Thesis (Ed.D.)--University of Central Florida, 2009. / Error in paging: p. [105] is misnumbered 1. Advisers: Cynthia J. Hutchinson, E. Lea Witta. Includes bibliographical references (p. 90-102).

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 259-265).

Thesis (M.A.)--Georgia State University, 2007. / Title from file title page. Lynée Lewis Gaillet, committee chair; Elizabeth Sanders Lopez, Mary Hocks, committee members. Electronic text (69 p. : coll. ill.) : digital, PDF file. Description based on contents viewed June 5, 2008. Includes bibliographical references (p. 59-62).

Thesis (Ed.D.)--Dept. of Educational, Leadership & Policy, State University of New York at Buffalo, 2007. / Adviser: Lois Weis. Includes bibliographical references.

Thesis (M.S.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iii, 71 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 48-53).

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No description available.

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 65-68) and index.

Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining the effectiveness of media literacy education is one of the most overwhelming challenges for current research in the field. Buckingham and Domaille (2009) claim that the lack of structured assessment procedures likely contributed to the lack of status of media literacy education. The purpose of this mixed methods study (exploratory sequential design) was therefore to explore the views of media literacy scholars and professionals on media literacy assessment through qualitative interviews (N = 10) with the intent of using this information to develop a quantitative survey to validate and extend the qualitative findings with a larger sample of media literacy professionals and scholars from all around the world (N = 171). The study provides an overview of goals and outcomes of media literacy education. In addition, it provides information about the extent to which outcomes are specified and by whom these outcomes are specified. The study also offers a comprehensive overview of assessment methods that were used by participants of the study, the role that media literacy plays in their work, and the entities which developed these assessment methods. It provides further detail about the extent to which the learning process and product are assessed, the importance of context in assessment, approaches that are used to evaluate and interpret students' work, and factors that influence the way participants assess media literacy. The study also offers an overview of assessment challenges that were encountered by participants and the extent to which these are considered challenges for the field. In addition, for each of the assessment methods that were used by participants, a distinct set of challenges is identified. An account of the extent that respondents felt constrained by any outside regulations or mandates is provided as well, along with a description of how they would assess media literacy void of these constraints. Finally, methods to overcome media literacy challenges are presented, along with recommendations to improve the effectiveness of media literacy assessment. / Ph. D.

Schools are a place to foster lifelong learning skills. Upon graduation, students continue to learn through the news. What skills and abilities are needed, then, to become news literate? By relying on in-depth interviews with five Ontario journalists, this study brings the voice of journalists into this academic discussion, a voice that has been largely neglected in the reviewed literature. This study finds reporters largely agree with educational theorists on the concepts and lessons underpinning news literacy curricula, although refine these ideas from the point of view of news producers. Several themes emerged through phenomenological analysis of interview transcripts, including news creation as a social process, deep questioning and curiosity in relation to critical thinking, the roles of social media in the modern news ecosystem, and understanding news as a narrative that we shape and are shaped by. Each theme defines what it means to be news literate from the point of view of journalists and gives a detailed view of the generally accepted academic definition of media literacy, which is the ability to access, analyze, evaluate and create media in a variety of forms (Aufderheide, 1993; UNESCO, n.d.). Journalists acknowledged their domain expertise with the media and teachers’ expertise with education, meeting Masterman’s (2001) belief in the need for educators and journalists to work together to further the cause of media literacy. Educators looking for more detailed ideas for the construction of news literacy curricula can find those details in the thoughts, ideas and themes in this study. / Thesis (Master, Education) -- Queen's University, 2011-04-25 21:40:25.073