Educating Media Literacy argues that critical media literacy must be part of teacher education programs in order to strengthen students' and teachers' media literacy knowledge and to make public ...schools stronger in the face of neoliberalism.
Media Smart Burkhardt, Joanna M
2022, 2022-03-31
eBook
The most important thing today's students can learn is how to find and evaluate information. This book provides in-depth discussion of aspects of media literacy and how they can be used to manipulate ...information. Classroom exercises are provided to help instructors teach vital media literacy skills to their students.
The purpose of this research was to develop a scale to determine the perceptions of media literacy. For this purpose, trial forms have been created and submitted for expert opinion. The scale items ...were revised based on the feedback received after the trial forms were examined about the content validity according to expert opinion. A pilot study was conducted with a sample group with characteristics similar to the general population in order to assess the construct validity, sub-dimensions, and reliability level of the draft scale, which was finalized after expert opinions were obtained and appropriate revisions were made. The working group of the pilot study was composed of students selected apart from the research sample. In order to reach the students, the “Simple Random Sampling” method was used. The construct validity of the scale was tested by performing factor analysis (EFA + CFA). To determine the reliability of the scale, item-total score correlations and Cronbach’s alpha internal consistency coefficient values were used.
Since several items had low item-total test correlations and some items had loadings for two distinct variables that were close to one another, these items were gradually excluded from the study until there were no extreme values present in the analysis and statistical errors were eliminated. Validity analyses (EFA + CFA) and Reliability (Cronbach’s alpha) of the obtained data were performed and the statements were finalized and the “Media Literacy Perception Scale” (MLPS) consisting of 16 items and three dimensions (factors) was created. The Cronbach’s alpha coefficient for the entire scale in this research was found to be .86.
Individuals are increasingly relying on social media as their primary source of scientific information. Science education needs to adapt. Nature of science (NOS) education is already widely accepted ...as essential to scientific literacy and to an informed public. We argue that NOS now needs to also include the NOS communication: its mediation, mechanisms, and manipulation. Namely, students need to learn about the epistemics of communicative practices, both within science (as a model) and in society. After profiling the current media landscape, we consider the implications of recent major studies on science communication for science education in the 21st century. We focus in particular on communicative patterns prominent in social media: algorithms to aggregate news, filter bubbles, echo chambers, spirals of silence, false‐consensus effects, fake news, and intentional disinformation. We claim that media literacy is now essential to a complete view of the NOS, or “Whole Science.” We portray that new content as an extension of viewing science as a system of specialized experts, with mutual epistemic dependence, and the social and communicative practices that establish trust and credibility.
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Although previous research has offered important insights into the consequences of mis- and disinformation and the effectiveness of corrective information, we know markedly less about how different ...types of corrective information - news media literacy interventions and fact-checkers - can be combined to counter different forms of misinformation. Against this backdrop, this paper reports on experiments in the US and the Netherlands (N = 1,091) that exposed people to evidence-based or fact-free anti-immigration misinformation, fact-checkers and/or a media literacy intervention. The main findings indicate that evidence-based misinformation is seen as more accurate than fact-free misinformation, and the combination of news media literacy interventions and fact-checkers is most effective in lowering issue agreement and perceived accuracy of misinformation across countries. These findings have important implications for journalism practice and policy makers that aim to combat mis- and disinformation.
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This research examines (a) the negative impact of disinformation including a deepfake video and (b) the protective effect of media literacy education. We conducted an experiment using a two ...disinformation message type (deepfake video present vs. absent) by three media literacy education (general disinformation vs. deepfake-specific vs. no literacy) factorial design. In the general disinformation (vs. deepfake-specific) literacy condition, participants were informed about (a) the definition of disinformation (vs. deepfake), (b) some examples of disinformation (vs. deepfake), and (c) the social consequences of disinformation (vs. deepfake). Results showed that disinformation messages including a deepfake video resulted in greater vividness, persuasiveness, credibility, and intent to share the message. Media literacy education reduced the effects of disinformation messages.
The COVID-19 pandemic has forced college students to spend more time online. Yet many studies show that college students struggle to discern fact from fiction on the Internet. A small body of ...research suggests that students in face-to-face settings can improve at judging the credibility of online sources. But what about asynchronous remote instruction? In an asynchronous college nutrition course at a large state university, we embedded modules that taught students how to vet websites using fact checkers’ strategies. Chief among these strategies was lateral reading, the act of leaving an unknown website to consult other sources to evaluate the original site. Students improved significantly from pretest to posttest, engaging in lateral reading more often post intervention. These findings inform efforts to scale this type of intervention in higher education.
News feeds in virtually all social media platforms include engagement metrics, such as the number of times each post is liked and shared. We find that exposure to these signals increases the ...vulnerability of users to low-credibility information in a simulated social media feed. This finding has important implications for the design of social media interactions in the post-truth age. To reduce the spread of misinformation, we call for technology platforms to rethink the display of social engagement metrics. Further research is needed to investigate how engagement metrics can be presented without amplifying the spread of low-credibility information.
The aim of this study was to advance understanding of how to foster media literacy among older people. A systematic review was conducted of 40 empirical studies published between January 2005 and ...April 2019. The literature review provided information and practical implications for researchers, designers, and providers of media-literacy education for older people. Based on the review, it can be concluded that interventions aimed at fostering media literacy in older people need further development and creative enrichment in terms of aims, content, providers, recipients, and pedagogical approaches.
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Inside, readers will find a wealth of intelligently crafted, ready-to-use lesson plans and activities designed to help promote critical thinking skills for K-12 students, making this a perfect ...teaching resource for school and public librarians, educators, and literacy instructors.
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