media literacy and the emergence of adolescent civic engagement

Media Literacy and the Emergence of Adolescent Civic Engagement

Renee Hobbs Professor of Communication StudiesHarrington School of Communication and Media, University of Rhode Island USAEmail: [email protected]: @reneehobbs

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http://mediaeducationlab.com

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Media Literacy and the Emergence of Adolescent Civic Engagement

Renee Hobbs Professor of Communication StudiesHarrington School of Communication and Media, University of Rhode Island USAEmail: [email protected]: @reneehobbs


PEER-TO-PEER FILE SHARING

Medium Theory. Media & technology are immersive cultural

environments; media structures re-shape human perception & values.

Active Audience Theory. Audiences are active; meaning-making is

variable; lived experience & social context are key dimensions of

interpretation.

Communication & Education. Institutions of education, communication

practices & democratic values are interconnected.

Inquiry Learning. People learn best from experiences that engage them

in active work that promotes intellectual curiosity and collaboration.

Critical Pedagogy. Awareness, analysis, and reflection enable people to

take action to make society more just and equitable.

Theoretical Framework

expanding the concept of text

ACCESS

expanding the concept of literacy

expanding the concept of literacy

open access

multitasking

transmediation

curation

play

data ownership

identity

representation

privacy

addiction


How can media literacy education support the

emergence of adolescent civic engagement?

Question


Participatory action research uses iterative cycles of planning,

reflection, action and evaluation. Key characteristics:

• Participants collaborate at every stage

• Intended to result in some action, change or improvement

Approach


Montgomery Blair High School: How do media literacy

competencies develop in learners enrolled in programs

designed for different groups?

PBS News Hour Student Reporting Labs: What is the

impact of a high school program in broadcast journalism on

adolescents?

Mark Day School: Can a media literacy program combined

with the use of social media help promote global

understanding?

Overview of Three Studies

Communication Arts Program (CAP)

Montgomery Blair High SchoolSilver Spring MD

Communication Arts Program (CAP)IN

TER

DIS

CIP

LIN

AR

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INTERDISCIPLINARY PROJECTSThe projects synthesize information from various disciplines into comprehensive presentations that highlight the events of the era assigned.

MOVIE REVIEWSEach quarter theStudents watch a movie in the auditorium that relates to the historical period focused on in History class. They write a movie review and for homework, watch movies from a list compiled by the faculty.

The project entails an in depth argument and analysis for a major social issue facing humanity.

A comprehensive program that connects the

humanities to the media, now in its 25th year

9

Communication Arts Program (CAP)Crystal Ball

Students research demographic and voter characteristics and then predict the Presidential, US Senate, US House of Representatives, and gubernatorial races throughout the United States.

Critical Thinking EssayThe Critical Thinking Essay requires students to select an issue of national importance and write a persuasive essay arguing one side of that issue, supported by documented and cited sources. In 10th grade, each student supports the issue from the side opposite to the one advocated in the 9th grade essay

CAP Congress – Foreign PolicyStudents research foreign policy issues concerning seven regions from around the world, draft resolutions, debate the issues, and prioritize the foreign policy needs of the US.

CAP CourtStudents hold mock trials on court cases drawn from each of the four 10th grade subjects: English, Government, Journalism and Media. Students act as lawyers trying the case and also role-play the defendants and witnesses.IN

TER

DIS

CIP

LIN

AR

Y

10

Selective Admission ProgramsCommunication Arts Program (CAP)

Science, Mathematics and Computer Science Magnet Program

Open Admission ProgramsMedia Literacy

Entrepreneurship

International Studies and Law

Human Service Professions

Science, Math and Technology

Research DesignQuasi-experimental study

2 x 2 factorial

Open SelectiveAdmission Admission

Media Literacy

No ML

CAPML ACADEMY

CONTROL CONTROL

Academy Level

Trea

tmen

t

MEASURES

Internet use

Information Motives (U&G)

Civic Engagement

News Analysis

Ad Analysis

Media Knowledge

We asked respondents to identify how much they use the Internet on an 8-point scale ranging from never to every day.

MEASURES

Internet use


Civic Engagement

News Analysis

Ad Analysis

Media Knowledge

To assess students’ motives to seek out information as a part of daily life, we used an instrument developed to assess Internet uses and gratifications by Papacharissi & Rubin (2000). Using a five-point scale, students were asked to respond to four statements:

I use the internet:• to search for information• to see what is out there • to keep up with current events and issues• because it provides me with a new and

interesting way to do research

MEASURES

Internet use


Civic Engagement

News Analysis

Ad Analysis

Media Knowledge

Students were asked to report if they expect to engage in the following activities when they become an adult:

• vote in national elections• get information about candidates before

voting in an election• join a political party• write letters to a newspaper about social or

political concerns• be a candidate for a local or city office• volunteer time to help poor or elderly

people in the community• collect money for a cause• collect signatures for a petition, and

participate in a peaceful rally or protest.

A 4-point scale was used, scaled as certainly will not do, probably will not do, probably will do, and certainly will do.

MEASURES

Internet use


Civic Engagement

News Analysis

Ad Analysis

Media Knowledge

In the news analysis task, students were given a short Time magazine piece and asked to read it, responding to open-ended questions including:

• summarize the main point of the article• identify the target audience & explain what

specific information from the reading supports your answer

• identify the message purpose• identify what techniques were used to

attract and hold attention • list some different points of view presented • identify omitted information

Scores were summed to form an additive index which ranged from 14 to 0.

MEASURES

Internet use


Civic Engagement

News Analysis

Ad Analysis

Media Knowledge

In the ad analysis task, students were given a print ad and asked to respond to open-ended questions including:

• identify the target audience & explain what specific information from the reading supports your answer

• identify the message purpose• Identify the ad’s implied message or subtext • identify what techniques were used to attract

and hold attention • list some different points of view presented • identify omitted information

Scores were summed to form an additive index which ranged from 14 to 0.

MEASURES

Internet use


Civic Engagement

News Analysis

Ad Analysis

Media Knowledge

We asked students to complete short tests relating to different facets of the media industry, including information about history, economics, institutions, audiences and effects.

MULTIPLE CHOICE (6 items): • identify the main purpose of photos in a

newspaper• recognize the most common kind of economic

control over mass media • name the system of financing used to pay for

commercial radio.

TRUE FALSE (11 items)• The number of companies that own mass media

outlets is growing• Newspapers make most of their money through

the price paid by the consumers who buy them

Students in the Selective Admission media literacy program have stronger media knowledge and news and advertising analysis skills than students in other programs.

Table 1 Comparing means

Open Admission Program Selective Admission Program

Other program ML program Other program ML program

Mean (SD) Mean (SD) Mean (SD) Mean (SD)

Media knowledge .53 (.17) .62 (.22) .71 (.17) .75 (.13)

News analysis 4.80 (3.09) 4.27 (3.32) 7.60 (3.16) 8.86 (2.58)

Ad analysis 8.20 (3.45) 8.38 (4.02) 9.31 (3.18) 11.10 (3.16)

n = 191 n = 55 n = 87 n = 59

Students who participate in media literacy programs are more likely to be civically engaged than students enrolled in other programs.

Predictors of Civic Engagement

News analysis skills, media knowledge & information motive predict civic engagement. Amount of Internet use and advertising analysis skills are not associated with civic engagement.

Predictors of Civic Engagement


How do media literacy competencies develop in learners

enrolled in programs designed for different groups?

Students have differential skills in analyzing news and

advertising

News analysis, media knowledge and information

seeking motives are associated with higher levels of

civic engagement

Finding #1

www.studentreportinglabs.com

http://www.studentreportinglabs.com/video/philly-teens-examine-possible-solutions-dropout-epidemic

Benjamin Rush High School, Philadelphia PA

http://www.studentreportinglabs.com/video/philly-teens-examine-possible-solutions-dropout-epidemic

PILOT STUDYN = 85 HS students

61% African American33% Caucasian

3% Hispanic/Latino

MAIN STUDYN = 544 HS students

36% Hispanic30% Caucasian

13% African American

RESEARCH DESIGNPre-Post Online Survey

Teacher InterviewsAnalysis of Student Work

Samples

PRODUCTION SKILLS

Communication skills

Technical skills

MEDIA LITERACY

CIVIC ENGAGEMENT

Sign an online petition

Express an opinion to news media

Blog about an issue

Write an opinion letter

PRODUCTION SKILLS

Non-technical skillsTechnical skills

IN-CLASSROOM ACTIVITIES

Gathering & Synthesizing Info

Using Digital Media

Revision

MEDIA LITERACY

CIVIC ENGAGEMENT



Blog about an issue


Gathering and Synthesizing InformationPercentage Analyzed videos 70%Created a story board 65%Conducted interviews 68%Fact-checked information 49%Pitched a news story 54%Discussed different points of view aboutsocial and political issues 53%

Using Digital Media to Communicate IdeasUsed a video camera to record visuals 69%Wrote a script 64%Performed in front of the camera 65%Worked behind the scenes/different roles 64%Logged footage 43%Edited visuals and sounds 68%Used images/sounds to tell a story 54%Posted videos online 38%

Engaging in Cycles of Revision & FeedbackEdited reports in response to feedback 38%

PRODUCTION SK\]ILLS


Technical skills]\

MEDIA LITERACY ANALYSIS

CIVIC ENGAGEMENT

Sig an online petition


Blog about an issue


ATTITUDES

Intellectual Curiosity

Giving & Receiving Feedback

Confidence

PRODUCTION SKILLS


Technical skills

ATTITUDES



Confidence


CIVIC ENGAGEMENT



Using Digital Media

Revision

PRODUCTION SKILLS


Technical skills

ATTITUDES



Confidence


CIVIC ENGAGEMENT



Blog about an issue




Using Digital Media

Revision

OTHER VARIABLES THAT DID NOT AFFECT CIVIC ENGAGEMENT

• Attitudes Towards School

• Leadership

• Cynicism towards Media

• Vocational Interest in Media

• News Media Use


How does a production-focused media literacy program

affect participating youth?

Media pre-production activities support media analysis

skills and contribute to intellectual curiosity, practices of

creative collaboration & civic engagement

Finding #2

University-school partnership program

Six-week pilot project designed to explore media literacy pedagogy in the context of global communication

Subjects: Middle-school children ages 11 – 13 and their teachers

• MARK DAY SCHOOL – San Rafael CA USA

• Gokkusagi MIDDLE SCHOOL, Canakkale, Turkey

MethodInterviews with teachersAnalysis of student work samplesClassroom observation

1. Getting to Know You

2. Learning about Two Countries

3. Creating Videos about our Lives

4. Analyzing TV Shows that Feature Schools & Teachers

5. Discussing Current Events

American students have only basic information about Turkish history, daily life and culture

Information sharing about Turkey includes student-curated images and links

American students lack knowledge of Turkish history, life and culture

As a result of popular culture, Turkish students have significant information about American culture

Students recognize how values are (mis) represented in entertainment television

Feelings of social and emotional connectedness

ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify cultural values in the representation of school in popular television programs. They can identify misrepresentations only from home country programming.

DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are not comfortable talking about national politics in their country.

MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, the asymmetrical knowledge gap between Turkish and U.S. students can be mitigated through media literacy activities involving online interpersonal communication. American students gain new awareness of the power imbalance in their own lack of access to global popular culture.


Can a media literacy program using social media help promote global

understanding?

Social media activities that involve global dialogue combined with

critical analysis of entertainment media can promote an awareness

of inequalities in information flows

Finding #3


Students have differential skills in analyzing news and advertising;

news analysis, media knowledge and information seeking motives

are associated with higher levels of civic engagement

Media pre-production activities support media analysis skills that

contribute to intellectual curiosity, creative collaboration & civic

engagement

Social media activities that involve global dialogue combined with

critical analysis of entertainment media can promote an awareness

of inequalities in information flows

Overview of Findings


How could news and current events best be used in classrooms to

promote intellectual curiosity, critical analysis & civic engagement?

How could critical analysis of entertainment media be incorporated

into work with younger adolescents?

How can social media support other media literacy learning

outcomes?

What are the consequences of adolescents’ increased

understanding of the inequalities in global information flows?

What are best practices in teacher professional development in

implementing and assessing media literacy programs?

Future Questions

Martens, H. & Hobbs, R. (in press). How media literacy supports civic engagement in a digital age. Atlantic Journal of Communication.

Hobbs, R. & Tuzel, S. (2014). The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. & Turkish Middle Schools. Paper presentation to the International Association for Intercultural Communication Studies (IAICS). Providence, RI. August 1, 2014.

Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 – 67.

Hobbs, R., Donnelly, K., Friesem, J. & Moen, M. (2013). Learning to engage: How positive attitudes about the news, media literacy and video production contribute to adolescent civic engagement. Educational Media International 50(4), 231 – 246.

Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638.

Hobbs, R. & Donnelly, K. Friesem, J. & Moen, M. . (2013, August). Evaluation of PBS NewsHour Student Reporting Labs. Kingston, RI: Media Education Lab. University of Rhode Island.

Hobbs, R. (2013). “Global Developments in Media Literacy Education,” Media and Digital Literacy Lab (MDLAB). Keynote address at the American University of Beirut, Lebanon. August 18.

Hobbs (2011). “How Digital and Media Literacy Supports Global Understanding,” Arab-US Association of Communication Educators (AUSACE), Beirut, Lebanon, October 30.

Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Beverly Hills: Corwin/Sage.

Renee Hobbs

Professor of Communication Studies

Harrington School of Communication and Media University of Rhode Island USA

Email: [email protected]

Twitter: @reneehobbs


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