A Media Literacy Framework for Trustworthy News in CrisisReporting

Thesis Abstract

This study addresses the rising threat of misinformation and the erosion of public trust in news during crises by developing a contextually grounded media literacy framework designed to enhance the discernment, interpretation, and evaluation of crisis-related news messages. The aim is to construct a theory-driven framework that integrates critical media literacy practices with user-centered cognitive and behavioral processes to foster trustworthy news consumption in high-stakes environments. Specific objectives are (1) to identify dimensions of media literacy that most strongly predict perceived news trustworthiness in crisis contexts; (2) to map how crisis-induced information overload interacts with cognitive heuristics to influence credibility judgments; (3) to develop and validate a theoretical model linking media literacy competencies, source evaluation strategies, and news trustworthiness; (4) to examine demographic and digital-media-use moderating effects on the framework; and (5) to propose practical guidelines for educational interventions and platform design to promote trustworthy crisis reporting. Methodologically, the study adopts a mixed-methods sequential design guided by Uses and Gratifications Theory and the Elaboration Likelihood Model to situate media literacy as a driver of central-route processing in crisis news. The population comprises adult social media users and online news consumers in four metropolitan regions experiencing active crises. A two-stage sampling approach yields a quantitative sample of 1,200 respondents stratified by age, education, and media-use patterns, followed by 40 in-depth interviews to capture nuanced interpretive processes. Data collection comprises an online survey instrument with validated scales for media-literacy competencies, information-processing motivation, perceived credibility, and trust in journalism, along with situational crisis cues. Complementary semi-structured interviews explore cognitive, affective, and behavioral responses to crisis news, with thematic saturation expected after 35 interviews. Validity and reliability are established through confirmatory factor analysis (CFA) for the survey measures and intercoder reliability checks for qualitative coding. Quantitative analyses employ structural equation modeling (SEM) to test the proposed framework, including measurement models for latent constructs and a structural model to assess direct and indirect effects on perceived news trustworthiness. Regression analyses test moderation effects of demographic variables and prior trust levels. The qualitative data are analyzed using thematic analysis to identify recurring patterns in how individuals interpret crisis information, corroborate survey findings, and refine the framework components. Triangulation integrates quantitative and qualitative results to strengthen inferences about causal pathways and contextual applicability. Ethical considerations include informed consent, data anonymization, and compliance with regional privacy regulations, with special attention to vulnerable respondents during crisis periods. Expected findings indicate that higher levels of media literacy predict greater perceived trustworthiness of crisis news, primarily through enhanced source evaluation, cross-checking behaviors, and a propensity for deliberate processing under high information load. The framework is anticipated to reveal a mediated pathway in which crisis-specific information overload elevates caution, thereby amplifying the salience of credible-source cues and editorial accountability. Demographic factors (e.g., higher education, younger digital natives) are expected to moderate the strength of these relationships. The study also seeks to identify a core set of competencies—source credibility appraisal, metadata and algorithmic transparency awareness, and cross-platform corroboration—that robustly predict trust in crisis reporting. Contribution to knowledge includes (a) the development and empirical validation of a theory-informed Media Literacy Framework for Trustworthy News in CrisisReporting that integrates cognitive processing models with practical literacy competencies; (b) nuanced insights into how crisis contexts alter media-literacy effectiveness and trust formation; and (c) actionable guidelines for educators, policymakers, and platform designers to foster resilient news ecosystems during emergencies. The study concludes that targeted media-literacy interventions that emphasize critical-source evaluation, cross-source triangulation, and awareness of platform reinforcement mechanisms can significantly enhance trust in crisis news, even amid information overload, and recommends integrating these competencies into curricular modules and public-service messaging to fortify democratic discourse during crises.