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ERIC Number: EJ1226805
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-8715
EISSN: N/A
Assessing Online Viewing Practices among College Students
Threadgill, Elizabeth J.; Price, Larry R.
Journal of Media Literacy Education, v11 n2 p37-55 2019
This article focuses on media literacy education for college students. First, we conducted psychometric analyses to verify the properties of the "Critical Evaluation and Analysis of Media (CEAM)" scale. CEAM measures college students' self-reported practices for critically evaluating and analyzing the credibility, audience, and technical design elements of online media, such as news, advertisement, and entertainment media. Using CEAM, our second goal was to identify trends in critical viewing practices among first-year students enrolled in college. Results of "confirmatory factor analysis (CFA)" and "item response theory (IRT)" supported a three-factor structure for the CEAM scale. Composite score reliability for all items comprising the total scale displayed strong evidence for the internal consistency of the scale with a Coefficient Alpha (a) of 0.91. Score reliability estimates for each subscale follow: (a) Questioning Credibility (a = 0.80), (b) Recognizing Audience (a = 0.78), and (c) Recognizing Design (a = 0.81). Findings from the study indicate that while firstyear college students generally perceive they have adequate practices in recognizing audience in media messages and questioning the credibility of news, there is room for improvement in questioning the credibility of advertisements, suggesting that college instructors should focus more on advertising literacy.
National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A