Technology Self Assessment
A review of my assessment and paper submitted for my Critical Approaches to Strategic Communication course, which I took in the fall of 2025.
PG&E Camp Fire: Guilty on All Counts
In a strategic communication course for my master’s program, I assessed and evaluated Pacific Gas & Electric’s (PG&E) communication responses and actions following the deadly Camp Fire.
Facilitating Spiritual Growth Through Online Church
I conducted a qualitative study of One Community Church to explore how virtual leadership and communication practices facilitate spiritual growth in online church environments. In the video, I share insights from my case study titled Facilitating Spiritual Growth Through Online Church.
Academic Articles about Media Literacy
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Abstract:
This study provides an analysis of how the term "media literacy" has been defined by authors of articles published in the Journal of Media Literacy Education. It generates answers to two questions: (1) To what extent does there appear to be a shared meaning for the term "media literacy" across authors who publish articles on this topic, and (2) When authors cite definitions of media literacy, which sources do they use most often? The findings of this content analysis reveal that there are a great many definitions being used for media literacy as well as a large number of sources being cited for those definitions. This study uncovered more than 400 definitional elements, which were then organized into a six-category scheme that reflects the full span of thinking exhibited by authors of the 210 articles published in this journal.
Potter, W. J. (2022). Analysis of definitions of media literacy. Journal of Media Literacy Education, 14(2), 27–43. https://doi.org/10.23860/JMLE-2022-14-2-3
Permalink: https://regent.primo.exlibrisgroup.com/permalink/01REGENT_INST/180p9a5/cdi_proquest_miscellaneous_896180240 -
Abstract:
Digital media literacy education has become shared responsibility of all educators, school-based initiatives are considered to be a crucial component of digital media literacy education. This 10-week intervention study explores the effects of digital media literacy (DML) course on students’ digital media literacy. The participants were 58 fifth graders (M = 11.5 years) from two classes in Beijing. An analysis of covariance (ANCOVA) and structural equation modeling (SEM) were performed to examine the effects of the DML course on the digital media literacy of primary school students. The results provided evidence that the DML course positively impacts students’ citizenship participation, but has no significant influence on students’ technical skills, critical understanding, or creation and communication. The findings also explained a positive relationship between teacher’s scaffolding support and students’ digital media literacy.
Zhang, H., Zhu, C., Sang, G., & Questier, F. (2024). Effects of digital media literacy course on primary school students’ digital media literacy: an experimental study. International Journal of Technology and Design Education, 34(1), 1–17. https://doi.org/10.1007/s10798-023-09824-y
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Abstract: Black individuals view mass media and participate in digital media at rates greater than their racial counterparts and this relationship often promotes favorable group-based outcomes. However, quantitative examinations of the relationship between Black audiences' media use, media literacy skills, and favorable results related to well-being are lacking. Using a cross-sectional US Black adult sample (N = 1,027) and applying tenets of media uses and gratifications theory, the present work examined the relationship between Black individuals' racial centrality, digital and critical media literacy skills, and perceptions of personal growth, social mobility, and self-efficacy. Results suggest that racial centrality is positively related to perceptions of personal growth, social mobility, and self-efficacy, and digital and critical media literacies positively mediate these relationships. Results are discussed regarding the implications for Black audiences' media literacy skills and psychological well-being.
Stamps, D. L. (2024). The nexus between Black media consumers’ racial identity, critical and digital media literacy skills, and psychological well-being. Information, Communication & Society, 27(1), 56–72. https://doi.org/10.1080/1369118X.2023.2174789 -
Abstract:
Digital literacy and related fields have received interests from scholars and practitioners for more than 20 years; nonetheless, academic communities need to systematically review how the fields have developed. This study aims to investigate the research trends of digital literacy and related concepts since the year of 2000, especially in education.The current study analyzes keywords, co-authorship, and cited publications in digital literacy through the scientometric method. The journal articles have been retrieved from the WoS (Web of Science) using four keywords: “Digital literacy,” “ICT literacy,” “information literacy,” and “media literacy.” Further, keywords, publications, and co-authorship are examined and further classified into clusters for more in-depth investigation.Digital literacy is a multidisciplinary field that widely embraces literacy, ICT, the Internet, computer skill proficiency, science, nursing, health, and language education. The participants, or study subjects, in digital literacy research range from primary students to professionals, and the co-authorship clusters are distinctive by countries in America and Europe.This paper analyzes one fixed chunk of a dataset obtained by searching for all four keywords at once. Further studies will retrieve the data from diverse disciplines and will trace the change of the leading research themes by time spans.To shed light on the findings, using customized digital literacy curriculums and technology is critical for learners at different ages to nurture digital literacy according to their learning aims. They need to cultivate their understanding of the social impact of exploiting technology and computational thinking. To increase the originality of digital literacy-related studies, researchers from different countries and cultures may collaborate to investigate a broader range of digital literacy environments.The present study reviews research trends in digital literacy and related areas by performing a scientometric study to analyze multidimensional aspects in the fields, including keywords, journal titles, co-authorship, and cited publications.
Park, H., Kim, H. S., & Park, H. W. (2021). A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy. Journal of Data and Information Science (Warsaw, Poland), 6(2), 116–138. https://doi.org/10.2478/jdis-2021-0001
Permalink: Park, H., Kim, H. S., & Park, H. W. (2021). A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy. Journal of Data and Information Science (Warsaw, Poland), 6(2), 116–138. https://doi.org/10.2478/jdis-2021-0001
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Abstract:
Background In this technologically advanced era, media literacy is necessary to effectively evaluate the information and understand various biases inherent in media messages. Several media literacy (ML) tools are available; however, we need generic and objective tools that can be applied to all forms of media messages. Objectives The current study aimed to develop and validate an objective and generalized measure of media literacy based on the previously available tools. This study suggested that the access component should be removed from the media literacy tools as recommended in previous literature. Methods The total of 386 respondents, both males and females, were recruited from different universities in Lahore. The age of the sample ranged from 18 to 25 (M=20.98, SD=2.12), with an approximately equal proportion of males (47%) and females. Results and Conclusions This study proposed a compact Media Literacy Scale (MLS) with 3 constructs: analyze (09 items; α=.76), evaluate (08 items; α=.72), and comprehend (07 items; α =76). This 24 items scale explains 55.4% variance was administered to 386 respondents aged 18 to 30 years (M=20.98, SD=2.12). This developed scale will help assess the baseline level of media literacy in the audience so that in the future, evaluation of the efficacy of media literacy, and media literacy programs could be provided. Lay Description Numerous tools and scales have been developed to study media literacy (ML) in the late1990s. Still, none of them provides an objective and generic tool of media literacy that could help access the level of ML that can be applied to all forms of media messages. Therefore, there is a dire need to develop a tool that can evaluate the level of media literacy in terms of a person's ability to understand, analyze and evaluate media messages. Thus, the developed 24 items ML scale implied the quantification of the generic measure of media literacy besides already developed measures relating to specific concepts of ML like smoking‐related media literacy or digital media literacy. Hence, this scale could be incorporated into larger‐scale prevention programs where these tools could be classified as part of the primary prevention series for establishing baselines for ML education and training. Practitioner notes Numerous tools and scales have been developed to study media literacy (ML) in the late1990s. Still, none of them provides an objective and generic tool of media literacy that could help access the level of ML that can be applied to all forms of media messages. While the field of ML is growing in interest, but till now the field lacks empirical research evidence it might be, as previously, media literacy was referred to as knowledge about media devices and media contents, aspects of technology, and the media industry. Although, media literacy is a much wider concept than mere access and use of applications by individuals, therefore, there is a dire need to develop a tool that can evaluate the level of media literacy in terms of a person's ability to understand, analyse, This study used the above given definition of ML based on Aufderheideand Firestone (1993) and the NAMLE (2016) framework but with the exclusion of assess and creation domain of ML as it falls beyond the scope of ML as recommended in previous literature. Moreover, creating media messages requires skill and expertise that can only be attained through proper media education. It is also not needed for educating the general audience about media messages. These 24 items developed ML scale implied the quantification of the generic measure of media literacy besides already developed measures relating to specific concepts of ML like smoking‐related media literacy or digital media literacy. Hence, this scale could be incorporated into larger‐scale prevention programs where these tools could be classified as part of the primary prevention series for establishing baselines for ML education and training.
Arshad, A., Ghazal, S., Saleem, N., Hanan, M. A., & Arshad, M. H. (2022). Revisiting media literacy measurement: Development and validation of 3‐factor media literacy scale. Journal of Computer Assisted Learning, 38(5), 1371–1378. https://doi.org/10.1111/jcal.12682