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- Creators: Barrett, The Honors College
- Creators: Roschke, Kristy
Description
Long before “fake news” dominated the conversation within and about the media, media literacy advocates have championed the need for media literacy education that provides the tools for people to understand, analyze, and evaluate media messages. That the majority of U.S. adults now consume news on social media underscores the importance for students of all ages to be critical users of media. Furthermore, the affordances of social media to like, comment, and share news items within one’s network increases an individual’s responsibility to ascertain the veracity of news before using a social media megaphone to spread false information. Social media’s shareability can dictate how information spreads, increasing news consumers’ role as a gatekeeper of information and making media literacy education more important than ever.
This research examines the media literacy practices that news consumers use to inform their gatekeeping decisions. Using a constant comparative coding method, the author conducted a qualitative analysis of hundreds of discussion board posts from adult participants in a digital media literacy Massive Open Online Course (MOOC) to identify major themes and examine growth in participants’ sense of responsibility related to sharing news information, their feeling of empowerment to make informed decisions about the media messages they receive, and how the media literacy tools and techniques garnered from the MOOC have affected their daily media interactions. Findings emphasize the personal and contextual nature of media literacy, and that those factors must be addressed to ensure the success of a media literacy education program.
This research examines the media literacy practices that news consumers use to inform their gatekeeping decisions. Using a constant comparative coding method, the author conducted a qualitative analysis of hundreds of discussion board posts from adult participants in a digital media literacy Massive Open Online Course (MOOC) to identify major themes and examine growth in participants’ sense of responsibility related to sharing news information, their feeling of empowerment to make informed decisions about the media messages they receive, and how the media literacy tools and techniques garnered from the MOOC have affected their daily media interactions. Findings emphasize the personal and contextual nature of media literacy, and that those factors must be addressed to ensure the success of a media literacy education program.
ContributorsRoschke, Kristy (Author) / Thornton, Leslie-Jean (Thesis advisor) / Chadha, Monica (Committee member) / Halavais, Alexander (Committee member) / Silcock, Bill (Committee member) / Arizona State University (Publisher)
Created2018
Description
A thorough understanding of how to evaluate website credibility is a crucial tool for journalists. This study examines how journalism students conduct the online newsgathering process and seeks to understand the decisions they make involving credibility assessment. The findings that resulted from a content analysis and interviews suggest that while journalism students exhibit some level of understanding about the importance of verification, they rely strongly on search engines and trust the credibility of search-engine results.
ContributorsTylor, Julia Anne (Author) / Carpenter, Serena (Thesis director) / Allen, Craig (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2013-05
Description
I will be investigating the merit of participatory culture in online literary roleplaying. While looking at an affinity space within participatory culture, I will be examining the importance of narrative within a roleplay board, the value placed in writing ability and habitual participation, and the gaining of social capital within the affinity space of players through the scope of two forms of participatory culture: expressions and collaborative problem solving. I will also look at the limitations of literary roleplaying before talking about the potential of roleplaying to be used as a tool for students in the classroom. Throughout my investigation, I pool information from online roleplay forum boards as well as Tumblr blogs. Drawing from these examples, I hope to not only show the value and merit of online roleplaying as a form of literature, but also demonstrate its potential as a curriculum guide for educators.
ContributorsLacson, Therese (Author) / Lussier, Mark (Thesis director) / Daer, Alice (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Media influences the way people understand the world around them, and today's digital media environment is saturated with information. Online media consumers are experiencing an information overload, and many find it difficult to determine which messages to trust. Media consumers between the ages of 18 and 34 are increasingly turning to social media, especially Facebook, for news and information. However, the nature of information exchange on these networks makes these users prone to seeing and sharing misleading, inaccurate or unverified information. This project is an examination of how misinformation spreads on social media platforms, and how users can utilize media literacy techniques to surround themselves with trustworthy information on social media, as well as develop skills to determine whether information is credible. By examining the motivations behind sharing information on social media, and the ways in which Millennials interact with misinformation on these platforms, this study aims to help users combat the spread of misleading information. This project determines techniques and resources that media consumers can use to turn their social media networks into healthy, trustworthy information environments. View the online component of this project at http://lindsaytaylorrobin.wix.com/info-overload
ContributorsRobinson, Lindsay T (Author) / Gillmor, Dan (Thesis director) / Roschke, Kristy (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
My thesis project Represent This! is an online resource for the representation of women and film, found at http://www.representhis.wordpress.com. The Wordpress site hosts an 8,500-word essay, a resource guide, an about page and a blog. The essay explores the representation of women in media in several ways: its relation to the study of media literacy at large, the low number of women employed in the film and television industries, the history of women in film, the representation of bodies on screen and how it affects body image and eating disorders, the representation of action heroines, and the representation of girls on screen and the treatment of those young actresses off screen. The conclusion of the essay and the Resource Guide work together to provide a call to action through suggestions for a reader to better their "media diet" (what they watch and how they think about the media they consume) as well as listing movies or television shows that exemplify strong representation of women on screen and in production. The blog will be updated after this project is turned in to respond to news about representation of women in media or to write about an article or book I've read relating to the topic. I designed graphics and found Creative Commons images and video to make the site more visually appealing to read. Attached in the PDF is the full text of what is on the website (most prominently the essay) as well as an annotated bibliography and screen shots from the website.
ContributorsScoville, Alexandra Louise (Author) / Gillmor, Dan (Thesis director) / Roschke, Kristy (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This project offers an argument that isolates several major forces that it contends pose a critical threat to the endurance of modern American democracy. It evaluates modern and classic political philosophy to identify the prerequisites for a stable democracy, identifying and defining voter education and participation as necessary contributors to civic engagement. It provides a socio-legal framework for evaluating four phenomena that have shifted in their impact on politics over the past 20 years: the roles of money and media in politics, as well as disenfranchisement by gerrymandering and by felon voting restrictions. It demonstrates how each has a new and worsening impact on voter education and/or participation, thus threatening the continued existence of modern American democracy.
ContributorsBurnquist, Andrew (Co-author) / Morote, Nicole (Co-author) / Mason, Maria (Co-author) / Affolter, Jacob (Thesis director) / Hoekstra, Valeria (Committee member) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This project offers an argument that isolates several major forces that it contends pose a critical threat to the endurance of modern American democracy. It evaluates modern and classic political philosophy to identify the prerequisites for a stable democracy, identifying and defining voter education and participation as necessary contributors to civic engagement. It provides a socio-legal framework for evaluating four phenomena that have shifted in their impact on politics over the past 20 years: the roles of money and media in politics, as well as disenfranchisement by gerrymandering and by felon voting restrictions. It demonstrates how each has a new and worsening impact on voter education and/or participation, thus threatening the continued existence of modern American democracy.
ContributorsMason, Maria (Co-author) / Morote, Nicole (Co-author) / Burnquist, Andrew (Co-author) / Affolter, Jacob (Thesis director) / Hoekstra, Valerie (Committee member) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This paper examines the issue of Russian disinformation in Estonia and how the country has built resilience against this threat. Drawing upon existing literature and a series of interviews conducted with Estonians of a variety of professional backgrounds, this work explores Estonia's whole-of-society approach to resilience and examines its incorporation of national security strategy, inter-institutional cooperation, and media literacy education. Ultimately, this paper argues that Estonia's efforts have been largely successful in enabling the country to strengthen its society against Russian disinformation and offers key takeaways for other countries such as the United States.
ContributorsWalsh, Sofia (Author) / Sivak, Henry (Thesis director) / Brown, Keith (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2023-05
Description
Adolescents in rural areas of Southern Africa are at risk of adverse health outcomes. Misinformation viewed online exacerbates this risk, however poor internet connectivity and high data costs make existing media literacy curricula inaccessible for this population. This project seeks to create a media literacy curriculum for adolescents that requires no technology to implement.
ContributorsBrechbill, Shawna (Author) / Gilmor, Dan (Thesis director) / Savaglio, Lauren (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-12
ContributorsBrechbill, Shawna (Author) / Gilmor, Dan (Thesis director) / Savaglio, Lauren (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-12