Renee Hobbs and Hans Martens report research about media literacy and civic engagement in the context of ability grouping in a U.S. high school. Presentation at Digital Media and Learning Conference, San Francisco, March 3, 2012.

1. Renee Hobbs
Exploring Media Literacy and University of
Civic Engagement in the Context of Rhode Island USA
Ability Grouping in High School
Hans Martens
University of
Antwerp, Belgium

2. Montgomery Blair
High School
Silver Spring,
Maryland
2750 students
335 teachers
Two specialized
programs and
seven academies,
containing a total
of 15 academic
departments.

3. How do different
types of media
literacy education
programs impact
students’
knowledge,
analysis skills and
civic engagement?

4. Selective Admission Programs
Communication Arts Program (CAP)
Science, Mathematics and Computer Science
Open Admission Programs
Media Literacy
Entrepreneurship
International Studies and Law
Human Service Professions
Science, Math and Technology

5. Communication Arts Program (CAP)
A selective admission
4-year program that integrates the
humanities, media analysis and
production,
now in its 25th year

6. Media Literacy Academy
Two stand-alone social studies courses
in Media Literacy
and Media and Society

7. Research Design
Quasi-experimental study
2 x 2 factorial
Media
Literacy ML ACADEMY CAP
Treatment
CONTROL CONTROL
No ML
Ability Grouping
Open Selective
Admission Admission

8. Respondents identify how much they use the
MEASURES Internet on an 8-point scale ranging from
never to every day.
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge

9. To assess students’ motives to seek out
MEASURES information as a part of daily life, students
were asked to respond to four statements:
Internet use
• I use the internet to search for information
Information Motives (U&G) • to see what is out there
• to keep up with current events and issues
Civic Engagement • because it provides me with a new and
interesting way to do research
News Analysis
Ad Analysis
Media Knowledge

10. Students were asked to report if they expect to
MEASURES engage in the following activities when they
become an adult:
Internet use
• vote in national elections
Information Motives (U&G) • get information about candidates before
voting in an election
Civic Engagement • join a political party
• write letters to a newspaper about social or
News Analysis political concerns
• be a candidate for a local or city office
Ad Analysis • volunteer time to help poor or elderly
people in the community
Media Knowledge • collect money for a cause
• collect signatures for a petition
• participate in a peaceful rally or protest.
A 4-point scale was used, scaled as certainly
will not do, probably will not do, probably will
do, and certainly will do.

11. In the news analysis task, students read a short
MEASURES Time magazine piece and responded to open-
ended questions including:
Internet use
• summarize the main point of the article
Information Motives (U&G)
• identify the target audience & explain what
specific information from the reading
Civic Engagement supports your answer
• identify the message purpose
News Analysis • identify what techniques were used to
attract and hold attention
Ad Analysis • list some different points of view presented
• Identify omitted information
Media Knowledge
Scores were summed to form an additive index
which ranged from 14 to 0.

12. In the ad analysis task, students were given a print
MEASURES ad and asked to respond to open-ended questions
including:
Internet use
• identify the target audience & explain what
Information Motives (U&G)
specific information from the reading supports
your answer
Civic Engagement • identify the message purpose
• Identify the ad’s implied message or subtext
News Analysis • identify what techniques were used to attract
and hold attention
Ad Analysis • list some different points of view presented
• Identify omitted information
Media Knowledge
Scores were summed to form an additive index
which ranged from 14 to 0.

13. Students completed a short test relating to
MEASURES different facets of the media industry,
including information about history,
economics, institutions, audiences and
Internet use
effects.
Information Motives (U&G)
MULTIPLE CHOICE (6 items):
Civic Engagement • identify the main purpose of photos in a
newspaper
News Analysis
• recognize the most common kind of economic
control over mass media
• name the system of financing used to pay for
Ad Analysis
commercial radio.
TRUE FALSE (11 items)
Media Knowledge
• The number of companies that own mass media
outlets is growing
• Newspapers make most of their money through
the price paid by the consumers who buy them

14. Data Analysis
Comparison of means
Table 1 Comparing means
Open Admission Program Selective Admission Program
Other program ML program Other program ML program
Mean (SD) Mean (SD) Mean (SD) Mean (SD)
Media knowledge .53 (.17) .62 (.22) .71 (.17) .75 (.13)
News analysis 4.80 (3.09) 4.27 (3.32) 7.60 (3.16) 8.86 (2.58)
Ad analysis 8.20 (3.45) 8.38 (4.02) 9.31 (3.18) 11.10 (3.16)
n = 191 n = 55 n = 87 n = 59
There are gaps between Open Admission and Selective Admission students
 Students in Open Admission ML program are least skilled at news analysis
 Students in Selective Admission ML program are most knowledgeable
about media and most skilled at both news and advertsing analysis

15. Data Analysis
Correlation matrix
Table 2 Correlation Matrix
1 2 3 4 5 6 7 8
1. Civic engagement 1
2. Gender (female) .25** 1
3. Academy level .11* -.02 1
4. ML program .19** .24** .19** 1
5. Internet use -.17** -.02 -.28** -.03 1
6. Information motive .23** .04 .17** .03 -.34** 1
7. Media knowledge .19** -.05 .43** .23** -.17** .08 1
8. News analysis .27** .20** .48** .13* -.23** .13** .30** 1
9. Ad analysis .16** .20** .24** .16* -.08 .08 .25** .50**
Note: all tests are two-tailed. *p < .05, **p <.01.
Ability grouping is related to information motives, media knowledge,
news analysis and ad analysis

16. Data Analysis
Correlation matrix
Table 2 Correlation Matrix
1 2 3 4 5 6 7 8
1. Civic engagement 1
2. Gender (female) .25** 1
3. Academy level .11* -.02 1
4. ML program .19** .24** .19** 1
5. Internet use -.17** -.02 -.28** -.03 1
6. Information motive .23** .04 .17** .03 -.34** 1
7. Media knowledge .19** -.05 .43** .23** -.17** .08 1
8. News analysis .27** .20** .48** .13* -.23** .13** .30** 1
9. Ad analysis .16** .20** .24** .16* -.08 .08 .25** .50**
Note: all tests are two-tailed. *p < .05, **p <.01.
Participation in a ML program is positively related with media knowledge,
news analysis and advertising analysis

17. Data Analysis
Correlation matrix
Table 2 Correlation Matrix
1 2 3 4 5 6 7 8
1. Civic engagement 1
2. Gender (female) .25** 1
3. Academy level .11* -.02 1
4. ML program .19** .24** .19** 1
5. Internet use -.17** -.02 -.28** -.03 1
6. Information motive .23** .04 .17** .03 -.34** 1
7. Media knowledge .19** -.05 .43** .23** -.17** .08 1
8. News analysis .27** .20** .48** .13* -.23** .13** .30** 1
9. Ad analysis .16** .20** .24** .16* -.08 .08 .25** .50**
Note: all tests are two-tailed. *p < .05, **p <.01.
Frequency of Internet use is negatively related with information motive,
media knowledge, news analysis, and ad analysis

18. Data Analysis
Multiple regression
Table 3 Predictors of civic engagement
Model 1
B SE β
Intercept 2.23 .09
Gender (Female) .24 .05 .23***
Academy level .09 .05 .08
ML program .13 .06 .11*
Internet use
Information motive
Media knowledge
News analysis
Ad analysis
Total R² = .17. For model 2, ∆R² = .09. *p < .05, **p <.01, ***p <.001.
After controlling for gender and ability grouping, participation in a ML
program independently contributes to civic engagement

19. Data Analysis
Multiple regression
Table 3 Predictors of civic engagement
Model 1 Model 2
B SE β B SE β
Intercept 2.23 .09 1.51 .19
Gender (Female) .24 .05 .23*** .20 .05 .20***
Academy level .09 .05 .08 -.11 .06 -.10
ML program .13 .06 .11* .09 .06 .08
Internet use -.02 .02 -.04
Information motive .12 .03 .18***
Media knowledge .44 .15 .16**
News analysis .03 .01 .20**
Ad analysis -.01 .01 -.04
Total R² = .17. For model 2, ∆R² = .09. *p < .05, **p <.01, ***p <.001.
After controlling for gender, ability grouping, and ML program,
information motive, media knowledge and news analysis all contribute to
civic engagement

20. WE LEARNED: Ability grouping emerges from the needs and
competencies of teaching staff, administrative priorities and
community values

21. WE LEARNED :Media literacy programs activate civic engagement
despite differences in instructional practices and the characteristics
of the student body

22. WE LEARNED: Intellectual curiosity and knowledge about the
media are associated with news analysis and civic engagement

23. WE LEARNED : Information-seeking motives, not time spent
online, is associated with media literacy and civic engagement

24. Renee Hobbs
Exploring Media Literacy and University of
Civic Engagement in the Context of Rhode Island USA
Ability Grouping in High School
Hans Martens
University of
Antwerp, Belgium