Media and information literacy: a measurement instrument for adolescents

It may state two separate claims as one.

In the fourth dimension, the internal consistency of question 19 was below the accepted minimum, but two subscales ('content' and 'programming and publicity') reached the required minimum level.

“The internal consistency of question 19 was also found to be below the accepted minimum.However, two subscales were established, one called 'content', encompassing items 2, 4 and 5, and another called 'programming and publicity', encompassing items 1 and 3.As shown in Table 10, in this structure the coefficients of internal consistency reach the required minimum level.”

It may state two separate claims as one.

Question 21 has a good distribution model and discriminatory power, although its sensitivity is limited.

“The question was found to have a good distribution model and discriminatory power, although apparently, its degree of sensitivity is limited.”

It may state two separate claims as one. The quote only partly states this claim.

In the fourth dimension, the distribution models of questions 3, 4 and 11 have an acceptable level of normality, and their asymmetry and kurtosis reflect a notable deviation from normality.

“The distribution models of these questions have an acceptable level of normality and their asymmetry and kurtosis reflect a notable deviation from normality.”

It may state two separate claims as one.

The 'lucidity' subscale of question 22 has adequate distribution and discrimination coefficients.

“Table 13 shows the basic statistical coefficients of the 'lucidity' subscale, which are adequate as regards both distribution and discrimination.”

It may state two separate claims as one.

In the fourth dimension, the internal consistency of question 18 was below the acceptable level, but its items had correct distribution models and high discrimination potential.

“The internal consistency of question 18 was found to be below the acceptable level.However, in the basic descriptive statistics for each item the distribution models are correct and the potential for discrimination is high.”

It may state two separate claims as one.

In the first dimension, all scores were close to the maximum, generating normality problems due to high asymmetry and kurtosis.

“All scores were fairly close to the maximum, thus generating normality problems in the distribution due to the presence of high asymmetry and kurtosis coefficients.”

It may state two separate claims as one.

In a pilot study with 167 adolescents aged 13-15 from schools in Colombia, Ecuador and Spain, the MIL questionnaire, with the exception of its first dimension, showed an acceptable reliability level and is an adequate instrument for evaluating media and information literacy among adolescents.

“With the exception of the first dimension, the results indicate that the questionnaire has an acceptable reliability level and is an adequate instrument for evaluating media and information literacy among adolescents.”

It may state two separate claims as one.

In the second dimension, the distribution models were compatible with normal distribution, with asymmetry within the -1 and +1 range.

“the results revealed distribution models compatible with normal distribution, with an asymmetry level within the -1 and +1 range.”

It may state two separate claims as one.

The dimension labelled Media access and use was eliminated, mainly because the mean and maximum scores were very similar, generating normality problems.

“Firstly, the dimension labelled Media access and use was eliminated, mainly because the mean and maximum scores were very similar, thus generating normality problems.”

Probably not a substantial claim. It may state two separate claims as one.

The MIL instrument is not an attitude questionnaire, but a test designed to measure recognition and mastery.

“The instrument is not an attitude questionnaire, but rather a test designed to measure recognition and mastery.”

It may state two separate claims as one.

The statistical results reveal that the area of the questionnaire concerning skills and knowledge requires further study and that the reliability of the items needs to be improved.

“Nevertheless, the statistical results reveal that this is an area of the questionnaire that requires further study, and that the reliability of the items needs to be improved.”

Probably not a substantial claim. The paper’s conclusions may not depend on it.

Each dimension of the MIL questionnaire comprises a set of categories which serve as indicators.

“Each dimension comprises a set of categories which serve as indicators, establishing theme-based ranges of basic knowledge.”

Probably not a substantial claim. The paper’s conclusions may not depend on it.

Khlaisang and Koraneekij (2019) developed a standardized measurement instrument with students possessing a higher level of education.

“As such we must highlight the work of Khlaisang and Koraneekij (2019), who have developed a standardized measurement instrument with students possessing a higher level of education.”

• cites Khlaisang and Koraneekij (2019) sourceCheck pending

It may state two separate claims as one.

The results of the pilot study confirm the reliability and validity of the MIL instrument described at the beginning of the paper.

“The results of the pilot study confirm the reliability and validity of the instrument described at the beginning of this paper.”

• AssumptionRests on an assumption: All schools in all contexts had similar socioeconomic characteristics.
• AssumptionRests on an assumption: The reliability and validity results from the intentional sample of 167 adolescents can be generalized to adolescents in different cultural contexts.

It may state two separate claims as one.

In the second dimension, Cronbach's alpha was .130, indicating that the questions measured independent competences and should be considered separately in subsequent analyses.

“the coefficients obtained (Cronbach's Alpha: .130)reveal that the questions measured independent competences and should therefore be considered separately in subsequent analyses.”

Probably not a substantial claim. It may be too vague to check against evidence.

There is a need to develop instruments which will enable teachers to help students adopt a critical attitude and approach to both information and the media.

“Diverse studies have also demonstrated that alongside family, school and peers, the media act as agents for socialisation in relation to both values and ideologies, and have highlighted the need to develop instruments which will enable teachers to help students adopt a critical attitude and approach to both information and the media (Livingstone & Helsper, 2010).”

• cites Livingstone & Helsper, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim.

The instrument presented here summarises and groups together, through the question-based model, all the skills, knowledge and abilities adolescents should have in relation to media, information and their own capacity as users and cultural agents.

“In this sense, the instrument presented here summarises and groups together, through the question-based model, all the skills, knowledge and abilities adolescents should have in relation to the media, information and their own capacity as users and cultural agents.”

Probably not a substantial claim. The paper’s conclusions may not depend on it.

Question 20's multiple-choice format contaminates score calculations with elements unrelated to the measurement aim, such as participants' commitment to completing the questionnaire.

“Question 20 was posed in a multiple choice format, which means that score calculations are contaminated by other elements not related to the measurement aim, such as participants' degree of commitment to completing the questionnaire to the best of their ability.”

Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.

The MIL questionnaire consists of four dimensions: media access and use; media language and critical comprehension; production and programming processes; and transforming one's situation through communication.

“The structure we propose consists of four large-scale dimensions which together aim to identify adolescents' ability level both in relation to the information they receive and generate, and as regards mediations.”

Probably not a substantial claim.

The MIL instrument enables an assessment of media and information literacy.

“We believe that the instrument presented here may be of great use to the scientific community, since it enables an assessment of media and information literacy, a construct that, at present, lacks rigorous diagnosis and evaluation measures.”

It may state two separate claims as one.

Prior assessment scales used in research have focused on digital competences, education specialists, or self-reporting of skills through Likert-type scales.

“Since the assessment scales used in prior research have all focused on digital competences, education specialists or the self-reporting of skills through Likert-type scales (Chang et al., 2011;Eristi & Erdem, 2017;Lee, Chen, Li, & Lin, 2015;Literat, 2014), this instrument is an innovative one in the field of media and information literacy.”

• cites Chang et al., 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Eristi & Erdem, 2017 sourceCheck pending
• cites Lee, Chen, Li, & Lin, 2015 sourceNot checked — no full text of the source

It may state two separate claims as one.

Adolescents tend to have excellent access to computers, the Internet, mobile telephones and multiple digital devices, and are proficient in their use.

“These studies coincide in indicating that this segment of the population tends to have excellent access to computers, the Internet, mobile telephones and multiple digital devices, and is proficient in their use.”

• cites Falbe et al., 2014 sourceCheck pending
• cites Somyürek & Coşkun, 2013 sourceNot checked — no full text of the source
• cites Willoughby, 2008 sourceNot checked — no full text of the source

It may state two separate claims as one.

In the third dimension, only those items from the category referring to production phases can be used, whereas those belonging to the category assessing knowledge of the cultural function of the media should be eliminated; only the most technical aspects of this dimension can be assessed using the instrument.

“In the third dimension, Production and programming processes, only those items from the category referring to production phases can be used, whereas those belonging to the category which assesses knowledge of the cultural function of the media should be eliminated.In other words, only the most technical aspects of this dimension can be assessed using the instrument proposed here.”

It may state two separate claims as one.

The instrument presented here has an acceptable level of reliability and validity, and can be partially used for assessing the media and information literacy of adolescents in different cultural contexts.

“Thus, we can cautiously conclude that the instrument presented here has an acceptable level of reliability and validity, and can be partially used for assessing the media and information literacy of adolescents in different cultural contexts.”

• AssumptionRests on an assumption: All schools in all contexts had similar socioeconomic characteristics.
• AssumptionRests on an assumption: The reliability and validity results from the intentional sample of 167 adolescents can be generalized to adolescents in different cultural contexts.

It may state two separate claims as one.

In the second dimension, the Cronbach's alpha results suggest that the different questions should be explored separately in subsequent analyses, even though each was found to have an adequate level of discrimination; it is possible to work with all the questions that make up this dimension.

“In relation to the second dimension, Media language and critical comprehension, the Cronbach's alpha results obtained suggest that the different questions should be explored separately in subsequent analyses, even though each was found to have an adequate level of discrimination.In other words, it is possible to work with all the questions that make up this dimension.”

It may state two separate claims as one.

The instrument's content validity was verified by six experts (three in education and three in communication) and small modifications were made accordingly.

“Prior to its application, the instrument was revised by six experts from the fields of communication and education.”

• Also stated in: § 5. Procedure · plain

  “Regarding the content validity, it is necessary to indicate that the validity of the instrument was verified by six experts (three in education and three in communication) and some small modifications were made accordingly.”

Probably not a substantial claim. It may state two separate claims as one.

Questions referring to abilities, skills and knowledge in the Media access and use dimension require further work, as do those in the cultural function of the media category and certain aspects of communications skills and technological appropriation.

“Nevertheless, questions referring to abilities, skills and knowledge in the Media access and use dimension require further work, as do those in the cultural function of the media category and certain aspects of communications skills and technological appropriation.”