Article

Measuring the Acquisition of Media-Literacy Skills

July 2003
Reading Research Quarterly 38(3):330-355

DOI:10.1598/RRQ.38.3.2

Authors:

ABSTRACTS Students who participated in a required yearlong Grade 11 English media/communication course that incorporated extensive critical media analysis of print, audio, and visual texts were compared with students from a demographically matched group who received no instruction in critically analyzing media messages. A nonequivalent group's design examinedstudents' reading comprehension, writing skills, critical reading, critical listening, and critical viewing skills for nonfiction informational messages. Results suggest that media literacy instruction improvesstudents' ability to identify main ideas in written, audio, and visual media. Statistically significant differences were also found for writing quantity and quality. Specific text analysis skills also improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages, and the ability to identify omitted information from a news media broadcast in written, audio, or visual formats. Un grupo de once estudiantes participó en un curso anual de grado 11 sobre medios y comunicación en inglés, que incorporó un extenso análisis crítico de los medios en textos impresos y audiovisuales. Este grupo se comparó con un grupo demográficamente similar que no recibió instrucción en análisis crítico de los medios. Mediante un diseño de grupos no‐equivalentes se examinaron la comprensión lectora, las habilidades de escritura, la lectura crítica, la audición crítica y las habilidades de observación crítica de mensajes informativos no de ficción. Los resultados sugieren que la instrucción en análisis crítico de los medios mejora la habilidad de los estudiantes para identificar ideas principales en medios impresos o audiovisuales. Se hallaron también diferencias estadísticamente significativas en la cantidad y calidad de la producción escrita. Asismismo mejoraron las habilidades específicas de análisis textual, incluida la habilidad para identificar el propósito, la audiencia, el punto de vista, las técnicas de construcción usadas en los mensajes de los medios y la habilidad para detectar información omitida en una transmisión de noticias en formato escrito o audiovisual. Elfte Klasse Schüler, die an einem einjährigen Pflichtfach in Media‐Englisch/Kommunikation der 11. Klasse teilnahmen, welches ausführliche kritische Media‐Analyse von Druck, Audio und visuellen Texten einschloß, wurden mit Schülern einer demografisch ebenbürtigen Gruppe verglichen, die keine Anweisungen zum kritischen Analysieren von Mediamitteilungen erhielten. Ein nicht equivalenter Gruppenraster untersuchte Leseverständnis, Schreibbefähigung, kritisches Lesen, kritisches Zuhören, und Fähigkeiten kritischer Meinungsäußerung bei Informationen von Tatsachenberichten. Die Ergebnisse lassen darauf schließen, daß Medienunterricht im Schreiben und Lesen die Fähigkeit der Schüler zum Erkennen wesentlicher Ideen der schriftlichen, audio‐ und visuellen Medien verbessert. Ebenfalls fanden sich statistisch bedeutende Unterschiede beim quantitativen und qualitativen Niederschreiben. Bestimmte Textanalysefähigkeiten verbesserten sich gleichzeitig, einschließlich der Fähigkeit aus den genutzten Mediamitteilungen Zweck, Zielzuhörerschaft, Standpunkt, Satz‐/Sprachkonstruktionstechniken zu identifizieren, und die Fähigkeit, unterdrückte Informationen beim Ausstrahlen von Nachrichtenmedia in schriftlichen, audio oder visuellen Formaten zu identifizieren. On a comparé des élèves de Terminale qui avaient participé à un cours d'un an sur la Communication et les médias en anglais, cours qui comportait une analyse critique développée des médias écrits, audios et vidéos, à des élèves d'un groupe apparié sur le plan sociologique et qui n'avait pas reçu d'enseignement relatif à l'analyse critique des messages délivrés par les médias. Un plan pour groupes non équivalents a permis d'examiner la compréhension en lecture des élèves, les compétences en écriture, lecture critique, écoute et visionnement critiques de messages informatifs non‐fictionnels. Les résultats suggèrent qu'un enseignement de la littératie des médias développe la capacité des élèves à identifier les idées principales dans les médias écrits, audios et vidéos. On a aussi trouvé des différences significativesdansl'écriture en quantité et en qualité. Ont été également développées des compétences spécifiques à l'analyse des textes, notamment la capacité à identifier le but, le public visé, le point de vue, les techniques de construction utilisées dans les messages des médias et la capacité à identifier une information omise par une chaîne, qu'elle soit écrite, audio ou vidéo.

Media and Information Literacy Self-Efficacy of LIS Students in Bangladesh

Article

Oct 2023

TÜKETİM TOPLUMUNDA REKLAM OKURYAZARLIĞI

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Aug 2023

Burçe Akcan

Bu bölümde reklam okuryazarlığı konusu ele alınmakta ve günümüz tüketici dünyasındaki önemi açıklanmaktadır. Reklam okuryazarlığı, reklam mesajlarının eleştirel bir şekilde değerlendirilmesi için gerekli olan bilgi, beceri ve tutumsal ön koşulları kapsamaktadır. Tüketim toplumlarının can damarı olan reklamların olumsuz etkilerini azaltmak için bireyleri gerekli araçlarla donatmaya çalışmaktadır. Bu çalışma aracılığıyla bölüm, tüketim kültürünün hüküm sürdüğü bir toplumsal yapıda reklam okuryazarlığının rolünü ve önemini araştırmaktadır. Tüketim kültürü bağlamında bireysel eylemlilik ve kültürel etkiler arasındaki etkileşimi inceleyen bir çerçeve çizerek, reklam okuryazarlığının çok yönlü boyutlarına ışık tutmaktadır. Ayrıca bu bölüm, reklam okuryazarlığı için gerekli yedi temel beceriyi titizlikle incelemekte ve her biri için açıklayıcı örnekler ve bağlamsal koşullar sunmaktadır. Bunu yaparak, reklam okuryazarı bir bireyin özelliklerini tanımlayan açıklayıcı bir çerçeve oluşturmaktadır. The chapter delves into the realm of advertising literacy, elucidating its significance in the contemporary consumer landscape. Advertising literacy encompasses the knowledge, skills, and attitudinal prerequisites essential for the critical appraisal of advertising messages. It endeavors to equip individuals with the tools necessary to mitigate the adverse impacts of advertisements, which serve as the lifeblood of consumerist societies. Through this study, the chapter explores the role and relevance of advertising literacy within a social structure where consumer culture reigns supreme. By delineating a framework that examines the interplay between individual agency and cultural influences within the context of consumer culture, it sheds light on the multifaceted dimensions of advertising literacy. Furthermore, the chapter meticulously examines the seven fundamental skills requisite for advertising literacy, providing illustrative examples and contextual conditions for each. By doing so, it constructs a descriptive framework delineating the characteristics of an advertising-literate individual.

Higher-Order Thinking Skills (HOTS)-based literacy media: An innovative learning strategy to promote the secondary students’ social awareness

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Aug 2023

In this high-technology era, students are increasingly inclined to use digital services such as Facebook, Instagram, and YouTube. Unsurprisingly, most of them are becoming more addicted to using their digital devices. Unfortunately, the accessed contents are not always suitable and reliable for their needs and ages. Therefore, they absorb all information directly without filtering the messages. This study scrutinizes the implementation of Higher-Order Thinking Skills (HOTS)-based media literacy to promote the critical social awareness of junior high school students in an EFL classroom. A case study was employed as a research design involving one eighth-grader class and one EFL teacher as participants. The data were gathered via classroom observations, interviews with the teacher and the students, and document analysis. The data were then analyzed qualitatively by referring to the principles of teaching media literacy, Higher-Order Thinking Skills, and social awareness. The findings of this study revealed that the teacher applied some principles in teaching media literacy, namely introducing general concepts, making generalizations, analyzing information, evaluating the content of information, and drawing a conclusion from the students’ actions. These principles consequently promoted the students’ critical social awareness, including emotional awareness, self-regulation, empathy, active listening, cooperation, and respect. Considering such benefits, HOTS-based media literacy can be used as an alternative learning strategy to promote the students’ critical social awareness in EFL classrooms.

Yetişkinlerin dijital reklam okuryazarlığına yönelik bir model önerisi / A model proposal on adults' digital advertising literacy

Thesis

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Dec 2021

Hediye Aydoğan

This doctoral thesis study, which aims to design, implement and evaluate a digital-based education model that will help parents, who are described as digital immigrants, to acquire digital advertising literacy skills that they will benefit from both in their own lives and in their mediation experiences with the intention of guiding their children, was carried out within the framework of the action research design. In line with the purpose of the study, qualitative and quantitative research techniques were used to determine the digital advertising literacy competencies of the parents and their children, who attended secondary schools in Antalya in the 2020-2021 academic year, before and after the implementation of the education model, and to evaluate the effectiveness of the model. The data obtained from the participants through qualitative techniques were analyzed with the help of MAXQDA 2020, and the data obtained through quantitative techniques were analyzed with the help of IBM SPSS 26.0 package programs. The findings obtained from the analysis of the quantitative and qualitative data of the research showed that the digital-based digital advertising literacy education model recommended for adult parents is effective in gaining digital advertising literacy skills. In line with the results of this doctoral thesis, suggestions for researchers, educators and legislators were presented.

Teaching information literacy in an undergraduate class on the geography of the Middle East

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Dec 2022

Reecia Orzeck

Geography instructors have a role to play in helping their students to become more information literate. This is especially important today, given the complex and dynamic nature of our informational landscape, and given the evidence that young people lack much of the knowledge that is needed to engage with information critically. This paper reports on the effectiveness of an information literacy module that was included as part of a course on the Geography of the Middle East. It describes the design and rollout of the module, and the results of a study designed to assess the effectiveness of the module and the class on students’ information literacy, and to better understand students’ existing relationship to information about the Middle East. The findings of the study suggest several ways that future iterations of the module might be improved.

Assessing media literacy competences: Reflections and recommendations from a quantitative study

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Full-text available

Dec 2022

The assessment of media literacy is a complex task, which might attempt to reconcile a research field traditionally developed within a critical paradigm with the task of evaluating and quantifying media literacy competences through essentially quantitative methods. Despite the lack of consensus regarding how to evaluate and measure media literacy, this goal is increasingly sought by political and regulatory stakeholders, as well as studied within the academic world. Based on one of such attempts, a study on the media literacy competences of 679 Portuguese teenagers, this paper presents a review and a reflection on the specific challenges posed by the intent to quantitatively assess media literacy, without neglecting its core critical dimension. It concludes by suggesting the need for methodological convergence and the continuous development of valid and reliable indicators, which must necessarily be context and subject-dependent, to improve this area of research.

The Medium and the Message: An Investigation of Mainstream Media Use, Relationship Scripts, and Intimate Partner Violence among Black Adolescents

Thesis

Jan 2022

Lolita Moss

Intimate partner violence (IPV) remains a significant social issue among Black American adolescents, as some estimates suggest that upwards of 50% have experienced some form of physical, emotional, or sexual violence by an intimate partner. Further, Black adolescent girls report higher rates of victimization compared to girls of other races. Given that these racial disparities continue into adulthood, understanding the antecedents of such violence is an issue of critical scientific concern. Problematic relationship scripts, as observed in person or via the media, have been identified as a key contributor to acceptance of IPV. Despite the commonplace implementation of educational IPV interventions across the United States, there is little evidence that participation in these programs has lowered adolescent IPV rates. Critical media literacy (CML), skills in understanding, analyzing, and critiquing media codes, representations, and frames, may be an appropriate culturally relevant framework to improve IPV intervention programs. Because IPV acceptance is associated with greater endorsement of racial and gender stereotypes and higher mainstream media use, this dissertation argues that CML may be an appropriate and understudied framework for use in culturally relevant IPV interventions. This interdisciplinary project uses the theoretical frameworks of Simon and Gagnon’s scripting theory, Bandura’s social cognitive theory, Gerbner’s cultivation theory, and Freire’s philosophy of critical consciousness to elucidate how critical media literacy may buffer the associations between mainstream media exposure, sociocultural relationship scripts, and IPV acceptance among Black adolescents. In Study 1, survey data were collected from 450 Black adolescents (aged 15-19) to examine CML as a moderator of the mediated associations between mainstream media exposure (i.e., television viewing and music video viewing), three racial and gender ideologies (i.e., sexual objectification, traditional gender roles, and the Jezebel and Sapphire stereotypes about Black women), and IPV acceptance. Findings from nine moderated mediation models showed that while CML scores did moderate higher media exposure as a predictor of sexual objectification and traditional gender roles, which in turn predicted higher IPV acceptance, counter to the hypothesized direction, average and high CML scores strengthened these associations. These results suggest that critical viewing alone may not shield the effects of media exposure without additional intervention. In Study 2, semi-structured interview data were collected from 10 Black American adolescent girls ages 17-19 to explore how media exposure may interact with their relationship scripts and IPV attitudes. Reflexive thematic analyses produced five themes: mothers provide direct relationship advice and preferences to their daughters; contemporary relationship scripts are less traditional and more egalitarian; scripted media are sources of consternation and beloved relationship models; peer relationships with controlling behaviors are commonplace; and Black women are targeted and blamed for abuse. These data indicate that the participants are aware that racial stereotypes about Black women shape IPV attitudes toward their victimization. The participants also rejected victim-blaming messages and embraced egalitarian relationship scripts. These results contribute to efforts to understand how media literacy education may be leveraged as an anti-violence strategy. Further, this project advances scholarship on sexual script negotiation and societal perceptions of Black womanhood among Black adolescent girls.

Assessment of Media Literacy Competencies of Young Media Consumers in Pakistan

Article

Full-text available

Jan 2022

Mukhtar Ahmmad

This cross-sectional research work was carried out to assess the media literacy competencies of the youth of Pakistan. A self-reported survey questionnaire was developed, consisting of 21 items, to measure the media literacy competencies. A sample of 554 youths took part in this study. Cross-tabulation of the overall media literacy score and gender depicted that there is no major difference among the participants based on their gender. Whereas youngsters with education levels between intermediate to bachelor's degree scored better on the scale as compared to the rest of the respondents. Overall levels of media literacy competencies of the youths are good but there is a need to improve their critical understanding of the media 'texts'.

Effects of Media Literacy Intervention on Weight-Control Products Digital Marketing Targeting Adolescents

Article

Full-text available

Nov 2024

This study aimed to evaluate the effects of a media literacy education intervention on adolescents’ responses to digital marketing of weight-control products, focusing on media literacy, persuasion resistance efficacy, and purchase intention. Using a quasi-experimental design, the study involved 326 11th-grade students from a municipal high school in Kaohsiung City, Taiwan, with 189 students in the intervention group and 137 in the comparison group. Conducted in 2023, the intervention group participated in baseline and follow-up assessments and attended four 50 min media literacy sessions, while the comparison group completed only baseline and follow-up assessments with standard instruction. The results indicated that the media literacy intervention had positive effects on adolescents’ conceptual, attitudinal, and critical media literacy, as well as their persuasion resistance efficacy in relation to digital marketing of weight-control products. However, no significant effect was observed on purchase intention. In conclusion, media literacy interventions can effectively enhance adolescents’ media literacy and their ability to resist persuasion.

FATHOM OUT THE NUANCES OF SOCIAL MEDIA LITERACY AND ITS PRACTICAL ALLUSIONS TO MISINFORMATION – A REVIEW

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May 2024

Digital media has become an integral part of our daily lives, connecting people from all around the world in a matter of seconds. In recent years, social media has revolutionized the flow of information and helped people to connect, share, and discuss things at their fingertips. However, this rapid exchange of information has also given rise to a concerning phenomenon – the spread of misinformation. "Misinformation" has led to a wide range of negative consequences, such as political polarization, social unrest, and erosion of trust in traditional media. This review explores the importance of social media literacy, its advantages, impacts, and effects, along with allusions to misinformation. The methodology includes a systematic search of literature in the databases from Internationally double-blinded peer-reviewed journals between 2016 and 2022, in English that also includes scientific articles. A total of 64 articles were obtained. A selection process of articles took place, applying certain inclusion and exclusion criteria, resulting in a total of 10 articles being selected. The findings signify that the conception of social media literacy has just started and more research is needed to identify its practical and theoretical implications. This is linked to the content and competencies, critical thinking, content, and context of the information, and the time and literacy level and fear of missing out on the user. Socio-emotional competencies, literacy level, and time spent stand out since social media is a frequent place of interaction between people. Thus, it is crucial to develop social media literacy skills to combat the dissemination of fake news and ensure a more responsible citizen and informed society.

Development and exploration of news media literacy scales in Taiwan

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Sep 2024

The purpose of the study is to explore how the promotion of news media literacy positively affects media criticism as well as the control and judgment of self-behavior. Potter developed the Chinese News Media Literacy Scale (NMLS), based on his theoretical framework of media literacy cognition. Potter is an outstanding scholar in media literacy. Senior high school students in Taiwan validated the NMLS for reliability and validity. The NMLS consists of 45 questions covering four topics: intellectual skills, personal locus, media knowledge structure, and news context reading. The Chinese version of the NMLS demonstrated good reliability, considerable validity, appropriate discrimination, and an appropriate level of difficulty, making it suitable for Taiwanese students. Female respondents exhibited higher news media literacy than their male counterparts. Public senior high school students showed higher news media literacy compared to those from private schools. The time spent reading news positively correlates with improvements in news media literacy. The findings indicate that news media literacy education significantly enhances students' critical understanding of news and media literacy skills, with varying effects across different genders and types of schools. The limitation of the study is that the sample mainly comes from Taiwan, which may not fully represent other cultural contexts. The findings can guide educational policy in schools, particularly in designing and implementing news media education curricula, taking into account the differences in gender and school types. This research expands the literature on news media literacy, especially in terms of scale development and its application to a specific cultural context like Taiwan, and introduces new insights into the impact of gender and school type on media literacy.

Media Literacy and Communication

Chapter

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May 2022

Media literacy refers to the ability to interact with media from a position of active inquiry, carefully considering media texts, the forces and factors that shape those texts, and the ways in which audiences interpret the texts or otherwise respond. Media access, use, creation, analysis, and evaluation skills are considered essential for citizenship in the contemporary world. Media literacy education encompasses efforts to advance media literacy within a group of individuals and spur their motivation to apply media literacy skills and perspectives in interactions with media. Yet, there are barriers that impede the widespread adoption of media literacy education in various global locations. There is disparity, for instance, in the degree to which local, regional, or national policies support media literacy education in schools as well as in the training, funding, or other resources available to educators. Considerable variability in the assumptions and objectives that scholars and practitioners bring to media literacy education has been identified. Some of that variability reflects differing emphases in Communication and Media Studies paradigms including whether media literacy education should be considered as a means of protecting children and adolescents from the potential for negative effects of media. Sometimes positioned as an alternative to a more protectionist approach, media literacy education can be viewed as a platform from which to encourage young people’s creative self-expression and to emphasize their (and others’) agency rather than vulnerability. The ways in which media literacy education is carried out and how and what is assessed to determine what such education can achieve differs, as well. In spite of these differences, there are overarching commonalities in media literacy conceptualization and empirical evidence that media literacy education can build skills necessary for citizenship in an increasingly media- and information-rich world.

Digital Literacies as Socially Situated Pedagogical Processes: Genealogically Understanding Media, Information, and Digital Literacies

Article

Full-text available

Jul 2024

span lang="EN-GB"> Despite the increasing importance of digital literacies for citizens to be able to participate in society, there is little scholarly agreement over what digital literacies entail. This conceptual ambiguity hinders the translation of digital literacies into educational programs and policies that foster citizens’ digital literacies and inclusion. While various authors have attempted to define digital literacy separately and in relation to other concepts, such as information literacy and media literacy, little attention has been paid to the historical backdrop of these concepts. By tracing the historical development of three literacies (media-, information-, and digital literacy), we reflect on how societal demands shaped conceptual frameworks of these literacies and how these conceptualizations are situated within the broader pedagogical systems that aim to enable participation in digital societies. Using a genealogical approach, we explore and describe the changes in definition, understanding, and enactment of the three literacies, which illustrate how these concepts have developed towards the conceptual frameworks we employ today. Based on this analysis, we argue that digital literacies must be flexible to anticipate challenges that result from the rise of new technologies and need to be appropriated within different socio-cultural contexts. We pledge for an understanding of digital literacies as socially situated pedagogical processes aimed at the way citizens appropriate digital practices within their daily lives. This implies shifting away from formulating one-size-fits-all understandings based upon generic uses of digital technologies. Instead, we must appropriate the understandings of digital literacies based upon their socio-technical, cultural, political, economic, and material dimensions. </span

NewsWise evaluation report 2021-22

Article

Full-text available

Jun 2022

This report evaluates the impact of the fourth year of NewsWise – a free, cross-curricular news literacy programme for 9 to 11-year-olds across the UK.

Perceived Soccer Literacy: A Construct Linking Soccer Video Games Play to Soccer Engagement

Article

Mar 2024

This study investigates soccer video games as a platform to promote soccer engagement (i.e., involvement, behavioral intentions) among those who do not physically play soccer regularly. Perceived soccer literacy is proposed as a construct explaining the promotional effect, consisting of the four sub-themes of affective attitude, perceived functional knowledge, perceived critical knowledge, and perceived competence. A study was conducted based on an online survey and with US and Canadian adults who do not physically play soccer on a regular basis. With structural equation modeling, (1) the association between soccer video game use and perceived soccer literacy was examined (via mean comparison) and (2) perceived soccer literacy’s link to soccer involvement and behavioral intentions was tested (via latent variable path analysis). Positive links were reported from soccer video games usage to all four sub-themes. Perceived soccer literacy imposed significant influences on soccer involvement/intentions, where perceived critical knowledge was the most influential.

Exploring fake news awareness and trust in the age of social media among university student TikTok users

Article

Full-text available

Jan 2024

IMPACT STATEMENT In our research, we delve into the fascinating world of TikTok, one of the most popular social media platforms, to investigate the critical intersection of fake news awareness and trust among university student TikTok users. As misinformation proliferates online, understanding how young adults navigate and perceive information is paramount. This study investigates the unique dynamics within the TikTok community, shedding light on the susceptibility to false narratives and the factors influencing trust in news sources. By unraveling the complexities of fake news awareness in this context, we aim to empower users with insights that enhance their media literacy and resilience against misinformation. In an age where information shapes perceptions, this research contributes to fostering a more discerning and informed public, ultimately strengthening the foundations of trust in the digital age.

Pendampingan Literasi Digital dan Dakwah Media Sosial Pada LKSA Aisyiyah Kota Batu

Article

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Sep 2023

This program was held with the purpose to strengthen studentsâ€™ literacy which sourced from digital media at the Aisyiyah for Social and Child Welfare Institution (LKSA) in Batu City. In addition, this activity is intended to provide assistance to students in using digital and social media as a medium of da'wah. This is in line with the mission of the institution that houses it, namely Muhammadiyah. From this activity, it is wxpected that students will have the spirit of preaching and invite Amar Ma'ruf Nahi Munkar wherever he is, especially through social media. The approach used in implementing this community service program is an andragogy approach and interactive dialogue based on Forum Group Discussion. As for the method of implementing community service, several meetings are carried out using the method of delivering lectures, discussions, demonstrations, practices, cooperative and inquiry using the provided laptop and mobile phone media. The results of the service program show that there has been an increase in several aspects of the participants' knowledge and skills, including: (1) Increased Knowledge of Digital Literacy, (2) Introduction of Digital Literacy as a Source of Information, (3) Improved Skills in Creating Da'wah Content with Applications on mobile phones , (4) Growing the Spirit of Preaching. From these programs and activities, it is hoped that there will be follow-up from the LKSA Aisyiyah Institute in Batu City to provide a forum for participants in developing and channeling their interests and talents. Which can be used by institutions to maximize and activate the media platform owned by the institution. So that the interests and talents of students are well channeled, and the Institution gets sustainable benefits.

Developing and validation of COVID-19 media literacy scale among students during the COVID-19 pandemic

Article

Full-text available

Oct 2023

Objective This cross-sectional validation work evaluated the psychometric features of the COVID-19 Media Literacy Scale (C-19MLs) in Students. Methods The study was conducted on 530 students from a medical university in Hamadan, Iran, who were recruited through a stratified cluster random sampling process in June-July 2020. Intraclass Correlation Coefficient (ICC) and internal consistency were used to assess the reliability. Moreover, CFA (Confirmatory Factor Analyses) and EFA (Exploratory Factor Analyses) were carried out to examine construction validity. CVR (Content Validity Ratio) and CVI (Content Validity Index) were used to examine the content validity. Results According to the factor analysis, it was indicated that the C-19MLs included 21 items measuring five dimensions (constructedness of credible Covid-19 media messages, contractedness of fake media coronavirus messages, fake media coronavirus messages, audience, with three questions in each factor; format, represented lifestyles in fake media coronavirus messages with six questions in each factor) for an explanation of 58.4% of the prevalent variance. The average scores for the CVI and CVR were respectively 0.94 and 0.77. According to confirmatory factor analysis, the studied model had an appropriate fitting to the data; the relative chi-square (x2/df) = 2.706 < 3, RMSEA = 0.093 ≤ 0.1; CFI = 0.893 ≥ 0.9; TLI = 0.874 ≥ 0.9; GFI = 0.816 ≥ 0.9; and SRMR = 0.06 ≤ 0.08. Further analyses represented acceptable findings for internal consistency reliability values with 0.86 of Cronbach’s alpha. Conclusions The results proved that the C-19MLs is a reliable and valid tool, and it is suitable and acceptable now and can be utilized in forthcoming investigations. This highlights educators and stakeholders to realize the importance of participating individuals in the new media ecology and new ‘Infomedia’ ecosystems for enabling people in the current digital society.

English Language Teaching in a Post- Method Paradigm A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series

Chapter

Mar 2023

Asmaa Alkhazraji

The Dynamics of Multimodal Literacy Development: The Tunisian EAP Context as a Case Study

Article

Full-text available

Mar 2023

Dorra Moalla

The present study aims to explore the dynamics of multimodal literacy development in English for Academic Purposes (EAP). Ten Tunisian PhD students from the field of management participated in the present study. They displayed disparate features (visual proficiency, background knowledge and attitudes to verbal and visual modes). The participants were requested to perform three tasks based on a research article (RA) gauging visual comprehension and design skills. The present study demonstrates that, while performing the tasks, the participants construe meaning out of the multimodal text from purely visual data and from the combination of modes. The participants are also required to cope with the divergence in the realization of meaning across the verbal and visual modes. Therefore, the present study argues for the combined use of the theories of functionalism, genre analysis and the social semiotic theory of the grammar of graphical design for the identification and classification of these skills that enabled the study participants to perform the tasks. The results of the study have revealed that multimodal literacy in EAP is an interactive process involving a dynamic dialogue between the participants and the multimodal RA. Participants with different features (background knowledge, visual proficiency, attitudes to the modes) displayed distinct abilities at coping with the cognitive requirements imposed by the multimodal text.

Quelles compétences le concept de littératie médiatique englobe-t-il ? Une proposition de définition matricielle.

Article

Oct 2011

Pierre Fastrez

Dans cet article, je proposerai une cartographie des compétences couvertes par le concept de littératie médiatique, au départ de deux distinctions conceptuelles, l'une portant sur quatre domaines de compétence (écriture, lecture, navigation, organisation), et l'autre sur trois dimensions (informationnelle, technique, sociale) des objets et pratiques médiatiques sur lesquels se déploient ces compétences. Le croisement de ces quatre domaines et trois dimensions génère une matrice à douze cellules, permettant de préciser un ensemble de catégories de compétences médiatiques, qu'elles soient spécifiques à une cellule ou qu'elles s'étalent sur plusieurs.

Meningkat Keterampilan Membaca Permulaan Menggunakan Media Cerita Bergambar pada Mata Pelajaran Bahasa Indonesia

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Full-text available

Dec 2021

Tujuan penelitian ini untuk meningkatkan keterampilan membaca peserta didik menggunakan media cerita bergambar. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan model Kemmis & Taggart. Penelitian ini dilaksanakan di SD Negeri Sukajaya Bogor dengan melibatkan 22 siswa kelas III. Teknik pengumpulan data melalui observasi dan tes. Hasil penelitian menunjukkan bahwa terjadi peningkatan keterampilan membaca pada pra siklus jumlah peserta didik yang tuntas mencapai 45,4%. Pada siklus 1 peserta didik yang tuntas mencapai 63,6% dan pada siklus 2 jumlah peserta didik yang tuntas mencapai 81,8%. Dengan demikian, penggunaan media cerita bergambar dalam pembelajaran bahasa Indonesia dapat meningkatkan keterampilan membaca peserta didik sekolah dasar.

Measuring the implementation of media literacy statewide: a validation study

Article

Dec 2022

Even though media literacy education has grown in the United States and around the world, policymakers still lack knowledge about the scope and depth of implementation of media literacy learning activities in the elementary and secondary grades. This study reports how the Media Literacy Implementation Index (MLI) was developed and validated using a quota sample of stakeholders from across all school districts and local communities in Rhode Island. Using an established theoretical framework for media literacy, we first constructed a scale to examine the likelihood that learners may encounter a set of media literacy learning activities. Multiple methods were then used to assess reliability and validity of the instrument including cognitive pretesting, think aloud protocols, a content validation of MLI learning activities in relation to national education standards documents, and statistical validation including principal components analysis to assess internal consistency, reliability, and validity. An easy-to-implement measure of the scope and depth of media literacy education in elementary and secondary schools will be useful to diverse stakeholders including educators, school leaders, librarians, parents, community members, and elected public officials.

Digital-Based Literacy Analysis of Religious Moderation: Study on Public Higher Education Students

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Full-text available

Dec 2022

The purpose of this study was to find out the sources of religious Literacy for Private College students in Bekasi City based on increasing their religious insight, as well as to find out which sources were related to religious moderation. The digital-based religious literacy sources referred to in this study are religious sources and networks of religious resources commonly accessed by students to increase religious insight and knowledge. This study uses a descriptive quantitative approach with survey—research data collection by questionnaire, using google form. Document data or questionnaires are analyzed for their content to conclude reflectively. The results showed 1) the enthusiasm of students in finding sources of digital-based religious literacy was tremendous, students tended to seek religious information of their choice through the Internet and social media they had, including surfing on Google, Instagram, Youtube, Facebook, WhatsApp, Tiktok, and religious websites. 2) religious literacy is chosen by students seeking religious insight through the preacher who is active in cyberspace because they consider listening to lectures via the Internet to be practical, easy to obtain, and easy to understand the contents of the lectures. 3) the platforms or websites they visit tend to be mainstream lecturers. Therefore, it is necessary to pay special attention to the rectorate and the Ministry of Religion to explore the contents accessed by students to create religious moderation among students.

College students' perspectives of bias in their news consumption habits

Article

Full-text available

Dec 2022

Jolie Matthews

This article builds off prior work on news consumption habits and perception of bias in the news by focusing on college students' self-generated definitions of bias, and the strategies they employ to guard against how their personal bias potentially affects what news they choose to believe and consume. Through interviews with undergraduate students, findings show that while participants acknowledged they had personal bias to a degree, the majority still defined bias as an external issue imposed on them by others than as an internal issue shaping their thoughts about the sources they consumed. Some students attempted to mitigate any perceived bias they had by reading multiple or opposite perspectives than their own, while others believed it enough to be "aware" of their bias and continue to consume news as they pleased. A few students didn't check their bias at all. Some saw bias as a positive under certain circumstances.

ARGÜMANTASYON TABANLI BİLİM ÖĞRENME (ATBÖ) DESTEKLİ STEM EĞİTİMİNİN 7.SINIF ÖĞRENCİLERİNİN 21.YY BECERİLERİNE ETKİSİ

Thesis

Full-text available

Jan 2022

Çağla Kutru

FEN BİLİMLERİ STEM ARGÜMANTASYON TABANLI BİLİM ÖĞRENME 21.YY BECERİLERİ

Teacher Students’ Critical Literacy in the Academic Environment

Article

Full-text available

Dec 2021

In an academic setting, critical literacy necessitates that teacher-students be critical of every text message (textbooks, videos, films, and other electronic media) that they read from courses. This study aims to illustrate the critical literacy of teacher students in an academic college environment in Jakarta, Indonesia, describing how critical literacy becomes a habit, a need, and eventually becomes a teacher-student culture. This case study employs a qualitative technique with an ethnographic design. Purposive sampling is used in this study. The research participants were a group of 14 female and two male teacher-students from the Madrasah Ibtidaiyah Teacher Education study program. Observation and documentation are used to collect research data. Observer becoming an insider who participates in critical literacy exercises in the classroom. Portfolios, notes on critical literacy activities, assignments, midterm exam scores, and final exam scores are among the documents gathered. According to the findings of this study, we should first put up an online platform scaffolding for critical literacy. Second, it demands significant encouragement from lecturers at the start of students' teaching preparation program, as well as commitment from lecturers and teacher students. Third, teamwork among lecturers in the study program is required. Fourth, critical discussions must be constructed using multiple narratives from scholarly papers and social media texts. Abstrak Dalam lingkungan akademik, literasi kritis mengharuskan guru-siswa bersikap kritis terhadap setiap pesan teks (buku teks, video, film, dan media elektronik lainnya) yang mereka baca dari kursus. Penelitian ini bertujuan untuk menggambarkan literasi kritis siswa guru di lingkungan akademik perguruan tinggi di Jakarta, Indonesia, menggambarkan bagaimana literasi kritis menjadi kebiasaan, kebutuhan, dan akhirnya menjadi budaya guru-siswa. Studi kasus ini menggunakan teknik kualitatif dengan desain etnografi. Purposive sampling digunakan dalam penelitian ini. Partisipan penelitian ini adalah sekelompok 14 orang guru-murid laki-laki dan perempuan dari program studi Pendidikan Guru Madrasah Ibtidaiyah. Observasi dan dokumentasi digunakan untuk mengumpulkan data penelitian. Observer menjadi orang dalam yang mengikuti latihan literasi kritis di kelas. Portofolio, catatan kegiatan literasi kritis, tugas, nilai ujian tengah semester, dan nilai ujian akhir termasuk di antara dokumen yang dikumpulkan. Menurut temuan penelitian ini, pertama-tama kita harus memasang perancah platform online untuk literasi kritis. Kedua, menuntut dorongan yang signifikan dari dosen di awal program persiapan mengajar mahasiswa, serta komitmen dosen dan mahasiswa guru. Ketiga, kerjasama antar dosen di prodi sangat diperlukan. Keempat, diskusi kritis harus dibangun dengan menggunakan narasi ganda dari karya ilmiah dan teks media sosial. How to Cite: Rosfiani, O., Kuswiyanti, T.S., Abdultawab, M. M. (2021). Teacher Students’ Critical Literacy in the Academic Environment. TARBIYA: Journal of Education in Muslim Society, 8(2), 179-189. doi:10.15408/tjems.v8i2.24095.

Motivating Literacy and Literary Skills in Students for Remediation: An Innovative and Foregrounding Approach

Article

Jul 2022

Amina Abubakar

Purpose: Innovative And Foregrounding Approach to Motivating Literacy and Literary Skills (IFAMLSIS) provides a summary of the writer's foreground approach to motivating students on the core aspects of reading, writing and literary skills spectacled from an innovative skills program. The module, an action research, was developed as part of remediation program for students who lacked the proficiency in English language in the Department of English of the Federal College of Education Kano, Nigeria. The focus of this review is on the fundamental components of reading, writing, and literary abilities as seen through the lens of a novel Foregrounding Approach. It has been developed with purposeful activities that are meant to ground students in the skill of reading and enjoying literary texts, which in turn, are imagined, would change them into competent writers. Methodology: The module's operation is based on the collaborative "Think-Pair-Share" model, which allows students to work or navigate through assignments independently at first, then in pairs, groups, or as a class, as well as share ideas and cooperate on tasks and projects. Findings: The researcher reveals the several modules created for remediation for students with deficiencies in English language. Each part includes thorough explanations and summaries of the contents of each unit. Also included are suggestions for the implementation of the program as well as its advantages, particularly for ESL students. Contribution to theory: Although the module's implementation is still in development, it is anticipated that the results will be favorable. The module will be improved using the results of its pilot testing. The government, the commercial sector, and other stakeholders in higher education are urged to contribute financially to the publication, mass manufacturing, and distribution of the module throughout Nigerian colleges of education and elsewhere.

Empowering the Future: Exploring the Role of Children in Shaping India’s Digital Landscape an Optimistic and Prospective Approach

Chapter

Nov 2024

A critically claimed thought of India is that it is young and dynamic in many dimensional areas of growth and contribution. Younger minds are a scalable asset. For the growth of the nation everyone should encourage their thoughts and knowledge, for the future and contribute to the Indian economy. In recent times Advanced Computer Technology, Building Scalable apps, and AI are making buzzwords in many aspects of our day-to-day lives. The core of thought is empowering the nation using skill to enlarge the base of young minds. The main objective of this paper is to embark on and investigate the real foothold of our children on the course of evolution, contribution, and totality of innovation of computer technology (Gupta and Shaji in Indian J Open Learn, 2016) in India. There is gross data in a recent survey of children’s contribution to technological learning witnessed a surge in young minds using and engaging themselves with digital applications, tools, and diverse platforms. This research paper investigates the ground reality and dynamic approach to understand the contribution of their creativity, curiosity, and contribution to building dynamic and result-driven (Kulkarni in Asian J Distance Educ, 2015) digital spaces. This paper will also explore the various organizational educational initiatives, drive towards the coding camps, participative learning of programming approaches, and creating digital content (Liu et al. in J Educ Comput Res, 2009) to share and empower in the crux of the digital realm. Additionally, there are two possible factors that we are considering to investigate the government policies and case studies of young innovators and their real projects. This in turn helps to shed light on how their knowledge contribution and practicum of the subject shape the future of India in the technological and digital landscape. The flow of work to examine the current trends of the education (Rust et al. in Assessment methods in technology education: assessment & evaluation in higher education improving students’ learning by developing their understanding of assessment criteria and processes, 2003) system in India. Technological advancement and contribution to the system of learning and delivery, and learning potential drive to fulfill the needs of the present time. The overall objective is to enlighten the prospective thought to provoke and foster a multidimensional culture of innovation; Software, and trends of technological synergies from an early age.

Methodology of Strengthening Students’ Media Literacy

Article

Full-text available

Oct 2024

Olimjon Isakov

In today’s digital age, media literacy has become an essential skill for students. The rise of social media, fake news, and information overload necessitates that students critically evaluate and understand media messages. Media literacy involves the ability to access, analyze, evaluate, create, and communicate using various forms of media. It is not merely about learning to use digital tools, but about understanding how media influences perceptions and behavior. The growing role of media in shaping political, social, and cultural realities makes it essential to adopt methodologies that strengthen students' media literacy skills. This article explores key methodologies that educators can implement to enhance media literacy in students.

Alfabetización Mediática Informacional y Digital en Zonas de Posconflicto

Book

Full-text available

Oct 2024

En el libro se aborda lo relacionado a la metodología desarrollada por DE POSCONFLICTO la UNESCO, denominada Alfabetización Mediática Informacional y Digital (AMID); desde múltiples perspectivas se pretende profundizar en aspectos teóricos, partiendo de las categorías temáticas que la conforman, como son los medios, la información y lo digital, desde una perspectiva holística que aporta a una sociedad mejor formada e informada. De igual manera, se exploran las competencias que, de acuerdo con la Unesco, debe tener un docente, y desde allí se realiza un análisis reflexivo en torno a la articulación de estas aptitudes y habilidades desde el enfoque de la AMID, además del examen de las dimensiones y los indicadores que pueden implementarse en el sector educativo.

Learning from YouTube? The role of exposure to partisan YouTube channels and news literacy in political learning during the South Korean general election campaign

Article

Oct 2024

Developing and Validating a 15-Item True/False Measure of News Literacy Knowledge

Article

Sep 2024
COMMUN RES

Given growing interest in the potential importance of news literacy around the world, a theoretically grounded and empirically validated measure of news literacy is essential. Building on existing theory, we developed and validated a 15-item true/false measure of news literacy knowledge. This measure comprehensively operationalizes the five C’s of news literacy—context, creation, content, circulation, and consumption—in a concise, adaptable, knowledge-based format. Using item response theory and differential item functioning analysis, we followed a three-survey process with representative U.S. samples, developing and assessing 80 true/false items in Study 1 ( N = 1,502) to reduce to 43 items in Study 2 ( N = 1,273). The final reduced set of 15 items was evaluated and validated in Study 3 ( N = 681) along with related measures of civics and current events knowledge, which were positively predicted by the news literacy knowledge measure. While this measure is designed and tested in the U.S. context, our process of operationalizing these complicated concepts and the novel true/false format facilitates its applicability to those interested in studying news literacy around the globe.

Developing a framework for equitable media literacy practice: Voices from the field

Article

Aug 2024

The article presents a framework for equitable media literacy practice (EMLP), which changes structure, action, and agency in service of an imagined and inclusive future and makes space for equitable civic and educational experiences. We derived this framework from 28 in-depth interviews with media literacy practitioners across the US. We asked these practitioners what EMLP would mean to them and what challenges and opportunities for EMLP emerge within their individual and organizational contexts. Interviewees acknowledge that equity is difficult to achieve given daily individual, community, and social concerns but is an important component of civic engagement.

Literasi Digital dalam Pembelajaran Anak Usia Dini

Book

Jan 2024

Buku "Literasi Digital dalam Pembelajaran Anak Usia Dini" adalah buku panduan yang membantu pendidik dan orang tua mengajarkan keterampilan literasi digital kepada anak-anak kecil. Dalam dunia yang semakin digital, anak-anak tumbuh dengan berbagai perangkat teknologi seperti komputer, tablet, dan smartphone. Buku ini menekankan pentingnya tidak hanya mengajarkan anak-anak cara menggunakan perangkat ini, tetapi juga memahami dan menggunakan teknologi secara bijak, kreatif, dan bertanggung jawab. Buku ini dimulai dengan penjelasan tentang pentingnya literasi digital untuk anak-anak usia dini. Bab-bab berikutnya membahas dasar-dasar literasi digital, metode pengajaran, serta cara-cara untuk menjaga keamanan dan privasi anak-anak di dunia digital. Bab 3 mengulas berbagai jenis perangkat digital dan cara menggunakannya, serta menekankan etika dalam penggunaan teknologi. Bab 4 memperkenalkan dasar-dasar internet, termasuk cara menggunakannya dengan aman dan efektif. Bab 5 fokus pada bagaimana memanfaatkan media digital dalam pembelajaran anak-anak usia dini, termasuk inovasi dan strategi dalam menerapkan literasi digital di sekolah. Bab 6 membahas tentang ekosistem digital dan bagaimana anak-anak dapat berinteraksi di dalamnya, termasuk memahami tren teknologi terbaru dan regulasi terkait. Bab 7 mengajak pembaca untuk menggunakan media pembelajaran interaktif seperti Kahoot dan Quizlet, yang membuat proses belajar menjadi lebih menyenangkan dan menarik bagi anak-anak. Buku ini ditutup dengan rangkuman penting tentang literasi digital dan harapan untuk masa depan, memberikan panduan praktis bagi para pendidik dan orang tua untuk mendidik anak-anak yang siap menghadapi era digital dengan penuh percaya diri.

News Credibility and Media Literacy in the Digital Age

Chapter

Jan 2019

Stephanie Jean Tsang

With the hostile media phenomenon as an overarching framework, this chapter discusses how challenging it can be for media literacy education to successfully combat motivated reasoning in which individuals are likely to be hostile when exposed to news content that is incongruent with their personal point of view. Such discussion is vital in times when news audiences are cynical and skeptical towards both politicians and media agencies. Given the importance of understanding and studying individuals' perceptions of news biases and assessments of news credibility, this chapter makes a case for establishing more objective standards for journalistic work to overcome the challenges brought about by the rise of fake news in the digital era.

Main Issues of Implementing Media and Information Literacy in School Education in Central Asian Countries (The Case of Kazakhstan, Kyrgyzstan, and Uzbekistan)

Article

Jan 2024

Azamjon Oltmishevich Dadakhonov

In today’s interconnected world, implementing media and information literacy (MIL) into school education is essential to equip students with the critical skills needed to navigate an increasingly complex information landscape and discern between credible sources and misinformation. By fostering a generation of media-literate individuals, students can be empowered to become responsible consumers, creators, and contributors in the digital age, thus safeguarding democratic principles and promoting informed civic engagement. This research paper delves into the critical challenges surrounding the implementation of MIL in school education across Central Asian countries, with a specific focus on Kazakhstan, Kyrgyzstan, and Uzbekistan. Through a comprehensive examination, the study addresses key issues such as the perceptions of MIL trainers and experts regarding its significance, exemplary approaches for integration into school education, assessment methods of MIL education programs, differences between Central Asian and global MIL programs, the impact of MIL deficiency on the educational system, and the potential consequences of neglecting its implementation. Drawing on in-depth interviews, existing literature, and comparative analyses, the paper sheds light on the complexities and implications of MIL implementation within the unique context of Central Asia.

Literacy in the New Media Age: What Has Changed ?

Article

Full-text available

Jun 2024

Sudhamshu Dahal

Media landscape has seen remarkable changes over the decades because of new technological inventions globally. Technological inventions have multiple impacts in media landscape that has been differently shaping the traditional one-way communication practice. The concept of media literacy interpreted earlier has also been shifting, and there are issues with the arrival of new interactive media in the world. This article deals with media literacy: its basic concepts and theoretical assumptions and the shifting of the traditional definition guided by the changing media technology and media consumption pattern in Nepali context. It examines the changing Nepali media literacy landscape through a critical approach and analyze how the content generation has been impacted by the changing media climate.

Die Medienkritikfähigkeit von Kindern und Jugendlichen erforschen. Empirische Zugänge und methodologische Herausforderungen

Article

Full-text available

Mar 2024

Medienkritikfähigkeit ist eine Zentralkategorie des deutschsprachigen medienpädagogischen Diskurses und zählt als grundlegende Dimension von Medienkompetenz. Während die theoretische Diskussion zur Medienkritikfähigkeit rege geführt wird, fristen Fragen ihrer empirischen Erforschung bislang ein Schattendasein. Auf eben diese ein Licht zu werfen, ist Anliegen des Beitrags. Hierzu werden Streifzüge unternommen sowohl durch theoretische Konzeptionierungen von Medienkritikfähigkeit als auch durch empirische Untersuchungen im deutschsprachigen Raum. Identifiziert werden methodische wie methodologische Herausforderungen, die die Grundlage für die Formulierung von Implikationen künftiger Vorhaben zur empirischen Erforschung der Medienkritikfähigkeit von Kindern und Jugendlichen bilden. Darauf aufbauend werden abschliessend zwei prototypische Messmodelle zur Erfassung von Medienkritikfähigkeit ausgearbeitet.

UX-Designethik

Book

Feb 2024

Giovanni Vindigni

Study booklet with regard to the UX Design (B.A.) and Digital Games Business (B.A.) degree programs (in German).Vindigni, G. (2024): UX-Designethik (128 p.). Das Studienheft „UX-Designethik“ vertieft die designethischen Herausforderungen im User Experience Design und setzt sich mit den philosophischen Grundlagen von Martin Buber, Baruch de Spinoza und Løwgren auseinander. Es betont die Bedeutung von Empathie und interpersoneller Reziprozität im UX-Designprozess, inspiriert von Bubers dialogischem Prinzip und Spinozas Ethik der affektiven Beziehungen. Durch die Integration dieser philosophischen Perspektiven bietet das Studienheft einen lernzieltaxonomischen Rahmen für die Ideationen und Inventionen von UX-Designlösungen, die sowohl designethisch fundiert als auch tiefgreifend human sind. Es motiviert UX-Designer, über die unmittelbaren funktionalen Anforderungen hinaus zu denken und designethische Überlegungen als zentralen Bestandteil des Designprozesses zu betrachten. Indem es die Beziehung zwischen UX-Designer, Nutzer und Gesellschaft neu determiniert, strebt das Studienheft danach, die Verantwortung von UX-Designern im Sinne des Theorie-Praxis-Transfers für die Schaffung positiver und anschlussfähiger Nutzererfahrungen zu unterstreichen.

Currículo Alfamed de formação de professores em Educação Midiática: Por uma ressignificação do currículo UNESCO

Article

Full-text available

Dec 2023

Partindo da premissa de que, para além de ler criticamente, é preciso construir criticamente segundo princípios ideológicos e culturais que respeitem o Outro e seu lugar no mundo, este artigo relata o percurso de construção do Currículo Alfamed de formação de professores em educação midiática. Embora tenha partido da ideia de revisar o Guia Unesco de Alfabetização Midiática e Informacional (AMI), o material acabou se configurando como uma ressignificação (e não revisão). O relato do percurso destaca a metodologia utilizada e discussões conceituais a ele relacionadas. As considerações finais retomam os pressupostos iniciais e explicitam o caráter dinâmico, participativo e aberto do material.

Critical Thinking, Collaboration, Creativity and Communication Skills among School Students: A Review Paper

Article

Full-text available

Sep 2023

Mohammad Ismail Stanikzai

Economies are increasingly more globalized and digitalized than ever before. This signaled and challenged the current education systems to alter and train future employees for a more dynamic, complex, and fast-paced 21st-century workforce. The main purpose of this review paper is to highlight existing studies on key soft skill competencies of 21st-century known as the “4 Cs” critical thinking, collaboration, creativity, and communication among school students and to explore various frameworks about 4 Cs in the current literature. This review paper also provides suggestions for future research in this area.

The higher the news literacy, the wider the partisan gap on misinformation acceptance? The three-way interaction effects of news literacy, partisanship, and exposure to partisan YouTube channels on misinformation acceptance

Article

Aug 2023
NEW MEDIA SOC

Drawing on two competing hypotheses from the prevention and partisan gap frameworks, this study tests how news literacy, partisanship, and exposure to partisan YouTube channels interact to influence misinformation acceptance. Partisan YouTube channels in this study refer to a type of soft journalistic content with a partisan perspective. Panel survey data ( N = 808) collected during the 2020 South Korean General Election campaign were analyzed. Supporting the partisan gap hypothesis, the results show that when exposed to partisan YouTube channels, those with higher news literacy were more likely to process misinformation in a biased manner, such that party-congenial misinformation is more likely to be accepted, while party-uncongenial misinformation is more likely to be rejected with an increase in news literacy level. This indicates that the effects of news literacy on misinformation acceptance vary depending on political factors. Furthermore, in the context of politically biased media, the partisan gap widens among those with greater news literacy.

ВПЛИВ МЕДІАГРАМОТНОСТІ НА СОЦІАЛЬНО-ЕКОНОМІЧНУ АКТИВНІСТЬ ГРОМАДЯН КРАЇН ЄВРОПИ

Article

Full-text available

Jun 2023

Лариса Чернишова

У статті розглянута роль медіа як потужної сили, яка впливає на формування громадської думки та організацію економічної й соціальної державної політики. Визначено, що медіаграмотність стала фундаментальною складовою демократії та дозволяє громадськості орієнтуватися та брати участь у складних соціально-економічних процесах, робити свій внесок у прийняття рішень на різних рівнях влади. Досліджено у країнах Європи вплив освіти на участь громадян у соціально-економічних процесах, що показує схильність людей з вищим рівнем освіти до різних форм соціально-економічної участі та свідчить про зв’язок між освітою та соціально-економічною активністю населення. Зазначено, що рівень освіти безпосередньо пов’язаний з рівнем медіаграмотності. Визначено, що люди з вищим рівнем медіаграмотності частіше ставали учасниками обговорень з соціально-економічних проблем. Доведено, що медіаграмотність впливає на формування соціальної та економічної культури в країнах Європи.

تصنيف بحوث التربية الإعلامية وفقا للمصداقية:

Article

May 2023

عبد الرحيم درويش

Spanish validation of two social media appearance-related constructs associated with disordered eating in adolescents: The Appearance-related Social Media Consciousness scale (ASMC) and the Critical Thinking about Media Messages scale (CTMM)

Article

May 2023

Appearance-related constructs underlying social media are negatively associated with mental health. However, their impact on the Spanish population is still unexplored. The present study aimed to validate the Spanish versions of two appearance-related scales: (1) the appearance-related social media consciousness (ASMC) scale; and (2) the critical thinking about media messages (CTMM) scale. Translation and cultural adaptation of the scales were carried out. The scales' psychometric properties were assessed using exploratory and confirmatory factor analyses, measurement invariance across gender (boys vs. girls) and age groups (early adolescents vs. middle adolescents), internal consistency, and convergent validity. The sample included 803 Spanish secondary school adolescents aged between 12 and 18 (Mage = 15.1, 47.9% girls, 47.2% boys, 4.9% non-binary gender/others). The exploratory factor analyses replicated original one-factor structures of both scales, which was verified using confirmatory factor analysis. Regarding the ASMC Scale, a re-specified model (allowing for error correlations between Items 1-2) presented an adequate fit. Both models were invariant across gender and age groups. Excellent internal consistency was found. Bivariate correlations between the ASMC and eating disorders related variables (body esteem, disordered eating, self-esteem, sociocultural attitudes towards appearance, and general mental health) supported its convergent validity and proved ASMC to be a potential target for future preventive eating disorder interventions. However, the CTMM scale correlated only with sociocultural pressures, thus, further research is needed to assess the validity of the CTMM in Spanish samples.

Winnowing Fake vs Fact: Media Literacy and Media Message Evaluation Practices of First-Time Voter College Students

Article

Full-text available

Feb 2023

Princess Gerbie Durante

This study investigated the level of media literacy and its influence on the most prevalent media message evaluation practices of first-time Filipino college-student voters. It compared the level of media literacy components-using media devices, understanding media, and contributing to media content, and how these influence evaluation of media messages. It is significant in the current learning context as students are immersed in a digital media landscape filled with unverified data, misinformation, and biased, distorted updates. Thus, looking into voters' capacity to discern and discriminate between facts and fake information is necessary so that interventions may be adopted. Results indicate a self-reported mean of 2.83 in using media devices; 3 in understanding media; and 3 in contributing to media content. Further, the most prevalent media information evaluation practice is to consider message and meaning rather than the author and intended audience, or what media represents and if it reflects reality. Finally, understanding media is the most significant predictor influencing the prevalent media message evaluation practices of participants in the study. Keywords: media literacy of first-time voters, information literacy in the digital landscape, predictors of critical literacy

Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective

Article

Jan 2023

Employing literature on coursebook analysis and evaluation and informed by the research on multimodality in language teaching materials, this study proposed a conceptual-analytical framework for exploring how cultural meaning is conveyed in foreign language teaching materials through the way in which text, task, and image combine in a learning activity. Through the application of the proposed framework, we explored cultural representations found in texts, students' meaning-making opportunities guided by tasks as well as alignments and potential contradictions between verbal and visual messages by analysing images. In doing this, we attempted to evaluate the potential of language teaching materials to cater for diverse groups of learners within a given socio-cultural context. In our investigation, we drew on two types of coursebook evaluation - micro-evaluation and macro-evaluation - which were supplemented by the deductive content analysis. We illustrate how the proposed framework might help teachers evaluate the effectiveness of coursebooks’ use of multiple representations to support student learning and meaning-making.

Media literacy and digital citizenship

Chapter

Nov 2022

Elizabeth A. Hunt

Media literacy is an essential discipline for all students in the 21st century, where digital technologies reign. While the concept of media literacy has shifted and changed over nearly a century, the most current iteration, blurred with digital literacy, focuses on the capacity to access, analyze, evaluate, create, and think critically about the messages in media and the forces behind its construction. It also requires the skills to examine and appraise the individual user's own motivations and intentions, and understand the ways that online behaviors can have positive and negative impacts on other people and the world at large. These latter skills comprise the concept of digital citizenship, which, in recent years, has risen to the forefront of many scholars’ focus, prompted by the rise of social media, misinformation, and socio-political movements in online spaces. This chapter explores the intersection of media literacy and digital citizenship by providing an overview of definitions and theory behind various approaches to media literacy and digital citizenship education, the current climate in the United States and globally, the efficacy of media literacy and digital citizenship interventions covering a range of specific topics (advertising, violence, body image, sourcing), and areas where more support is needed. Directions for future research and initiatives are discussed.

Media and Information Literacy (MIL) competencies of language and communication students

Article

Full-text available

Jul 2022

Janet S. Tibaldo

Critical Media Literacy: Research, Theory, and Practice in “New Times”

Article

Full-text available

Jan 2000

This article is a review of the research literature on how critical media literacy is defined, its intersection with popular culture, and its conceptual framing of audience and subject positioning. The authors conclude that while faddish activities associated with the media and popular culture may change too quickly for most educators’ tastes, digital fandom is not likely to disappear. Nor is it likely to prove superficial, at least not in adolescents’ eyes. To the contrary, young people living in a digital culture use critical media literacy to break down age-old distinctions between high-brow and low culture.

Content Area Reading: Literacy and Learning Across the Curriculum

Article

Full-text available

Jan 2008

The Connection Between Research and Practice

Article

Full-text available

Oct 1997

Mary Kennedy

This article reviews four hypotheses that have been put forward to account for a perceived lack of connection between research and practice: (a) research needs to be more authoritative, (b) research needs to be more relevant, (c) research needs to be more accessible, and (d) the education system itself is inherently too stable or too unstable and therefore unable to respond coherently to research findings. A brief history of thought within each of these hypotheses is offered, and the place of education researchers in the larger education context is discussed.

Statistical practices of educational researchers: an analysis of their ANOVA, MANOVA, and ANCOVA analyses

Article

Full-text available

Sep 1998

Articles published in several prominent educational journals were examined to investigate the use of data analysis tools by researchers in four research paradigms: between-subjects univariate designs, between-subjects multivariate designs, repeated measures designs, and covariance designs. In addition to examining specific details pertaining to the research design (e.g., sample size, group size equality/inequality) and methods employed for data analysis, the authors also catalogued whether (a) validity assumptions were examined, (b) effect size indices were reported, (c) sample sizes were selected on the basis of power considerations, and (d) appropriate textbooks and/or articles were cited to communicate the nature of the analyses that were performed. The present analyses imply that researchers rarely verify that validity assumptions are satisfied and that, accordingly, they typically use analyses that are nonrobust to assumption violations. In addition, researchers rarely report effect size statistics, nor do they routinely perform power analyses to determine sample size requirements. Recommendations are offered to rectify these shortcomings.

Conducting Research on Practice

Article

Full-text available

Jun 1994

Virginia Richardson

This article explores two forms of research on practice: formal research and practical inquiry. Formal research is undertaken by researchers and practitioners to contribute to an established and general knowledge base. Practical inquiry is undertaken by practitioners to improve their practice. It is suggested that practical inquiry is more likely than formal research to lead to immediate classroom change; that these two forms of research are fundamentally different; and that both are useful to practice, but in different ways.

Designing High-Quality Research in Special Education Group Experimental Design

Article

Full-text available

Apr 2000

This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs. As researchers have learned more about teaching and learning, intervention studies have become more complex. The research community is struggling with ways to sensibly negotiate a balance between rigorous research designs that satisfy traditional laboratory standards of quality and interventions that are complex and flexible enough for conducting research in the real world of classrooms and schools. Rather than organizing the discussion around a list of resolute research standards, we weigh the pros and cons of making the many difficult choices involved in conducting intervention research. Our goal is to convey the sense that good designs must involve a series of balances and compromises that defy easily categorized solutions. Among the controversial areas discussed are the importance of defining the nature of the independent variable, the value of measuring implementation, and the improvement of the quality of quasi-experiments.

Improving Reading Comprehension by Using Media Literacy Activities

Article

May 2001

Renee Hobbs

Rather than viewing popular culture as an enemy to the work we do in schools, Renee Hobbs challenges educators to find creative ways to build connections between kids’ worlds and the work we do in classrooms. She shares a sequence of classroom engagements that moved students from film to literature to writing.

The Labyrinths Of Literacy: Reflections On Literacy Past And Present

Book

Sep 1995

Harvey J. Graff

Issues in Conducting Intervention Research: Secondary Students

Chapter

Jan 1994

When considering intervention research with students with learning disabilities, one is initially struck by the paucity of such research relative to other types of research in learning disabilities. In a recent evaluation of major special education journals, Lessen, Dudzinski, Karsh, and Van Acker (1989) were able to identify only 119 academic intervention studies with students with learning disabilities, from a pool of 3,106 articles published since 1978. Only 35 of these articles involved secondary students. In contrast, Kavale and Nye (1985–1986) located over 1,000 descriptive studies that compared learning disabled and normally achieving students on any number of measures of social or academic functioning. This relative shortage of intervention research in special education in favor of a plethora of comparative research has previously been noted by Forness and Kavale (1985) and by Scruggs and Mastropieri (1985). Although one may not agree with Lovitt’s (1989) declaration that “we don’t need any more comparison studies in the field of learning disabilities” (p. 480), there nevertheless does appear to be far too little research intended to identify methods for improving the social or academic functioning of students with learning disabilities.

Film and video bridge popular and classroom cultures

Article

Feb 2001

Pedagogical Issues in U.S. Media Education

Article

Jan 1994

Renee Hobbs

The Uses and Limits of Performance Assessment

Article

May 1999

E.W. Eisner

In his introduction, Mr. Eisner, who served as guest editor of this special section, puts performance assessment into a broad educational and social context.

Television literacy for young children

Article

Visual Literacy: Image, Mind and Reality

Article

Jan 1996

[The author presents] four major conceptual levels of understanding: imparting visual literacy as a prerequisite for comprehending visual media; creating awareness of the general cognitive consequences of visual literacy; making us alert to visual manipulation; and promoting aesthetic appreciation of the images we see. Taken together, these approaches provide a comprehensive view of how visual images are produced and interpreted, and of what their potential social consequences may be. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Instructional practices in media literacy education and their impact on students’ learning

Article

Sep 1998

This study reports the findings of qualitative and quantitative research designed to assess the impact of different types of instructional practices involving media literacy education across the curriculum. Teachers in a small school district participated in a staff development program in media literacy and developed unique approaches for integrating media literacy concepts into language arts, history, math and science at the ninth grade level. The work of four different teams of ninth grade teachers is described by examining the instructional practices, motivations and philosophy behind teachers’ application of media literacy concepts into the curriculum. In addition, students exposed to these different forms of media literacy education were tested on specific media analysis skills, including the ability to identify main ideas, the message's purpose, point of view, and various structural features of a news broadcast. Students who received a balance of media analysis and media production experiences, who used film and video frequently in the classroom and who did not rely exclusively on off‐the‐shelf prepared media literacy curriculum performed better in measures of media analysis which involved the deconstruction of a segment of television news programming. Results also showed that classrooms which engaged in more extensive and comprehensive approaches to integrating media literacy skills into existing curriculum had students with higher levels of information processing skills including recall and comprehension of ideas presented in a video.

Teaching Children to Evaluate Television Violence Critically: The Impact of a Dutch Schools Television Project

Article

Jan 1993

Marcel W. Vooijs

Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to encourage children aged 10‐12 to become more discriminating consumers of violent television crime series. Results indicated that the schools television project led to an increase in factual knowledge of differences between violence as depicted in crime series and real‐life violence, and a decrease in the perceived realism of violent television programmes. Children reacted very positively to the schools broadcasts and found them instructive and useful. Teachers reacted positively to the broadcasts and the related materials (student workbook and teacher's manual) that accompanied the programmes.

Television Literacy Curriculum in Action: A long-term study

Article

Jan 1985

Lois J. Baron

A major concern in the area of television's effect on children has been how children interpret both the content and form of the medium. As a form of representation, television has its own code. Messages are transmitted by manipulating this code. The last decade has seen a growth of interest in ways of combating the influence television has on children by increasing their awareness and understanding of the conventions of the medium. The research described here is a media literacy project that takes children ‘behind the scenes’ of television's ‘magic’ by providing them with the opportunity of producing a programme for community access cable television. This was accomplished by having two groups of grade five children experience a 10‐week media literacy curriculum. Following the curriculum phase, one group ‘produced’ a programme for telecast at the local cable studio. Pre‐, post‐, and long‐term media literacy tests were administered to the two groups and a control group. Results reveal that not only did the groups who had experienced the media literacy curriculum perform significantly better on the test, but also that their scores improved significantly between post‐and long‐term testing. In conclusion, the media literacy curriculum led to significant increases in understanding of media‐related concepts.

Tests Worth Teaching To: Constructing State-Mandated Tests That Emphasize Critical Thinking

Article

Dec 2001

Stuart S. Yeh

In this article, I argue that state-mandated tests should focus on critical thinking, defined as careful argumentation. This would mitigate the primary criticism of such tests—that they drive an instructional focus on rote factual learning. Conceptualizing critical thinking in terms of argumentation provides a simple, useful way to focus instruction and assessment according to the type of critical thinking that appears to be valued in the workplace. I give an example of how this concept could be translated into a forced-choice test item. A test that combines both open-ended and forced-choice items could be used to assess critical thinking in a practical, cost-effective way. If one accepts the premise that tests drive curriculum and instruction, perhaps the easiest way to reform instruction and improve educational quality is to construct better tests.

Evaluating Standards in Media Education

Article

Jan 1993

Discussion of media education focuses on a study conducted in Western Australian schools that assessed the level of understanding of the media among 15 year olds who had studied a formal media education syllabus. Highlights include gender differences, language differences, and correlation between television viewing hours and academic performance. (LRW)

Media Literacy. A Report of the National Leadership Conference on Media Literacy.

Article

Jan 1993

Patricia Aufderheide

The purpose of the National Leadership Conference on Media Literacy was to shape a national framework for media literacy so that each participating group could demonstrate its own niche and role in achieving common objectives. This report details the approaches and conclusions of the 25 representative leaders of the media literacy movement who met to agree on a definition, vision, and framework for media literacy efforts in the United States. The basic definition spelled out media literacy as the ability of a citizen to access, analyze, and produce information for specific outcomes. In the 2 days of discourse, conference participants saw common ground on a number of issues and endorsed a project in New Mexico as a test site where various groups might work to foster media literacy in the schools and beyond. Task forces were established to look at issues associated with curriculum and teacher training, foster communications among the groups interested in media literacy, and begin to write a prospectus for a Media Literacy Institute. The Institute will bring together the resources for intellectual underpinning, teacher training, and active participation in policy making and events. Appendixes contain: (1) a background paper by J. Francis Davis, "Media Literacy--From Activism to Exploration"; (2) a list of conference participants and organizations; and (3) the Aspen Institute's Communications and Society Program Statement. (SLD)

Teaching Humanities in a Media Age

Article

Jan 1999
EDUC LEADERSHIP

Renee Hobbs

To explore how media analysis and production can be integrated into existing curricula, Clark University developed the Re-Visioning Project for secondary teachers. A humanities-centered institute was based on rich professional-development experiences, stressing learning and teaching activities, analysis of practice, and development of shared knowledge and experience. (MLH)

Teaching Television in the Classroom: results of a preliminary study

Article

Jan 1985

Against a background of concern at the effects of heavy TV viewing on young people, a number of studies have indicated the value of television studies courses. However, little systematic research has been carried out in Britain on the best ways to teach with or about television. This paper describes a course for 14‐15 year‐old children, aimed at explaining TV production techniques and approaches, and to evaluate critically TV news broadcasts and drama. The course involved analysis of specific broadcasts and the planning, preparation and production of video programmes by the pupils themselves. Detailed course evaluation, by careful pre‐ and post‐testing of experimental and control groups, has demonstrated clear improvements of the children's understanding of television.

Skilled Comprehension and Its Development Through Instruction

Article

Sep 1997

This article addresses the myth that children will be able to comprehend a text simply because they can decode words in it. Evidence is provided to support the claim that developing readers benefit from explicit teaching of comprehension strategies via direct explanation and modeling of strategies. Transactional strategies in which readers interact with text and with each other are more effective in improving reading comprehension than reciprocal teaching, which involves less explicit instruction by the teacher. Classroom observation studies show that insufficient attention is directed to comprehension, which needs to be taught and not just monitored. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

SCHOOLING AND EVERYDAY LIFE

Article

Jul 2007

H. Miller

The Seven Great Debates in the Media Literacy Movement

Article

Feb 2006
J COMMUN

Rene Hobbs

Obstacles to the Development of Media Education in the United States

Article

Mar 1998
J COMMUN

Robert Kubey

This article examines the political, economic, historic, and cultural explanations for why the United States lags behind other major English-speaking countries in the formal delivery of media education. The research relies on formal documents and newsletters, interviews with leading media education researchers and teachers from numerous nations, and site visits to five countries. Among the many factors explored are the sheer physical size of the U.S., its highly heterogeneous population, resistance to the federal government's making central educational or broadcasting policy, the fact that the U.S. exports far more media products than it imports, and a long-standing reluctance to take the popular arts seriously.

Effects of General and Alcohol-Specific Media Literacy Training On Children's Decision Making About Alcohol

Article

Feb 1997

This article examines the immediate and delayed effects of media literacy training on third-grade children's perceptions of alcohol advertising, alcohol norms, expectancies for drinking, and behaviors toward alcohol. A Solomon four-group style experiment (N = 225) with two levels of the treatment factor assessed the effectiveness of in-school media literacy training for alcohol. The experiment compared a treatment that included the viewing of a videotape about television advertising along with the viewing of video clips of alcohol ads and discussion pertaining to alcohol advertising specifically versus one that included the viewing of the same general purpose media literacy videotape along with video clips of non-alcohol advertising and then discussion of advertising in general. The treatment had both immediate and delayed effects. Immediate effects included the children's increased understanding of persuasive intent, viewing of characters as less similar to people they knew in real life and less desirable, decreased desire to be like the characters, decreased expectation of positive consequences from drinking alcohol, and decreased likelihood to choose an alcohol-related product. Indirect effects also were found on their perceptions of television's realism and their views of social norms related to alcohol. Delayed effects were examined and confirmed on expectancies and behavior. The treatment was more effective when alcohol-specific, and it also was more effective among girls than boys.

Television literacy curriculum in action

Jan 1985
49-55

E Babbie

BABBIE, E. (1998). The practice of social research. Belmont, CA: Wadsworth. BARON, L. (1985). Television literacy curriculum in action. Journal of Educational Television, 11(1), 49-55. BAZALGETTE, C. (1993). Proceedings of the 1992 UNESCO conference on media education. London & Paris: British Film Institute, Centre de Liaison de l'Enseignement et des Moyens d'Information (CLEMI), and United Nations Educational Scientific and Cultural Organization (UNESCO).

Adsmarts: An intervention invoking reactance to combat alcohol usage by youths The consequences of literacy

Jan 1988

M Goldberg
L Bechtel
J Goody
I Watt

GOLDBERG, M., & BECHTEL, L. (n.d.). Adsmarts: An intervention invoking reactance to combat alcohol usage by youths. Unpublished manu-script, Pennsylvania State University, State College. GOODY, J., & WATT, I. (1988). The consequences of literacy. In E.

Media literacy: A report of the national leadership conference on media literacy. Queenstown, MD: Aspen Institute Effects of general and alcohol-specific media literacy training on children's decision making about alcohol

Jan 1993
17-42

P Aufderheide
C Firestone
E Austin
K Johnson

AUFDERHEIDE, P., & FIRESTONE, C. (1993). Media literacy: A report of the national leadership conference on media literacy. Queenstown, MD: Aspen Institute. AUSTIN, E., & JOHNSON, K. (1997). Effects of general and alcohol-specific media literacy training on children's decision making about alcohol. Journal of Health Communication, 2(1), 17–42.

Best practices in literacy instruction (pp. 90–97) Media matters in South Africa

Jan 1991

Guilford
J Prinsloo
C Criticos

Neuman, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 90–97). New York: Guilford. PRINSLOO, J., & CRITICOS, C. (1991). Media matters in South Africa. Durban, South Africa: University of Natal.

Proceedings of the 1992 UNESCO con-ference on media education

Jan 1993

C Bazalgette

BAZALGETTE, C. (1993). Proceedings of the 1992 UNESCO con-ference on media education. London & Paris: British Film Institute, Centre de Liaison de l'Enseignement et des Moyens d'Information (CLEMI), and United Nations Educational Scientific and Cultural Organization (UNESCO).

The elements of journalism: What newspeople should know and the public should expect

Jan 2001

B Kovach
T Rosenstiel

KOVACH, B., & ROSENSTIEL, T. (2001). The elements of journalism: What newspeople should know and the public should expect. New York: Three Rivers Press.

Content area literacy instruction Best practices in literacy instruction (pp. 175–192) Television " critical viewing skills " education The new media literacy hand-book Media education in the U.K.: Moving beyond protectionism

Jan 1991
33-43

British Film Institute
T Bean
P Valerio
L Stevens

New directions: Media education worldwide. London: British Film Institute. BEAN, T., VALERIO, P., & STEVENS, L. (1999). Content area literacy instruction. In L. Gambrell, L. Morrow, S. Neuman, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 175–192). New York: Guilford. BROWN, J.A. (1991). Television " critical viewing skills " education. Hillsdale, NJ: Erlbaum. BRUNNER, C., & TALLY, W. (1999). The new media literacy hand-book. New York: Anchor Books. BUCKINGHAM, D. (1998). Media education in the U.K.: Moving beyond protectionism. Journal of Communication, 48(1), 33–43.

The rise and fall of English

Jan 1998

R Scholes

SCHOLES, R. (1998). The rise and fall of English. New Haven, CT: Yale University Press.

Literacy in all media

Jan 1999
11

York E.

YORK, E., & AUBRY, V. (1999, June). Literacy in all media. Cable in the Classroom Magazine, 9(6), 11–13.

Literacy in multimedia America Media education and the (re)production of culture Helping elementary school children learn about television

Jan 1980
84-93

L Semali
Falmer
D Sholle
S Denski
J Singer

SEMALI, L. (2000). Literacy in multimedia America. New York: Falmer. SHOLLE, D., & DENSKI, S. (1994). Media education and the (re)production of culture. Westport, CT: Bergin & Garvey. SINGER, D., ZUCKERMAN, D., & SINGER, J. (1980). Helping elementary school children learn about television. Journal of Communication, 30(3), 84–93.

Resource catalog Visual messages: Integrating imagery into instruction Quasi-experimentation: Design and analysis for field settings Holistic evaluation of writing

Jan 1977
3-31

Center For Media Literacy
D Considine
G Haley
T Campbell

CENTER FOR MEDIA LITERACY. (2001). Resource catalog. Retrieved April 29, 2002, from http://medialit.org CONSIDINE, D., & HALEY, G. (1999). Visual messages: Integrating imagery into instruction (2nd ed.). New York: Teacher Ideas Press. COOK, T., & CAMPBELL, D. (1979). Quasi-experimentation: Design and analysis for field settings. Boston: Houghton Mifflin. COOPER, C.R., & ODELL, L. (Eds.). (1977). Holistic evaluation of writing. In C.R. Cooper & L. Odell (Eds.), Evaluating writing (pp. 3–31).

The labyrinths of literacy: Reflections on literacy past and present Teaching the media worldwide

Jan 1995

Il Carbondale
Illinois Southern
University
H Graff

Carbondale, IL: Southern Illinois University. GRAFF, H. (1995). The labyrinths of literacy: Reflections on literacy past and present. Pittsburgh, PA: University of Pittsburgh Press. HART, A. (1997). Teaching the media worldwide. Mahwah, NJ: Erlbaum.

Texas Essential Knowledge and Skills Good guys don't wear hats Literacy in a digital world

Apr 1998

Texas Education Agency
J Tobin

TEXAS EDUCATION AGENCY. (1998). Texas Essential Knowledge and Skills. Retrieved March 20, 2001, from http://www.tea.state.tx.us/ rules/tac/chapter110/index.html TOBIN, J. (2000). Good guys don't wear hats. New York: Teachers College Press. TYNER, K. (1998). Literacy in a digital world. Mahwah, NJ: Erlbaum.

The uses and limits of performance assess-ment. Kappan Online Teaching positions: Difference, pedagogy, and the power of address

Jan 1997

E Eisner

EISNER, E. (1999, May). The uses and limits of performance assess-ment. Kappan Online. Retrieved May 1, 2002, from http://www.pdkintl. org/kappan/keis9905.htm ELLSWORTH, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.

A taxonomy of critical thinking dispositions and abilities Teaching thinking skills: Theory and practice (pp. 9–26) Making movies matter. A report of the Film Education Working Group. London: British Film Institute

Jan 1987

R H Ennis

ENNIS, R.H. (1987). A taxonomy of critical thinking dispositions and abilities. In J.B. Baron & R.J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman. FILM EDUCATION WORKING GROUP. (1999). Making movies matter. A report of the Film Education Working Group. London: British Film Institute. Retrieved from http://www.bfi.org.uk/education/research/ fewg/ FLOOD, J., HEATH, S.B., & LAPP, D. (1997). Research on teaching literacy through the communicative and visual arts. New York: Macmillan.

Best practices in literacy instruction (pp. 175–192) Television " critical viewing skills " education

Jan 1991

Pressley

Pressley (Eds.), Best practices in literacy instruction (pp. 175–192). New York: Guilford. BROWN, J.A. (1991). Television " critical viewing skills " education.

The new media literacy handbook Media education in the U.K.: Moving beyond protectionism

Jan 1998
33-43

Nj Hillsdale
Erlbaum
C Brunner
W Tally

Hillsdale, NJ: Erlbaum. BRUNNER, C., & TALLY, W. (1999). The new media literacy handbook. New York: Anchor Books. BUCKINGHAM, D. (1998). Media education in the U.K.: Moving beyond protectionism. Journal of Communication, 48(1), 33–43. CENTER FOR MEDIA LITERACY. (2001). Resource catalog.

London: British Film Institute Content area literacy instruction

Jan 1999

T Bean
P Valerio
L Stevens

New directions: Media education worldwide. London: British Film Institute. BEAN, T., VALERIO, P., & STEVENS, L. (1999). Content area literacy instruction. In L. Gambrell, L. Morrow, S. Neuman, & M.

San Francisco: California Newsreel Visual literacy: Image, mind and reality Holler if you hear me: The education of a teacher and his students Children of Telstar: Early experiments in school television production The confused world of main idea

Jan 1986

P Messaris
G Michie
K Moore
D Cunningham

Media literacy: The new basic [Videorecording]. San Francisco: California Newsreel. MESSARIS, P. (1994). Visual literacy: Image, mind and reality. Boulder, CO: Westview Press. MICHIE, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press. MOODY, K. (1999). Children of Telstar: Early experiments in school television production. New York: Vantage Press. MOORE, D., & CUNNINGHAM, J. (1986). The confused world of main idea. In J. Baumann (Ed.), Teaching main idea comprehension (pp.

Improving reading comprehension by using media literacy activities Voices From the Middle Instructional practices in media literacy education and their impact on students' learning Teaching television in the classroom: Results of a preliminary study The connection between research and practice

Jan 1985
44-50

R Hobbs
R Frost
R Kelley
P Gunter
B Kelley
L Olejnik

HOBBS, R. (2001). Improving reading comprehension by using media literacy activities. Voices From the Middle, 8(4), 44–50. HOBBS, R., & FROST, R. (1999). Instructional practices in media literacy education and their impact on students' learning. New Jersey Journal of Communication, 6(2), 123–148. KELLEY, P., GUNTER, B., & KELLEY, C. (1985). Teaching television in the classroom: Results of a preliminary study. Journal of Educational Television, 11(1), 57–63. KENNEDY, M. (1997). The connection between research and practice. Educational Researcher, 26(7), 4–12. KESELMAN, H., HUBERTY, C., LIX, L., & OLEJNIK, S. (1998).

Media education: An introduction. London: British Film Institute Critical media literacy: Research, theory and practice in " new times

Jan 1992
193-205

M Boyd-Barrett
O Alvermann
D E Hagood

ALVARADO, M., & BOYD-BARRETT, O. (1992). Media education: An introduction. London: British Film Institute. ALVERMANN, D.E., & HAGOOD, M.C. (2000). Critical media literacy: Research, theory and practice in " new times. " Journal of Education Research, 93, 193–205.

Literacy in all media. Cable in the Classroom Magazine

Jun 1999
11-13

E York
V Aubry

YORK, E., & AUBRY, V. (1999, June). Literacy in all media. Cable in the Classroom Magazine, 9(6), 11-13.

Evaluation of research on educational approaches Unpublished manuscript Literacy in the television age: The myth of the television effect Film and video bridge popular and classroom cultures Self regulated comprehension processing and its development through instruction

Jan 1995
480-483

De Newark
Reading Association
National
Center
Improve
Tools
Edu-Cators
Portland
S Neuman
Ablex
H Nixon
B Comber
M Pressley

Newark, DE: International Reading Association. NATIONAL CENTER TO IMPROVE THE TOOLS OF EDU- CATORS. (1998). Evaluation of research on educational approaches. Unpublished manuscript, University of Oregon, Portland. NEUMAN, S. (1995). Literacy in the television age: The myth of the television effect. Norwood, NJ: Ablex. NIXON, H., & COMBER, B. (2001). Film and video bridge popular and classroom cultures. Journal of Adolescent & Adult Literacy, 44, 480–483. PRESSLEY, M. (1999). Self regulated comprehension processing and its development through instruction. In L. Gambrell, L. Morrow, S.

Measuring the Acquisition of Media-Literacy Skills

Abstract

No full-text available

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