ABSTRACT

Even though media literacy education has grown in the United States and around the world, policymakers still lack knowledge about the scope and depth of implementation of media literacy learning activities in the elementary and secondary grades. This study reports how the Media Literacy Implementation Index (MLI) was developed and validated using a quota sample of stakeholders from across all school districts and local communities in Rhode Island. Using an established theoretical framework for media literacy, we first constructed a scale to examine the likelihood that learners may encounter a set of media literacy learning activities. Multiple methods were then used to assess reliability and validity of the instrument including cognitive pretesting, think aloud protocols, a content validation of MLI learning activities in relation to national education standards documents, and statistical validation including principal components analysis to assess internal consistency, reliability, and validity. An easy-to-implement measure of the scope and depth of media literacy education in elementary and secondary schools will be useful to diverse stakeholders including educators, school leaders, librarians, parents, community members, and elected public officials.

摘要

尽管媒体素养教育在美国和世界各地都有所发展，但政策制定者仍然缺乏对中小学媒体素养学习活动实施范围和深度的了解。本研究报告了媒体素养实施指数 (MLI) 如何使用来自罗德岛所有学区和当地社区的利益相关者的配额样本进行开发和验证。使用既定的媒体素养理论框架，我们首先构建了一个量表来检查学习者可能遇到一系列媒体素养学习活动的可能性。然后使用多种方法来评估工具的可靠性和有效性，包括认知预测试、大声思考协议、与国家教育标准文件相关的 MLI 学习活动的内容验证，以及包括主成分分析在内的统计验证，以评估内部一致性、可靠性和有效性。一种易于实施的衡量中小学媒体素养教育范围和深度的方法将对包括教育工作者、学校领导、图书馆员、家长、社区成员和民选公职人员在内的不同利益相关者有用。