This study proposes a new conceptual framework of social media literacy (SoMeLit) that shifts focus from mass media content analysis to the individual user’s role in constructing social media reality.
This study systematically reviews research on vlogs, ethnoscience, and social media literacy between 2016–2020, using the PRISMA framework. It finds that most studies—largely from Indonesia—use diverse methods and report positive effects on learning outcomes, motivation, critical thinking, and creativity.
This study provides a descriptive and systematic review of the emerging concept of social media literacy by examining how it is defined and conceptualized in existing research. It shows that social media literacy extends media literacy by integrating platform-specific, technical, critical, and socio-emotional competences.
This study develops and validates a standardized instrument to assess network media literacy, a key competence for effective internet use and participation in knowledge societies. Drawing on a composite conceptual model, the authors constructed items and administered them to a large, nationally distributed sample in China.
This study validates the COVID-19 Media Literacy Scale (C-19MLs) by examining its psychometric properties among university students. The analysis resulted in a 21-item scale with five dimensions related to evaluating credible information, identifying fake COVID-19 content, media formats, and audience interpretation.
This research focuses on validating a New Media Literacy (NML) scale and assessing the NML competencies of preservice teachers. Results indicate stronger skills in functional media consumption and weaker abilities in critical and participatory media production.
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.