Abstract
The goal of this study was to address persistent challenges in assessing media literacy by reviewing assessments developed between 2011 and 2020. We combined landscape analysis, research synthesis, and grounded theory to select assessments, identify key attributes, iteratively code, analyze, and create an integrated synthesis of approaches to media literacy assessments. The analysis classified media literacy constructs by learning dimension (knowledge, skills, attitudes, behaviors) and participation mode (consumption, engagement, creation). The results showed that while most assessments focused on consumption-oriented constructs, engagement- and creation-oriented constructs were also included. Assessments primarily served three research purposes: evaluating media literacy levels in populations, measuring intervention effectiveness, and exploring relationships with related competencies. Media literacy has been assessed across a variety of domains including journalism, civic education, health communication, and advertising. We discuss the importance of adapting assessments to specific research contexts, goals, and constraints, and argue for a more systematic approach to assessment design based on the relationships among constructs, methods, purposes, and domains.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Azar, L., Frechette, C., Zia, H., & Amulya, J. (2026). Mapping media literacy assessment: A systematic review to connect the dots. Journal of Media Literacy Education, 18(2), 132-147. https://doi.org/10.23860/JMLE-2026-18-2-10
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