Abstract
Abstract The Message Interpretation Process (MIP) model originated to explain how youth engaging with entertainment media messages make decisions about apparent reality and behavioral choices. Although it has been tested over several decades with various age groups, population types and content foci, it has never been fully explicated. As it has matured as a model, its principles and concepts have contributed to a complementary theoretical model referred to herein as the Media Literacy Theory of Change. Both stem from the overriding perspective that media literacy involves both cognitive and affective components of message interpretation processes and skills that can be taught, engaged, and adapted as a person develops physically, cognitively, emotionally, and socially. This article provides a formal explanation of the MIP model and the Media Literacy Theory of Change, exploring their assumptions and propositions, and referencing the research that has supported and extended the theoretical growth of each over time.
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