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

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