This study develops and validates the AI Competency Objective Scale (AICOS) to objectively measure AI literacy in an increasingly AI-driven society. It captures core AI literacy sub-competencies, including Generative AI literacy, reflecting recent technological developments.
This study focuses on developing and validating the Perception of Information Literacy Scale (PILS) based on the ACRL Framework for Information Literacy for Higher Education. It aims to address the lack of reliable tools for assessing how students perceive their own information literacy knowledge, practices, and dispositions.
This study develops and validates a digital literacy scale specifically for prospective Indonesian EFL teachers, addressing a gap in existing teacher-focused instruments. It identify eight key dimensions of digital literacy, including creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill.
This study develops and validates a Media Health Literacy (MeHlit) Scale to assess adults’ ability to access, critically evaluate, and communicate health-related information from media sources. The study is conducted in South Korea and it responds to the growing risk of misinformation in digital health communication. It shows that MHLS is a robust tool for measuring media health literacy in adult populations.
This study focuses on the development and validation of a Smoking Media Literacy (SML) scale for adolescents aged 14–18. It demonstrates that higher smoking media literacy is significantly associated with lower smoking behavior, reduced susceptibility, and more negative attitudes toward smoking. The findings suggest that media literacy can be a meaningful tool for tobacco prevention and health interventions among youth.
This article develops and validates a Media and Information Literacy (MIL) scale tailored to university students in Albania, addressing a clear regional research gap. The study proposes SPMIL (Self-Perceived Media and Information Literacy) as a useful framework for assessing audience literacy.
This study develops and validates a 21st-century media literacy skills scale for high school students and teachers. It consists of 16 reliable and valid items organized into three dimensions: awareness and attention, being informed, and ability to use media tools.
The study assesses new media literacy (NML) skills of university students using Henry Jenkins et al.’s participatory culture framework. It measured media use patterns of students and 12 core NML skills related to participation, interaction, and content creation. The study shows that greater internet and social media use and younger age are associated with higher levels of new media literacy.
This study develops and validates a Youth Social Media Literacy Inventory (YSMLI) to objectively measure social media knowledge and skills among young adolescents aged 9–13. It identifies key literacy competencies across six domains, including advertising, cyberbullying, privacy, news, phishing, and media balance. It produces a reliable and flexible 90-item assessment tool.
The study identify four core dimensions of social media literacy: technical competency, social relationship management, informational awareness, and privacy/algorithmic awareness. This study produces a 14-item validated scale to measure how users perceive their own social media literacy. It also shows that PSML varies systematically by age, gender, income, education, and frequency of social media use, highlighting persistent digital inequalities
The research article focuses on developing a valid and reliable quantitative survey to measure digital online media literacy among university students. It identifies key media literacy constructs such as access, awareness, evaluation, production, and ethical awareness. The study responds to concerns that increased access to digital technology does not guarantee critical or responsible use.
The study developed and validated a scale specifically measuring critical news media literacy using an established media literacy framework. The scale demonstrated content, construct, and predictive validity. Findings showed media system knowledge predicts news understanding, indicating the need for a broader framework and guiding future research on news media literacy assessment.
The study developed and validated a 45-item Media Literacy Skills Scale using a systematic nine-step process. Tested on 322 pre-service teachers, the scale showed strong reliability and validity. It measures access, analysis, evaluation, and communication skills across both mass and new media contexts.
This paper explores media literacy as the key component of agency and describes the mechanism of agency empowerment through the media education process, in an effort to find answers to the following questions: What is the key aim of media education? What is the content of media education? How media education ought to be integrated in the didactics of pedagogy and the teaching/learning process?