Media Literacy Interventions: A Meta-Analytic Review

Jeong, Se‐Hoon; Cho, Hyunyi; Hwang, Yong Woo

doi:10.1111/j.1460-2466.2012.01643.x

Cited by 333 publications

(238 citation statements)

References 67 publications

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“…Media literacy includes the ability to access, analyse and evaluate messages in a variety of forms (livingstone, 2010, p. 5), and typically pivots on the notion of critical thinking (Jeong, Cho, & Hwang, 2012). Both the IOM and the American Psychological Association (APA) argue that 'understanding advertising' requires a number of components.…”

Section: Discussionmentioning

confidence: 99%

Knowledge needs and the ‘savvy’ child: teenager perspectives on banning food marketing to children

Elliott

2016

Critical Public Health

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Food marketing to children is a powerful factor in the health of young people. In Canada, one proposed measure to protect young people is to ban all food and beverage marketing to children under age 13. Since policy initiatives should consider the voices of those directly impacted, we conducted focus groups with teenagers aged 12-14 -precisely those individuals who would be directly impacted by, or just over, the age threshold proposed. The majority of teenagers consulted were opposed to a ban on food marketing, framing food marketing as a way to meet their consumer needs. Such perspectives mirror the arguments made by the food industry, and suggest that teenagers' self-identification as consumers trump questions of ethics or public health. Even though teenagers argue that marketing is often misleading, they do not view regulation as a solution -a view troubled by the fact that many of the teenagers underestimated their own vulnerability to marketing. The research points to the need for a more complex understanding of how food marketing messages are understood by teenagers, for a more robust media literacy education, and for the need to engage -not ignore -young people when it comes to issues of public health.

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Section: Discussionmentioning

confidence: 99%

Knowledge needs and the ‘savvy’ child: teenager perspectives on banning food marketing to children

Elliott

2016

Critical Public Health

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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%

“…EFFICACY OF MEDIA LITERACY CURRICULA/ INTERVENTIONS Recent examinations of the efficacy of media literacy programs include two systematic reviews [41,42] and a meta-analytic review [24]. The meta-analytic review concluded that media literacy interventions are generally effective (d=.37) for reducing potentially harmful effects of media messages.…”

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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“…In other words, studies essentially cover the subjects within subfields of media literacy rather than between the subfields. For instance, the effects of media literacy programs or interventions over the past 30 years was examined (Jeong, Cho & Hwang, 2012), effects of health-promoting media literacy education were systematically reviewed based on the existing studies and interventions in the literature (Bergsma & Carney, 2008); a historical review approach was taken to analyse media literacy curriculum (Friesem, Diane & Crane, 2014). However, there is a need of conceptual study revealing intellectual structure of media literacy with its different subfields.…”

Section: Problem Of the Researchmentioning

confidence: 99%