The article presents a systematic review evaluating the quality of AI literacy measurement scales using the COSMIN assessment framework. It identifies 22 studies that validate 16 different AI literacy instruments designed for diverse groups, including the general public, students, and teachers.
Media literacy includes the ability to access media messages in various contexts and formats, to be equipped to receive and detect these messages correctly and ultimately to produce new messages. It is a concept that gives the control power over the masses and makes border between the real world and the world created by the media. Media literacy has often been subject to scientific studies in higher education, especially in the fields of communication and education. This study aims to identify the general academic tendencies and approaches in the field of media literacy by examining the postgraduate theses written to the present day with the method of meta-analysis. It has been observed that the number of theses which have been written about this subject has been continuously increasing for about 13 years. In this article it is aimed to determine which research methods have been used in the theses written, what were the research focuses and their ideological orientations. In addition, the article contains current
data about media literacy. This study, which analyzes all the theses written about media literacy until 2020, aims to contribute to the relevant literature by means of analyzing the nature of the postgraduate theses.
The literature highlights the significance of media literacy instruction in pre-service teacher education period, but there are few attempts to develop and implement curricula to this end. This action research study aimed to report the steps to adapt ‘the media literacy skills curriculum design’ for pre-service teachers, which was developed for face-to-face education environments, to an online learning management system in line with emergency remote teaching amid Covid-19 pandemic, and report
the results of curriculum evaluation. The study adopted ‘The Curriculum Development through Action Research Model’. The participants were pre-service teachers at an education faculty of a state university in Turkey. The quantitative data were collected through Media Literacy Skills Scale and qualitative data were collected using several forms, rubrics, and reflection tools. The study revealed that the implementation of the media literacy skills curriculum had a strong positive effect on pre-service teachers’ levels of media literacy skills. The study also revealed changes in pre-service teachers’ perceptions of media and media literacy, interactions with media, as well as certain areas for curriculum development in terms of contents, teaching-learning experiences, and assessment components of the curriculum. The
study discusses the results and offers implications for media literacy education in preservice teacher education.
Effective media education requires that teachers have sufficient media literacy competencies as well as the competencies to promote media literacy in students. This article describes the development of a questionnaire to measure these competencies
individually or as a team. The questionnaire was developed in five stages. A systematic and critical listing of existing inventories resulted in a preliminary questionnaire. In the final stage, the questionnaire was submitted to a representative sample of 454 teachers
and 219 student teachers, and an exploratory factor analysis was conducted. The results show that the questionnaire is sufficiently valid and reliable.
The question “What is news literacy?” has been asked and answered in a number of ways, as scholars, teachers,
librarians and journalists have sought to address the confusion resulting from the increasingly crowded digital
information sphere. Concerns center on how the difficulty people face in differentiating reliable, credible
information from unverified and biased information threatens their ability to participate in democratic life.
Approaches to training and curriculum aimed at minimizing that difficulty have included standalone courses,
modules in existing courses, after-school programs, and online exercises aimed at a variety of populations, from K
12 to college students to adults. Given this wide range of settings and populations, it is perhaps not surprising that
the content of news literacy instruction also has ranged widely. A series of articles in the Columbia Journalism
Review covering the 2014 National News Literacy Summit (the coverage and the summit were sponsored by the
McCormick Foundation) makes clear that beyond shared civic goals, there remains a lot of diversity and, even,
disagreement about what news literacy is and what efforts to enhance it should include (e.g. Jolly, September 4,
2014; Fry, 2015; Hobbs, 2010b). The lack of a common understanding has hindered efforts to assess the
effectiveness of different approaches to news literacy instruction and to examine the relationship between news
literacy and achievement of those shared civic goals. A newly developed and validated measure of news media
literacy may offer a way to help fill this gap.
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 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.