A study on adults in the context of cognitive media literacy model

The relationship between media and individuals draws attention as a phenomenon that transforms on both individual and societal levels, particularly with technological advancements. Although access to information has historically been a class-based and cultural privilege, this disparity, seemingly diminished by the innovations of the digital age, has reemerged in various forms within the context of digital inequalities. The rapid rise of digital technologies has significantly influenced the production, distribution, and consumption of media messages, profoundly shaping individuals' interaction processes with media in a multidimensional way. In this context, the concept of media literacy has emerged as a critical framework that shapes individuals' processes of understanding, critically evaluating, and consciously consuming media messages. This study is based on W. James Potter's Cognitive Media Literacy Model and examines the underlying dimensions of media literacy that occur beyond conscious awareness. Cognitive media literacy is an approach aimed at understanding how information structures, personal domains, competencies, and skills play a role in individuals' processes of understanding and evaluating media messages. The model provides a theoretical framework for comprehending the complexities of the relationship between media and individuals. However, the empirical testing of this model in the literature remains limited, and addressing this gap is one of the primary motivations of this research. The research was conducted with adults residing in the central districts of Antalya, using face-to-face survey techniques to collect data from 400 participants. The study aims to analyze the factors influencing media literacy, particularly within the context of socio-demographic characteristics and media consumption habits. The findings indicate that access to information in the digital world is not only an opportunity but also a domain where inequalities between individuals are reproduced. This study argues that media literacy should not be confined solely to pedagogical contexts but should be expanded to include adults and older peoples. Addressing digital inequalities and enhancing media literacy is deemed essential for building a more conscious and informed societal structure. In this regard, the findings of the study provide concrete recommendations for policymakers, educators, local administrations, and civil society organizations to improve media literacy. Furthermore, it stands out as study to empirically test Potter's model.