Evaluating Media Literacy Education教程.pdfVIP

Available online at Available online at The National Association for Media Literacy Education’s Journal of Media Literacy Education 2:1 (2010) 1 - 22 Evaluating Media Literacy Education: Concepts, Theories and Future Directions Hans Martens Department of Communication, University of Antwerp, Antwerp, Belgium Abstract This article synthesizes a large subset of the academic literature on media literacy education. It first argues that media literacy is mostly defined in terms of the knowledge and skills individuals need to analyze, evaluate, or produce media messages. These knowledge and skills mainly relate to four key facets of the mass media phe- nomenon, i.e. media industries, media messages, media audiences, and media effects. Subsequently, it evaluates what is empirically known about the effectiveness of media literacy practices. Suggestions are made for future research. Keywords: Media Literacy Education, Mass Media, Effectiveness Research, Instructional Methods, Information Processing, Social Learning According to Kubey (2003), “a worldwide cation programs (Blythe 2002; Stout 2002), library and movement in media literacy education has been grow- prevention programs, community-based organizations ing for roughly twenty-five years now and has been (Peppler and Kafai 2007), or at home with parental marked by a number of recent developments” (352). guidance (Nathanson 2004). Outside the United States, Media educators from around the world are meeting sch