Journal article
Defining and conceptualizing news literacy
Journalism (London, England), Vol.23(8), pp.1589-1606
03/31/2021
DOI: 10.1177/14648849211005888
Abstract
Interest in news literacy inside and outside the academy has grown alongside related concerns about the quality of news and information available. Attempts to fully define, explicate and operationalize news literacy, however, are scattered. Drawing on literature across journalism and mass communication, we propose a definition of news literacy that combines knowledge of news production, distribution and consumption with skills that help audiences assert control over their relationship with news. We propose that knowledge and skills should be conceptualized across five domains: context, creation, content, circulation and consumption. This explication offers a clear, concise and cohesive path for research about news literacy, especially empirical testing to evaluate news literacy and its effectiveness in contributing to relevant behaviours. This framework also offers a consistent, yet flexible, approach to measuring news literacy across diverse contexts.
Details
- Title: Subtitle
- Defining and conceptualizing news literacy
- Creators
- Melissa Tully - University of IowaAdam Maksl - Indiana University SoutheastSeth Ashley - Boise State UniversityEmily K. Vraga - University of MinnesotaStephanie Craft - University of Illinois - USA
- Resource Type
- Journal article
- Publication Details
- Journalism (London, England), Vol.23(8), pp.1589-1606
- DOI
- 10.1177/14648849211005888
- ISSN
- 1464-8849
- eISSN
- 1741-3001
- Publisher
- Sage
- Number of pages
- 18
- Language
- English
- Date published
- 03/31/2021
- Academic Unit
- Center for Social Science Innovation; Injury Prevention Research Center; Public Policy Center (Archive); School of Journalism and Mass Communication
- Record Identifier
- 9984283573602771
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