Wang, Yinhan; 2011, ‘Media Literacy Dossier: research review 2 (Kahne

et al 2010), LSE Media Policy Project, April 12.

Full reference details of reviewed article:

Kahne, J., Feezell, J. T., & Lee, N. (2010). Digital media literacy education and
online civic and political participation: DML Central.

Conceptions/definition of media literacy (or related concept) used

Based on Aufderheide & Firestone’s (1993) definition of media literacy, the
report defines digital media literacy as ‘extend[ing] the traditional
understanding of media literacy to include new skills that are required to
navigate today’s new media environment and includes creative production
and instruction on how to evaluate and use information critically’ (p. 2).

Research method/scope of empirical work

The study asks: (i) the frequency youth receive of digital media education at
school; (ii) whether digital media literacy education foster political participation
online; (iii) whether digital media literacy education promotes exposure to
diverse viewpoints; and (iv) whether digital media literacy education promotes
more (or less) equitable civic and political engagement.

Researchers administered survey questionnaire to 502 high school students

in 2006, and another set of 453 high school students, all in California and
constitute a wide range of demographic and academic characteristics.

Variables
Dependent variables are: politically driven online participation, exposure to
diverse perspectives online, and interest-driven online participation.

The variable ‘digital media literacy education’ asks about school lessons on
assessment of online information, using the Internet to learn about political or
social issues; use the Internet to learn about different perspectives; content
creation online.

Control variables: gender, race, political ideology, political interest, and

general uses of new media.

Key findings
- Less than 20% of students reported never having any lessons in media
literacy. Most have had some lesson, but opportunities not universal.
- When given the opportunities to learn about political participation online
through digital media literacy education, students are more likely to
engage in political participation online.
- Digital media literacy education does promote exposure to different
perspectives.

1
 - There was no indication that opportunities for media literacy education
are correlated with demographic factors; nor was it indicated that such
education was inequitably distributed at schools.

Key implications for research and policymaking

- Even though there are relatively equal opportunities for digital media
literacy education at schools, students’ access to opportunities for
media literacy education can still be improved both in quantity and
quality.
- Also important is for such educational opportunities to reach out to
those who do not attend college.
- Those who have received digital media literacy education are more
likely to engage in more politically driven activities online, and be
exposed to diverse viewpoints online. (Results found after controlling
for demographic factors and prior levels of online activity). Education
initiatives may help promote political and civic participation online.
- Educators, policymakers should continue to conceive of improved and
new ways of media literacy curriculum.