نشریه مطالعات راهبردی ارتباطات
سال چهارم شماره 3 (پیاپی 13، پاییز 1403)

The fruitfulness of communication and human interactions is based on the principles governing the way of communication, an important part of which is related to proper interaction with the message and its content. In this regard, the aim of the current research is to examine the most important considerations and Quranic instructions in optimal interaction with the message. Investigating the level of impact of audio-visual messages on audience learning and how to interact with these messages from the perspective of Quranic verses. The research method is descriptive phenomenology and the content analysis method is Claizian method. For this purpose, a review reading of the verses of the Holy Quran was done and all the verses that were somehow related to the topic of the message were extracted. Then, the extracted data were categorized and validated in the stages of Claizian analysis, and finally, related inferences were extracted from the existing categories. The results of the research have been extracted in two general sections, optimal interaction with message content and optimal benefit from the principles governing messaging. The first part itself has two sub-categories of welcoming the content of the desirable message in three parts (invigorating and warning, falsehood and avoiding falsehood, with the support of prudence and rationality) and avoiding the content of the undesirable message in eight parts (doubtful, pointless, without reason and document, suspicious , socially baseless, destructive, tempting, rich and musical). In the second part, eleven general principles governing messaging have been extracted from the text of the verses of the Holy Quran.

In the present research, the lived experiences of parents-teacher media communication in the academic year 1402-1403 have been analyzed in a qualitative and phenomenological way. Participants in this research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Colaizzi analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents in media communication in 5 main themes, the goals and reasons of media communication (transfer and sharing information, responding, clarifying, informing and recording events), communication methods (simultaneous, asynchronous), communication tools ( Messenger, video conference and online systems, electronic printed materials, survey and electronic form, website, student educational network (Shad), challenges and limitations (parental employment, literacy and education level, lack of material and internet resources, attitude and manner Thinking about technology, age conditions, type of residence), advantages and opportunities (easy and convenient, flexibility in time and place, increased speed and moment-to-moment monitoring, event recording and archiving) were classified. In general, we can conclude that with the entry of media platforms into the field of communication, teacher-parent communication has also been affected and media platforms act as facilitators in the field of communication. In the present research, the lived experiences of parents-teacher media communication in the academic year 1402-1403 have been analyzed in a qualitative and phenomenological way. Participants in this research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Colaizzi analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents in media communication in 5 main themes, the goals and reasons of media communication (transfer and sharing information, responding, clarifying, informing and recording events), communication methods (simultaneous, asynchronous), communication tools ( Messenger, video conference and online systems, electronic printed materials, survey and electronic form, website, student educational network (Shad), challenges and limitations (parental employment, literacy and education level, lack of material and internet resources, attitude and manner Thinking about technology, age conditions, type of residence), advantages and opportunities (easy and convenient, flexibility in time and place, increased speed and moment-to-moment monitoring, event recording and archiving) were classified. In general, we can conclude that with the entry of media platforms into the field of communication, teacher-parent communication has also been affected and media platforms act as facilitators in the field of communication.

Media literacy and increasing use of virtual space in today's life, in addition to opportunities and positive points, has also left threats and adverse effects on human life. has not left any, so that in addition to the useful and purposeful use of virtual space, the adverse effects of this space on the Iranian society can be minimized. Considering the fusion of Iranian culture with Islamic teachings, the necessity of Iranian-Islamicization of media literacy is more visible than ever. The main goal of this research is to discover and achieve the components of media literacy from the perspective of Muslim experts. In this research, 12 experts and experts in the field of media and religion, who represented a significant level of experience and scientific and experimental participation in the field of the research subject, were selected by purposive sampling method. This research was done qualitatively and by thematic analysis method. The data collection tool was a semi-structured interview and Maxqda software was used for data analysis, which resulted in the extraction of 750 primary data. In the continuation of the process of descriptive and interpretive coding and the combination and integration of three levels of themes including 69 basic themes and 16 organizing themes of monotheistic belief, central law, aesthetics, Iranian Islamic content, religious identity, ownership and control of production and publishing areas and finally 5 overarching themes of media literacy components from the perspective of Muslim experts were calculated in the fields of purpose, identity, audience, content and format.

During the recent years, the means of mass communication have led to many changes in the societies, and cinema, as a media tool with a narrative element, has made a significant contribution to creating these changes, among them, we can mention the category of hero-making and heroism by cinematographers in various local communities. , national, regional and international. In the present research, it has been tried to introduce the path of hero-making in cinema by benefiting from Vogler's hero theory and the views of representation of Stewart Hall and other thinkers, and then by examining Hatamikia's cinematic works, the hero and hero-making are represented in the holy defense cinema. To achieve this goal, after determining the statistical society and the representative sample, using the content analysis method (coding instructions) and determining the categories and subcategories, the required information has been recorded and finally, the description and analysis of the collected information has been done. The results of the present research indicate that Hatamikia has included the main elements of hero-building in his works, although he has avoided some key stages such as "refusal of the invitation" and in some stages such as "meeting with the teacher" - which leads to the presence The master archetype becomes the hero on the move - and "Trials, Allies and Enemies" has had a poorer payoff. The removal and minimum payment in these stages has led to the reduction of power and influence in the personalities who had the talent of creating earthly and attainable heroes for the society.

The widespread dissemination of false information and disinformation on social media platforms has significantly contributed to social unrest, polarization, and erosion of trust in traditional institutions. This phenomenon, deeply rooted in cultural, social, and psychological factors, is a complex interplay of various elements. The need for social validation, peer group influence, cognitive biases, and flawed information processing mechanisms all contribute to the spread and acceptance of false information.Research indicates that the psychological concept of confirmation bias plays a pivotal role in the dissemination of misinformation. Individuals are more likely to seek out and believe information that confirms their pre-existing beliefs, regardless of its accuracy. Moreover, the echo chambers created by social media algorithms can reinforce these biases, limiting exposure to diverse perspectives.Knowing the cultural and communication contexts and designing strategies to deal with it seems to be a matter. The present study was conducted with the aim of identifying and analyzing the fields of research on the spread of real crimes among Iranian teenagers. Using the qualitative method and three-stage analysis (game, personality, selective) of semi-structured interviews, six main axes (family, friends, platforms, cultural values, opinion leaders, government) were identified.The findings indicate that multiple and complex factors in this field combine to create the spread and acceptance of false information. These existing researches in the cultural and communication fields come to the conclusion that neglecting these, as well as the occurrence of incorrect actions and omissions, can lead to the aggravation of the crisis in future events and the deepening of social gaps. In other words, in such a situation, values ​​such as "woman, life, freedom" are more important as a symbol of resistance against this situation.

ollowing the Constitutional Revolution and the enactment of the Press Law in 1907, oversight of the press regained attention similar to that of the Nasirid era. On March 10, 1922, the authority to issue licenses and oversee printing, publishing, and press activities was entrusted to the Supreme Council of Education (Shurā-yi ʿĀlī-yi Maʿāref). This study aims to examine the evolution of the Press Law and the establishment of the Supreme Council of Education to oversee press activities from 1921 to 1956. Using a historical research methodology based on archival documents and library sources, the research seeks to answer how the Supreme Council of Education performed its regulatory role over the press and what impact it had on the institutionalization of press oversight during the specified years. The use of terms such as "free press" and "freedom of expression" in the Press Law of 1907 did not prevent the institutionalization of press oversight. The Supreme Council of Education endeavored to impose requirements on individuals and press owners to prevent any unlawful actions, aligning the press with the political and cultural directives of the government, thereby guiding society towards a regulated and government-trusted system. The Council mandated that all newspapers and magazines obtain a license prior to publication, recording their names, places of publication, frequency (daily or weekly), and ideological orientation. It prohibited government officials, professors, and employees from owning newspapers or magazines and writing for them. Violators of the Press Law and its regulations were pursued, penalized, and held accountable under the law.