Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Robert B. Bartos
Janie Harden Fritz
Kim S. Phipps
higher education, media education, media literacy, media literacy measurement
This study investigated the relationship between media literacy and critical thinking skills. To date media literacy advocates have not developed a quantitative means of measuring media literacy. While numerous claims that media literacy and critical thinking are related, a review of the existing literature has not revealed any academic support for the assertion. As a result, a demographic survey and test to measure each skill set respectfully was administered to a sample of undergraduate college students. For this study, a new media literacy measure was developed. Statistical analysis of the test results did show a statistically significant correlation between the scores recorded on each measure (r(34) = 0.322, p < 0.05). The results did not provide support for statistically significant correlations between college students' self-reported level of media literacy education or self-reported media consumption and their critical thinking scores. This study provides a starting point for the quantitative measurement of media literacy and makes an argument for the inclusion of media literacy education at institutions of higher education.
Arke, E. (2005). Media Literacy and Critical Thinking: Is There a Connection? (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/9