In this important study, “Measuring news media literacy: how knowledge and motivations combine to create news-literate teens,” researchers sought to create a measure of news media literacy that can be used to further our understanding of what constitutes news media literacy and to help validate and improve education and training.

 

Initial results showed:

• Teenagers’ news consumption is often “accidental,” not intentional.
• Teenagers recognize common elements of newsworthiness, but only some are able to explain how economic, political, and other forces can affect news content.
• Teenagers had experience in their own lives where news consumption produced noticeable effects on themselves and others; one teen described her parents as heavy TV news consumers who were “so scared” of what was happening in the world.
• Teenagers believe that following the news is important — just not yet. Many speculated that their interest in news would increase as they grew older.

Why News Matters catches up with Seth Ashley, PhD, of Boise State University, one of the three researchers who crafted the study, on the study’s highlights.

What was the impetus behind the study?

Seth Ashley: Like many other scholars, practitioners and educators, we are interested in understanding the changing media ecosystem and learning how people can be empowered to stay afloat in the flood of information. My colleagues and I have been working in media literacy and media education for some time, so for this project, we wanted to see how the broader tenets of media literacy might apply in the more narrow area of news. Our study represents an attempt to contribute to the definition and measurement of news media literacy based on existing research.

In your words, what were the highlights of the study?

Seth Ashley: We applied an established theory of media literacy to news specifically and conducted focus groups and a large survey of more than 500 teenagers. Our News Media Literacy scale distinguished highly news media literate teenagers from those with low news media literacy. Teenagers with high news media literacy engaged in mindful thought processes, believed themselves to be in control of news media message processing, and had a high degree of knowledge about the news industry and its structures and routines.

What was the most surprising result?

Seth Ashley: We were surprised to learn that teenagers consumed about the same amount of news regardless of whether they scored high or low on our news media literacy scale. This suggests those with high literacy might be more active or purposeful in their consumption routines.

What are some useful takeaways for educators? Others?

Seth Ashley: Our findings highlight three areas where educators and others can focus their attention. First, “mindful consumption” requires people to be active, critical consumers of information. This includes asking questions about news media content rather than accepting messages at face value.

Second, “news media knowledge” emphasizes the importance of structural knowledge about how the media system and the news industry operate. This includes critical awareness of news economics, ownership, routines and effects.

Third, “individual responsibility” is a key component of news media literacy. People who believe they are in control of their news media environment and understand their role in making active consumption choices have the highest levels of news media literacy. Taken together, these three areas constitute news media literacy and can be a guide for teachers who want to empower their students to thrive in the information age.

Get the full report!

Read the abstract or download ”Measuring news media literacy: how knowledge and motivations combine to create news-literate teens” in PDF format now.

Authors:

• Stephanie Craft, Ph.D., University of Illinois 
• Adam Maksl, Ph.D., Indiana University Southeast
• Seth Ashley, Ph.D., Boise State University

Categories: Good to Know, News & Updates