Media Literacy Intervention Assignment
Media Literacy Intervention Assignment
Instructions: Review the following articles and, based on your review, answer questions 1-10 from Sections 1 & II. Develop your answers to these questions before you begin the assessment. Once you are ready with the answers, begin the quiz and type or copy your answers in one attempt. There is no word limit for each answer. However, be sure to include key areas to get full credit. Each question is worth 5 points (Total Points: 10 questions x 5 = 50 points).
Qualitative Article: Temple, J., Miller, M. M., Banford Witting, A., & Kim, A. B. (2017). “We walk on eggshells”: A phenomenological inquiry of wives’ experiences of living with active-duty marine husbands with PTSD. Journal of Family Social Work, 20(2), 162. doi:10.1080/10522158.2017.1279579
Quantitative Article: McLean, S. A., Wertheim, E. H., Masters, J., & Paxton, S. J. (2017). A pilot evaluation of a social media literacy intervention to reduce risk factors for eating disorders. The International Journal of Eating Disorders, 50(7), 847-851. doi:10.1002/eat.22708 [doi]
Systematic Review Article. Collese, T. S., Nascimento-Ferreira, M. V., de Moraes, Augusto Cesar Ferreira, Rendo-Urteaga, T., Bel-Serrat, S., Moreno, L. A., & Carvalho, H. B. (2017). Role of fruits and vegetables in adolescent cardiovascular health: A systematic review. Nutrition Reviews, 75(5), 11. doi:10.1093/nutrit/nux006
Section 1. Review the quasi-experimental study entitled, “A pilot evaluation of a social media literacy intervention to reduce risk factors for eating disorders” and the phenomenological article entitled, “We walk on eggshells”: A phenomenological inquiry of wives’ experiences of living with active duty Marine husbands with PTSD.” Based on your review, answer the following questions.
As you read the content, do you see more differences or similarities in these articles? Explain.
In your opinion, why is the quantitative research study titled “A pilot evaluation of a social media literacy intervention to reduce risk factors for eating disorders” labeled as quasi-experimental research, instead of experimental research? Explain.
In the quasi-experimental article, on pg. 849, the author has mentioned the term “measures.” In other words, those were the outcome measures after implementing the social media literacy program. Outcome measures (outcome variables) are known as dependent variables. As a student researcher, you would be interested in knowing the meaning of treatment or intervention (independent) variable(s). Describe the independent and dependent variable(s) used by the researcher in this study.
The research study article titled “We walk on eggshells” A phenomenological inquiry of wives’ experiences of living with active duty Marine husbands with PTSD” has used a phenomenological approach. In your opinion, did the researcher use the right research approach vs. other qualitative approaches? Describe in relation to other approaches OF qualitative studies.
Review the steps of the research process in module 2 and module 3 in Sakai and from Grove, Gray & Burns textbook (Chapters 2, 3). Examine the steps in relation to the quasi-experimental article (A pilot evaluation of a social media literacy intervention to reduce risk factors for eating disorders). Did the author deviate from the steps of research process? Explain.
Explain in your own terms how the results/analyses sections are different in these two (quantitative and qualitative) articles.
Section II. Review the systematic review article titled, “Role of fruits and vegetables in adolescent cardiovascular health: a systematic review” and answer the following questions.
What was the purpose/rationale for the systematic review? Was the rationale and importance for the review stated in relation to previous research and reviews? Explain.
Did the author use a P-I-C-O research question to guide the systematic review? Based on the EBP module review, mention the PICO components that you infer from this article.
What databases and resources were used for retrieving the data? Was the search strategy adequate and appropriate for the review question?
What were the inclusion/exclusion criteria for selecting studies in generating high level of evidence? Why do researchers include inclusion/exclusion criteria in systematic reviews?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Media Literacy Intervention Assignment