Media Literacy Measures
Media Literacy for Source & Content
Building on the Media Literacy Theory of Change Model and the MIP Model, media literacy processing involves critical thinking about both the source of information and the content being presented. To measure media literacy for source and content, a self-reported measure of skills for news sources and content is used. A 6-item scale to measure based on Media Literacy for Source and 5 items for Media Literacy for Content using a 6-point Likert scale (1=Never to 6 = Every time). Items developed in Austin, Austin, Willoughby, Amram, & Domgaard (2021).
- “I think about how someone creates news that I see.”
- “I think about who created the news I am seeing.”
- “I think about what the creator of the news message wants me to think.”
- “I think about what the creator of the news I am seeing is trying to accomplish.”
- “I compare news information from different media sources.”
- “I check to see if the source of information I see in the news is clearly stated.”
- “I compare new information I see in the news with other information I have seen before I accept it as believable.”
- “I look for more information before I believe something I see in the news.”
- “It is important to think twice about what news messages say.”
- “I often consider whether a message in the news is accurate.”
- “I check on whether information I see in the news is up to date.”
Science Media Literacy for Source and Content
Science Media Literacy explores how people evaluate both the source and content of media that discuss science-based topics. Science Media Literacy for source and content constructs are based on these principles and are adapted from the Media Literacy for source/content for marketing and for news constructs that we have used before and that have been verified as valid and reliable, using a 6-point Likert scale (1=Never to 6 = Every time). Items developed in Austin, Austin, Power, Parker, Kaiser, & Edwards (2023).
- I check whether those who create science news know about the topic.
- I think about what point of view a science broadcaster or writer is trying to support.
- I look to see if those who share science news on social media have checked the accuracy of their facts.
- I think about whether sources of science news have my best interests in mind.
- I think about whether those who provide science information might be doing so to gain power or profit.
- I get science news from multiple sources to make sure I get the full story.
- I think about how scientists can draw different conclusions from the same scientific facts.
- I check to see if a science fact in a news story is backed up by a credible source.
- I check to see if a picture or graph accurately matches the scientific information it represents.
- I check to see if the science news I read is up to date.
- I think about whether a news story with real science facts could still lead to a false conclusion.
- I have changed my thinking about a science topic when I received new information.
Items Used to Measure the MIP Model
The Message Interpretation Process (MIP) model illustrates how individuals evaluate messages by comparing the logical dimensions of the message to their personal experiences and respond with affective reactions, thereby determining the extent to which the individual accepts or rejects the presented message content (Austin, 2007, pp. 535). Individuals evaluate the logical elements of a message, such as media portrayals as perceived realism, and the source’s credibility against their personal and observed experiences, as well as their affective responses, such as how desirable portrayals seem (Austin & Johnson, 1997; Austin & Domgaard, 2024).
- Advertising [might be TV, movies, music] about [relevant descriptor] is a realistic source of information for what makes people successful.
- Advertising [might be TV, movies, music] concerning [relevant descriptor] is a realistic source of information for how people who [engage in relevant behavior] act.
- Advertising [might be TV, movies, music] about [relevant descriptor] is a realistic source of information for what makes people popular.
- Real people act like people in ads.
- Real people look like people in ads.
- Real people do things that people in ads do.
- Things that happen in ads happen in real life.
Examples of Desirability for Media Focusing on Sexual Health:
- When people in ads act sexy, it makes the products more interesting to me.
- I like ads that show people flirting.
- Ads that show people acting sexy get my attention.
- My favorite ads include people flirting.
Examples of Desirability for Media Focusing on Alcohol Consumption:
- People in beer and wine ads are popular.
- People in beer and wine ads are smart.
- Men in beer and wine ads are big and strong.
- Women in beer and wine ads are good-looking.
- People in beer and wine ads have lots of fun.
- People in [relevant descriptor] ads are like people I know.
- People in [relevant descriptor] ads like people in my community.
- People in [relevant descriptor] ads are like people in my family.
- People in [relevant descriptor] ads are like people in my school.
- I do things that people in ads do.
- I like things that people in ads like.
- I am like the people in ads.
- People in ads are like my family.
- I have as much fun as the people in ads do.
Example of Smoking Identification:
- I want to be like the people in the ads.
- It would be fun to look like people in ads who smoke.
- People in ads who smoke do things I want to do.
Example of Alcohol Consumption Identification:
- I want to live my life like people in beer and wine ads.
- I want to be like people who drink beer and wine on TV.
- I want to be one of the people I see in beer and wine ads.
Examples of Smoking Norms:
- Most teenagers smoke
- Most teenagers my age use tobacco.
Examples of Alcohol Consumption Norms:
- Most teens drink.
- Reward after work.
- Beer is at a good party.
- Drinking together is a sign of a good friendship.
Examples of Expectancies for alcohol consumption:
- Drinking alcohol makes you feel happy.
- Beer is a good reward after a hard day.
- Drinking alcohol makes a party more fun.
- You will find alcohol at a good party.
- Drinking alcohol is a good way to relax.
Examples of Expectancies for sexual behavior:
- Having sex shows a person is an adult.
- Being sexually active makes a person cool.
- Having sex makes a person popular.
- Being sexually active helps people fit in with others they want to have as friends.
Examples of Expectancies for Smoking:
- Smoking shows you are in charge of your life.
- Smoking makes you look cool.
- Smoking is good to do when you are bored.
- Smoking makes you look happy
- Smoking shows that you are independent.
Example of Efficacy for Sexual Behaviors:
- It’s realistic for me to choose not to be sexually active.
- I can choose to resist pressure to engage in sexual behavior.
- If my friends participate in sexual behavior, I probably will too (reverse worded).
- If my friends don’t participate in sexual behavior, I probably won’t either.
Examples of Efficacy for Smoking Behaviors:
- I can affect whether my friends use tobacco
- I can affect whether other teenagers use tobacco.
References to Other Forms of Media Literacy
Since media literacy encompasses a diverse set of skills in a variety of contexts, different measures have been adapted based on the media and the discipline of focus. These items include News Media Literacy, Social Media Literacy, Digital Media Literacy, and Health Media Literacy. Here, we provide other forms of measures that have been applied by other scholars.
- Authors and Audiences (AA)1: The owner of a media company influences the content that is produced.
- AA1: News companies choose stories based on what will attract the biggest audience.
- AA2: Individuals can find news sources that reflect their own political values.
- Messages and Meanings (MM)2: People pay more attention to news that fits with their beliefs than news that doesn’t.
- MM2: Two people might see the same news story and get different information from it.
- MM3: People are influenced by news, whether they realize it or not.
- MM3: News coverage of a political candidate will influence people’s opinions.
- MM4: News is designed to attract an audience’s attention.
- MM4: Lighting is used to make certain people in the news look good or bad.
- MM4: Production techniques can be used to influence a viewer’s perception.
- MM4: When taking pictures, photographers decide what is most important.
- Representation and Reality (RR)1: News makes things more dramatic than they really are.
- RR2: A news story that has good pictures is more likely to show up in the news.
- RR2: A story about conflict is more likely to be featured prominently.
- RR2: A journalist’s first obligation is to the truth.