Systematic review: Characteristics and outcomes of in-school digital media literacy interventions, 2010-2021

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Keren Eyal, Tali Te'eni-Harari
{"title":"Systematic review: Characteristics and outcomes of in-school digital media literacy interventions, 2010-2021","authors":"Keren Eyal, Tali Te'eni-Harari","doi":"10.1080/17482798.2023.2265510","DOIUrl":null,"url":null,"abstract":"ABSTRACTThis systematic review examines characteristics and outcomes of interventions for teaching digital media literacy in the educational system. Despite the development of media technology and the importance ascribed to digital media literacy as one of the critical skills for the 21st century, this study reveals that little research has been carried out evaluating interventions for teaching digital media literacy in schools. The successful intervention outcomes identified in this review include an increased understanding of media content and greater awareness of media influence, a more critical approach to media, increases in feelings of competency and empowerment with regard to media use, increases in digital media content production skills, and reduction in excessive or risky media use. The review finds that more consistent positive outcomes were associated with younger target audiences, the incorporation of a practical component within the intervention, and the extended duration or higher number of sessions of intervention administration. The studies reviewed identified some challenges to achieving successful outcomes in such interventions, namely that media technologies are an intrinsic part of children’s everyday lives today.Impact SummaryPrior State of Knowledge Digital media literacy – the critical handling of digital media from traditional to newer digital media – is an essential skill for the 21st Century. Little prior research has summarized knowledge about the outcomes of digital media literacy interventions.Novel Contributions This systematic review summarizes recent academic knowledge about in-school digital media literacy interventions. It identifies three important intervention characteristics associated with diverse intervention outcomes, including understanding of, a critical approach toward, and creation of media content.Practical Implications The study highlights characteristics of digital media literacy interventions to which practitioners – educators and academics creating and implementing such interventions – should pay careful attention to enhance the success of the interventions in achieving their goals.KEYWORDS: Systematic reviewdigital media literacyinterventionseducational systemcritical thinking AcknowledgmentsThis work was supported by a grant by the Israeli Ministry of Education.Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe work was supported by the Ministry of Education, Israel.Notes on contributorsKeren EyalKeren Eyal (Ph.D., University of California, Santa Barbara, 2004) is Senior Lecturer in the Sammy Ofer School of Communications in Reichman University. Her research focuses on media content and effects, with a focus on the media’s role in youth socialization. E-mail: keyal@runi.ac.ilTali Te'eni-HarariTali Te’eni-Harari (Ph.D., Bar Ilan University, 2005) is Senior Lecturer in the Business School at Peres Academic Center. Her research focuses on understanding media, advertising, and young people. E-mail: tee.tal100@gmail.com","PeriodicalId":2,"journal":{"name":"ACS Applied Bio Materials","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Bio Materials","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17482798.2023.2265510","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MATERIALS SCIENCE, BIOMATERIALS","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACTThis systematic review examines characteristics and outcomes of interventions for teaching digital media literacy in the educational system. Despite the development of media technology and the importance ascribed to digital media literacy as one of the critical skills for the 21st century, this study reveals that little research has been carried out evaluating interventions for teaching digital media literacy in schools. The successful intervention outcomes identified in this review include an increased understanding of media content and greater awareness of media influence, a more critical approach to media, increases in feelings of competency and empowerment with regard to media use, increases in digital media content production skills, and reduction in excessive or risky media use. The review finds that more consistent positive outcomes were associated with younger target audiences, the incorporation of a practical component within the intervention, and the extended duration or higher number of sessions of intervention administration. The studies reviewed identified some challenges to achieving successful outcomes in such interventions, namely that media technologies are an intrinsic part of children’s everyday lives today.Impact SummaryPrior State of Knowledge Digital media literacy – the critical handling of digital media from traditional to newer digital media – is an essential skill for the 21st Century. Little prior research has summarized knowledge about the outcomes of digital media literacy interventions.Novel Contributions This systematic review summarizes recent academic knowledge about in-school digital media literacy interventions. It identifies three important intervention characteristics associated with diverse intervention outcomes, including understanding of, a critical approach toward, and creation of media content.Practical Implications The study highlights characteristics of digital media literacy interventions to which practitioners – educators and academics creating and implementing such interventions – should pay careful attention to enhance the success of the interventions in achieving their goals.KEYWORDS: Systematic reviewdigital media literacyinterventionseducational systemcritical thinking AcknowledgmentsThis work was supported by a grant by the Israeli Ministry of Education.Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe work was supported by the Ministry of Education, Israel.Notes on contributorsKeren EyalKeren Eyal (Ph.D., University of California, Santa Barbara, 2004) is Senior Lecturer in the Sammy Ofer School of Communications in Reichman University. Her research focuses on media content and effects, with a focus on the media’s role in youth socialization. E-mail: keyal@runi.ac.ilTali Te'eni-HarariTali Te’eni-Harari (Ph.D., Bar Ilan University, 2005) is Senior Lecturer in the Business School at Peres Academic Center. Her research focuses on understanding media, advertising, and young people. E-mail: tee.tal100@gmail.com
系统回顾:2010-2021年学校数字媒体素养干预措施的特征和结果
摘要本文系统回顾了教育系统中数字媒体素养教学干预措施的特点和结果。尽管媒体技术的发展和数字媒体素养被认为是21世纪的关键技能之一,但本研究表明,很少有研究对学校数字媒体素养教学的干预措施进行评估。本次审查确定的成功干预结果包括:加深对媒体内容的理解,提高对媒体影响的认识,对媒体采取更加批判性的态度,增强对媒体使用的能力和赋权感,提高数字媒体内容制作技能,减少过度或高风险的媒体使用。回顾发现,更一致的积极结果与更年轻的目标受众、在干预中纳入实际成分以及延长干预管理时间或增加干预管理次数有关。审查的研究确定了在这种干预措施中取得成功的一些挑战,即媒体技术是当今儿童日常生活的固有组成部分。数字媒体素养——从传统数字媒体到新型数字媒体的关键处理能力——是21世纪的一项基本技能。之前很少有研究总结了数字媒体素养干预的结果。本系统综述总结了最近关于学校数字媒体素养干预的学术知识。它确定了与不同干预结果相关的三个重要干预特征,包括对媒体内容的理解,对媒体内容的批判性方法和创造。该研究强调了数字媒体素养干预措施的特点,创建和实施此类干预措施的从业者——教育工作者和学者——应该仔细注意这些特征,以提高干预措施在实现其目标方面的成功程度。关键词:系统评价;数字媒体素养;干预;披露声明作者未报告潜在的利益冲突。这项工作得到了以色列教育部的支持。作者简介:凯伦·埃亚尔(2004年毕业于加州大学圣巴巴拉分校,博士),雷曼大学萨米·奥弗传播学院高级讲师。她的研究主要集中在媒体的内容和效果,重点关注媒体在青少年社会化中的作用。E-mail: keyal@runi.ac.ilTali Te'eni-Harari(博士,巴伊兰大学,2005年),佩雷斯学术中心商学院高级讲师。她的研究重点是理解媒体、广告和年轻人。电子邮件:tee.tal100@gmail.com
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信