The working definition of "media literacy" used in this research refers to the ability to access, analyze, evaluate, and communicate messages in various forms of media.
Michael Scriven and Richard Paul define critical thinking as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."
Great Britain's efforts in media literacy education are frequently discussed when examining the evolution of the media literacy field, as the country had early efforts in media education that influenced its development.
Media Literacy advocates aim to equip individuals with analytical skills that enable them to be more critical and discerning consumers of media content.
Media literacy seeks to promote active and critical engagement with media content, enabling viewers to analyze, interpret, and evaluate media messages.
Feuerstein's study suggests that as students' experience with media literacy increases, they demonstrate greater gains in media analysis and critical thinking skills.
Media Literacy Education in this study refers to instructional efforts that provide students with informed and critical understanding of the media, including its techniques and impact.
Self-Reported Media Literacy Education indicates the extent of intentional media literacy education reported by participants based on their responses to a survey as part of the study.
Media literacy discussions in higher education involve integrating media literacy concepts into curriculum design and aligning them with college-wide goals, such as critical and analytical thinking skills
The research aims to explore whether there is a connection between media literacy and critical thinking skills and the implications of this connection on higher education curriculum.
One limitation mentioned is that the measurements of media literacy skills will be conducted in classroom settings, while most common media experiences occur in other locations, making it difficult to measure the transfer of these skills to real-world media experiences.
Ruminski and Hanks categorized the definitions of critical thinking provided by AEJMC respondents as skills in analyzing and evaluating information, aligning with the concept of processing information, which is a crucial part of critical thinking.
Media Consumption in this study refers to the amount of time individuals spend with different mass media outlets, including television, radio, newspapers, and the Internet.
Silverblatt highlights the primary element of media literacy as a critical thinking skill that enables audiences to develop independent judgments about media content and apply critical thinking to media information.
The operational definition of "Critical Thinking" in this study refers to the intellectually disciplined process of actively and skillfully processing information to make rational decisions. This definition involves concepts such as observation, experience, reflection, reasoning, and communication.
Australia, Canada, and Great Britain established media literacy requirements in their basic education systems before the United States, according to Heins & Cho (2002).
