Definition and assessment of young people’s cognitive autonomy towards environmental-related media messages
(2016) Media Education Summit — Location: Rome (4.November.2016)
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- Abstract
- Media literacy includes the ability (1) to access media, (2) to understand and to critically evaluate media contents and different aspects of media, and (3) to create communications in a variety of contexts. In this research, we focus on the second aspect. We use the phrase “cognitive autonomy” to refer to the individual’s ability to critically understand and evaluate media messages, as a part of their media literacy. Specifically, we define cognitive autonomy towards the media as four abilities: to understand, contextualize (i.e. identify the authors, goals and intended audiences), compare and make critical judgments about media messages. In two studies completed in 2012 and 2014, we assessed the levels of the four aforementioned abilities of 328 high school students faced to forest-related media messages from several stakeholders (e.g. an environmentalist NGO, industrials…). The results enable us to suggest the skills which especially need to be improved by a media education. The findings also allow us to assess the validity of our definition of the concept of cognitive autonomy.
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Matagne, J. (2016). Definition and assessment of young people’s cognitive autonomy towards environmental-related media messages. Media Education Summit, Rome. https://hdl.handle.net/2078.5/115277