Literacy Intervention Research Articles

Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy

Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.

A mixed-method case study of Readers’ Theatre with African immigrant and refugee students

ABSTRACT Readers' Theatre, a drama-based literacy intervention, has been studied for its academic benefit with the socio-emotional impacts largely neglected. In the current study, the Principal Investigator partnered with a summer Readers' Theatre intervention for public middle school students. Following, students completed a self-concept measure and participated in an interview on the experience. This study presents results of the first-and-second-generation African immigrant and refugee participants. Three themes from the interviews are explored: (1) culturally based-arts experiences and intervention buy-in, (2) emphasis on perceived achievement, and (3) the relationship of self-reported impact on middle school readiness, reading attitudes, and sense of ensemble.

192 Developing a community laundromat intervention to increase reproductive health literacy outreach

OBJECTIVES/GOALS: The project goal was to conduct formative work using community-based participatory research (CBPR) to inform the development of a laundromat-based reproductive health literacy intervention (LI)informed by Passhe-Orlow and Wolf’s Conceptual Model. We provide insights to support the development of similar health literacy interventions. METHODS/STUDY POPULATION: In Phase I, we recruited female patrons over the age of 18 living in DC from 4 community laundromats. Participants completed a survey with validated measures to assess reproductive health knowledge, self-efficacy, and intentions to seek care. Open-ended questions assessed participants’ experiences accessing care, communication with health providers, and laundromat use. Data informed the development of a 2-3 minute reproductive health literacy intervention (LI) storyboard. In Phase II, in-depth interviews were conducted with reproductive health providers (midwives, obstetricians-gynecologists, women’s health registered nurses, women’s health nurse practitioners) working in the communities where the laundromats are located. LI acceptability and appropriateness were explored. RESULTS/ANTICIPATED RESULTS: For Phase I, we recruited 60 patrons. Participants (68.3%) expressed interest in a laundromat-based reproductive health literacy intervention (LI). Identified reproductive knowledge gaps included: unaware of fertile days (50.0%); believe prenatal care should begin after 2nd trimester of pregnancy (50.0%); unclear about pregnancy spacing (85.0%); unable to identify use for folic acid (91.7%); believe once a cesarean always a cesarean (53.3%). In Phase II, all 14 providers supported increasing community accessibility to health information: “we have to move beyond doing public health education in a provider’s office. That’s very outdated.” Providers identified the LI as an approachable, informative, and accessible way to disseminate health information. DISCUSSION/SIGNIFICANCE: Patron and provider input informed our choice of content, style, and delivery of the reproductive health literacy intervention. An essential aspect of our CBPR approach, this research will inform effective, appropriate reproductive health education despite barriers presented by access, transportation, and work schedules.

Assessing the relationship between health literacy intervention and hypertension self-management: A 7-year systematic review from January 2016 to December 2022

ABSTRACT Hypertension (HTN) is one of the most common chronic diseases affecting over 30% of the adult population globally, with a growing incidence rate. This review assesses the relationship between health literacy (HL) intervention and hypertension (HTN) self-management among people with HTN. The study design was a systematic review of empirical research articles using a well-defined strategy. Online journals were accessed through databases such as PubMed, CINAHL, Google Scholar, ProQuest, Global Health, WHOLIS, Embase, and EbscoHost, spanning from January 2016 to December 2022 as the scope of the study. Articles selected for inclusion were those published in English during the specified time frame and adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and Sample, Phenomenon of Interest, Design, Evaluation, Research Type framework for systematic review, focusing on criteria related to the sample, the phenomenon of interest, study design, evaluation, and research type. Out of 180 studies initially identified in the database search, 20 studies were ultimately included in the review. The findings were reported based on these five emerging themes: Relationship between HL and HTN self-management; Effect of HL intervention on HTN self-management; Factors predicting self-care behaviors among HTN patients with low HL; Effect of HL and self-management efficacy on health-related quality of life (HRQoL); and level of self-care practices. This review highlights a relationship between HL, self-efficacy, self-care, and HRQoL, underscoring the necessity for further well-designed intervention studies focused on enhancing HL in individuals with HTN in Nigeria to enhance their quality of life.

Teaching information literacy in online psychology courses: Effects on student performance and self-reported confidence

Using the Framework for Information Literacy published by the Association of College & Research Libraries, we developed an online intervention to increase information literacy. Specifically, we hypothesized that undergraduate students in an information literacy intervention group would increase in information literacy performance and confidence compared to a control group which did not receive asynchronous online information literacy instruction. We used a non-equivalent groups pretest-posttest design and measured students’ ( N = 101) information literacy performance and self-reported confidence before and after asynchronous information literacy instruction. We compared the intervention with a non-intervention control condition using two existing undergraduate psychology courses offered online across two semesters. Partially confirming our hypotheses, we found that providing asynchronous information literacy instruction not only increased students’ information literacy performance but also helped students to evaluate their own information literacy skills more accurately. In contrast, our intervention did not selectively increase confidence in information literacy as both information literacy intervention and control groups similarly increased in information literacy confidence over time. Nevertheless, these findings show that we managed to develop an online, theory-based intervention to increase information literacy. This intervention has the potential to build the foundations for students to engage in scientific conversations by elevating their understanding of how scientific information is produced and how science affects their daily lives.

Growing Resilience in Tough Times (GRITT): Development and Randomized Trial of a Farmer Mental Health Literacy Intervention

ABSTRACT Objectives Farmers in the United States (U.S.) are exposed to myriad stressors and experience their negative effects, including higher rates of suicide than individuals in some other occupations. However, interventions to address mental health amongst farmers have faced barriers, such as farmers’ perceived stigma regarding mental health, time constraints, and geographical isolation. Using text-messaging for intervention delivery may help to address some barriers, as text messages are private, delivered directly to one’s phone, and require no travel. Our objective was to develop and assess the feasibility, acceptability, and initial efficacy of a text-messaging mental health literacy intervention tailored to U.S. farmers: Growing Resiliency in Tough Times (GRITT). Methods U.S. farmers (N = 134) were randomly assigned to an intervention group, who received 12 weeks of text messages regarding mental health literacy, or a control group, who received no treatment. Online pre-test and post-test surveys assessed mental health knowledge, familiarity with relevant mental health resources, self-efficacy to manage stress, and perceived stress. Feasibility was assessed via recruitment and retention data, and intervention group participants completed post-test measures to assess acceptability. Results Results indicate that intervention group participants were highly satisfied with the intervention and had higher post-test scores on multiple facets of mental health literacy and self-efficacy to manage farm stress than control group participants. The intervention group experienced a significant drop in perceived stress from pre-test to post-test. Participant retention was relatively high (84%). However, recruitment difficulties call into question intervention feasibility. Conclusion Though the intervention was efficacious in enhancing mental health literacy, improving stress management self-efficacy, and reducing stress, difficulties with participant recruitment indicate the need for continued intervention research in this context.

Selecting a Literacy Intervention and Planning for Implementation: A Guide

AbstractEvidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research‐ or evidence‐based. The tasks of finding, selecting, and implementing literacy interventions that are high‐quality, evidence‐based, and designed to meet the needs of students is not for the faint of heart, especially because school leaders often have difficulty distinguishing programs based on research evidence from those benefiting from good marketing (Schwartz, 2019). Thus, the purpose of this article is to provide school personnel responsible for implementing literacy interventions (i.e., classroom teachers, literacy specialists, special educators) and/or selecting literacy intervention programs (i.e., administrators, instructional coaches) with a step‐by‐step process informed by our study which surveyed North Carolina first grade teachers' literacy assessment and instruction practices in schools receiving Title I funding before and during the COVID pandemic.

Student and caregiver acceptability of a school-based intervention to improve sugar-sweetened beverage behaviors: a mixed methods study.

Kids SIPsmartER is a 6-month behavioral and health literacy intervention effective at reducing sugar-sweetened beverage (SSB) intake among middle school students and their caregivers in the rural Appalachian region. This exploratory mixed methods study utilized a convergent parallel design to assess participant acceptability of a school-based curriculum for students and a text messaging program for caregivers. Acceptability was assessed using surveys (873 students and 453 caregivers), five focus groups (34 students) and telephone interviews (22 caregivers). Quantitative data were analyzed descriptively, and qualitative data were content coded. On a 5-point scale, average quantitative survey acceptability ratings ranged from 2.7 to 3.3 among three student-rated questions and 4.1 to 4.2 among four caregiver-rated questions. Qualitative focus group findings suggested that students preferred curricular activities that were hands-on and involved social interaction, while caregiver interview results showed high acceptability of the text messaging program's design, including usability, content messages and personalization. Students and caregivers reported similar program benefits: increased knowledge of SSBs and health risks, increased awareness of SSB behaviors and support to make beverage behavior changes. Results from this study can be used to understand Kids SIPsmartER's effectiveness data, communicate the intervention's acceptability with stakeholders and plan for future implementation studies.

Efficacy of health literacy interventions aimed to improve health gains of higher education students—a systematic review

BackgroundHealth literacy (HL) among higher education students is low, making them vulnerable about their health. To reverse this trend, higher education institutions promote HL interventions with various topics and methods. A comprehensive understanding of HL interventions is essential to determine whether these interventions meet the health information needs to improve health outcomes (health gains). The aim of this review was to identify and synthesise evidence on the efficacy of HL interventions implemented in academic settings to improve health outcomes.MethodsA systematic review was performed followed the PRISMA guidelines, protocol was registered in PROSPERO (CRD42022369869). A search strategy was performed in the EBSCO Host Web platform, the time limit placed was: 01/01/2017 to 30/09/2022. Eligible studies were those published in peer-reviewed journals and involved higher education students over the age of 18 as the subject of the intervention. Eligible interventions included any interventions evaluated in a study with comparison group that included a pre-post measure of health outcomes, were conducted in an academic setting. To methodology quality of included studies, it was used the Joanna Briggs Institute critical appraisal tool. To synthesise results narrative and thematic synthesis was conducted.ResultsA total of 9 articles were included in this review, identified health literacy interventions with an impact on health outcomes. The total studies involved 2902 higher education students. All 9 studies were randomised controlled trials. The synthesised evidence supports the efficacy of interventions that contributed to positive changes in mental health, attitudes, norms, and self-efficacy of condom use, emotional, social, and psychological well being, subjective sleep quality, sleep latency, and habitual sleep efficiency, physical activity, and self-reported servings fried foods. HL interventions were educational or motivational and related to health promotion, disease prevention or healthcare.ConclusionsHL interventions in higher education students can significantly improve health outcomes protecting them from the negative effects of threats for their health. The interventions designed with different strategies are more effective. HL interventions are associated with health benefits on health promotion, disease prevention and healthcare. For the attendance of higher education to be a successful experience, continuity of HL interventions developed in academic settings is necessary.

Overcaming Children’s Temper Tantrums Through Emotional Literacy Strategies

Purpose: The primary objective of this study was to assess the effectiveness of emotional literacy strategies, implemented through group guidance, in enhancing skills related to managing temper tantrums among preschool students. Employing a quasi-experimental design with pretest-posttest control group design, the research aimed to determine the efficacy of the intervention in improving emotional regulation skills among participants. Methods: The study utilized a quasi-experimental design with pretest-posttest control group design. Purposive sampling was employed for sample selection. Data analysis involved the use of the Wilcoxon test to assess improvements in temper tantrum management skills before and after the intervention. Additionally, the Mann Whitney U Test was conducted to ascertain whether differences existed between the two intervention groups. Results and Discussion: The analysis revealed that the emotional literacy strategy implemented through group guidance was effective in enhancing skills related to managing temper tantrums among preschool students at TK Mutiara Sidoarjo. The findings suggest that the intervention contributed to significant improvements in participants' ability to regulate and manage their angry emotions. Furthermore, the results indicated that the emotional literacy intervention yielded positive outcomes across the intervention groups, highlighting its efficacy in addressing temper tantrum behaviors among preschoolers. Implications of the Research: The research outcomes hold significant implications for educators, counselors, and professionals working with preschool-aged children. By demonstrating the effectiveness of emotional literacy strategies in managing temper tantrums, the study provides valuable insights into the importance of promoting emotional regulation skills early in childhood development. The findings underscore the potential of group guidance interventions to foster emotional competence and enhance social-emotional well-being among young children. Originality/Value: This study contributes to the existing literature by providing empirical evidence of the effectiveness of emotional literacy strategies in managing temper tantrums among preschool students. By employing a quasi-experimental design and utilizing specific assessment tools, the research offers valuable insights into the impact of targeted interventions on emotional regulation skills in early childhood. The findings highlight the importance of incorporating emotional literacy programs into early childhood education curricula and underscore the value of proactive interventions in promoting healthy socio-emotional development among young children.

Can Media Literacy Intervention Improve Fake News Credibility Assessment? A Meta-Analysis.

Fake news impacts individuals' behavior and decision-making while also disrupting political processes, perceptions of medical advice, and societal trends. Improving individuals' ability to accurately assess fake news can reduce its harmful effects. However, previous research on media literacy interventions designed for improving fake news credibility assessments has yielded inconsistent results. We systematically collected 33 independent studies and performed a meta-analysis to examine the effects of media literacy interventions on assessing fake news credibility (n = 36,256). The results showed that media literacy interventions significantly improved fake news credibility assessments (Hedges' g = 0.53, 95% confidence interval [0.29-0.78], p < 0.001). Gaming interventions were the most effective intervention form. Conversely, the intervention channel, outcome measurement, and subject characteristics (age, gender, and country development level) did not influence the intervention effects.

Causal effect of parental reading on later development of children: Demonstrating a Bayesian approach.

This study examined the relationship between early parental treatment, specifically reading to young children and later cognitive development with a Bayesian perspective. Previous research established a positive link between parental reading to infants and their cognitive development, such as receptive vocabulary, reading comprehension and motivation to read. Using data from the Millennium Cohort Study, this study analysed individuals aged 9 months to 14 years to investigate the effects of early reading to young children on nine cognitive variables. Bayesian statistical analysis controlled for pre-existing differences and covariates to establish a causal association between reading and cognitive development. The results indicated that reading to infants and toddlers positively impacted their cognitive development beyond reading skills. These findings demonstrate the usefulness of the Bayesian approach in determining scientific significance and underscore the importance of early literacy interventions in promoting cognitive development.

Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and social-cognitive perspective

Childhood and adolescence are a critical period for the onset of mental and neurodevelopmental disorders and a time when many can be first identified. Research demonstrates that mental health literacy applied in school settings may be an effective approach to address these challenges. In contrast to many existing studies conducted in multicultural and multilingual settings that treated subjects’ language as a demographic feature, the present study recognizes English proficiency as a social-cognitive factor and views the school-based mental health literacy (MHL) intervention as a learning process. The present study aimed to assess the effectiveness of school-based mental health literacy intervention and explore how ethnicity and English proficiency as a social-cognitive factor, as a modified, rather than a fixed variable, impacted the intervention outcomes. Grade 9 students (n = 240) from schools in West Canada with diverse social/cultural background received the intervention in the classroom delivered by trained teachers and completed the pre-test and post-test over a 6-month period. The intervention was effective in improving knowledge and help-seeking attitudes among all students. Non-Chinese and native English-speaking students performed the best on all outcomes. Gender demonstrated an association with changes in stigma, stress and wellbeing. English proficiency was linked to knowledge acquisition, while ethnicity was connected to changes of attitude-related outcomes. These findings deepened our understanding of how demographic and social-cognitive factors underlie changes in mental health literacy outcomes, which will facilitate the development of mental health literacy interventions for diverse student populations.

"Aha, so that's how it's done!" - parents' voices on an early language and literacy intervention.

The early intervention Språkstart Halland targets children aged 0-3 years. During home visits at 6 and 11 months, library staff deliver gift-packs containing books, toys, songs, and rhymes to promote early language stimulation. Parents are encouraged to engage in 'talk, play, sing, read' activities to support language development. The aim of the present study was to examine parents' experiences of the 6- and 11-month visits and develop an understanding of their general impressions and thoughts regarding the perceived impact of the visits. Parents (n = 15) were interviewed in four focus groups and two one-on-one interviews. Data was analysed using qualitative content analysis. The findings show that the intervention changed the parents' mindset and increased their knowledge regarding early language stimulation. Tools and strategies benefitting the parent-child interaction were gained. A positive experience and personal guidance created motivation for the parents to carry out the language stimulating activities after the visit. Social gains were described. The findings imply usefulness of the intervention in supporting children's language and literacy development.

Delving into Word and Print Awareness in 4-Year-Old Children

This research delves into the emergent literacy skills of preschool-aged children through a thorough examination using the Preschool Word and Print Awareness Examination (PWPA). A diverse sample of 45 typically developing children, aged between 3 years and 11 months to 5 years and 1 month, participated in the study. Rigorous screening criteria ensured a homogeneous and suitable sample for the emergent literacy enhancement program. The PWPA, aligned with Marie Clay's interactive literacy assessment paradigm, assessed children's word and print awareness through engaging exercises integrated into shared storybook reading routines. Results unveiled significant variability in individual and overall performance, providing nuanced insights into the developmental trajectories of emergent literacy skills. The study focused on two key components of the PWPA: Words in Print and Print Concepts, evaluated through carefully selected storybooks. Findings indicated challenges and strengths in children's ability to recognize written words and understand foundational print concepts, emphasizing the need for early intervention in addressing emerging literacy issues. The discussion highlighted potential applications of PWPA in literacy screening programs, individualized goal-setting, and intervention planning. This research contributes to the understanding of preschool children's emergent literacy skills, providing valuable insights for educators, speech-language pathologists, and researchers to foster proficient readers in early childhood.

The Effect of Digital Mental Health Literacy Interventions on Mental Health: Systematic Review and Meta-Analysis.

Accelerated by technological advancements and the recent global pandemic, there is burgeoning interest in digital mental health literacy (DMHL) interventions that can positively affect mental health. However, existing work remains inconclusive regarding the effectiveness of DMHL interventions. This systematic review and meta-analysis investigated the components and modes of DMHL interventions, their moderating factors, and their long-term impacts on mental health literacy and mental health. We used a random-effects model to conduct meta-analyses and meta-regressions on moderating effects of DMHL interventions on mental health. Using 144 interventions with 206 effect sizes, we found a moderate effect of DMHL interventions in enhancing distal mental health outcomes (standardized mean difference=0.42, 95% CI -0.10 to 0.73; P<.001) and a large effect in increasing proximal mental health literacy outcomes (standardized mean difference=0.65, 95% CI 0.59-0.74; P<.001). Uptake of DMHL interventions was comparable with that of control conditions, and uptake of DMHL interventions did not moderate the effects on both proximal mental health literacy outcomes and distal mental health outcomes. DMHL interventions were as effective as face-to-face interventions and did not differ by platform type or dosage. DMHL plus interventions (DMHL psychoeducation coupled with other active treatment) produced large effects in bolstering mental health, were more effective than DMHL only interventions (self-help DMHL psychoeducation), and were comparable with non-DMHL interventions (treatment as usual). DMHL interventions demonstrated positive effects on mental health that were sustained over follow-up assessments and were most effective in enhancing the mental health of emerging and older adults. For theory building, our review and meta-analysis found that DMHL interventions are as effective as face-to-face interventions. DMHL interventions confer optimal effects on mental health when DMHL psychoeducation is combined with informal, nonprofessional active treatment components such as skills training and peer support, which demonstrate comparable effectiveness with that of treatment as usual (client-professional interactions and therapies). These effects, which did not differ by platform type or dosage, were sustained over time. Additionally, most DMHL interventions are found in Western cultural contexts, especially in high-income countries (Global North) such as Australia, the United States, and the United Kingdom, and limited research is conducted in low-income countries in Asia and in South American and African countries. Most of the DMHL studies did not report information on the racial or ethnic makeup of the samples. Future work on DMHL interventions that target racial or ethnic minority groups, particularly the design, adoption, and evaluation of the effects of culturally adaptive DMHL interventions on uptake and mental health functioning, is needed. Such evidence can drive the adoption and implementation of DMHL interventions at scale, which represents a key foundation for practice-changing impact in the provision of mental health resources for individuals and the community. PROSPERO International Prospective Register of Systematic Reviews CRD42023363995; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023363995.

Supplemental Material for Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades

Supplemental Material for Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades

Assessing the efficacy of the ‘Bicho De 7 Cabeças’ B-learning school-based program in enhancing mental health literacy and reducing stigma

The prevalence of mental disorders in adolescents has a considerable impact on daily life, restricting tasks and diminishing overall quality of life while potentially leading to stigmatization. This study aims to measure the impact of a mental health literacy intervention program, called “Bicho de 7 Cabeças” project, in b-learning format, on the increase of knowledge and the decrease of stigma in young people from Póvoa de Varzim, in Portugal. A quasi-experimental study was conducted, from November 2022 to May 2023, involving an experimental group (“Bicho de 7 Cabeças” protocol) and an active control group (informational brochures), utilizing a pre-test/post-test design. Mental Health Literacy Measure-MHLM, Mental Health Promoting Knowledge Scale-MHPK-10, Mental Illness Knowledge Schedule-MAKS, Reported and Intended Behaviour Scale-RIBS, and Community Attitudes toward People with Mental Illness-CAMI were used. A total of 504 young students from the 9th grade enroll in this study, with a mean age around 14 years old. There is a significant difference between stigma (p <.001) and knowledge (p <.001) scores at baseline and follow-up. The results of this study shows that interventions aimed at young people for the promotion of mental health literacy and stigma reduction are needed and more initiatives should be implemented in schools to address these problems.

Health literacy, eHealth literacy and their association with burden, distress, and self-efficacy among cancer caregivers.

Health literacy skills are vital for cancer caregivers in helping cancer survivors to navigate their diagnosis, treatment, and recovery but little is known. This study explored health literacy and eHealth literacy among cancer caregivers and the relationship between health literacy/eHealth literacy and potential associated factors. Informal caregivers who had cared for an individual with cancer completed a survey which collected demographic data and measured caregiver health literacy, eHealth literacy, self-efficacy, burden, and distress. Seven percent of caregivers had inadequate health literacy. Caregivers scored lowest on health literacy domains related to caregiver social support, information seeking and understanding care recipient preferences. eHealth literacy was associated with self-efficacy and burden while, different health literacy domains were associated with burden ('Understanding care recipient needs and preferences'), self-efficacy ('Cancer-related communication with the care recipient' and 'Understanding care recipients needs and preferences') and distress ('Proactivity and determination to seek information', 'Understanding care recipient needs and preferences', 'Understanding the healthcare system'). Findings highlight key areas of need regarding cancer caregiver health literacy which future research can target. Given the observed relationship between aspects of health literacy and burden, distress and self-efficacy future work could be carried out on how to alleviate high levels of burden and distress and how to enhance self-efficacy among cancer caregivers by addressing health literacy skills. Findings from this study will inform the development of health literacy interventions to support caregivers to build their health literacy skills and enable this group to better support cancer survivors as a result.

News bias perceptions as impacted by source cues, content cues, and media bias ratings

ABSTRACT Using three experimental studies, this research considers whether exposure to source cues, content cues, and media bias ratings impacts perceptions of ideological bias in news stories. As a possible news media literacy intervention strategy, viewing a media bias ratings chart after reading a news story had limited influence on assessments of bias. Source cues consistently influenced bias perceptions. Study 1 and Study 2 revealed evidence of the relative hostile media perception, where Republicans and Democrats perceived the news stories as biased in the same direction but to a significantly different degree. This finding did not replicate in Study 3, where content cues were held constant. Thus, content cues, alongside source cues, appear necessary in facilitating the relative hostile media perception.