An Empirical Study On The Influencing Factors Of Left-behind Children's Media Literacy And Related Regulating Effects

With the popularity of the Internet and various smart terminals in rural China,this has had a great impact on rural left-behind children.Because left-behind children are separated from their parents for a long time,lacking proper care and supervision,the popularity of electronic products such as smart terminals has opened up a colorful new world for these children,so that children can find comfort in their lonely hearts,but also let children be interested.More focus on games,videos,and even harmful information such as pornography and violence will not only affect the healthy growth of each individual,but will also affect the harmonious development of the entire society.Media literacy refers to the ability of people to acquire,understand,create and disseminate information in a variety of media environments.In order to enable left-behind children to effectively use electronic media to promote personal progress and resist the erosion of bad information brought by electronic media,it is necessary to understand the media literacy status of left-behind children and improve the media literacy of left-behind children in rural areas so that they can receive and use information.Being able to maintain a rational and critical attitude can adapt to changes in the media social environment.Therefore,the author takes the students of the two middle schools in Nanchong,Sichuan as the research object,and carries out an empirical study on the factors affecting the media literacy of left-behind children and related regulatory effects.Based on the basic structure of the MIL evaluation framework and the index system of Li Jincheng's middle school students' media literacy measurement scale,the author constructs the left-behind children's media literacy measurement index system,which mainly includes four first-level indicators of acquisition,evaluation,production and protection.And 7 levels of indicators for operation,use,understanding,judgment,communication,synthesis and innovation.On this basis,based on the influence of population variables and media contact time variables on media literacy,18 research hypotheses were proposed.SPSS 22.0 software was used to analyze 624 valid sample data obtained from field investigations,and the hypothesis was verified one by one.The study found that,firstly,the overall level of media literacy of left-behind children and non-left-behind children is moderately high,and the total score is not much different.However,the median acquisition ability and media assessment ability of left-behind children exceed those of non-left-behind children.Media production capacity and media protection The total ability and media literacy score is lower than that of non-left-behind children.Second,the media literacy that significantly affects left-behind children mainly includes age,grade level,guardian's education level,family income,parent/father/mother's time spent working outside,paper reading time/(hour/day),digital reading time/(hour/day),online entertainment time/(hours/days),network social time/(hours/days),social practice time/(hours/weeks)and other factors.Third,academic performance does not have a regulatory effect on the relationship between paper reading time,online social time and media literacy scores,but has a regulatory effect on the relationship between e-reading time,online entertainment time,social practice time and media literacy score.At the end of the research,this paper puts forward four countermeasures for improving the media literacy of left-behind children,which are to focus on training teachers,to break down knowledge,to integrate curriculum,to raise talents,to promote projects,to shape the environment,and to create opportunities.