Desenvolvimento e Validação da Escala de Literacia Mediática e Informacional para Alunos dos 2º e 3º Ciclos do Ensino Básico em Portugal

Abstract

Communication and sharing of meanings in a highly mediated world requires multiple literacies. Regardless of definitions and approaches, these literacies have been open up critical debates about what media skills citizens should have, as well as when they should be acquired. In the present study we report on the process of developing and validating a scale of Media and Information Literacy for students in the 2 nd and 3 rd cycles of Basic Education in Portugal. The construct validity was examined via Exploratory Factor Analysis (EFA) for a sample of 1151 participants. The EFA revealed a three-factor structure, consisting of 22 items that explain 53.23% of the total variance. The scale has an excellent overall internal consistency (ωt = .92), with an adequate internal consistency for all subscales (Cronbach's α and Ordinal α > .70). The results show good psychometric qualities of this scale that could be an advantageous instrument for the prognosis and evaluation of interventions related to media literacy.

Validation of a new tool for evaluating subjects’ satisfaction with medicine package leaflets: a cross-sectional descriptive study

“…Ordinal alpha was computed manually, since it has been shown to estimate reliability more accurately than Cronbach’s alpha for ordinal response scales. 29 - 30 …”

“…Ordinal alpha was computed manually, since it has been shown to estimate reliability more accurately than Cronbach's alpha for ordinal response scales. [29][30] The overall scale score was assessed using McDonald's total omega coefficient (ωt), which represents the proportion of total common variance in the instrument. 31 Lastly, McDonald's hierarchical omega coefficient (ωh) was computed manually for the bifactor structure, following the recommendations of Widhiarso and Ravand (2014).…”

Estratégias educomunicativas para a inclusão

“…O termo "literacy" ou "literacia" tem aparecido em outras abordagens designando o desenvolvimento de competências básicas e essenciais, ou uma "alfabetização", seja para a mídia e informação(COSTA et al, 2018), ludicidade (HELJAKKA; IHAMÄKI, 2019) ou criatividade(RAIMUNDO et al, 2019).…”