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It is often assumed that media literacy serves to protect and uphold democratic practice and that media literate citizens are the best safeguards for democracy. However, little attention is paid to defining this practice and its relationship to ongoing inequities within democratic societies. In this essay, we argue media literacy operates from three core assumptions; media literacy creates knowledgeable individuals, empowers communities, and encourages democratic participation. The first assumption draws out an individual's skills and critical thinking in media literacy practices. The second assumption focuses on the community aspect of media literacy, specifically which communities are best served by media literacy and why. Finally, the connection between media literacy and democratic practices is evaluated to understand how the democratic ideals of equity and justice are situated within the existing literature. Through an exploration of these assumptions, this essay provokes a discussion into the assumptions that media literacy scholarship and practice addresses to highlight some of the gaps in constructing impactful practice that centers on equity and social justice.

Developing news media literacy skills is recognized as an important part of becoming an informed citizen, but not enough research examines how growth in media literacy differs by individual characteristics. Using a panel study of undergraduate students, we examine which predispositions predict growth in news media literacy beliefs over the semester. We then test whether growth in news media literacy leads individuals to more highly value and engage in heterogeneous political discussion, a critical part of a functioning democracy. Our results suggest some individuals experience more growth in news media literacy, and that growth contributes to democratic attitudes and behaviors.

Employing a convergent parallel design that combines an experiment and interviews, this study examined the relationship between news media literacy (NML) and political efficacy. The experiment tested the effect of exposure to NML messages on selfperceived media literacy and political efficacy beliefs. Experimental results suggest that NML messages influence self-perceived media literacy, which mediates political efficacy. This study also used interviews to explore how people apply NML skills to their news consumption and the relationship between news media literacy and political efficacy. The experimental and interview findings give us a more complete understanding of the complex relationship between NML and political efficacy and offer insight into the kinds of NML interventions that could be developed using theoretically and empirically validated findings. [ABSTRACT FROM AUTHOR]

Measuring news media literacy is important in order for it to thrive in a variety of educational and civic contexts. This research builds on existing measures of news media literacy and two new scales are presented that measure self-perceived media literacy (SPML) and perceptions of the value of media literacy (VML). Research with a larger sample of college undergraduate students and a smaller sample of adults enabled the validation of these measures. Results confirm the value of conceptualizing news media literacy using the theoretical subcomponents of authors & audiences, messages & meaning, and representation & realities. The VML scale, in particular, proved especially consequential in predicting knowledge about and attitudes towards the media. [ABSTRACT FROM AUTHOR]

Through an analysis of popular Kenyan hashtags on Twitter, we argue that everyday leisure and entertainment practices interact with development and civic engagement in Kenya. This research draws from participation in the Kenyan Twittersphere, analysis of spaces created by hashtags, and fieldwork conducted in Nairobi between 2009 and 2012. Through hashtags, Kenyans on Twitter unite against perceived government corruption, respond to media misrepresentations of their country, share jokes, and participate in global conversations. We argue that sites emerge through the interaction of playful and serious content and that these sites should be examined within ICTD research. Playful activities should not be dismissed as irrelevant to development, as everyday use of Twitter is often imbued with topics tied to social, political, and economic development. [ABSTRACT FROM AUTHOR]