Winnowing Fake vs Fact: Media Literacy and Media Message Evaluation Practices of First-Time Voter College Students

This study investigated the level of media literacy and its influence on the most prevalent media message evaluation practices of first-time Filipino college-student voters. It compared the level of media literacy components—using media devices, understanding media, and contributing to media content, and how these influence evaluation of media messages. It is significant in the current learning context as students are immersed in a digital media landscape filled with unverified data, misinformation, and biased, distorted updates. Thus, looking into voters’ capacity to discern and discriminate between facts and fake information is necessary so that interventions may be adopted. Results indicate a self-reported mean of 2.83 in using media devices; 3 in understanding media; and 3 in contributing to media content. Further, the most prevalent media information evaluation practice is to consider message and meaning rather than the author and intended audience, or what media represents and if it reflects reality. Finally, understanding media is the most significant predictor influencing the prevalent media message evaluation practices of participants in the study

Can altering the structure of financial support payments aid work retention amongst lone parents? Qualitative evaluation of the In Work Retention Pilot

Wage supplementations in the form of temporary ‘in-work credits’ have been introduced in recent years for a number of claimant groups entering work, to encourage enhanced work entry and retention rates. For lone parents, the In Work Credit was piloted from April 2004 and then rolled out nationally in April 2008. It is a wage supplement paid at £40 a week (£60 in London) for 12 months to eligible lone parents moving in to work. From July 2008 to June 2010, a variant on this, the In Work Retention Pilot (IWRP), was trialled in two Jobcentre Plus districts. The IWRP was intended to test the effectiveness of using In Work Credit payments as an aid to job retention and progression, by changing the payment structure of the credits and offering additional advisory support on retention and advancement. This report presents findings from a qualitative evaluation of the IWRP, examining the delivery of the pilot and the views of lone parents and Jobcentre Plus staff on: the distinctive IWRP payment structure; the retention and progression challenges facing lone parents and the support received; and whether and how the IWRP made a difference to work behaviour and decisions. The study is based on interviews, focus groups and observations with Jobcentre Plus delivery staff and participating lone parents