Browsing by Subject "media literacy"

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The Asian American Misinformation Machine: Investigating the Impacts of the Changing Media Ecosystem
(2023-05) Xu, Hannah
In the aftermath of the global COVID-19 pandemic, we have seen many changes to the ways in which we communicate, and these new developments have caused integral shifts in the media landscape. This has given rise to new ways of processing news, and there has specifically been a shift towards increasing usage of social media and multipurpose social platforms. With this, comes the many dangers of misinformation, and one question this thesis will attempt to answer is how misinformation can be propagated through an everchanging media ecosystem, and how this can be investigated specifically through social media research. Many minority communities tend to become echo chambers of ideas that are proliferated by social media, and the lack of accountability for information put forth on these platforms allows small instances of misinformation to become widespread. My thesis will cover the phenomenon of misinformation within the Asian American community, as we’ve seen this community uniquely affected by the consequences of misinformation post-COVID, and will aim to prove why this community presents a unique lens through which to investigate this phenomenon. The first task is to understand what about this community makes it so important to social media research and to investigate what factors make this community more susceptible to misinformation, and more likely to propagate it. Not only is this community historically underrepresented, social media research itself is a relatively new field that is constantly evolving with new media forms and platforms. The next task is to investigate the means by which misinformation might be propagated within the Asian American community by analyzing existing research and primary sources, in order to discover how this misinformation machine works. Finally, I will attempt to identify what might be missing from current research that could help shed light on the propagation of misinformation and the ensuing consequences.
Digital Technology Self-Efficacy Survey Instrument
(2024-04-17) Hughes, Joan E.
This Digital Technology Self-Efficacy survey was constructed and adapted using 17-item computer self-efficacy scale from Holcomb et al., 2004, which was also adapted from Cassidy & Eachus’ (2002) self-efficacy instrument of 30-items. This scale aims to measure respondents’ confidence in technology in general. Cassidy, S., & Eachus, P. (2002). Developing the Computer User Self-Efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender, and experience with computers. Journal of Educational Computing Research, 26(2), 133-153 Holcomb, L., King, F. B., & Brown, S. W. (2004). Student traits and attributes contributing to success in online courses: Evaluation of university online courses. The Journal of Interactive Online Learning, 2(3), 1-16.
Media Education, Media Literacy and Digital Competence
(2012-03) Gutierrez, Alfonso; Tyner, Kathleen; Tyner, Kathleen
This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices.