Abstract:

The Asian Hong Kong Youth Internet Literacy Survey shows that as high as 48.1% of Hong Kong middle school students read news, they have never found that the information they read or forwarded is false (Hong Kong Federation of Youth Groups, 2016). In Taiwan, which is also a Chinese-speaking region, a youth media literacy survey also found that 76% of youths do not verify and criticize the news they read (Golden Car Foundation, 2020). A large number and various types of fake information and fake news will cause harm to society (Dell, 2019). According to the 2020 News Literacy Survey of Taiwan's Parent-Child World Magazine, 14% of students said they had never doubted when they saw questionable news or messages, and 25% of students said they doubted but never verified it. The main channel for students to check the news is to check on the Internet, and 31% of students choose this channel. (Yahui, C., 2020). Taipei City is an extremely advanced city in the development of digital networks and traditional media in Asia. It has a free news environment, and there are more than ten television stations with­­­­ 24-hour television news media. Therefore, in the past two decades, domestic media educators and the Ministry of Education have been committed to Promoting news literacy, Taipei City became one of the first international cities to promote media literacy. The mission of media literacy is to: specula1te on media and its practical purpose, cultivate students and citizens to learn independently, and critical thinking and problem-solving abilities (Ministry of Education, 2002). However, with the continuous increase of news information, it is very important to improve news literacy skills. At present, in addition to a complete media literacy framework, Taiwan still needs more comprehensive journalism education and reading skills courses. This article will use qualitative research to analyze and discuss the global media literacy education and Taiwan news literacy education-related materials, to achieve the two goals of exploration and discovery, redefine the core definition of Taiwanese news literacy, and apply it to Taiwan's youth news. Suggestions for rethinking the literacy course will help improve Taiwan's youth journalism literacy.

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