Fostering media literacy: a systematic evidence review of intervention effectiveness for diverse target groups

D'Haenens, Leen, Vissenberg, Joyce, Puusepp, Marit, Edisherashvili, Natalia, Martinez‐Castro, Diego, Helsper, Ellen Johanna ORCID: 0000-0002-0852-2853, Tomczyk, Lukasz, Azadi, Tania, Opozda-Suder, Sylwia, Maksniemi, Erika, Spurava, Guna, Salmela-Aro, Katariina, Sormanen, Niina, Tiihonen, Sini, Wilska, Terhi-Anna, Hietajärvi, Lauri, Martinez, Gemma, Larrañaga, Nekane, Garmendia, Maialen, Olveira‐Araujo, Rubén, Donoso, Verónica, Pedaste, Margus and Sepielak, Dominika (2024) Fostering media literacy: a systematic evidence review of intervention effectiveness for diverse target groups. Media and Communication, 13. ISSN 2183-2439

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Abstract

Investigating the effectiveness of media literacy interventions is essential to identify the most promising programmes. This 2022 systematic evidence review, guided by the PRISMA guideline, aimed to collect and synthesize scientific evidence on effective media literacy intervention programmes across different target groups and the used frameworks. A comprehensive search across major scientific databases (Web of Science, Scopus, ProQuest, Communication & Mass Media Complete, and Education Resources Information Centre) and rigorous screening and coding processes identified 119 studies on media literacy intervention effectiveness and outcomes. This review offers valuable insights into the current state of media literacy intervention research, emphasizing the importance of considering diverse target groups and exploring a wide range of outcomes to enhance our understanding of these interventions' impact.

Item Type:	Article
Additional Information:	© 2024 The Author(s)
Divisions:	Media and Communications
Subjects:	P Language and Literature > P Philology. Linguistics L Education > LB Theory and practice of education > LB2300 Higher Education H Social Sciences > H Social Sciences (General)
Date Deposited:	26 Sep 2024 15:03
Last Modified:	19 Dec 2024 16:33
URI:	http://eprints.lse.ac.uk/id/eprint/125543

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