Double Entry Journal #6

 

 

Why did the authors do this study?

The authors conducted this study in order to examine the effects of media literacy instruction on message comprehension, writing, and critical-thinking skills.

 

How did the authors do the study?

The authors conducted the study with eleventh graders. The experimental group participated in a yearlong English media communications course that emphasized critical media analysis. The control group received no instruction in critical media analysis. Both groups were tested prior to the implementation of the media communications course and then tested after the course was completed.

The participants were tested on their comprehension and message analysis skills.

 

What data/results emerged from the study?

Results of the study indicated that students in the experimental group had higher reading comprehension scores. However, the control group scored significantly higher on listening comprehension skills. When analyzing visual comprehension scores, the results suggested that the treatment improved the students' ability to understand and summarize information that they learned from reading, listening, and viewing. The students in the experimental group wrote more during the assessments, but their scores were not significantly different from the control group on holistic writing scores.The results also indicated that the treatment group did not suffer in the areas of writing development due to the media communications course. Evidence indicated gains in the experimental students' skills in analyzing media messages across print, audio, and video. When analyzing the students' ability to identify construction techniques used to create print, audio, and video messages, the experimental group scores significantly higher. The students in the experimental group also scored higher on their ability to identify message values and points of view in reading, listening, and viewing and in their ability to identify information that had been omitted. Students who received the treatment also were better able to identify similarities and differences between stimulus material and other kinds of television news. The experimental group also exhibited an ability to perceive a  broadcast as persuasive, self-expresssive, and designed to make money. This indicated that the experimental group awareness of the economic functions of nonfiction media. Results also indicated that students in the experimental group reflected adult interpretations of the target age groups for three different media formats. When analyzilng the social class of the target audience, the experimental group was less likely to identify a magazine article as targeted to either poor people or wealthy people. 

 

What do the authors conclude from the data analysis?

The authors concluded that media literacy instruction resulted in an improvement of message comprehension, writing, and reading comprehension skills and that media literacy instruction is effective in meeting traditional academic goals.

 

What is the significance of the study?

The significance of this study is that teachers can be confident in implementing media literacy instruction in their classrooms. There are not a lot of studies on this topic, so this information is important for educators.

 

How do these findings influence your position on media literacy and school curriculum?

These finding verify my initial thoughts that media literacy is needed in our schools. It helps to solidfy that teaching these skills will help improve my students' critical thinking skills and also continue to foster growth in the traditional areas of education.

References: Hobbs, R. & Frost, R. (2011). Measuring the Acquisition of Media Literacy Skills. Reading Research Quaterly 38/(3). 330-355.