No abstract

Concerns about “fake news,” misinformation, and disinformation have led to increasingly urgent calls for News Literacy (NL) education interventions and assessments of their effectiveness. New technologies create ongoing changes in the ways people consume news, which means that NL education assessments must be continuously updated and adapted to address current trends. The purpose of this study was to augment existing NL assessments to incorporate recent aspects of hard news consumption in digital news environments by testing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale. The results demonstrated both scales were reliable and valid.