This study evaluates the psychometric quality of six media literacy measures used to assess critical thinking about general and appearance-focused media in the context of eating disorder risk prevention.
This study aimed to create a reliable and valid scale to measure individuals’ perceptions of media literacy. The finalized Media Literacy Perception Scale consists of 16 items across three dimensions.
This study focuses on the need to assess teachers’ media literacy competencies and their ability to foster media literacy among students. It describes the multi-stage development of a questionnaire designed to measure these competencies at both individual and team levels.
This study addresses the challenge of measuring media literacy by developing and testing a pilot media literacy scale grounded in a composite conceptual model.
This study focuses on developing a generalized and objective media literacy scale that can be applied across different types of media content. The scale consists of three core dimensions—analysis, evaluation, and comprehension—and explains over half of the total variance.
This research focuses on developing a valid tool to assess media literacy among elementary school students, a group often overlooked in existing measurement scales. The study adapts the Media Literacy Self-assessment Scale (MLSS) and tests it with primary students in Taiwan.
This study focuses on conceptualizing and measuring new media literacy (NML) in the context of a participatory digital society where individuals actively consume, produce, and critique media content. The authors develop and validate a New Media Literacy Scale (NMLS) for university students.
This article examines the development of media literacy education in the United States, with a strong emphasis on pedagogy and instructional methods grounded in constructivist learning theory, media studies, and cultural studies.
This study critically examines media literacy as a strategy for addressing fake news, arguing that it should not be viewed as a standalone solution. It traces the historical development of media literacy, highlighting the tension between protective and participatory approaches.
This study proposes a competency-based framework for generative AI literacy that outlines the key skills and knowledge required to engage effectively with generative AI technologies. The model spans twelve competencies, ranging from basic AI understanding to advanced skills such as prompt engineering, programming, and awareness of ethical and legal issues.
This study develops and validates the Scale for the Assessment of Non-experts’ AI Literacy (SNAIL) to measure AI literacy among individuals without formal AI or computer science training. The study support a three-factor model covering technical understanding, critical appraisal, and practical application of AI.
This study develops and validates the GenAI Literacy Assessment Test (GLAT), a performance-based instrument designed to objectively measure generative AI literacy in educational contexts.
This study further examines and strengthens the validity of the Meta AI Literacy Scale (MAILS), a self-assessment instrument for measuring AI literacy and related psychological competencies. It also develops a 10-item short version of the original instrument (34 items).
This study develops and validates the Meta AI Literacy Scale (MAILS) to provide a comprehensive and theory-grounded measure of AI literacy. Addressing gaps in existing tools, the scale integrates both technical AI literacy facets and psychological competencies relevant to AI use.
This study develops and validates the Threats of AI (TAI) scale to measure public perceptions of risks associated with artificial intelligence. Addressing limitations in existing measures, the scale distinguishes between four functional classes of AI systems and provides a fine-grained and widely applicable tool for examining societal threat perceptions of AI across domains.
This study develops and validates a comprehensive digital competence scale for higher education students in the context of blended and remote learning. Addressing gaps in existing instruments, the scale incorporates contemporary skills such as online learning and collaboration, social media use, mobile technologies, and data protection.
This study develops and validates a comprehensive Internet Literacy Scale for high school students to address adolescents’ needs in the digital age. The scale captures both technical and socio-cognitive aspects of internet use.
This study evaluates the psychometric robustness of a performance-based Digital Literacy Assessment (DLA) grounded in the DigComp 2.1 framework. It shows that digital literacy increases with grade level, though variability and inter-individual differences widen in higher grades and highlights a widening digital divide.
This study focuses on adapting the Artificial Intelligence Literacy Scale (AILS), originally developed by Wang et al. (2022), into Turkish and examining its validity and reliability. The adapted scale aims to measure AI literacy levels of non-expert adults, covering four dimensions: awareness, usage, evaluation, and ethics.
This study aims to culturally adapt and validate the Meta-Artificial Intelligence Literacy Scale for Turkish-speaking populations. It captures multiple dimensions of AI literacy, including knowledge, creation, self-efficacy, and self-competence.
This study proposes and validates a Digital Learning Competence (V-DLC) framework for secondary vocational school students in China. It supports a five factor model and suggests that evaluating students’ digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students’ learning experiences in school and other fields.
This study develops and validates the Digital Literacy Across Disciplines (DLAD) scale specifically for medical students to support digital transformation in medical education. It also examined disciplinary and gender differences, revealing lower digital literacy levels among clinical medicine students and higher attitude scores among female students.
This study develops and validates a Digital Literacy Scale (DLS) to measure secondary school students’ digital literacy levels. The authors combine classical test theory and item response theory, using the Rasch model to ensure strong construct validity and reliability.
This study develops and validates the Information Literacy Measurement Scale (ILMS-34) specifically for public health professionals (PHPs). It addresses the lack of profession-specific tools to measure information literacy and identified four dimensions of information literacy—information consciousness, knowledge, ability, and ethics.
This study develops and validates a Digital Literacy Self-Efficacy Scale for primary school students. It identified a 21-item scale with four dimensions related to collaboration, emotion management, information management, and awareness in digital environments.