In this article, the authors offer an examination of the Message Interpretation Process (MIP) model, originally developed to explain how young people interpret entertainment media messages and make judgments about reality and behavioral choices.
As the model has evolved, its core principles have contributed to the development of a complementary framework referred to as the Media Literacy Theory of Change. Both models are grounded in the view that media literacy involves cognitive and affective components of message interpretation, and that these skills can be taught, practiced, and adapted as individuals develop physically, cognitively, emotionally, and socially. The authors provide an explanation of both models, and also a review of related research.
In short, it is concluded that the Media Literacy Theory of Change, rather than replacing context-specific literacy models, provides a shared perspective grounded in cognitive and affective message interpretation and decision-making.
In conjunction with the Message Interpretation Process model, this framework offers a flexible and evidence-based foundation for future research, educational practice, and media literacy interventions aimed at supporting critical thinking and informed decision-making in complex information environments.
Learn more abou this article here: https://doi.org/10.1093/ct/qtae018
Reference
Erica Weintraub Austin, Shawn Domgaard, The media literacy theory of change and the message interpretation process model, Communication Theory, Volume 34, Issue 4, November 2024, Pages 167–177