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Health Communication Research Measures


Edited By Do Kyun Kim and James W. Dearing

This volume presents state-of-the-art reporting on how to measure many of the key variables in health communication. While the focus is on quantitative measures, the editors argue that these measures are centrally important to the study of health communication. The chapters emphasize constructs, scales, and up-to-date reports and evidence about key social science constructs and ways of measuring them, whether your interest is in patient-provider dyadic communication, uncertainty management, self-efficacy, disclosure, social norms, social support, risk perception, health care team performance, message design and effects, health and numerical literacy, communication satisfaction, social influence and persuasion, stigma, health campaigns, reactance, or other topics. Students, researchers, and policymakers will find this book an accessible resource for planning and reviewing research studies and proposals.
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7. Media Literacy


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7. Media Literacy

BRUCE E. PINKLETON,Washington State University& ERICA WEINTRAUB AUSTIN,Washington State University

Researchers have documented the potentially harmful contributions of media message exposure to negative outcomes in a variety of contexts including alcohol abuse (e.g., Anderson, de Bruijn, Angus, Gordon, & Hastings, 2009; Hoffman, Pinkleton, Austin, & Reyes-Velazquez, 2014), tobacco use (e.g., Davis, Gilpin, Loken, Viswanath, & Wakefield, 2008; Pinkleton, Austin, Cohen, Miller, & Fitzgerald, 2007), and sexual decision-making (e.g., Chandra, Martino, Collins, Elliott, Berry, Kanouse, & Miu, 2008; Hestroni, 2007; Pinkleton, Austin, Chen, & Cohen, 2012, 2013). Media also can have beneficial effects to the extent that users can make distinctions effectively between beneficial or truthful information versus unhealthy or deceptive information. As a result, many experts are looking for viable strategies to help reduce negative media influence and to enhance the potential for positive media influence on message receivers’ decision-making and behavior.

In general, scholars define media literacy broadly in terms of an individual’s ability to access, analyze, evaluate, and communicate messages using a wide range of communication tools and forms (Aufderheide, 1993). Media literacy primarily focuses on activating individuals’ logic-based information processing in an effort to help counteract the impact of messages by helping increase individuals’ skepticism toward media messages and strengthening their critical thinking (e.g., Austin, Pinkleton, Hust, & Cohen, 2005; Hobbs & Frost, 2003; Pinkleton et al., 2007). Consistent with this perspective, the intent of media literacy education is...

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