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- Title
Revisiting media literacy measurement: Development and validation of 3‐factor media literacy scale.
- Authors
Arshad, Arooj; Ghazal, Saima; Saleem, Noshina; Hanan, Mian Ahmad; Arshad, Muhammad Haseeb
- Abstract
Background: In 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. Objectives: The 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. Methods: The 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 Conclusions: This 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. Lay Description: Numerous tools and scales have been developed to study media literacy (ML) in the late1990s.Still, none of them provides an objective and generic tool of media literacy that could help access the level of ML that can be applied to all forms of media messages.Therefore, there is a dire need to develop a tool that can evaluate the level of media literacy in terms of a person's ability to understand, analyze and evaluate media messages.Thus, the developed 24 items ML scale implied the quantification of the generic measure of media literacy besides already developed measures relating to specific concepts of ML like smoking‐related media literacy or digital media literacy.Hence, this scale could be incorporated into larger‐scale prevention programs where these tools could be classified as part of the primary prevention series for establishing baselines for ML education and training. Practitioner notes: Numerous tools and scales have been developed to study media literacy (ML) in the late1990s. Still, none of them provides an objective and generic tool of media literacy that could help access the level of ML that can be applied to all forms of media messages.While the field of ML is growing in interest, but till now the field lacks empirical research evidence it might be, as previously, media literacy was referred to as knowledge about media devices and media contents, aspects of technology, and the media industry.Although, media literacy is a much wider concept than mere access and use of applications by individuals, therefore, there is a dire need to develop a tool that can evaluate the level of media literacy in terms of a person's ability to understand, analyse,This study used the above given definition of ML based on Aufderheideand Firestone (1993) and the NAMLE (2016) framework but with the exclusion of assess and creation domain of ML as it falls beyond the scope of ML as recommended in previous literature.Moreover, creating media messages requires skill and expertise that can only be attained through proper media education. It is also not needed for educating the general audience about media messages.These 24 items developed ML scale implied the quantification of the generic measure of media literacy besides already developed measures relating to specific concepts of ML like smoking‐related media literacy or digital media literacy.Hence, this scale could be incorporated into larger‐scale prevention programs where these tools could be classified as part of the primary prevention series for establishing baselines for ML education and training.
- Subjects
EXPERIMENTAL design; INFERENTIAL statistics; COMPUTER software; MASS media; RESEARCH evaluation; RESEARCH methodology evaluation; RESEARCH methodology; INDEPENDENT variables; INTERVIEWING; DISCRIMINANT analysis; INFORMATION literacy; CONCEPTUAL structures; COMPARATIVE studies; MULTITRAIT multimethod techniques; FACTOR analysis; CHI-squared test; DATA analysis software
- Publication
Journal of Computer Assisted Learning, 2022, Vol 38, Issue 5, p1371
- ISSN
0266-4909
- Publication type
Article
- DOI
10.1111/jcal.12682