This study develops and validates a Youth Social Media Literacy Inventory (YSMLI) to objectively measure social media knowledge and skills among young adolescents aged 9–13. It identifies key literacy competencies across six domains, including advertising, cyberbullying, privacy, news, phishing, and media balance. It produces a reliable and flexible 90-item assessment tool.
The study identify four core dimensions of social media literacy: technical competency, social relationship management, informational awareness, and privacy/algorithmic awareness. This study produces a 14-item validated scale to measure how users perceive their own social media literacy. It also shows that PSML varies systematically by age, gender, income, education, and frequency of social media use, highlighting persistent digital inequalities
The research article focuses on developing a valid and reliable quantitative survey to measure digital online media literacy among university students. It identifies key media literacy constructs such as access, awareness, evaluation, production, and ethical awareness. The study responds to concerns that increased access to digital technology does not guarantee critical or responsible use.
The study developed and validated a scale specifically measuring critical news media literacy using an established media literacy framework. The scale demonstrated content, construct, and predictive validity. Findings showed media system knowledge predicts news understanding, indicating the need for a broader framework and guiding future research on news media literacy assessment.
The study developed and validated a 45-item Media Literacy Skills Scale using a systematic nine-step process. Tested on 322 pre-service teachers, the scale showed strong reliability and validity. It measures access, analysis, evaluation, and communication skills across both mass and new media contexts.
This paper explores media literacy as the key component of agency and describes the mechanism of agency empowerment through the media education process, in an effort to find answers to the following questions: What is the key aim of media education? What is the content of media education? How media education ought to be integrated in the didactics of pedagogy and the teaching/learning process?