Measuring News Media Literacy

Autor/inn/en	Maksl, Adam; Ashley, Seth; Craft, Stephanie
Titel	Measuring News Media Literacy
Quelle	In: Journal of Media Literacy Education, 6 (2015) 3, S.29-45 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Media Literacy; Information Skills; Knowledge Level; Motivation Techniques; Information Literacy; Measurement Techniques; Adolescent Attitudes; Models; Fear; Trust (Psychology); Current Events; Cohort Analysis; Likert Scales; Measures (Individuals); Television Surveys; Gender Differences; Racial Differences; Parent Education; Mass Media Use; Use Studies; Statistical Analysis + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Informationskompetenz; Orientierungswissen; Wissensbasis; Motivationsförderung; Messtechnik; Analogiemodell; Furcht; Aktualität; Kohortenanalyse; Likert-Skala; Messdaten; Geschlechterkonflikt; Rassenunterschied; Parents education; Elternbildung; Elternschule; Mediennutzung; Benutzerschulung; Statistische Analyse
Abstract	News media literacy refers to the knowledge and motivations needed to identify and engage with journalism. This study measured levels of news media literacy among 500 teenagers using a new scale measure based on Potter's model of media literacy and adapted to news media specifically. The adapted model posits that news media literate individuals think deeply about media experiences, believe they are in control of media's influence, and have high levels of basic knowledge about media content, industries and effects. Based on measures developed to assess news media literacy, highly news literate teens were found to be more intrinsically motivated to consume news, more skeptical and more knowledgeable about current events than their less news literate counterparts. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: http://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01