This study critically examines media literacy as a strategy for addressing fake news, arguing that it should not be viewed as a standalone solution. It traces the historical development of media literacy, highlighting the tension between protective and participatory approaches.
This study proposes a competency-based framework for generative AI literacy that outlines the key skills and knowledge required to engage effectively with generative AI technologies. The model spans twelve competencies, ranging from basic AI understanding to advanced skills such as prompt engineering, programming, and awareness of ethical and legal issues.
This study develops and validates the Scale for the Assessment of Non-experts’ AI Literacy (SNAIL) to measure AI literacy among individuals without formal AI or computer science training. The study support a three-factor model covering technical understanding, critical appraisal, and practical application of AI.
This study develops and validates the GenAI Literacy Assessment Test (GLAT), a performance-based instrument designed to objectively measure generative AI literacy in educational contexts.
This study further examines and strengthens the validity of the Meta AI Literacy Scale (MAILS), a self-assessment instrument for measuring AI literacy and related psychological competencies. It also develops a 10-item short version of the original instrument (34 items).
This study develops and validates the Meta AI Literacy Scale (MAILS) to provide a comprehensive and theory-grounded measure of AI literacy. Addressing gaps in existing tools, the scale integrates both technical AI literacy facets and psychological competencies relevant to AI use.
This study develops and validates the Threats of AI (TAI) scale to measure public perceptions of risks associated with artificial intelligence. Addressing limitations in existing measures, the scale distinguishes between four functional classes of AI systems and provides a fine-grained and widely applicable tool for examining societal threat perceptions of AI across domains.
This study develops and validates a comprehensive digital competence scale for higher education students in the context of blended and remote learning. Addressing gaps in existing instruments, the scale incorporates contemporary skills such as online learning and collaboration, social media use, mobile technologies, and data protection.
This study develops and validates a comprehensive Internet Literacy Scale for high school students to address adolescents’ needs in the digital age. The scale captures both technical and socio-cognitive aspects of internet use.
This study evaluates the psychometric robustness of a performance-based Digital Literacy Assessment (DLA) grounded in the DigComp 2.1 framework. It shows that digital literacy increases with grade level, though variability and inter-individual differences widen in higher grades and highlights a widening digital divide.
This study focuses on adapting the Artificial Intelligence Literacy Scale (AILS), originally developed by Wang et al. (2022), into Turkish and examining its validity and reliability. The adapted scale aims to measure AI literacy levels of non-expert adults, covering four dimensions: awareness, usage, evaluation, and ethics.
This study aims to culturally adapt and validate the Meta-Artificial Intelligence Literacy Scale for Turkish-speaking populations. It captures multiple dimensions of AI literacy, including knowledge, creation, self-efficacy, and self-competence.
This study proposes and validates a Digital Learning Competence (V-DLC) framework for secondary vocational school students in China. It supports a five factor model and suggests that evaluating students’ digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students’ learning experiences in school and other fields.
This study develops and validates the Digital Literacy Across Disciplines (DLAD) scale specifically for medical students to support digital transformation in medical education. It also examined disciplinary and gender differences, revealing lower digital literacy levels among clinical medicine students and higher attitude scores among female students.
This study develops and validates a Digital Literacy Scale (DLS) to measure secondary school students’ digital literacy levels. The authors combine classical test theory and item response theory, using the Rasch model to ensure strong construct validity and reliability.
This study develops and validates the Information Literacy Measurement Scale (ILMS-34) specifically for public health professionals (PHPs). It addresses the lack of profession-specific tools to measure information literacy and identified four dimensions of information literacy—information consciousness, knowledge, ability, and ethics.
This study develops and validates a Digital Literacy Self-Efficacy Scale for primary school students. It identified a 21-item scale with four dimensions related to collaboration, emotion management, information management, and awareness in digital environments.
This study develops and validates the AI Competency Objective Scale (AICOS) to objectively measure AI literacy in an increasingly AI-driven society. It captures core AI literacy sub-competencies, including Generative AI literacy, reflecting recent technological developments.
This study focuses on developing and validating the Perception of Information Literacy Scale (PILS) based on the ACRL Framework for Information Literacy for Higher Education. It aims to address the lack of reliable tools for assessing how students perceive their own information literacy knowledge, practices, and dispositions.
This study develops and validates a digital literacy scale specifically for prospective Indonesian EFL teachers, addressing a gap in existing teacher-focused instruments. It identify eight key dimensions of digital literacy, including creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill.
This study develops and validates a Media Health Literacy (MeHlit) Scale to assess adults’ ability to access, critically evaluate, and communicate health-related information from media sources. The study is conducted in South Korea and it responds to the growing risk of misinformation in digital health communication. It shows that MHLS is a robust tool for measuring media health literacy in adult populations.
This study focuses on the development and validation of a Smoking Media Literacy (SML) scale for adolescents aged 14–18. It demonstrates that higher smoking media literacy is significantly associated with lower smoking behavior, reduced susceptibility, and more negative attitudes toward smoking. The findings suggest that media literacy can be a meaningful tool for tobacco prevention and health interventions among youth.
This article develops and validates a Media and Information Literacy (MIL) scale tailored to university students in Albania, addressing a clear regional research gap. The study proposes SPMIL (Self-Perceived Media and Information Literacy) as a useful framework for assessing audience literacy.
This study develops and validates a 21st-century media literacy skills scale for high school students and teachers. It consists of 16 reliable and valid items organized into three dimensions: awareness and attention, being informed, and ability to use media tools.
The study assesses new media literacy (NML) skills of university students using Henry Jenkins et al.’s participatory culture framework. It measured media use patterns of students and 12 core NML skills related to participation, interaction, and content creation. The study shows that greater internet and social media use and younger age are associated with higher levels of new media literacy.