Browsing by Subject "Media literacy"

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    Public knowledge of alternative media in times of algorithmically personalized news
    (2021) Klawier, Tilman; Prochazka, Fabian; Schweiger, Wolfgang
    Citizens are likely to encounter various types of alternative media online, especially on algorithmically personalized news channels (APNC) like social network sites or search engines. It is unclear, however, to what degree they are aware of these outlets and familiar with the concept of alternative media. This study investigates the relation between exposure to alternative media and knowledge of them, taking the role of APNC into account. Analyzing representative survey data of German Internet users, we find a gap: While many individuals report to use alternative media, few of them are able to name alternative media titles matching scholarly conceptions. Although the use of APNC increases self-reported exposure to alternative media, it does not improve actual knowledge of them. All in all, many Internet users have little awareness of alternative media and do not clearly distinguish between different types of sources they come across online.
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    Vom Glauben, Berge versetzen zu können : subjektive Beurteilung von Medienqualität und Selbstwirksamkeit als Wegbereiter politischen Wissens
    (2016) Schmitt, Josephine B.; Trepte, Sabine
    The Internet has become a significant source for political information especially for younger generations. However, the evaluation and selection of relevant information becomes increasingly difficult as a growing number of diverse sources and content are available. Based on this observation, the present study aims to get to the bottom of the questions (1) how adolescents navigate through the vast amount of available information on the Internet (i.e., evaluation and selection of information sources) and (2) how they acquire political knowledge. More precisely the study analyzes which psychological factors contribute to adolescents’ political learning from online information sources and how these processes may be supported by media literacy programs in school. The book draws from and connects different lines of existing theoretical and empirical research: studies on perceived information quality (Wolling, 2009), social-cognitive theory (Bandura, 1986; Niemi, Craig, & Mattei, 1991) as well as research from learning psychology (e.g., Salomon, 1984). I propose that perceived information quality, media self-efficacy, internal political efficacy, and political knowledge should be understood as consecutively linked. To address the mentioned questions, I conducted a three-wave panel study with adolescents (9th to 13th grade). Moreover, a subsample participated in a media literacy intervention that took part before the second wave. Results demonstrate that perceived information quality of online news sources influences media self-efficacy, which, in turn, is related to internal political efficacy. Furthermore, internal political efficacy is being shown to positively influence political knowledge. Perceived information quality engenders trust in an individual’s media-related and political abilities, which leads to a more successful processing of political information among young adults. However, results regarding the effectiveness of the media literacy intervention are mixed. I found no direct effect of the media literacy intervention, nevertheless, a significant improvement in knowledge of the experimental group may indicate some indirect effects. All in all, these findings underline the importance of analyzing not only news media exposure but also perceived information quality as a predictor of political knowledge. Moreover, the results shed some light on the mediating role of media self-efficacy and political efficacy in the context of political knowledge acquisition. It can be concluded that not only exposure to qualitatively good sources for political information leads to an increase in political knowledge but also giving young adults the feeling that they are using sources of high quality.