DOCSLIB.ORG

Associations of Media Use and Early Childhood Development: Cross-Sectional findings from the LIFE Child Study

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Associations of Media Use and Early Childhood Development: Cross-Sectional findings from the LIFE Child Study www.nature.com/pr POPULATION STUDY ARTICLE OPEN Associations of media use and early childhood development: cross-sectional findings from the LIFE Child study Clarissa Schwarzer1, Nico Grafe1, Andreas Hiemisch1,2, Wieland Kiess1,2 and Tanja Poulain1,2 BACKGROUND: Excessive media usage affects children’s health. This study investigated associations between children’s and mother’s media use, parent–child interactions, and early-childhood development outcomes. METHODS: Two hundred and ninety-six healthy 2–5-year-old preschoolers (52.4% male, mean age = 3.5 years) and 224 mothers from the LIFE Child cohort study were analyzed. Screen times and parent–child interactions were assessed using standardized parental questionnaires. Developmental skills were investigated using the standardized development test ET 6-6-R. RESULTS: High screen times in children (>1 h/day) were significantly associated with lower percentile ranks in cognition (b = −10.96, p < 0.01), language (b = −12.88, p < 0.01), and social–emotional skills (b = −7.80, p = 0.05). High screen times in mothers (>5 h/day) were significantly associated with high media use by children (OR = 3.86, p < 0.01). Higher parent–child interaction scores were significantly associated with better body motor (b = 0.41, p = 0.05), cognition (b = 0.57, p < 0.01), language (b = 0.48, p = 0.02), and social–emotional outcomes (b = 0.80, p < 0.01) in children. CONCLUSIONS: Public health strategies should seek to educate caregivers as competent mediators for their children’s media habits, with focus on the need for children to have frequent parent–child interactions. Pediatric Research _#####################_ ; https://doi.org/10.1038/s41390-021-01433-6 1234567890();,: IMPACT: ● High media usage in children is related to poorer cognition, language, and social–emotional skills. ● More frequent parent–child interactions are associated with better body motor, cognition, language, and social–emotional skills in children. ● High level of media use in mothers is not directly related to children’s development outcomes but is directly related to high media usage of children. ● Public health strategies should seek to raise media awareness and management in both parents and children. INTRODUCTION Importantly, longitudinal investigations have found high media Early childhood is a period in which children reach crucial exposure to be detrimental to early childhood development.2,3,13 developmental milestones.1 Environmental factors may promote In particular, young children’s cognition and language outcomes or hinder this sensitive process. Among these influencing factors, have been shown to be affected by high media consumption3,13 media exposure has been discussed with regard to its effect on with toddlers and children from low socio-economic status (SES) early childhood development.2,3 World Health Organization (WHO) families being especially vulnerable.3,13,14 Among the possible guidelines suggest limiting young children’s screen time to a explanations put forward is that screens displace opportunities for maximum of 1 h per day.4 However, digital media have become children to communicate, interact, play, and therefore to learn.2,3 ubiquitous in young children’s lives5 and, on average, preschoo- In contrast, other cross-sectional and longitudinal studies have lers spend >2 h per day using digital media.6 found varied associations between preschooler’s and elementary- Several previous studies have focused on the effects of schooler’s media usage and development outcomes.14–16 Speci- excessive media exposure on children’s health.7–10 Longitudinal fically, a stimulating environment,14 high-quality media content,15 studies have indicated that greater levels of screen time are not and parental co-viewing16 have been identified as being beneficial only associated with poorer physical health and obesity in later for language and social–emotional outcomes in young children. In life7 but also with lower psychological well-being and mental more recent literature, a meta-analysis has discussed touchscreen health issues in school-aged children and adolescents.9,10 devices and interactive apps in terms of their potential for Furthermore, previous longitudinal studies have demonstrated promoting early academic skills17 and a cross-sectional investiga- that high media use by preschool-aged children is related to tion found associations between fine motor abilities and early conduct problems, hyperactivity, and inattention later in life.11,12 touchscreen scrolling in toddlers.18 In addition to the effects of 1LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany and 2Department of Women and Child Health, Hospital for Children and Adolescents and Center for Paediatric Research (CPL), Leipzig University, Leipzig, Germany Correspondence: Tanja Poulain ([email protected]) Received: 17 July 2020 Revised: 16 November 2020 Accepted: 15 December 2020 © The Author(s) 2021 Associations of media use and early childhood development:. C Schwarzer et al. 2 children’s own media habits, previous cross-sectional and long- University (Reg. No. 264-10-19042010), and the study was itudinal studies have shown associations between parent’s media performed in accordance with the Declaration of Helsinki. usage and behavioral problems in children <10 years of age.19,20 Parental media usage has been shown to disrupt parent–child Media use of children and mothers interactions,21 with parents being slower, less attentive, and more The researchers assessed the children and mother’s media use passive in reacting to their children.22 Moreover, previous cross- using standardized parental questionnaires. The questionnaires sectional studies have found that parents’ conceptions play an were designed by the authors by adapting a previous ques- important part in mediating preschool-aged children’s media tionnaire, which was lifted from the German Health Interview and habits23,24 and that parent–child interactions can moderate the Examination Survey for Children and Adolescents (KiGGS).30 The relationship between high media exposure and young children’s earlier version and its counterpart in the KiGGS study have been executive functioning.25 used in previous research,10,11,31 as has the adapted version used Given the rapidly changing nature of digital media, for the in our study.20 Parents were asked to report the time they and study discussed here, we decided to investigate not only the use their children spend on average, on a daily basis, engaged with of television by German preschoolers and their mothers but also specific media devices. Leisure media usage was included, but that of other forms of screen-based media (e.g., mobile phone/ media use at work and media not involving a screen (e.g., listening smartphone, personal computer (PC)/laptop/tablet, and game to music) were excluded. The questionnaires provided a range of consoles). While former studies relied on screening tests based possible answers from “not at all” to “>4 h per day”. The included on parental reports2 or focused on single domains of childhood devices were television/video/DVD (excluding computer screens), development,3,13,14 we used a detailed, standardized develop- game console, computer/laptop/tablet with and without internet ment test to evaluate associations between children’smediause access, and mobile phone/smartphone with and without internet and multiple dimensions of childhood development. Further- access. more, as little is known about the relationships between Adapting the analysis method used in a previous study,20 the mothers’ overall media use and their children’s development answers were converted into durations (hours/day) as follows: “not outcomes, we investigated these associations too. Finally, we at all” = 0, “approximately 30 min/day” = 0.5, “approximately 1–2 included parent–child interactions in our analysis as we were h/day” = 1.5, “approximately 3–4 h/day” = 3.5, “>4 h/day” = 5. interested in comparing the way children and mothers’ media Media usage with and without internet access was added behavior related to development outcomes to the way activities together. We added weekday and weekend usage using the based on parent–child interaction related to such outcomes formula ((usage on weekdays × 5) + (usage at weekends × 2))/7. and whether these associations were independent from or Total screen time included durations of television/video/DVD, potentially moderated by each other. Based on a number of game console, computer/laptop/tablet, and mobile phone use. We previous longitudinal studies, wehypothesizednegativeasso- categorized the total screen times reported for children as ciations between high overall screen time in children and “normal” or “high” based on the WHO recommendation that early childhood development outcomes. Accordingly, we young children should not exceed 1 h of screen time over the hypothesized that high media usage by mothers is negatively course of a day.4 We are not aware of any recommendations associated with early childhood development outcomes. In relating to total screen use by mothers. Therefore, the reported contrast, we hypothesized positive associations between the total screen times for mothers were categorized as “high” when frequencyofparent–child interactions and children’sdevelop- they were greater than the average in the present sample. On this ment outcomes. basis, a high reported total screen time for mothers was defined as >5 h/day. Hereafter, we will use the simplified terms
Load more

Recommended publications
  • Confronting the Challenges of Participatory Culture: Media Education for the 21St Century
    An occasional paper on digital media and learning Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J. Robison Margaret Weigel Building the new field of digital media and learning The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital technologies are changing the way young people learn, play, socialize, and participate in civic life.Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what it is already known about the field and seeding innovation for continued growth. For more information, visit www.digitallearning.macfound.org.To engage in conversations about these projects and the field of digital learning, visit the Spotlight blog at spotlight.macfound.org. About the MacArthur Foundation The John D. and Catherine T. MacArthur Foundation is a private, independent grantmaking institution dedicated to helping groups and individuals foster lasting improvement in the human condition.With assets of $5.5 billion, the Foundation makes grants totaling approximately $200 million annually. For more information or to sign up for MacArthur’s monthly electronic newsletter, visit www.macfound.org. The MacArthur Foundation 140 South Dearborn Street, Suite 1200 Chicago, Illinois 60603 Tel.(312) 726-8000 www.digitallearning.macfound.org An occasional paper on digital media and learning Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J.
    [Show full text]
  • MEDIA CONSUMPTION HABITS DURING the LOCKDOWN Impact Assessment of Media Usage During Quarantine - April 2020
    MEDIA CONSUMPTION HABITS DURING THE LOCKDOWN Impact Assessment of Media Usage During Quarantine - April 2020 ©2020 IpsosKE_AUM_ Media Consumption Habits I April 2020 SNAPSHOT SUMMARY This report snapshot highlights the situational analysis on media access and consumption habits at a time when a significant proportion of the continent population is either in lockdown and for some, working from home due to the Covid-19 crisis. From our analysis, here are some interesting observations: Increased media time; high consumption of TV programing Increased levels of anxiety and Online activities Increased household Increased spend on food and expenditure; school going healthcare hence less saving. children are at home CRISIS • Media is awash with stories of job loses meaning budgetary Increased idle time for constraints at the family level family bonding • Reduced consumer purchase power With heavy media consumption by a hungry audience, therein SO WHAT? lies the opportunity for creative content development. ©2020 IpsosKE_AUM_ Media Consumption Habits I April 2020 METHODOLOGY AND SAMPLING Survey Demographic Profile Rift Valley 1 25% National survey achieved a total sample of Eastern 2 15% 2,049 respondents 1 Central 3 13% 2 8 Nyanza 4 13% The representative sample covered the 18+ 37% 6 URBAN 63% Nairobi 5 11% population across all regions of Kenya 4 3 RURAL Western 6 10% 5 Coast 7 9% The survey was conducted telephonically 7 N. Eastern 8 4% (CATI) from 9th to 19th April 2020 49% 51% MALE FEMALE AGE SOCIAL ECONOMIC CLASS Refused 2% 45yrs + 23% LSM
    [Show full text]
  • The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 The ffecE t of Media Literacy Training on the Self- Esteem and Body-Satisfaction Among Fifth Grade Girls Holly Mathews Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Psychiatric and Mental Health Commons, and the Social Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Holly Mathews has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Hedy Dexter, Committee Chairperson, Psychology Faculty Dr. Brandon Cosley, Committee Member, Psychology Faculty Dr. Neal McBride, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction Among Fifth Grade Girls by Holly Mathews MS, Walden University, 2010 BS, The Pennsylvania State University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University December 2016 Abstract Repeated exposure to media images that portray women as sex objects can have negative long-term effects on self-esteem beginning in preadolescence.
    [Show full text]
  • Measuring the News and Its Impact on Democracy COLLOQUIUM PAPER Duncan J
    Measuring the news and its impact on democracy COLLOQUIUM PAPER Duncan J. Wattsa,b,c,1, David M. Rothschildd, and Markus Mobiuse aDepartment of Computer and Information Science, University of Pennsylvania, Philadelphia, PA 19104; bThe Annenberg School of Communication, University of Pennsylvania, Philadelphia, PA 19104; cOperations, Information, and Decisions Department, University of Pennsylvania, Philadelphia, PA 19104; dMicrosoft Research, New York, NY 10012; and eMicrosoft Research, Cambridge, MA 02142 Edited by Dietram A. Scheufele, University of Wisconsin–Madison, Madison, WI, and accepted by Editorial Board Member Susan T. Fiske February 21, 2021 (received for review November 8, 2019) Since the 2016 US presidential election, the deliberate spread of pro-Clinton articles.” In turn, they estimated that “if one fake misinformation online, and on social media in particular, has news article were about as persuasive as one TV campaign ad, generated extraordinary concern, in large part because of its the fake news in our database would have changed vote shares by potential effects on public opinion, political polarization, and an amount on the order of hundredths of a percentage point,” ultimately democratic decision making. Recently, however, a roughly two orders of magnitude less than needed to influence handful of papers have argued that both the prevalence and the election outcome. Subsequent studies have found similarly consumption of “fake news” per se is extremely low compared with other types of news and news-relevant content.
    [Show full text]
  • Henry Jenkins Convergence Culture Where Old and New Media
    Henry Jenkins Convergence Culture Where Old and New Media Collide n New York University Press • NewYork and London Skenovano pro studijni ucely NEW YORK UNIVERSITY PRESS New York and London www.nyupress. org © 2006 by New York University All rights reserved Library of Congress Cataloging-in-Publication Data Jenkins, Henry, 1958- Convergence culture : where old and new media collide / Henry Jenkins, p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8147-4281-5 (cloth : alk. paper) ISBN-10: 0-8147-4281-5 (cloth : alk. paper) 1. Mass media and culture—United States. 2. Popular culture—United States. I. Title. P94.65.U6J46 2006 302.230973—dc22 2006007358 New York University Press books are printed on acid-free paper, and their binding materials are chosen for strength and durability. Manufactured in the United States of America c 15 14 13 12 11 p 10 987654321 Skenovano pro studijni ucely Contents Acknowledgments vii Introduction: "Worship at the Altar of Convergence": A New Paradigm for Understanding Media Change 1 1 Spoiling Survivor: The Anatomy of a Knowledge Community 25 2 Buying into American Idol: How We are Being Sold on Reality TV 59 3 Searching for the Origami Unicorn: The Matrix and Transmedia Storytelling 93 4 Quentin Tarantino's Star Wars? Grassroots Creativity Meets the Media Industry 131 5 Why Heather Can Write: Media Literacy and the Harry Potter Wars 169 6 Photoshop for Democracy: The New Relationship between Politics and Popular Culture 206 Conclusion: Democratizing Television? The Politics of Participation 240 Notes 261 Glossary 279 Index 295 About the Author 308 V Skenovano pro studijni ucely Acknowledgments Writing this book has been an epic journey, helped along by many hands.
    [Show full text]
  • Learning at Home: Families' Educational Media Use in America
    Learning at home: families’ educational media use in america Victoria Rideout January 2014 The Joan Ganz Cooney Center contents 2 preface 25 Obstacles to educational media use 4 introduction 25 Why some families don’t use educational media 25 Perceived sources of learning 6 key findings 26 How parents find educational media 27 Teachers and educational media in the home 8 methodology 10 results 27 Joint media engagement 27 Percent of children who use media with a parent 10 Educational media use 27 Amount of time spent in joint media engagement 27 Proportion of children’s media time that is spent 10 Amount of time spent with educational media with a parent 11 Proportion of screen time that is educational 29 Frequency of joint media engagement with 13 Frequency of educational media use parents and others 13 Variations in educational media use by 29 Reasons parents do and don’t engage with children’s age media with their children 15 Variations in educational media use by family income 18 Access to media platforms 29 Reading 29 Time spent reading 19 Parental perceptions of the benefits of 30 Parents and children reading together educational media 30 Percent of children who engage in e-reading 31 Time spent e-reading 19 Which subjects parents think their children 31 Why some children whose families have learn the most about e-readers don’t use them 19 Which platforms parents think their children 31 Parents’ age and e-reading learn from the most 21 Learning English from media 21 Demographic differences in parents’ perceptions 32 conclusion of the benefits of educational media 38 references 23 Actions taken as a result of 39 appendix: toplines educational media use 1 preface Since 1999, a series of studies undertaken by academic experts, consumer advocates like Common Sense Media, and philanthropies such as the MacArthur Foundation, Kaiser Family Foundation, and the Pew Charitable Trusts has documented the rise of media consumption by youth.
    [Show full text]
  • A Literature Review Ofthe Effects Ofmedia on Children's Physical And
    Childhood Development and Media Use: A Literature Review ofthe Effects ofMedia on Children's Physical and Psychosocial Development A Master's project submitted in partial fulfillment ofthe requirements for the degree of MASTERS OF NURSING By Brett Douglas 0'Connor WASHINGTON STATE UNIVERSITY-SPOKANE, WA College ofNursing August 2011 WaShington State University Snnl....­ Rlverpoint Campus Ubra ""VRana RO. Box 1495 ry SPOkane. WA 99210-1495 To the Faculty of Washington State University: The members ofthe Comnlittee appointed to examine the master's project of BRETT DOUGLAS O'CONNOR find it satisfactory and recommend that it be accepted. Chair ii Childhood Development and Media Use: A Literature Review of the Effects of Media Technologies on Children's Physical and Psychosocial Development Abstract By Brett Douglas O'Connor, RN Washington State University August 2011 Chair: Dr. Mel Haberman Television, computers, and video games are among the most widely used media activities, which engage children and adolescents for increasing amounts of time. There is a sharp increase in both the time spent and the numbers of children who use media over the past 10 years. Parents, educators, and health care providers must understand the effects that media has on childhood development and learn ways to moderate negative effects and maximize positive effects. This literature review seeks to identify the physical and psychosocial effects that media has on children and the variables of media use, which are important Variables that effect media use by children, such as age, gender, time, and content of media, are teased out ofthe literature to identify those that to lead to health consequences.
    [Show full text]
  • 1 Media Literacy Unit Plan Essential Question
    1 Media Literacy Unit Plan Essential Question: What is the role of media in our society, and how can we become responsible consumers and producers of news and information in the digital age? Sub‐questions: What roles do confirmation bias, stereotyping, and other cognitive biases impact how we interpret events, news, and information? What is the role of social media on the traditional news cycle, and how does it influence public opinion and the press? Unit Goal: Develop critical thinking and news literacy skills to help students find reliable information to make decisions, take action, and responsibly share news through social media. Academic Texts (available in CCBC Library): Eagle, Lynne. "Commercial Media Literacy." Journal of Advertising 36.2 (2007): 101‐110. Business Source Premier. Web. 16 Jan. 2017. Mastro, Dana, et al. "Intervening In the Media's Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education." Journal of Social Issues 1 (2015): 171. Academic OneFile. Web. 16 Jan. 2017. Potter, W. James. "Review of Literature on Media Literacy." Sociology Compass 7.6 (2013): 417‐435. SocINDEX with Full Text. Web. 16 Jan. 2017. Strate, Lance. "Media Literacy as an Ethical Obligation: A General Semantics Approach." ETC.: A Review of General Semantics 2 (2014): 101. Literature Resource Center. Web. 16 Jan. 2017. TedTalks: Our Digital Lives Playlist Turkle, Sherry. “Connected, but alone?” Pariser, Eli. “Beware online ‘filter bubbles’”. Allocca, Kevin. “Why videos go viral”. Broadbent, Stefana. “How the Internet enables intimacy”. Blakley, Johanna. “Social Media and the end of gender”. Golbeck, Jennifer. “The curly fry conundrum: Why social media ‘likes’ say more than you might think”.
    [Show full text]
  • Media Use, Attention, Mental Health and Academic Performance Among 8 to 12 Year Old Children
    Media use, attention, mental health and academic performance among 8 to 12 year old children Pedro Cardoso-Leite1*, Albert Buchard2,3, Isabel Tissieres3, Dominic Mussack1 and Daphne Bavelier2,3 1. University of Luxembourg, Department of Behavioral and Cognitive Science, Esch-sur-Alzette, Luxembourg 2. Université de Genève, Faculté de Psychologie et Sciences de l’Education (FPSE), Genève, Switzerland 3. Campus Biotech, Genève, Switzerland * Corresponding Author: [email protected] Acknowledgement This research was supported by the Luxembourg National Research Fund (ATTRACT/2016/ID/11242114/DIGILEARN) to PCL and the Swiss National Funds 100014 140676 and 100014_159506 to DB. We thank the participating school, teachers, parents and students for their invaluable contribution to this research. We also thank Nuhamin Gebrewold Petros and Anna Flavia Di Natale for their help during the data collection process. The authors declare no conflict of interest regarding this publication. Daphne Bavelier declares she is a member of the scientific advisory board of Akili Interactive, Boston. keywords Media multitasking; Video game play; children; psychological network; cognition; well- being; academic achievement 1 Abstract The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we review the impact of three different ways of measuring technology use—total hours of media consumed, hours of video game play and number of media used concurrently—in a study surveying 156 eight-to-twelve year-old children. At stake is the question of whether different technology uses may have different effects, which could explain some of the past mixed findings.
    [Show full text]
  • D Is for Digital: an Analysis of the Children’S Interactive Media Environment with a Focus on Mass Marketed Products That Promote Learning
    D is for Digital: An Analysis of the Children’s Interactive Media Environment With a Focus on Mass Marketed Products that Promote Learning By: Carly Shuler, Ed.M. December 2007 One Lincoln Plaza New York, NY 10023 p: (212) 595-3456 f: (212) 875-6088 [email protected] www.joanganzcooneycenter.org The Joan Ganz Cooney Center at Sesame Workshop WA18490cvr.indd 1 12/18/07 4:09:18 PM WWA18490cvr.inddA18490cvr.indd 2 112/18/072/18/07 44:09:19:09:19 PM © The Joan Ganz Cooney Center 2007. All rights reserved. The mission of the Joan Ganz Cooney Center at Sesame Workshop is to harness digital media technologies to advance children’s learning. The Center supports action research, encourages partnerships to connect child development experts and educators with interactive media and technology leaders, and mobilizes public and private investment in promising and proven new media technologies for children. For more information, visit www.joanganzcooneycenter.org The Joan Ganz Cooney Center has a deep commitment towards dissemination of useful and timely research and policy reports. Working closely with our Cooney Fellows, national advisers and media scholars and practitioners, the Center will be publishing a regular series of papers examining key issues in the field of digital media and learning. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the Joan Ganz Cooney Center at Sesame Workshop. A full-text PDF of this document is available for free download from www.joanganzcooneycenter.org.
    [Show full text]
  • Media Literacy and Response to Terror News
    D. Bergan and H. Lee | Journal of Media Literacy Education 2018 10(3), 43 - 56 Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 10 (3), 43 - 56 Media Literacy and Response to Terror News Daniel Bergan Heysung Lee Michigan State University ABSTRACT Increased fear and threat toward terrorism in the current American society is largely due to vivid news coverages, as explained by cultivation theory and mean world syndrome. Media literacy has potential to reduce this perception of fear and threat, such as people high on media literacy will be less likely to be affected by terror news. We focus on representation and reality for investigating the relationship between influence of terror news and media literacy, one component of media literacy framework developed by Primack and Hobbs (2006), which deals with how media messages represent reality. Our study divided participants into two groups, reading terror news or another news without any threat, and measured their levels of media literacy. The results show that media literacy does not reduce the influence of terror news. More solid theory of media literacy is needed in order to resolve this impasse and explain impact of media use on perception of hazardous world. Keywords: media literacy, news, terrorism, mass communication Since the 9/11 terror attacks, Americans have felt threatened by terrorism (Norris, Kern, & Just, 2003). Polling shows that about half (48%) of Americans worry about terror attacks in the U.S. (Gallup, 2016). However, terrorist attacks have actually declined around the world, and terror attacks tend to be concentrated in the Middle East, not North America, according to U.S.
    [Show full text]
  • "Media and Information Literacy in the Knowledge Society", Moscow, 24
    Ministry of Culture of the Russian Fedration Federal Agency for Press and Mass Communications Commission of the Russian Federation for UNESCO UNESCO Institute for Information Technologies in Education Russian Committee of the UNESCO Information for All Programme Interregional Library Cooperation Centre Media and Information Literacy for Knowledge Societies Moscow 2013 Compilers: Evgeny Kuzmin and Anastasia Parshakova Translators: Tatiana Butkova, Yuri Kuptsov and Anastasia Parshakova Media and Information Literacy for Knowledge Societies. – Moscow: Interregional Library Cooperation Centre, 2013. – 432 p. The book includes communications by the participants and other materials of the International Conference on Media and Information Literacy for Knowledge Societies (Moscow, Russian Federation, 24–28 June, 2012), that offered a unique opportunity to identify the key existing challenges in the field, to outline policies and professional strategies for the advocacy of media and information literacy (MIL), to promote best practices and strengthen international cooperation among various stakeholders. It also contains the Media and Information Literacy Competencies Catalogue prepared by The Modern Poland Foundation (Warsaw, Poland). The authors are responsible for the choice and presentation of facts and for the opinions expressed, which are not necessarily those of the compilers. ISBN 978-5-91515-047-3 © Interregional Library Cooperation Centre Contents Preface ....................................................................................................................
    [Show full text]