Part 3 - MEASURING OUTCOMES IN MEDIA EDUCATION

The measurement of outcomes has been among the most complex of challenges, given the diversity of goals, contexts, classroom practices and other variables that make it difficult to design and implement research. Participants emphasized the need to explore questions relating to the identification and measurement of outcomes for media literacy education. Participants acknowledged the contributions made towards understanding the impact of media campaigns in the context of school-based health education programs (Bauman, K., Padgett, C., & Koch, G., 1989; Collins and Cellucci, 1991; Flay et al. 1987; Flynn et al. 1992) and those exploring the impact of media literacy education on youth (Austin & Johnson, 1997; Criticos, 1997; Hobbs & Frost, 1999).

Participants first noted how different disciplinary frameworks encourage radically different perspectives on the very definition of research, with public health professionals preferring quantitative, large-scale experimental studies and education scholars recognizing the value of close analysis of individual case studies to understand specific processes in teaching and learning. However, participants recognized the importance of using both quantitative and qualitative research methods to measure changes that may result from media literacy education in health prevention contexts.

For the purposes of discussion, the problem of how to encourage abstinence or cessation of smoking was used as the model example, even though participants recognized the importance of considering other behaviors with negative health consequences, from alcohol and drug abuse to violence and unprotected sex.