Double Entry Journal #6

Why did the authors do this study?

Expanded conceptualizations of literacy have proliferated throughout the 1990s and into the new millennium. Alphabetic literacy, is just one of the many competencies of representation needed for cultural success as individuals routinely switch between speaking, listening, writing, reading, viewing, and producing symbolic forms to share meanings

How did the authors do the study?

Seven teachers collaborated to construct curriculum which involved students analyzing classic and contemporary literature as well as television shows, print and television journalism, films, advertising, political speeches, and business and interpersonal communications. A wide variety of instructional methods were used including creating own advertising messages and using presentation software to create messages.   None of the teachers were experts, but some did do trainings.  All students at Concord High School participated in the study, a comparison sample was used from another community with similar instructional quality, school size, and student demographics.  Comprehension and message-analysis skills were measured in response to three nonfiction message formats: reading a print newsmagazine article, listening to a U.S. National Public Radio audio news commentary, and viewing a television news segment targeted at teenagers.

What data/results emerged from the study?

The students in the treatment group that received the yearlong program of media-literacy instruction in grade 11 had higher reading comprehension scores than the control group.  Students in the control group significantly outperformed students in the treatment group in listening comprehension.  No differences were found between groups in the ability to identify specific details from the broadcast in viewing comprehension.  However, for all three formats (Reading, listening, viewing), results indicate that media-literacy instruction improves students’ ability to understand and summarize information learned.

What do the authors conclude from the data analysis?

Results suggest that media literacy instruction improves students' ability to identify main ideas in written, audio, and visual media. Statistically significant differences were also found for writing quantity and quality. Specific text analysis skills also improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages, and the ability to identify omitted information from a news media broadcast in written, audio, or visual formats.

What is the significance of the study?

Significance mentioned in previous question on authors/data analysis.

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

I believe that there is enough evidence to include media literacy in the school curriculum.

Works Cited:

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