Argumentative writing and media literacy: critical appraisal of digital sources
DOI:
https://doi.org/10.64747/zw7tdh79Keywords:
argumentative writing, media and information literacy, credibility evaluation, fact‑checking, general basic educationAbstract
This quasi‑experimental study examined the effect of integrating Media and Information Literacy (MIL) with explicit instruction in argumentative writing among upper basic education students in Ambato, Loja, and Ibarra (Ecuador). A total of 1,062 students (36 classrooms) were cluster‑assigned to a MIL‑Argumentation intervention (IA) or Business‑as‑Usual condition (PH). Measurements were taken at baseline (T0), posttest (T1), and 8‑week follow‑up (T2). Instruments comprised a six‑dimension analytic rubric for argumentative quality (0–24), MIL performance tests with fact‑checking and credibility appraisal tasks, self‑efficacy scales, and implementation fidelity checklists. Data were analyzed using linear mixed‑effects models, hierarchical ANCOVA, multilevel mediation, and qualitative thematic analysis. The intervention yielded moderate and sustained improvements in argumentative quality (IA vs. PH: T1 g = 0.49; T2 g = 0.44), with pronounced gains in evidence quality/sufficiency and counterargument/refutation. MIL performance increased significantly (Δz ≈ 0.43 at T1) and partially mediated about 41 % of the writing effect. Impacts were consistent across cities and larger among students with limited home connectivity. Qualitative findings showed explicit use of epistemic heuristics (authority, evidence, timeliness, bias, and traceability) and transfer of tools (e.g., evidence matrix) to other subjects. We conclude that combining critical source evaluation protocols with composition strategies enhances text quality and strengthens competencies for digital citizenship. We recommend explicit instructional sequences, school‑wide MIL protocols, responsible use of generative AI, and open data for replication and scaling
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