| A qualitative study was conducted to determine what motivates students to or blocks students from developing and applying media literacy in their daily lives. Past research suggests that media literacy training produces positive outcomes and helps participants avoid risks for negative media effects, however, little is known about how or why. In order to deeply explore these aspects and to develop media literacy theory, a phenomenological approach was employed throughout data gathering and analysis. Ten students who had completed a Mass Media and Society course participated in interviews and focus groups. Responses were categorized and findings revealed that students are: (1) motivated to overcome the efforts involved in developing and applying media literacy by seven types of perceived personal and direct benefits; (2) less inclined to change their media habits than they are to change their thinking about the messages incurred in those habits; (3) motivated to develop and apply media literacy by classroom content and activity that illuminates the cognitive and affective elements of information-processing and helps them to gain control of their interpretations over media content. Based on the findings, suggestions for implementing a purpose-driven media literacy curriculum are explained. Ultimately, the findings strengthen media literacy theory and curriculum, and have important implications for effectively addressing the problem of the undemocratic nature of U.S. mass media. |
