Media Literacy: A Direct Instruction Approach for Improving Children's Technical and Social Understanding
Date
2021-12
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Abstract
In looking at relevant literature over recent decades, there is a distinct trend of increases in access, use, and ownership of internet-capable devices, social media, and technology in general. Current literature suggests that at least some use of media is ubiquitous. There is also evidence that more consumption of media leads to a higher likelihood of exposure to potential benefits and potential dangers. Media literacy may be an effective method of bridging this figurative gap between high device use and access and potential limited understanding of appropriate online behaviors and skills. Media literacy programs have been found to be effective and can significantly increase understanding of media literacy concepts with students. Nonetheless, there are a variety of gaps in the literature, particularly surrounding elementary students in the United States. The current study explored the effect of a direct instruction media literacy intervention on the understanding of media literacy concepts in fourth and fifth grade students. In addition, the study served as a pilot study for the author-developed Media Literacy Scale (MLS), which was utilized in assessing media literacy understanding differences between pre- and post-test levels. One hundred and twenty-eight fourth and fifth grade students at a small, rural, public elementary school in western New York were recruited for the study. Ninety-six students completed pre-test questionnaire measures regarding their typical exposure to media (i.e., media or device access, ownership, use, and parental rules) and baseline media literacy understanding. Eighty-nine students participated in the discussion and video-based media literacy intervention, as well as completed the post-test questionnaire measures. Descriptive information of fourth and fifth grade students’ device access, ownership, use, and parental rules are provided. Students demonstrated higher baseline media literacy understanding than anticipated. The results indicated that the author-developed MLS scale had acceptable internal reliability. Further, participation in the media literacy direct instruction intervention was found to be significantly effective at increasing media literacy understanding scores. In addition, the intervention was found to be effective regardless device access. The current study indicates that elementary students are an appropriate population to undergo media literacy education. In addition, the current study suggests that participation in media literacy instruction is beneficial and can significantly increase media literacy understanding. Additionally, the study provides empirical support for use of the MLS scale in future research. Further implications for school psychologists, schools, and parents are discussed, in addition to contributions to the literature, limitations, and directions for future research.
Description
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
Type
Dissertation
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Keywords
Psychology, Science education