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Abstract
A field experiment (N=239) with randomized assignment of 15 seventh- and eighth-grade classes to one of three media literacy lesson conditions (logic, affect-added and control) and random mixing of classes to the extent possible was used to evaluate a media literacy lesson. The findings of this study confirm that personal experience with media affects students' reactions to lessons about the media.
Introduction
Educators increasingly propose that our media-saturated society makes it necessary to expand views of literacy beyond traditional reading and writing. Literacy now also requires the ability to read visual messages and interpret ...