verify.</li>\n<li>AI-generated summaries can sometimes misinterpret data or present incomplete information. Users may need to double-check sources for accuracy and reliability.</li>\n<li>AI-models are trained on existing data, which can include biases. If not managed carefully, AI-driven search tools might reinforce certain perspectives over others.</li>\n<li>Traditional search encourages users to explore various sources, fostering independent research. AI-generated answers streamline results but might reduce diverse perspectives and loss of exploration.</li>\n<li>While AI-powered search improves efficiency, some tools may not always provide the latest real-time information as effectively as traditional search.</li>\n<li>AI search engines often personalise results, which means they may collect and analyze user data to refine searches - raising potential privacy issues.</li>\n<li>Users might rely too heavily - depend - on AI-generated responses instead of critically analyzing sources themselves.</li>\n</ul>\n<p>As a conclusion, it's important not to rely on an AI tool for all of your research, and also not to accept everything as safe result. Otherwise, you will risk missing important information, or not relevant to your topic or even not accurate or updated information. The search results on the same query may vary from one tool to another. ​Further, the same tool produces different results at different times of the same day, let alone on different days.</p>\n<p>Responsible use of AI requires awareness of its limitations, including transparency and potential overreliance. Combining AI tools with traditional critical thinking and source evaluation skills creates a balanced and effective approach.</p>\n<h3>☑ Databases and Library Catalogues</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><p><strong>Databases</strong></p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>JSTOR</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>ScienceDirect</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>PubMed</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>ProQuest</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>EBSCOhost</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>IEEE Xplore</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Google Scholar</span></li>\n<p><strong>Library Catalogues</strong></p>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>WorldCat</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Library of Congress Catalog</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>British Library Catalogue</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>National Library of Australia Catalogue</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Karlsruher Virtueller Katalog (KVK)</span></li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>Open Library</span></li>\n</ul></div>\n</div>\n<h1>Social Media Platforms</h1>\n<p>&quot;Social media platforms refer to online platforms and tools that allow people to create, share, and exchange information and content with others. Examples of social media platforms such as Facebook, Instagram, LinkedIn, TikTok. They serve as virtual spaces where individuals can express themselves, engage in conversations, and participate in community building, often influencing how information is disseminated and consumed in today's society</p>\n<div class=\"scilmi-callout scilmi-callout-info\">\n<div class=\"scilmi-callout-title\">Info</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li>Tomasis, Rebecca. 'What Are Social Media Platforms? | a Definition'. <em>Wix-Encyclopedia</em>. Available at: https://www.wix.com/encyclopedia/definition/social-media-platforms.</li>\n</ul></div>\n</div>\n<h3>☑ Social Media Platforms</h3>\n<div class=\"scilmi-callout scilmi-callout-success\">\n<div class=\"scilmi-callout-title\">Success</div>\n<div class=\"scilmi-callout-body\"><ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>text-based social media</span></li>\n<li>X (formerly Twitter)</li>\n<li>Bluesky</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>audio-visual</span></li>\n<li>Instagram</li>\n<li>YouTube</li>\n<li>TikTok</li>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span>hybrid (blend of text and audiovisual content, with no single dominant mode)</span></li>\n<li>Facebook</li>\n</ul></div>\n</div>\n<h1>Spill-Over Effects</h1>\n<p>The process by which information that gains visibility within one information channel — whether through artificial amplification, trending, or editorial selection — is picked up and further distributed in other information channels, thereby reaching audiences beyond the original channel</p>\n<p>Spill-over can occur through journalistic reporting, cross-platform sharing, editorial curation, or user-driven redistribution.</p>\n<p>→ A research finding shared on a scholarly database may be reported on by a news outlet, discussed on social media, and summarised by an AI assistant.</p>\n<p>→ A topic artificially amplified by bots on a social media platform may be picked up by journalists, appear in discovery feeds, or be referenced in discussion forums.</p>\n<p>→ Spill-over effects can increase the reach of both reliable and unreliable information, and can make information appear more widely established than it originally was.</p>\n<h1>Sponsored Content</h1>\n<h2>Identify Visual Indications of Sponsored Content</h2>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Identify labels, such as &quot;Ad&quot;, &quot;sponsored&quot;, &quot;promoted&quot;, or &quot;paid content&quot;</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Identify disclaimers at the top or bottom of the page indicating the content is sponsored or contains affiliate links</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Spot visual differences that differentiate sponsored content from organic results</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Spot company logos and branding</p></div>\n</div>\n<h2>Analyse Textual and Behavioural Cues</h2>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Analyse call to actions (sponsored content and ads frequently invite to &quot;Buy Now&quot;, &quot;Sign up&quot;, etc.)</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Identify promotional or sales-oriented language</p></div>\n</div>\n<h2>Use Technical Tools to Identify Sponsored Content</h2>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Check the URL structure for redirects or unusual parameters</p></div>\n</div>\n<div class=\"scilmi-callout scilmi-callout-tip\">\n<div class=\"scilmi-callout-title\">Tip</div>\n<div class=\"scilmi-callout-body\"><p>Use ad-blockers and reader mode in your browser</p></div>\n</div>\n<h1>Typical Users of …</h1>\n<ul>\n<li>national newspapers</li>\n<li>age group</li>\n<li>gender</li>\n<li>education level</li>\n<li>socio-economic background</li>\n</ul>","UPDATEDAT":"2026-04-12T22:56:41.269Z","ID":"e24e8925-8a44-43e0-b93c-ee15e45b7c2b","TITLE":"Open up Your Mind"}