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Abstract

Crowded curriculums and restrictive program requirements often mean that comprehensive media literacy education is impractical at the university level, and that media literacy competencies can be addressed only in the form of narrowly focused lessons integrated into existing classes. This study considers the extent to which such limited lessons can lead to the development of broader, well-rounded media literacy competencies. Data gathered from a quasi-experiment involving 118 participants suggests that narrowly focused media lessons can be used to encourage the development of broader media literacy competencies, but that focused instruction remains necessary as well.

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