Measuring Media Literacy Among Collegiate Journalism Students

Abstract

The purpose of this study was to measure and compare media literacy knowledge structure scores and attitudes among collegiate journalism students with those of non-journalism students. The study utilized quantitative data analysis. Data were collected using an online survey as well as convenience sampling methods. The study found that collegiate journalism students scored higher on the media literacy survey than non-journalism students, but that overall media literacy knowledge among the sample was low. Scores and attitudes of journalism students and students in journalism-related majors were also compared. The findings suggest that journalism majors may use the media for more specific purposes than students in other majors. A potential third-person effect was identified among journalism students when comparing scores on the media literacy survey with attitudes about media literacy. Potter's (2004) cognitive theory of media literacy was utilized to provide explanation of the findings.