Information and digital literacies; a review of concepts <s> Skill-based literacies; Media literacy <s> The purpose of this research was to investigate the nature of the coverage of health issues in magazines, and specifically to compare the coverage in men's and women's magazines Content analysis was used to examine the health information in the six upmarket magazines (Cosmopolitan, Elle, Esquire, GQ, Marie‐Claire, and Maxim) selected for the study, with a wide range of criteria used to analyse the health information contained in them. Interviews with four of the health editors from the sample were conducted in order to elucidate some of the main findings. Unexpectedly, the differences in health information coverage are greater between the individual magazines than between the total women's and men's groups. Overall, men's magazines appear to treat health information in a more informative manner than women's, although both groups provide unusually high levels of information required to change their readers health behaviour. With this level of information provision it is noteworthy that many of these magazines have no clear health information policy, and that their editors have no qualifications or training in either health or science. <s> BIB001 </s> Information and digital literacies; a review of concepts <s> Skill-based literacies; Media literacy <s> The patterns and formats of information provision by newspapers and television news programmes are examines, with a case study of two incidents from the Gulf War. A content analysis is carried out, with a novel scheme of groups and categories to interpret and display information transfer patterns. The results are set in the context of a survey of the nature of news, and the influence of the media by which it is presented. A clear distinction between television and newspaper information content and format is found, and explained in terms of an underlying information structure. Consequences for public access to information are briefly considered. <s> BIB002
This term is used to imply critical thinking in assessing information gained from the mass media: television, radio, newspapers and magazines, and (increasingly) the Internet (see, for example, the papers in the volume edited by Kubey (1997) ). 'Media literacy, the movement to expand notions of literacy to include the powerful post-print media that dominate our informational landscape, helps people understand, produce and negotiate meanings in a culture made up of powerful images, words and sounds. A media literate person -and everyone should have the opportunity to become one -can decode, evaluate, analyze and produce both print and electronic media. ' (Aufderheide and Firestone 1993) Media literacy has an obvious overlap with more general concepts of information literacy, since the information gained from these sources often overlaps with, and complements, that from more formal library sources; see for example, BIB001 , BIB002 . As noted below, an early use of term 'information literacy', by Hamelink (1976) , had much in common with media literacy. However, most authors who have considered the inter-relation of the concepts prefer to see media literacy as a component of information literacy, see, for example, McClure (1994) .  consider the need for librarians to assist their users in becoming media literate, by encouraging them to consider the accuracy and validity of newspaper stories reprinted from other sources, and suggest that concepts from what they term the 'critical-thinking and media literacy movements' could be incorporated into library's bibliographic instruction programmes.