Why News Literacy? Why Now?

2018 ◽  
pp. 133-144
Author(s):  
Jeffrey Dvorkin ◽  
Kevin Sylvester
Keyword(s):  
News Literacy

Defining and conceptualizing news literacy

Journalism ◽  
2021 ◽  
pp. 146488492110058
Author(s):  
Melissa Tully ◽  
Adam Maksl ◽  
Seth Ashley ◽  
Emily K Vraga ◽  
Stephanie Craft
Keyword(s):  
Mass Communication ◽  
Empirical Testing ◽  
News Production ◽  
Knowledge And Skills ◽  
Flexible Approach ◽  
Production Distribution ◽  
News Literacy ◽  
Definition Of

Interest in news literacy inside and outside the academy has grown alongside related concerns about the quality of news and information available. Attempts to fully define, explicate and operationalize news literacy, however, are scattered. Drawing on literature across journalism and mass communication, we propose a definition of news literacy that combines knowledge of news production, distribution and consumption with skills that help audiences assert control over their relationship with news. We propose that knowledge and skills should be conceptualized across five domains: context, creation, content, circulation and consumption. This explication offers a clear, concise and cohesive path for research about news literacy, especially empirical testing to evaluate news literacy and its effectiveness in contributing to relevant behaviours. This framework also offers a consistent, yet flexible, approach to measuring news literacy across diverse contexts.

A Study on the Relationship between News Literacy and the Ability to Identify Fake News

2021 ◽  
Vol 29 (2) ◽  
pp. 5-28
Author(s):  
Sook Choi ◽  
Sungjoong Kim ◽  
Sung Kyum Cho
Keyword(s):  
Fake News ◽  
News Literacy ◽  
The Relationship

The Freedom of Critical Thinking

2019 ◽  
pp. 349-377
Author(s):  
Jennifer Fleming ◽  
Masato Kajimoto
Keyword(s):  
United States ◽  
New York ◽  
Hong Kong ◽  
Media Literacy ◽  
The United States ◽  
Literacy Curriculum ◽  
Future Directions ◽  
Current Trends ◽  
News Literacy ◽  
Literacy Educators

This study examines how college educators in Hong Kong, Vietnam, and Malaysia adopted and adapted lessons gleaned from a news literacy curriculum developed by journalism instructors at Stony Brook University in New York. In doing so, the chapter situates the emerging field of news literacy within parameters of its parent field, media literacy, and current trends in digitization, globalization, and information freedom. Details on how educators in Asia made a pedagogy designed for American citizens relevant to their students and how they negotiated country-specific social, cultural, and political contexts are included. Future directions in research include more in-depth and comparative understandings of the processes at work in localizing media literacy frameworks as well as an exploration of what media literacy educators in the United States and other democracies can learn from their counterparts in countries where accessing, creating, and disseminating information could be considered subversive activities.

Theorizing News Literacy Behaviors

2020 ◽  
Author(s):  
Emily K Vraga ◽  
Melissa Tully ◽  
Adam Maksl ◽  
Stephanie Craft ◽  
Seth Ashley
Keyword(s):  
Theory Of Planned Behavior ◽  
Social Norms ◽  
Planned Behavior ◽  
Research Agenda ◽  
Behavioral Control ◽  
Theory Building ◽  
Perceived Behavioral Control ◽  
News Literacy ◽  
Definition Of ◽  
Concise Definition

Abstract Despite renewed interest in news literacy (NL) as a way to combat mis- and dis-information, existing scholarship is plagued by insufficient theory building and inadequate conceptualization of both “NL” and its application. We address this concern by offering a concise definition of NL and suggest five key knowledge and skill domains that comprise this literacy. We distinguish NL from its application to behaviors that communication scholars have been interested in, including news exposure, verification, and identifying misinformation. We propose an adapted Theory of Planned Behavior (TPB) to include NL in addition to the existing components (attitudes towards the behavior, social norms, perceived behavioral control) when modeling NL Behaviors. We discuss how this model can unite scholars across subfields and propose a research agenda for moving scholarship forward.

NEWS LITERACY SKILLS FOR INTERNET AND SOCIAL MEDIA USERS

2020 ◽  
Vol 10 (Special) ◽  
pp. 105-112
Author(s):  
Thi Yen Minh Tran ◽  
Thi Huong Pham
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Digital Media ◽  
Literacy Skills ◽  
The Internet ◽  
Media Usage ◽  
Internet Users ◽  
Fundamental Understanding ◽  
News Literacy ◽  
Massive Information

The 21st century is acknowledged as the age of information. Thanks to the development of science and technology, the audience become more active in absorbing and distributing information. However, the massive information on the Internet in general, and social networks in particular, is sometimes unreliable, inaccurate and untrustworthy, which can mislead the Internet users. By generalising the Internetand social media usage of Vietnameseaudience, the article provides a fundamental understanding ofinformation categorisation. By that, itsuggests several techniques todevelopcritical thinking and news literacy skills for audience tobecome a critical reader in the age of digital media.

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