Exploring the self-perception of media competencies in journalism teachers: Validation of an instrument in a Chilean university

Abstract

Digital transformation poses a challenging scenario for journalism education. Academics and students require skills to cope in technological contexts and a critical attitude towards the media. However, media literacy in university journalism faculty has been little explored, let alone their perception of it. The objective is to explore the selfperception of media competencies in journalism teachers through a reliable instrument. Therefore, we present the design and validation of a questionnaire that explores such competencies in teachers of a Chilean university, in the cities of Santiago and Concepción. Through the Delphi method, dimensions and indicators are identified and the validity of the instrument is established with a Cronbach’s Alpha of 0.912. The questionnaire has 37 items and eight dimensions: a-) initial self-perception, b-) uses of media and web, c-) technology, d-) interaction processes, e-) production and dissemination processes, f-) language, g-) ideology and values, h-) initial and final self-perception, applied to a pilot sample of 87 teachers. Among the findings obtained, it stands out that, although most teachers perceive themselves as having a high level of media competence (59%), 60% sometimes get information incidentally, 69% trust what they read on multimedia platforms and social networks and only 22% use verification methods to check information in the digital environment. There is a need for more critical media competence and a higher level of content production and dissemination.