"I Noticed More Violence:" The Effects of a Media Literacy Program on Critical Attitudes Toward Media Violence

Scharrer, Erica

doi:10.1207/s15327728jmme2101_5

Cited by 42 publications

(31 citation statements)

References 16 publications

(21 reference statements)

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“…These activities enhance critical thinking and decision making skills to empower youth in order to make them less vulnerable to persuasive messages. The effects are posited to extend beyond comprehension of media, generalizing to influence processes across situations, topics, and messages [24,25].…”

Section: Media Literacymentioning

confidence: 99%

“…Whereas a few media literacy curricula were developed and delivered in the 1980s and 1990s [26][27][28], the last decade has seen a proliferation of media literacy curricula focusing on different topics such as smoking prevention [29][30][31][32][33][34], adolescent drinking prevention [20,35], alcohol and tobacco prevention combined [22], violence prevention [25,36,37], body image [38,39], and advertising awareness [40].…”

Section: Media Literacymentioning

confidence: 99%

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Interpersonal communication outcomes of a media literacy alcohol prevention curriculum

Banerjee

Greene

Magsamen‐Conrad

et al. 2015

Behav. Med. Pract. Policy Res.

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Media literacy intervention efficacy literature has focused on media-relevant (e.g., knowledge and realism) and behavior-relevant outcomes (e.g., attitudes and behaviors), without much attention paid to interpersonal communication outcomes. This project examined interpersonal communication after participation in two versions (analysis plus analysis and analysis plus planning) of the Youth Message Development (YMD) intervention, a brief media literacy curriculum targeted at preventing high school student alcohol use. Participants attended a 75-mins media literacy YMD workshop and completed a delayed posttest questionnaire 3 to 4 months later. Overall, 68 % participants replied affirmatively to interpersonal communication about the YMD intervention. Communication about the workshop moderated the effects of the type of workshop (analysis plus analysis or analysis plus planning) on self-efficacy to counter-argue (but not critical thinking). Interpersonal communication moderated the effects of the YMD intervention on self-efficacy to counter-argue, thereby signaling the importance of including interpersonal communication behaviors in intervention evaluation. Keywords Alcohol prevention, Evaluation, Interpersonal communication, Media literacyAlcohol use, particularly underage alcohol consumption (use by those under the minimum legal drinking age of 21), is a major public health problem [1]. Rates of youth alcohol use in the USA exceed rates of youth tobacco or drug use [2] and remain high despite the adverse physical, social, legal, and emotional consequences including approximately 4700 deaths [3], physical and sexual assaults, higher risk for suicide and homicide, increased risk for illicit drug abuse, and higher risk of involvement in alcoholrelated car crashes [4,5].The 2011 Youth Risk Behavior Survey revealed that 39 % of high school students report alcohol consumption and 22 % report binge drinking in the last 30 days [6]. Recent reports from the 2012 Monitoring the Future study clearly document that although alcohol use among adolescents dropped significantly in the last 5 years, they still use at unacceptably high levels. For instance, 3.6 % of 8th graders, 14.5 % of 10th graders, and 28.1 % of 12th graders in 2012 reported getting drunk in the past month [7]. These statistics suggest a need for novel efforts to prevent underage drinking and encourage healthier decisions regarding alcohol use. Thus, it is imperative to develop and deliver interventions that prevent alcohol use.Intervention approaches to prevent underage drinking utilize two primary avenues for change: efforts to change the adolescent and efforts to change the adolescent's environment [2]. Intervention approaches to change adolescent behaviors include provision of knowledge, skills, and/or motivation to change adolescent beliefs, attitudes, norms, and intentions. On the other hand, intervention approaches to change the adolescent's environment seek to reduce opportunities for underage drinking by enforcing legislation for minimum age re...

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Section: Media Literacymentioning

confidence: 99%

Section: Media Literacymentioning

confidence: 99%

Interpersonal communication outcomes of a media literacy alcohol prevention curriculum

Banerjee

Greene

Magsamen‐Conrad

et al. 2015

Behav. Med. Pract. Policy Res.

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“…Several media literacy interventions designed to specifi cally address prejudice (Ramasubramanian & Oliver, 2007 ), sexual objectifi cation in advertising (Reichert, LaTour, Lambiase et al, 2007 ), media violence (Scharrer, 2006 ), tobacco use (e.g., Austin et al, 2005 ;Banerjee & Greene, 2006Gonzales, Glik, Davoudi et al, 2004 ;Pinkleton et al, 2007 ), adolescent alcohol use (e.g., Austin & Johnson, 1997 ;Chen, 2009 ), and body image (e.g., Wade et al, 2003 ;Watson & Vaughn, 2006 ) have been tested. The question, then, is what the media literacy interventions are trying to accomplish and how.…”

Section: What Is a Media Literacy Intervention?mentioning

confidence: 99%

“…More recently, Scharrer (2006) utilized fi ve one -hour visits to sixth -grade classrooms to inform students about media violence and make them critical of the same.…”

Section: Violence Preventionmentioning

confidence: 99%

“…Additionally, qualitative results revealed that post -media literacy program responses were more critical, more precise, and more tuned in to ethical issues than pre -media literacy program responses. Scharrer (2006) concludes: " We can be fairly confi dent that the media literacy program was, indeed, effective in stimulating participants ' critical thinking about media violence " (p. 81).…”

Section: Violence Preventionmentioning

confidence: 99%

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Boom or Boomerang

Banerjee¹,

Kubey²

2012

The International Encyclopedia of Media Studies

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This chapter advances research on media literacy by reviewing studies that utilize media literacy in either short -term or long -term interventions. Media literacy interventions on a wide array of topics including violence, smoking, alcohol, and advertising are reviewed. Effectiveness of media literacy is discussed using various criteria: duration of intervention, intervention design, target group, intervention modality, causal process, and different strategies for media literacy interventions. Key questions addressed in this chapter ask how media literacy effi cacy is defi ned, and what issues surround media literacy effi cacy.

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Media Literacy Foundations

Hobbs

2019

The International Encyclopedia of Media Literacy

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The concept of media literacy refers to the set of knowledge, skills, and habits of mind required for full participation in a contemporary media‐saturated society. Typically associated with the ability to access, analyze, evaluate, and create messages in a wide variety of forms, the concept of media literacy continues to morph and change as a result of rapid changes in digital media, mass media, social media, popular culture, and society. Contributing to distinctive approaches and perspectives is the rise of a community of scholars and practitioners who conceptualize media literacy as an expansion of literacy, as a form of advocacy or as a social movement, as a specialized academic field, or as a set of pedagogical practices that involve the media and technology. Media literacy has entered the education and cultural system in four distinct ways: as an expanded form of literacy; as an intervention designed to address potential harms of media exposure; as an approach designed to integrate digital technology into education; and as a dimension of global citizenship. Today media literacy initiatives occur in many nations; and it is evident that differences in cultural values, press freedoms, media systems, education structures, education policy, and media technology all shape the specific direction, goals, implementation, and assessment of media literacy initiatives.

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"I Noticed More Violence:" The Effects of a Media Literacy Program on Critical Attitudes Toward Media Violence

Cited by 42 publications

References 16 publications

Interpersonal communication outcomes of a media literacy alcohol prevention curriculum

Interpersonal communication outcomes of a media literacy alcohol prevention curriculum

Boom or Boomerang

Media Literacy Foundations

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