Development of a Media Literacy Skills Scale

Abstract

This study aims to develop a reliable and valid scale to identify the levels of media users' media literacy skills. The scale development process was carried out in nine steps as recommended in the literature. Before the scale was administered, the items were reviewed by field experts and language experts and a pilot study was carried out. Responses from 322 pre-service teachers, selected via purposeful sampling, were included in the analysis. Item discrimination was tested via item-total correlation and it indicated that none of the items were below .30. In the confirmatory factor analysis, it was found out that the scale and the theoretical model showed a fit between good and acceptable. Convergent validity, divergent validity and 27% upper-lower group means were also examined. As for the internal consistency, Cronbach's alpha value of the scale was calculated as .919 and alpha values of the factors were calculated as .768, .833, .720 and .838 respectively. The results revealed that Media Literacy Skills Scale, which consists of 45 items gathered under the four main factors of 'access, analyze, evaluate and communicate', is a reliable and valid measurement instrument. This up-to-date scale covers all main skills of media literacy and it consists of a sufficient number of questions to obtain rich data and ensure measurement precision. In addition, it covers new media as well as mass media and this way it fills a gap in the literature caused by the changing nature of media and technology.

Öğretmen Adaylarinin Medya Okuryazarliği Beceri̇ Düzeyleri̇ İle Eleşti̇rel Düşünme Eği̇li̇mleri̇ Arasindaki̇ İli̇şki̇

“…Bu beceri, kimi çalışmalarda içerik üretimi olarak da isimlendirilmektedir (Livingstone, 2003). İletme becerisini, katılım (Jolls, 2008;Thoman ve Jolls, 2005) ve eyleme geçme (Hobbs, 2010) becerilerini de kapsayan bir meta kavram olarak değerlendiren araştırmalar da (Erişti ve Erdem, 2017) bulunmaktadır. Bu bakış açısına göre iletme becerisi, amaca uygun medya içerikleri üretmeyi, bunu diğer insanlarla doğru medya ortamlarında paylaşmayı, medya araçlarını çeşitli sorunların çözümü ve demokratik hakların kullanımı gibi amaçlarla kullanmak yoluyla toplumsal yaşama katılmayı içermektedir (Erişti ve Erdem, 2017).…”

Assessing Online Viewing Practices among College Students

“…A variety of instruments have been used to measure media literacy (e.g., Arke & Primack, 2009;Ashley, Lyden, & Fasbinder, 2012;Chang, Liu, Lee, Chen, Hu, & Lin 2011;Duran et al, 2008;Engeln-Maddox & Miller, 2008;Eristi & Erdem, 2017;Hobbs & Frost, 2003;Literat, 2014;Primack, Gold, Switzer, Hobbs, Land, & Fine, 2006;Quin & McMahon, 1993;Vraga, Tully, Kotcher, Smithson, & Broeckelman-Post, 2016). However, only a handful of these instruments focus on college students (e.g., Arke & Primack, 2009;Duran et al, 2008;Engeln-Maddox & Miller, 2008;Literat, 2014;Vraga et al, 2016).…”

Preservice Science Teachers’ Informal Reasoning about Hydroelectric Power Issue: The Effect of Attitudes towards Socio-scientific Issues and Media Literacy

“…Media literate individuals are expected to access, analyze, evaluate, and communicate media messages provided in different formats (Aufderheide, 1993). The main skills involved in media literacy are access, analyze, evaluate, and communicate (Eristi & Erdem, 2017). Access refers to locating and using proper tools when using media for different purposes (Hobbs, 2010) and understanding the content of the messages (Thoman & Jolls, 2003).…”