Defining news literacy: A six-dimensional approach
(2026) International Media Literacy Research Symposium — Location: Rome, Italy (4.June.2026)
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- Abstract
- This paper aims to present an evidence-based conceptual discussion of news literacy and adjacent constructs, articulating its six core dimensions most commonly identified in the literature. In a well-functioning democracy, citizens must have access to reliable news to make informed decisions and participate actively in society. Yet today’s hybrid media environment challenges this ideal. The coexistence of traditional media (television, radio and print) with the internet and social media has profoundly changed the way individuals access, consume, and even produce news (Chan et al., 2021). Meanwhile, public trust in news media and journalism has declined (Bonnet & Rosenbaum, 2020; Bowe, 2019; San Martin, 2011), and the automation of news distribution through algorithmic systems has reduced active information-seeking behaviors (Jolls & Johnsen, 2018; Swart, 2021; Tornero et al., 2018). News literacy is deeply connected to these transformations. It encompasses the knowledge and skills that enable individuals to navigate the media environment, critically engage with news, understand how news is produced and disseminated, and establish trust with news sources in a context of growing uncertainty. Despite a broad consensus on the importance of news literacy in today’s society, the conceptual boundaries of news literacy remain contested, and scholars have approached it from diverse perspectives. Being news literate can refer to the ability navigate an overloaded information ecosystem (Ashley, 2019), including the ability to distinguish between the different kinds of information and to identify the specific characteristics of news contents (Guldin et al., 2021). It can also involve critical assessment and skepticism (Johnson et al., 2021) as well as the ability to evaluate the credibility and reliability of news sources (Maksl et al., 2017; Tully et al., 2020), particularly in the fight against disinformation (Bonnet & Rosenbaum, 2020; Tully et al., 2022). Finally, understanding the social role and functioning of news media institutions (Johnson et al., 2021) is likewise considered essential. Existing studies have included a wide variety of news literacy-related variables but have rarely examined the relationships among them. Unlike previous research focusing on isolated components, this study integrates six dimensions that are usually investigated separately. As part of an evaluation of news literacy workshops conducted in high schools in northern France, we measured (pretest / posttest) what we identified as the six most recurrent dimensions of news literacy: - knowledge of news production and the news media environment; - ability to deconstruct news items based on key media literacy concepts; - ability to judge the reliability of news items; - motivation to stay informed; - trust in journalists and the media; - and information practices (frequency of consumption and engagement with news). Based on the analysis of this dataset, we examine the relationships among these dimensions to advance a theoretical understanding of news literacy and its relationship with adjacent constructs. Following Vraga et al (2021), we distinguish between news literacy and news literacy behaviors (information practices). We further discuss whether news literacy should be conceptualized as including only knowledge structures (as argued by Vraga et al., 2021), or encompassing abilities (deconstruction, evaluation) and attitudes (motivation, trust). Our findings identify distinct patterns of interdependence between these dimensions as well as how they are collectively affected by the studied intervention. By identifying the interactions between these six dimensions, our research takes a new theoretical approach aiming to improve our understanding of news literacy and to open possibilities for strengthening news literacy education. A better understanding of how these dimensions interact may support the development of innovative pedagogical strategies to foster informed and critically aware citizens capable of navigating the contemporary media landscape.
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Marc, L., & Fastrez, P. (2026, June 5). Defining news literacy: A six-dimensional approach. International Media Literacy Research Symposium, Rome, Italy. https://hdl.handle.net/2078.5/279612