Comparison of Media-Literacy Programs to Strengthen College Women's Resistance to Media Images

Abstract

This study examined whether, in comparison to no‐intervention and video‐only intervention control conditions, two distinct media literacy interventions could promote media skepticism and reduce negative body image in a sample of college women (N = 110). It was expected that an externally oriented (i.e., feminist sociocultural) media literacy intervention would have its greatest impact on measures related to media skepticism, while an internally oriented (i.e., cognitive) intervention would have its greatest impact on measures related to negative body image. Contrary to expectations, in comparison to the no‐intervention condition, both media literacy interventions were similar in effectiveness to a video‐only (“Slim Hopes,” Kilbourne, 1995) condition in increasing participants' skepticism about the realism, similarity, and desirability of media that depict a thin ideal of beauty. There were no between‐group differences on negative body image at posttest, suggesting that negative attitudes about one's body may require more extensive, longer‐term interventions.

Inspiring or dispiriting? The effect of diet commercials on snack food consumption in high school and college-aged women

“…Many interventions have already been developed to reduce the experience of negative self-evaluative effects. Media-literacy and media-modification interventions aim to reduce the credibility of media images by encouraging women to view the images critically and to recognise any digital modifications (e.g., photoshopping) within the image (e.g., Irving & Berel, 2001;Want, Vickers, & Amos, 2009). Similarly, adding warning labels (or disclaimers) to the advertising image is becoming popular (e.g., "this image has been digitally altered to smooth skin tone and slim arms and legs"; Tiggemann, Slater, Bury, Hawkins, & Firth, 2013, p. 47).…”

“…Similarly, adding warning labels (or disclaimers) to the advertising image is becoming popular (e.g., "this image has been digitally altered to smooth skin tone and slim arms and legs"; Tiggemann, Slater, Bury, Hawkins, & Firth, 2013, p. 47). However, currently these techniques have had varying and sometimes detrimental effects on young women (Irving & Berel, 2001;Tiggemann et al, 2013). Perhaps these warning labels and intervention techniques actually encourage detrimentally high levels of media-related attention and social comparison (cf.…”

Commercial Media Literacy: What Does It Do, to Whom—and Does It Matter?

“…Effects and Effectiveness It is asserted that "children need to know when they are viewing advertisements to have any hope of guarding against them" ( There is some evidence that specific interventions in other areas, particularly alcohol use, tobacco use, body image issues and eating disorders, can be effective in changing both perceptions and behaviors and that pre-adolescents can be successfully targeted (Gonzales et al 2004;Irving and Berel 2001;Austin andJohnson 1997a and1997b). The evidence is, however, somewhat equivocal as a number of reported studies reviewed by these authors focussed on older children and / or short term rather than long term effects.…”

Does Skepticism Predict News Media Literacy: A Study on Turkish Young Adults

“…Media literacy, a 21st century skill, which is globally accepted by education scholars and whose validity has been proven in scientific studies, foregrounds skepticism. There is a great deal of research suggesting that media literacy supports, necessitates, and promotes skepticism (Austin, Chen, & Grube, 2006;Austin, Muldrow, & Austin, 2016;Castellanos, 2007;Edgar, 2009;Irving & Berel, 2001;Kealy, 2004;Kleebpung, 2010;Moody, 2009;Parsemain, 2016;Potter, 2004;Thoman & Jolls, 2004). Media literacy's approach and capacity to authorize receiver can only be realized by inculcating skepticism in individuals (O'Neill & Barnes, 2008).…”