Media Literacy Scale Research Articles

Fake news detection on social media: the predictive role of university students’ critical thinking dispositions and new media literacy

This study aimed to investigate the predictive role of critical thinking dispositions and new media literacies on the ability to detect fake news on social media. The sample group of the study consisted of 157 university students. Sosu Critical Thinking Dispositions Scale, New Media Literacy Scale, and fake news detection task were employed to gather the data. It was found that university students possess high critical thinking dispositions and new media literacies as well as high fake news detection abilities and there is a positive and moderate relationship among these variables. Also, this study revealed that critical thinking dispositions and new media literacies significantly predicted university students’ abilities to detect fake news on social media and they together explained 18% of the total variance on fake news detection. Besides, university students’ critical thinking dispositions presented a larger effect on their abilities to detect fake news than new media literacies.

DIGITAL TECHNOLOGY USE AND INTERGENERATIONAL INTEGRATION: THE MEDIATING ROLE OF DIGITAL LITERACY

Abstract This study aimed to analyze the mediating effect of digital literacy on the association between digital technology use and intergenerational integration in later life. The sample included 315 older Korean adults aged 65 and above (M=68.83, SD=4.19, range=65-84) who participated in an online survey in December 2021. The participants’ use of digital technology was measured by the sum of thirteen questions about how often they used each digital technology in their daily lives. Intergenerational integration was measured by the sum of thirty questions concerning awareness of understanding and empathizing with characteristics and cultures between generations to live harmoniously in the times through communication and cooperation. The mediating variable, digital literacy, was measured by the sum of thirty-five questions from the New Media Literacy Scale, asking individuals’ ability to find, evaluate, and communicate information in a digital society. Age, gender, education level, household income, marital status, and living conditions were controlled for to reduce confounding effects. According to the mediation path analysis using SPSS PROCESS macro and bootstrapping, digital literacy significantly mediated the effects of digital technology use on intergenerational integration in later life; the higher the level of digital technology use, the higher the level of digital literacy, and this had a positive effect on the level of awareness of intergenerational integration among older adults. This study is significant in that it confirms the mechanism underlying the link between digital technology use and intergenerational integration and provides a new empirical model to promote intergenerational integration in terms of digital aging.

Revisiting media literacy measurement: Development and validation of 3‐factor media literacy scale

AbstractBackgroundIn this technologically advanced era, media literacy is necessary to effectively evaluate the information and understand various biases inherent in media messages. Several media literacy (ML) tools are available; however, we need generic and objective tools that can be applied to all forms of media messages.ObjectivesThe current study aimed to develop and validate an objective and generalized measure of media literacy based on the previously available tools. This study suggested that the access component should be removed from the media literacy tools as recommended in previous literature.MethodsThe total of 386 respondents, both males and females, were recruited from different universities in Lahore. The age of the sample ranged from 18 to 25 (M=20.98, SD=2.12), with an approximately equal proportion of males (47%) and females.Results and ConclusionsThis study proposed a compact Media Literacy Scale (MLS) with 3 constructs: analyze (09 items; α=.76), evaluate (08 items; α=.72), and comprehend (07 items; α =76). This 24 items scale explains 55.4% variance was administered to 386 respondents aged 18 to 30 years (M=20.98, SD=2.12). This developed scale will help assess the baseline level of media literacy in the audience so that in the future, evaluation of the efficacy of media literacy, and media literacy programs could be provided.

Küresel İletişim Çağında Öğretmen Adaylarının Medya Okuryazarlık ve Eleştirel Düşünme Düzeylerinin İncelenmesi

The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.

The Development of a Measuring Instrument for Substance Abuse Media Literacy Scale in Students: Erratum

The Development of a Measuring Instrument for Substance Abuse Media Literacy Scale in Students: Erratum

Gender and media literacy training: a curricular experience with pre-service teachers

ABSTRACT The study investigates the effect of gender-integrated media literacy and media literacy training in terms of pre-service teachers’ noticing and analysing gendered messages in the media, and developing attitudes and consciousness towards these messages. The experimental design was used to examine whether the training sessions resulted in a change in the traits that were used to measure in pre-service teachers. The research data were collected through the Gender Equality-Conscious Media Literacy Scale, and the pre-test-post-test scores were analysed. Furthermore, the perspectives of pre-service teachers who participated in the training sessions were investigated using content analysis after the training sessions. Gender-integrated media literacy training was found to be a highly effective method of noticing and analysing gendered elements in the media.

Toplumsal Cinsiyet Dersinin Üniversite Öğrencilerinin Toplumsal Cinsiyet Tutumları, Eleştirel Düşünme Eğilimleri ve Medya Okuryazarlığı Becerileri Üzerine Etkisi

This study aims to determine the effect of a university elective course focusing on gender on students' gender attitudes, critical thinking dispositions, and media literacy skills. The research design was quasi-experimental, and the study was conducted with a pretest/posttest control group. The sample of the study consisted of 74 students who took a course on gender during the fall semester of the 2016-2017 academic year and 70 students who had similar characteristics but did not receive the course. In the pretest and posttest evaluation conducted in the first week and the last week of the semester, respectively, the Student Information Form, the Gender Roles Attitude Scale (GRAS), the Critical Thinking Dispositions Scale (CTDS), and the Media Literacy Scale (MLS) were administered to the students in both groups. The Course Satisfaction Assessment Form was administered at the end of the term to the students who enrolled for the gender course. The GRAS scores of the experimental group increased at the end of the course (p<0.05). The GRAS total mean scores of both the groups were similar in the pretest, but there was a statistically significant difference between their total mean scores in the posttest (p<0.05). This study recommends more comprehensive and long-term studies on integrating a gender course into the university curriculum, which will help develop students' critical thinking disposition and media literacy skills and raise awareness of gender equality among students.

THE EFFECT OF MEDIA LITERACY ON THE CHOICE OF PROFESSION IN HEALTH SCIENCES STUDENTS

In this study was aimed to determine affect the choice of profession, career selection qualifications and the effect of media literacy on the choice of profession in health sciences students. The descriptive and cross-sectional research was carried out on a University Faculty of Medicine, Faculty of Dentistry, Nursing Department, Nutrition and Dietetics Department, Physiotherapy and Rehabilitation Department, Health Management Department undergraduate programs. The students who accepted to participate constituted the sample group. “Student Identification Form", “Media Literacy Scale” and “The Scale of Occupational Choice Capability” were applied. While 91.9% of the participants chose the section “willingly” and "interest" factor was the most important factor in. While 0.9% of the students stated they used the Internet "very rarely", 91% stated they used it “every day", and it was found they used the Internet 4.77±4.31 hours per day. A positive and significant relationship was found between the students' scores from " The Scale of Occupational Choice Capability” and “Media Literacy Scale" and this relationship was found to be weakly. These age groups should be provided with the necessary public and social support during the career selection periods and to improve media literacy.

The Relation between Levels of Media Literacy and Attitudes and Beliefs Concerning Obesity in University Students

ABSTRACT The prevalence of obesity in young people around the world. The written and visual media have an important role to play in increasing student awareness in the prevention of obesity. This study was planned with the aim of determining the effect on attitudes and beliefs concerning obesity of the levels of media literacy of university students. This cross-sectional descriptive study was conducted with 300 obese students. The Media Literacy Scale, and the Obesity Health Belief Model Scale were used in the collection of data for the study. The Student t test and the one-way ANOVA test were used in the analysis of the data. A weak, positive statistically significant correlation was found between media literacy and the subscales of perceived severity, perceived barriers, and perceived benefit (p < .05). A weak positive correlation was found between the subscales of possessing knowledge, the ability to analyze and form a response, and the ability to judge and see hidden messages, and the sub-scales of perceived severity, perceived barriers, and perceived benefit (p < .05). It was found in this study that the media literacy of obese students was at a medium level, and that media literacy affected their attitudes and beliefs regarding obesity. It is recommended that the visual media should broadcast short audiovisual educational films at regular intervals on the prevention of obesity.

The effects of BeNetWise program on youth media literacy: A mixed methods research

ABSTRACTExisting literature has demonstrated that cultivating media literacy skills may optimize various indicators of student success. However, limited research has been conducted to examine how media literacy programs can improve effective consumption and production of media contents. The present research addresses these gaps through providing preliminary evidence about the effectiveness of BeNetWise, which is a two‐year project launched in Hong Kong to educate youth on proper attitude and behavior in the cyberworld. This study was based on a sample of 196 secondary school students who participated in the media literacy intervention. The Chinese version of the New Media Literacy Scale was used to assess functional consumption, critical consumption, functional prosumption and critical prosumption. The results indicated that students who were exposed to this program significantly improved on functional consumption, critical consumption and critical prosumption. Findings point to the advantageous impacts of the BeNetWise project on the adaptive consumption and production of various media contents.

Development and validation of New Media Literacy Scale (NMLS) for university students

Along with the emergence of new media technologies, individuals are now expected not only to consume but also produce, share and criticize digital contents. Being new media literate, they also need to know socio-cultural and emotional aspects of new media beyond its technical characteristics. New media literacy (NML) involves a series of crucial skills needed for living and working in the mediated and participatory society of 21st century. Although there has been a growing interest in the conceptualization of NML, the literature lacks a measuring instrument to operationalize NML. This study attempts to fill this gap by developing and validating a NML scale (NMLS) for university students. The sample included 1226 students at a state university in Turkey. Both exploratory and confirmatory factor analyses as well as item analyses including internal consistency coefficients, item-total correlations, and item discrimination powers were conducted to determine construct validity and reliability. Consistent with the adopted theoretical framework, the 35-item NMLS comprised four factors: Functional Consumption, Critical Consumption, Functional Prosumption, and Critical Prosumption. Potential applications of NMLS for measuring students’ new media competencies were discussed within the pedagogical and research contexts.

A Research on Book Reading Habits and Media Literacy of Students at the Faculty of Education

This study aims to investigate the book reading habits and media literacy of students at the faculty of education, in terms of different variables. In this context, we carried out a research to see whether there is a relation between the book reading habits and media literacy of students and their departments, grades, habits of using social media, academic grade point averages, and educational background of their parents. In addition, we scrutinised the correlation between their reading habits and media literacy and to what extent these variables account for each other. The results were obtained by using the “Attitude Scale towards Reading Habit” developed by Gömleksiz (2004) and the “Media Literacy Scale” developed by Korkmaz and Yeşil (2011). According to the results of this study, attitudes of female students towards reading are higher than those of male students. While there is a positive correlation between the reading habits, grade point averages and media literacy, there is a negative correlation between the reading habits and social media using habits. We could not notice any relation between the reading habits of students and the educational background of their parents. Likewise, there was not any relation between the social media using habits of students and the educational background of their parents, whereas there was a low-level correlation between their media literacy and grade point averages.