Assessing the media literacy of adolescents in information search and multimedia creation
Notice bibliographique
Résumé
In this presentation, we report on the first results of an international study (2018-2022) on the assessment of the media literacy of teenagers related to online information search and multimedia creation, in the French-speaking community of Belgium (Université catholique de Louvain, our team), Québec (Université du Québec à Montréal), France (Université de Rouen) and Switzerland (Université de Genève). We consider media literacy as a set of competencies. Competencies involve “a personal ability to adapt oneself to novel situations in new and non-stereotypical ways” (Rey, Carette, Defrance, & Kahn, 2012, p. 13) that exceeds the mere acquisition and mastery of knowledge and skills, and includes the contextual selection and combination of the most relevant among them in complex situations. Our theoretical framework draws on prior work to distinguish between competencies pertaining to the semiotic, technical and social dimensions (Fastrez, 2010; Fastrez & De Smedt, 2012) of information search and multimedia creation. Additionally, we examine the relationship between the level of media literacy of individuals and their dispositions towards self-learning (Carré, 2005; Grasset, 2016). Our work combines different types of instruments that have traditionally been used separately. On the one hand, cognitive approaches to media and digital literacy tend to measure knowledge and skills through standardized tests (Gui & Argentin, 2011; Mittermeyer, 2004; Thirion & Pochet, 2008; van Deursen & van Dijk, 2010) and self-assessments (Literat, 2014; van Deursen, Helsper, & Eynon, 2015), which do not account for how individuals mobilize their knowledge and skills in the context of novel situations. On the other hand, critical-cultural approaches have focused on the qualitative description of situated media practices (e.g. (Aillerie, 2011; Coutant & Domenget, 2014)), which lack generalizability, and seldom make the leap from practice description to competence assessment (Litt, 2013; Martens, 2010). Our project is structured in three cumulative phases on three different samples. Phase 1 (2018-2019) includes a survey of information search and multimedia creation practices, the assorted self-assessed competencies, and dispositions towards self-learning. Phase 2 (2019-2020) will combine the survey with a test including simple tasks requiring predetermined bits of knowledge or skills, and a complex task (producing an explanatory website summarizing a web search) drawing on their knowledge and skills. Phase 3 (2020-2021) will add qualitative interviews with a subsample of respondents to the survey and test. Data collection for Phase 1 (self-reported competencies and practices, dispositions towards self-learning) is underway with a large sample (N=2000 in each country) of 13 to 15-year-old adolescents, and will be completed in May 2019. Our presentation will focus on the first results concerning the relationship between self-assessed competencies and declared practices, as well as on the relationship between self-assessed competencies and declarations toward self-learning items. A correlation between perceived media literacy and perceived self-learning would cast a light on media education and education towards learning to learn in autonomy as being potentially mutually beneficial. More generally, the project will produce a multifaceted model of media literacy articulating its elementary levels (knowledge and skills) with its advanced levels (competencies), and a multilevel measurement method that could be adapted to other age groups and media activity domains. The results will also inform media education public policies, by identifying how to reduce media competencies gaps.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».