Fostering media truth discernment in adolescents by combining media literacy and analytical thinking: a promising yet challenging approach

Abstract

With the rise of fake news on social media, fostering adolescents’ ability to distinguish between real news (RN) and fake news (FN) has become critical. We assessed the effectiveness of a dual process theory-based intervention (MIL-DPT) compared to a media and information literacy (MIL) intervention (active control group) in improving media truth discernment (MTD). The interventions (two 30-min sessions) were delivered ecologically by teachers within regular classrooms settings. A total of 3161 students (6th to 9th grade) participated, with assessments at pre-test, one-week posttest (posttest 1), and seven-week follow-up (posttest 2). Linear mixed-effect models revealed contrasting outcomes: while MIL had no significant effect, MIL-DPT improved MTD at posttest 1 but hindered MTD at posttest 2, driven by increased skepticism toward RN (i.e., backfire effect) and a return to baseline level for FN. Importantly, the effects of the interventions varied with the grade-level considered. While 7th graders demonstrated significant improvements at posttest 1, with no backfire effects observed at posttest 2, older students (8th and 9th graders) experienced a decrease in their MTD score at posttest 2. Structural equation modeling (SEM) revealed interindividual differences in intervention benefits: younger students, those with lower initial MTD abilities, and those with stronger initial analytical thinking benefited most from MIL-DPT. These findings underscore the potential of MIL-DPT interventions to foster MTD skills within the dual process theory framework, while highlighting the challenge of addressing backfire effects and the importance of tailoring interventions to the grade-level of the students.