National University of Computer and

Emerging Sciences

NAME: MUHAMMAD SAAD

ROLL NO: 22L-6803
COURSE: MASS COMMUNICATION
SECTION: 3A
INSTRUCTOR NAME: MAM GUL ZAMRAN
News Media Literacy and Political Engagement: What’s the
Connection?

ABSTRACT:
Scholars and educators have long aspired to demonstrate a positive correlation between media
education and prosocial objectives, particularly about political and civic engagement. This study
places a particular focus on the assessment of news media literacy, with an emphasis on factors
such as media knowledge, need for cognition, and media locus of control. The survey,
encompassing 537 college students, yielded compelling results, revealing favorable associations
between news media literacy and two key measures of political engagement: current events
knowledge and internal political efficacy. The findings suggest that news media literacy does not
directly influence political activity; however, certain dimensions of news media literacy are
linked to reduced levels of political trust. These results offer valuable insights into the critical
elements of news media literacy and imply that cultivating these elements can contribute to more
constructive relationships with civic and political life.
Keywords: news literacy, media literacy, political engagement, civic engagement, media
education, survey research

Introduction:
In today's digital age, the role of media literacy in nurturing civic engagement among young
learners is a topic of paramount importance. It's a path toward fostering active and robust civic
participation, as advocated by Paul Mihailidis in "Media Literacy and the Emerging Citizen."
Yet, the link between media literacy and improved citizenship is not without its scepticism, with
some concerns that it might lead to disengagement and cynicism.
To address these concerns, our study investigates the connections between media literacy and
political engagement, specifically in the context of news. By pairing an existing news media
literacy survey with established measures of political knowledge, trust, activity, and efficacy, we
aim to shed light on the role of media literacy in contemporary education and its potential to
enhance citizen engagement.
As media literacy, particularly in the realm of news, gains traction, the need for critical thinking
skills becomes apparent. Our research explores the impact of higher levels of news media
literacy on aspects such as political knowledge, activity, trust in politics, and political efficacy,
particularly among millennials who consume news primarily through digital channels. These
questions lie at the heart of our study.
 Literature Review
News Media Literacy
News media literacy extends the broader goals of media literacy to focus specifically on news
content and its production. Scholars emphasize the importance of nurturing critical thinking
skills, especially among adolescents and young adults, to foster informed citizenship.
This critical perspective plays a crucial role in democratic self-governance, as empirical research
highlights the limitations of news media. Scholars have begun to establish common definitions
and assessment techniques in this field.
Educational interventions related to news media have produced mixed results, but they
consistently show a connection between educational efforts and attitude or behaviour change,
suggesting a potential link between news media literacy and political engagement.
A key approach in news media literacy research is based on Potter's cognitive theory of media
literacy, encompassing media-related knowledge, motivations for media consumption, and
intellectual needs. A News Media Literacy scale has been created, revealing that higher literacy
is associated with greater current events knowledge, intrinsic motivations for news consumption,
and increased skepticism.
Despite imperfections, this scale offers a strong foundation for measuring news media literacy
and exploring its relationship with diverse forms of political engagement.

Media and Political Engagement

Media education has a longstanding connection with pro-social objectives related to civic and
political engagement. Early pioneers in media literacy, such as Len Masterman, believed that
media education could lead to enhanced citizenship and social progress. Masterman asserted that
the ability of citizens to become change agents, make informed decisions based on media
evidence, and engage actively with the media is crucial for achieving participatory democracy.
This vision remains relevant today, with present-day discussions on citizenship acknowledging
the vital role of media in civic participation and engagement.
Mihailidis and Benjamin emphasize that media literacy is a core competency for engaged
citizenship in participatory democracies, with three key outcomes for media-literate citizens:
critical thinkers, creators and communicators, and agents of social change.
While tension exists among media literacy scholars regarding the role of political and social
contexts in media education, the digital age has made political and civic life an inevitable focus.
The National Association for Media Literacy Education highlights the need for critical thinking
skills that empower individuals to make informed decisions, whether in the classroom,
workplace, boardroom, or voting booth.
Studies indicate that students with positive yet nuanced views of journalism and society tend to
exhibit the highest levels of media literacy. There is a strong correlation between active
participation in video production, media literacy, positive attitudes toward the news, and civic
engagement. In this digital age, media literacy is a path for emerging citizens to thrive, leading to
an active, engaged, and participatory generation.
In summary, these normative goals and empirical findings lead us to the following hypotheses:
H1: Respondents with higher scores on the news media literacy measure will also be more
knowledgeable about current events relative to less news media literate respondents.
H2: Respondents with higher scores on the news media literacy measure will be more politically
active relative to less news media literate respondents.

Methodology
Participants: We conducted a web survey in spring 2014 at a large East Coast university. Of the
4,000 randomly selected undergraduate students, 748 responded. After removing incomplete
responses, 537 were analysed. The sample consisted of primarily upperclassmen (64%) and
slightly more females (54.1%). About 7% were international students.

Measures:
 News Media Literacy: Utilized Maksl, Ashley, and Craft's News Media Literacy (NML)
scale, which encompasses media knowledge, need for cognition, and media locus of
control.
 Media Knowledge Structures: Assessed knowledge about news production, content, and
its effects using 15 multiple-choice questions.
 Need for Cognition (NOC): Measured respondents' inclination for complex problem-
solving through a five-item scale.
 Media Locus of Control (MLOC): Gauged the perception of control over how news
media influences individuals through a six-item scale.
 Dependent Measures:
 Current Events Knowledge: Measured through seven current events questions.
 Political Activity: Assessed political engagement with eight activities.
 Political Trust: Evaluated trust in government using a scale with five statements.
 Political Efficacy: Measured internal and external political efficacy through four
statements.
Control Variables: The analysis considered age, gender, parental education, and interest in
public affairs as demographic controls.
This succinct methodology provides a clear outline of the study's design and measurement
instruments.
Conclusion
This study delves into the intricate relationship between news media literacy and political
engagement, shedding light on the compelling connections between the two. It is evident that
certain dimensions of news media literacy have a pivotal role in shaping our political landscape.
Our findings affirm that heightened media knowledge structures, equating to a deep
understanding of the media landscape's structural intricacies, enable individuals to discern fact
from fiction in current events. Such knowledge, a key facet of news media literacy, stands as a
catalyst for increased awareness and knowledge of current events (H1).
Curiously, a media-savvy perspective seems to bring about skepticism in politics. Possessing
greater media knowledge structures coincides with reduced trust in political systems. In the
turbulent realm of American politics, this may not be surprising but underscores the critical role
news media literacy plays in shaping perceptions of political reality.
Moreover, a 'Need for Cognition,' or the willingness to engage in deep, mindful thinking,
emerges as a significant predictor of increased internal political efficacy. This demonstrates the
strong link between thoughtful information processing and a heightened sense of individual
ability to participate effectively in political matters (RQ2a).
Nonetheless, this relationship between news media literacy and trust in politics may raise
important questions about whether lower trust in the political establishment a desired or
acceptable outcome of news media literacy education is. Media literacy empowers individuals to
think critically, which can sometimes reveal the complexities and nuances within politics,
leading to a more skeptical outlook.
In essence, our study uncovers a 'news media literacy gap,' akin to the well-known knowledge
gap or digital divide, which underscores the importance of integrating media education into K-12
curricula and undergraduate programs. Media education, particularly focused on news media,
becomes a fundamental part of creating a level playing field for individuals aspiring to become
informed and engaged citizens.
As we navigate the complex intersection of news media literacy and political engagement, future
research, particularly among K-12 students, will provide a deeper understanding of the
implications for education policy. Moreover, addressing the complex question of causation and
change over time requires more in-depth longitudinal investigations.
In conclusion, this study significantly contributes to the ever-evolving discourse on media
literacy, emphasizing the vital relationship between media education and political engagement. It
underscores the importance of equipping individuals with the tools to navigate today's
information landscape and encourages further exploration into the multifaceted interactions
between media knowledge, critical thinking, and the democratic process.

References:
1. Ashley, Seth, Adam Maksl, and Stephanie Craft. 2013. “Developing a News Media
Literacy Scale.” Journalism and Mass Communication Educator 68: 7-21.
2. Ashley, Seth, Mark Poepsel, and Erin Willis. 2010. “Media Literacy and News
Credibility: Does Knowledge of Media Ownership Increase Skepticism in News
Consumers?” Journal of Media Literacy Education 2: 37-46.
3. Hobbs, Renee. 1998. “The Seven Great Debates In The Media Literacy Movement.”
Journal of Communication 48: 16-32.
4. Hobbs, Renee. 2010a. Digital And Media Literacy: A Plan Of Action. Washington, D.C.:
The Aspen Institute.
5. Potter, W. James. 2004. Theory Of Media Literacy: A Cognitive Approach. Thousand
Oaks, Calif.: Sage Publications.
6. Vraga, Emily K., Melissa Tully, and Hernando Rojas. 2009. “Media Literacy Training
Reduces Perceptions of Bias.” Newspaper Research Journal 30: 68-81.
7. Vraga, Emily K., Melissa Tully, John E. Kotcher, Anne-Bennett Smithson, and Melissa
Broeckelman-Post. 2015. “A Multi-Dimensional Approach to Measuring News Media
Literacy.” Journal of Media Literacy Education 7: 41-53.