Understanding the relationship between new media literacy, communication skills, and democratic tendency: Model development and testing

Abstract

New media provides new sources of information and communication that are crucial for participatory behaviors. Therefore, scholars conceptualize new media literacy (NML) that citizens should have to function successfully in this digital era. This study proposed and tested a structural model that examines multiple relationships among NML, communication skills (CS), and democratic tendency (DT). Data were collected from 1047 Turkish university students and analyzed through structural equation modeling. Using a comprehensive theoretical framework from the literature, NML was operationalized through four factors: functional consuming (FC), critical consuming (CC), functional prosuming (FP), and critical prosuming (CP). The results showed that FC and FP had a positive effect on CC, CP, and CS; CC had a positive effect on CP and DT; and CS had a positive effect on CC and DT. Findings of indirect effects revealed that CC and CS played mediation roles in the relationship of FC and FP with DT.

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

“…The use of audiovisual media communications is an integral part of the educational process, and it is not an easy task (see Pakpahan et al 2020;Nicolaou et al 2019). The educator must firstly acquire specific skills and abilities in ICTs (see Nicolaou 2021b;Griva et al 2020;Guillén-Gámez and Mayorga-Fernández 2020;Nicolaou and Kalliris 2020;Ngah et al 2019;Nicolaou et al 2019;Armakolas et al 2018), as well as communication skills (see Nicolaou and Kalliris 2021;Nicolaou 2020;Tugtekin and Koc 2020;Nicolaou 2019c;Pulido-Rodríguez and Tortajada-Giménez 2008;Nicolaou 2014;Hargie [1986] 2006) and multiple-multimodal skills, in order to survive in this virtual (digital) world (see Nicolaou 2020;Nicolaou and Kalliris 2020;Nicolaou et al 2019). Moreover, the effective integration of audiovisual media communications in a lesson plan for educational effectiveness requires a multimodal educator who will have "[ .…”

“…In conclusion, the use of audiovisual media communications presupposes a new way of approaching an effective teaching (Nicolaou and Kalliris 2020;Nicolaou et al 2019;Nicolaou 2019a) with constructive communication (verbal and non-verbal) (see Nicolaou and Kalliris 2021;Nicolaou 2020;Tugtekin and Koc 2020;Nicolaou 2019c;Pulido-Rodríguez and Tortajada-Giménez 2008;Nicolaou 2014;Hargie [1986] 2006), which is something that media studies education should definitely focus on from now on. Any type of audiovisual media communications must be customized, and it must take into consideration the inherent and specific characteristics (see Muñoz-Rodríguez et al 2020;Nicolaou and Kalliris 2020;Ortiz-Jiménez et al 2020;Nicolaou et al 2019;Vuleta 2018;Courau [1993Courau [ ] 2017Giannoumi et al 2017;Rogers andHorrocks [1986] 2010;Jacobs 1989;Rogers 1961) as well as genealogical characteristics of learners as digital natives or digital immigrants (Prensky 2001a;Prensky 2001b).…”

“…Audiovisual media technologies (including mass media, e.g., radio and television) are integrated in ICTs and are ubiquitous in education at all educational levels and disciplines (including adult education) as educational techniques and/or communication tools (Nicolaou and Kalliris 2020;Nicolaou et al 2019), and they are used (a) to access, analyze, evaluate, create, and disseminate (digital) media literacy (see Gutiérrez Martín and Tyner 2012;Hobbs and Jensen 2009;Pulido-Rodríguez and Tortajada-Giménez 2008;Bleed 2005;Livingstone 2004); (b) to implement any advanced abilities and skills with competence (such as collaboration, critical thinking, creativity, etc.) (Farrington et al 2012;Nicolaou et al 2019); and (c) to achieve proper and constructive communication (verbal and non-verbal) as communication skills (see Nicolaou and Kalliris 2021;Nicolaou 2020;Tugtekin and Koc 2020;Nicolaou 2019c;Pulido-Rodríguez and Tortajada-Giménez 2008;Nicolaou 2014;Hargie [1986] 2006), for the teacher/instructor/educator (educator from here on) and the students/learners as well.…”

Digital-detox Technology for Vocational Guidance Selection of Applicants for Media Communications Area

“…New media provides new sources of information and communication that are crucial for participatory behaviors. Therefore, scholars conceptualize new media literacy that citizens should have to function successfully in this digital era (Tugtekin, Koc, 2020: 1922-1941. All this necessitates the formation of media competence and a model of responsible behavior in the digital environment among the younger generation (Kirillova, 2006: 62;Zhokhova, 2017: 199).…”

The role of new literacy and critical thinking in students' vocational development

“…By building a literacy culture, it can improve students' critical thinking, because with a literacy culture, students will be faced with some of the problems they find after they read and listen to a story or information. With the problems that students find, it will automatically lead to various problem analyzes so as to form the critical skill of students (Tugtekin & Koc, 2020;Kim, 2019). One of them literacy culture which can be implemented in the school environment is a digital literacy.…”