ReCAPP: Professional Credits: Media Literacy Quiz

Web Site Wide:
Media Literacy

Continuing Education
Self-Study Quiz
for CHES and
CFLE Contact Hours

Directions:
Read each question carefully. Circle the appropriate letter for each answer on a printed version of the self-study quiz answer sheet.

Circle only one answer for each question.

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Self-Study Quiz

We have learned from the media literacy experts that:
1. The more young people understand the media, the less likely they are to adopt the unhealthy behaviors they see suggested or portrayed there.
2. Young people are, surprisingly, more conscious about the media's complexity and tendency to distort the truth than most adults.
3. Young people are watching less television because they are spending more time using computers.
4. Young people actually like watching commercials on television.
The ability to access, analyze, evaluate and communicate information in a variety of forms is referred to as:
1. media literacy.
2. multi-media literacy.
3. media fluency.
4. responsible media consumption.

Advertisers see teens as an especially hot market because they:
1. are easily influenced and can influence their friends.
2. are easily influenced and can influence their parents.
3. have walk-around cash and can be easily influenced.
4. respond very favorably to sex-oriented advertisements.

The New Mexico Media Literacy Project has developed guidelines for:
1. teens to educate other teens about responsible media consumption.
2. teens to create spoof advertisements to mock original advertisements.
3. educators to lead the "Prime Time Media Crimes" curriculum.
4. Educators to lead a quick deconstruction of media activity.

The "Not Me, Not Now" program messages addressed five themes including:
1. increasing youths' media resistant skills.
2. promoting communication between sexually active teens and their partners.
3. Promoting parent-child communication around sexuality.
4. increasing youths' media awareness.

Implications for practice as a result of Andrew S. Doniger, et al.'s study of "Not Me, Not Now" include the following:
1. Using the combination of media outlets was basically successful but limited in promoting public health messages to young teens.
2. Sexual abstinence for teens was a particularly good message to promote in the media to teens because it was supported universally by parents, educators and politicians.
3. The use of a youth advisory group and local youth involvement in print radio and television advertisements were very powerful strategies.
4. Youth, when given responsibility, guidelines for actions, and specific timelines, can create an effective local media campaign.
The seven critical questions of the "Deconstructing Media Messages" Learning Activity do NOT include:
1. Who paid for the media and why?
2. What tools or techniques of persuasion are being used?
3. What messages and values are expressed in the media message?
4. Is the media message promoting a primarily healthy or unhealthy product/behavior?
Adolescent pregnancy prevention campaigns:
1. can be used by educators as samples of adolescent pregnancy prevention media messages.
2. can usually be joined by paying a nominal membership fee or making a commitment to promote the campaign locally.
3. build upon each other because they all give the same, consistent message.
4. send out free media packages to those who request them.
Robert Ennis' critical thinking checklist aids youth through the steps of making decisions based on:
1. a comparison of the advertisement's messages to the values of youths' family and friends.
2. verifiable facts and claims based on values.
3. the validity, reliability and accuracy of media messages.
4. The identification of stated and unstated assumptions.
One way for teens to be "TV smart" is to:
1. watch television with their parents.
2. remind themselves that television is not reality.
3. abstain from watching any television.
4. use their television as a monitor for watching select videos only.

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