Going against the Grain? Examining the Efficacy of Media Literacy Interventions on Congenial Media Effects

Autor/in	Blomberg, Matthew L.
Titel	Going against the Grain? Examining the Efficacy of Media Literacy Interventions on Congenial Media Effects
Quelle	In: Journal of Media Literacy Education, 14 (2022) 1, S.43-58 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Media Literacy; Mass Media Effects; Political Attitudes; Ideology; Bias; Evaluative Thinking; Credibility + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Political attitude; Politische Einstellung; Ideologie; Glaubwürdigkeit
Abstract	While people's proclivity toward congenial partisan media has been well documented, methods of resistance are less researched. This study explores the congenial media effect, the phenomenon of our gravitation to and acceptance of like-minded media, and whether a media literacy intervention can mitigate people's acceptance of ideologically congruent partisan media. In an online experiment (N = 199), conservatives and liberals were exposed to differing media literacy interventions, one reviewing the traits of objectivity and bias, another which combined the former with an opportunity to reflect on participants' own political beliefs. All were then exposed to amenable partisan content on the Supreme Court nomination of Brett Kavanaugh. Results demonstrated that neither intervention affected participants' perceptions of bias toward the material, however, liberals were more critical in their evaluations, deeming the partisan content as less credible than conservatives. Additionally, for liberals exposed to the objectivity and bias intervention, lower perceptions of credibility were seen compared to liberals who received no intervention. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01