Abstract
While many studies have addressed the impact of media literacy interventions on knowledge of specific topic areas, few have explored improvements in media literacy skills as outcome measures. This study analyzed the impact of a media literacy intervention on participants’ critical thinking skills and understanding of media literacy principles by addressing the topics of body image and media representations of gender and race. A two-group, longitudinal experimental design was implemented using college-aged student participants across multiple course sections (n = 198) at a public university in the southeast. Results were significant for several media literacy measures for the treatment group after exposure to the intervention compared to the control group. These findings were persistent over the duration of the semester as demonstrated in the second posttest.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Bergstrom, A. M., Flynn, M., & Craig, C. (2018). Deconstructing Media in the College Classroom: A Longitudinal Critical Media Literacy Intervention. Journal of Media Literacy Education, 10(3), 113-131. https://doi.org/10.23860/JMLE-2018-10-3-7
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Arts and Humanities Commons, Curriculum and Instruction Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Mass Communication Commons, Other Communication Commons, Other Education Commons
