checklists and templates for media literacy
These will help you critically evaluate, analyze, and interact with media content responsibly and effectively. These tools are adaptable for individuals, educators, and teams.
Purpose: Evaluate the credibility, intent, and impact of any media content.
| Question | Completed (?/?) | Notes/Details |
|---------------------------------------------|---------------------|------------------------------------|
| Who created the content? | | Research the source or author. |
| What is the purpose of the content? | | Inform, persuade, entertain, or sell? |
| Is the content supported by evidence? | | Check for facts, data, or citations. |
| Are there biases in the content? | | Identify one-sided arguments or omissions. |
| Is the source reputable and credible? | | Look for peer reviews, certifications, or reliability ratings. |
| Are visuals (images/videos) manipulated? | | Check for misleading edits. |
| How does this content make you feel? | | Does it provoke strong emotions to influence you? |
| Have you cross-checked this information with other sources? | | Use fact-checking tools or compare with other outlets. |
Purpose: Break down advertisements to understand their intent and persuasive strategies.
| Component | Details |
|--------------------------------|--------------------------------------------------|
| Product or Service | [What is being advertised?] |
| Target Audience | [Who is this ad aimed at?] |
| Persuasive Techniques Used | [E.g., emotional appeal, celebrity endorsement, scarcity.] |
| Main Message | [What is the ad trying to communicate?] |
| Visual Elements | [Colors, imagery, layout—how do they influence perception?] |
| Emotional Impact | [What feelings does the ad evoke?] |
| Credibility | [Are claims supported by data or testimonials?] |
| Potential Bias | [Is the ad biased or misleading?] |
Purpose: Evaluate claims or statements to determine their accuracy.
| Task | Completed (?/?) | Notes/Details |
|--------------------------------------------|---------------------|------------------------------------|
| Verify the claim with fact-checking websites (e.g., Snopes, PolitiFact). | | Use reliable sources for confirmation. |
| Check if the story is being reported by reputable news outlets. | | Are other credible media covering the same story? |
| Investigate the source of the information. | | Look at the publication’s track record. |
| Look for primary sources. | | Are original studies or statements cited? |
| Cross-check dates, locations, and context. | | Ensure they align with verified facts. |
| Reverse image search visuals used in the content. | | Use tools like Google Reverse Image Search or TinEye. |
| Be cautious of sensational headlines. | | Does the headline exaggerate or mislead? |
Purpose: Help ensure that social media posts are credible and responsible before sharing.
| Task | Completed (?/?) | Notes/Details |
|--------------------------------------------|---------------------|------------------------------------|
| Is this content from a reliable source? | | Research the source’s history and reputation. |
| Is this information accurate and verified? | | Cross-check facts before engaging. |
| Does this content provoke strong emotions? | | Be cautious of content designed to outrage or manipulate. |
| Are visuals (images, memes) misleading? | | Check for edits or taken-out-of-context visuals. |
| Have I considered the potential impact of sharing this? | | Reflect on the consequences for yourself or others. |
| Am I sharing for a valid reason (not impulsively)? | | Avoid contributing to misinformation. |
Purpose: Critically analyze news articles for credibility and objectivity.
| Component | Details |
|--------------------------------------------|--------------------------------------------|
| Source of the News | [Publication/Website Name] |
| Author’s Credentials | [Is the author experienced or credible?] |
| Purpose | [Inform, persuade, entertain, or sensationalize?] |
| Key Claims | [What are the main points or arguments?] |
| Supporting Evidence | [Is the information supported by facts or reliable sources?] |
| Bias or Perspective | [Is the article one-sided or balanced?] |
| Use of Language | [Is the language neutral or inflammatory?] |
| Date of Publication | [Is the article current and relevant?] |
Purpose: Recognize biases in media content to form a more balanced perspective.
| Type of Bias | Signs | Action Steps |
|--------------------------------------------|--------------------------------------------|-----------------------------------------|
| Confirmation Bias | Only presents evidence supporting one view.| Seek alternative perspectives. |
| Selection Bias | Omits relevant facts or data. | Look for omitted details. |
| Sensationalism | Focuses on drama or exaggeration. | Cross-check with more neutral sources. |
| Cultural or Social Bias | Reflects one group’s values or norms. | Compare with diverse media outlets. |
Purpose: Track the development of essential media literacy skills.
| Skill | Completed (?/?) | Notes/Details |
|--------------------------------------------|---------------------|------------------------------------|
| Can access information from diverse sources | | Use various platforms and perspectives. |
| Understands different media purposes | | Differentiate between informing, persuading, entertaining, or selling. |
| Identifies biases and stereotypes | | Recognize when content is skewed or manipulative. |
| Evaluates credibility of sources | | Focus on reputable and evidence-based media. |
| Fact-checks content before sharing | | Avoid spreading misinformation. |
| Creates ethical media content | | Produce respectful and accurate media. |
Purpose: Structure a program for learning or teaching media literacy.
| Session | Topic/Skill | Activity/Exercise | Resources Needed |
|--------------------------|----------------------------------|-------------------------------------------|---------------------------------|
| Session 1 | Understanding Media Bias | Analyze a biased article vs. neutral one. | News articles, bias checklist. |
| Session 2 | Spotting Misinformation | Use fact-checking tools on viral claims. | Access to fact-checking websites. |
| Session 3 | Evaluating Social Media Content | Discuss social media algorithms and echo chambers. | Videos, social media screenshots. |
| Session 4 | Ethical Media Creation | Create a balanced news post. | Writing tools, editing software. |
Purpose: Identify how media uses persuasive techniques to influence audiences.
| Technique | Example from Content | Impact on Audience |
|---------------------------------------|-------------------------------------------|---------------------------------------|
| Emotional Appeal | [Describe how emotions are targeted.] | [E.g., Evokes fear, happiness, anger.] |
| Authority Figures | [E.g., Experts or celebrities used.] | [Builds trust or credibility.] |
| Repetition | [E.g., Key phrases repeated often.] | [Reinforces message or brand.] |
| Scarcity/Urgency | [E.g., “Limited time offer!”] | [Promotes quick decisions.] |
Purpose: Prevent impulsive sharing of unreliable or harmful content.
| Question | Completed (?/?) | Notes/Details |
|------------------------------------------|---------------------|------------------------------------|
| Have I verified the accuracy of this content? | | Use fact-checking resources. |
| Is this content from a reliable source? | | Research the source’s credibility. |
| Have I considered the intent of this content? | | Informative, persuasive, or misleading? |
| Could sharing this cause harm? | | Reflect on possible consequences. |
| Is this content aligned with my values? | | Ensure ethical alignment. |
Purpose: Create ethical and impactful media projects.
| Component | Details |
|--------------------------------------------|--------------------------------------------|
| Objective | [What is the goal of your media project?] |
| Target Audience | [Who is the intended audience?] |
| Key Message | [What do you want to communicate?] |
| Content Format | [E.g., Video, blog, infographic.] |
| Resources Needed | [List tools, software, or collaborators.] |
| Evaluation Criteria | [How will you measure success?] |