摘要
新聞媒體識讀旨在了解人們如何以及為何參與新聞媒體，他們如何理解他們所消費的內容，以及個人如何受到他們自己的新聞消費的影響（Maksl, Ashley & Craft, 2015）。新聞媒體識讀定義為一種面對媒體數量膨脹、資訊爆炸的世界與社會，所必需擁有的生活技能（Hobbs, 2009)。為了評估閱聽者對新聞的思考、評估、對媒體的認識，以及接收新聞時的處理方式以提升媒體識讀能力，本研究之目的為編製一份「新聞媒體識讀量表」 (News Media Literacy Scale) ，發展出一套適合中文使用者評估新聞識讀能力的識讀量表，並透過本量表進行高中生媒體識讀調查。
本論文屬於應用研究取向之研究，透過研究與應用所獲得之結果來解決實際的問題，研究結果可以直接作為教育決策方針，研究設計首要採質性研究法，事先設計研究程序作為收集資料的指引設計評量，以文獻分析分析過去發表的相關論文與著作以奠定整體概念架構和理論取向，發展出適合本研究之問題與假設，以編製出具有嚴謹設計之新聞媒體識讀評量，本研究再以量化研究發放問卷評量進行施測，並針對所回收之果進行統計分析與比較。
有關研究之量表設計內容和結果，是以學者Potter的媒體識讀認知理論為架構，編製出具有個人思考習慣、個人處理新聞模式、媒體知識結構、與新聞情境閱讀等四個面向共45題的識讀評量，在個人思考習慣、個人處理新聞、媒體知識結構三個面向各有三個因子可以分析對應題目的合理與適切性。本量表之信度、效度檢驗以台灣高中學生為研究對象，結果為(1)個人思考習慣之題型為李克特5點程度，有訊息自動處理、訊息覺知思考、自我評價等三個因子，信度為.82、.79、.87；轉軸後三個共同因素可以解釋的總變異量為69.65%，各試題之因素負荷量絕對值皆大於 .55( .55- .89)。(2)個人處理新聞模式之題型為李克特5點程度，有動機、个人掌控、懷疑等三個因子，信度為.76、.87、.90；可解釋總變異量為63.35%，各試題之因素負荷量絕對值皆大於 .55 ( .55- .91)。(3)媒體知識結構之題型為單選題，有媒體產業、媒體內容、媒體影響等三個因子，信度為.46、.76、.69；可解釋總變異量為48.95%，各試題之因素負荷量絕對值皆大於 .38( .38- .83)；總體難度為0.43，鑑別度為0.51。(4) 新聞情境閱讀為文章閱讀，題型為單選題，總體難度為0.51，鑑別度為0.55。結果顯示，本研究所開發之新聞媒體識讀量表具有相當之信度與效度，在鑑別度與難易度方面也適中。而在本研究中也分析出自我認知與實際面對假新聞的差異，過半數的人認為自己對新聞的來源會半信半疑，但研究卻發現，能分辨假新聞的人並未過半，而女性在於新聞媒體識讀的能力高過於男性，一班高中又高於技術類高中，可以說明，閱讀新聞的時間與習慣也與新聞媒體識讀的能力具有正相關，本研究所編製之新聞媒體識讀量表不僅可以作為國人新聞媒體識讀能力調查與分析之用，更可作為未來推動媒體識讀教材之藍圖。

"News Media Literacy" is about understanding how and why people participate in the news media, how they understand the content they consume, and how individuals are affected by their own news consumption (Maksl, Ashley & Craft, 2015).The News Media Literacy Scale is based on the theoretical framework of the scholar WJ Potter's "Media Literacy". Thinking, evaluation, understanding of the media, and handling methods when receiving news. This scale is divided into four aspects: "personal thinking habits", "personal handling of news mode", "media knowledge structure", and "news situation reading", a total of 45 questions.The reliability and validity of the scale were tested with Taiwanese high school students, and the results showed good construct validity and reliability: (1) The question type of personal thinking habits is Likert's 5-point level, with automatic information processing and information The three factors of perceptual thinking and self-evaluation have reliability of .82, .79, and .87; the total variance explained by the three common factors after the rotation axis is 69.65%, and the absolute value of the factor load of each test question is greater than. 55 (.55- .89). (2) The question type of the personal news processing model is Likert's 5-point level, with three factors of motivation, personal control, and suspicion, and the reliability is .76, .87, .90;The explainable total variation is 63.35%, and the absolute value of the factor load of each test question is greater than .55 (.55- .91). (3) The question type of the media knowledge structure is a single-choice question, with three factors including media industry, media content, and media influence. The reliability is .46, .76, and .69; the total explainable variation is 48.95%, each The absolute value of the factor load of the test questions is greater than .38 (.38- .83); the overall difficulty is 0.43, and the discrimination degree is 0.51. (4) News context reading is article reading, the question type is a multiple choice question, the overall difficulty is 0.51, and the discrimination is 0.55. The results show that the news media literacy scale developed by this research has considerable reliability and validity, and is also moderate in terms of discrimination and difficulty. In this study, the difference between self-perception and the actual face of fake news was also analyzed. More than half of the people believed that they were dubious about the source of news. However, the study found that less than half of the people who can distinguish fake news, and women are The ability of news media to read is higher than that of men, and a class of high schools is higher than that of technical high schools. It can be explained that the time and habits of reading news are also positively related to the ability of news media to read. This study compiled a "News Media Literacy Scale" by understanding fake news, news media literacy, understanding media literacy education and policy promotion in various countries, and this scale is not only used as a survey and analysis of Chinese news media literacy ability It can be used as a blueprint for textbooks to promote media literacy in the future.

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