Media Literacy in Mexican Adolescents: A Comparative Study of Two Schools in Zapopan

What is this article about?

This article explains the influence of school, family, and digital environments on the media literacy development of adolescents in Zapopan, Mexico. Valle Razo, Torres-Toukoumidis, and Romero-Rodríguez apply a mixed-method approach combining surveys, participant observation, and interviews to evaluate media competence across public and private school students aged 13–15.

Why is it important?

This study emphasizes that media literacy extends beyond classroom access to technology—it also involves critical thinking, social context, and the integration of digital tools at home and online. The findings help educators, parents, and policymakers understand where teens gain their digital skills and how formal education can better support meaningful media engagement.

Key Findings

1. Public vs. private makes less difference than expected

• Both schools had strong tech infrastructure and usage

• Media literacy levels were similar; technology access at home and informal learning mattered more

2. Girls outperformed boys

• Girls in both schools had higher media literacy scores, particularly in ideology and critical thinking dimensions

3. Highest scores: ideology and values

• Students excelled in identifying media stereotypes, manipulation, and bias

• Weakest scores were in aesthetic and media language comprehension

4. Informal use of smartphones dominates

• Despite bans, students used mobile phones actively during breaks

• Personal gadgets and peer interactions contributed significantly to digital literacy

Methodology

• Sample: 55 students aged 13–15 from two schools (public and private) in Zapopan

• Instruments: questionnaire (based on Ferrés & Piscitelli’s 6-dimension model), field observation, semi-structured interviews

• Quantitative evaluation: 42-item questionnaire via Google Forms

• Qualitative follow-up: Interviews with top and bottom scorers

FAQs

Q: What is media literacy?
A: The ability to access, analyze, evaluate, and create media content critically, ethically, and effectively.

Q: Does school type influence media literacy?
A: Not significantly. Technology use at home and individual engagement were more decisive factors.

Q: What media skills are strongest in teens?
A: Critical thinking about ideology, values, and stereotypes. Aesthetic interpretation was weakest.

Q: What are the implications for education?
A: Schools should move beyond basic tech access to foster critical, reflective, and creative media use across all learning environments.