The Message Interpretation Process (MIP) model originated to explain how youth engaging with entertainment media messages make decisions about apparent reality and behavioral choices. Although it has been tested over several decades with various age groups, population types and content foci, it has never been fully explicated. As it has matured as a model, its principles and concepts have contributed to a complementary theoretical model referred to herein as the Media Literacy Theory of Change. Both stem from the overriding perspective that media literacy involves both cognitive and affective components of message interpretation processes and skills that can be taught, engaged, and adapted as a person develops physically, cognitively, emotionally, and socially. This article provides a formal explanation of the MIP model and the Media Literacy Theory of Change, exploring their assumptions and propositions, and referencing the research that has supported and extended the theoretical growth of each over time.

This article presents an Integrative Model of Sustainable Health Decision-Making and a toolkit to equip U.S. Extension professionals with knowledge and skills to engage in adult immunization education. The objective was to reduce mistrust and increase willingness and confidence toward delivering vaccination education. The model was developed through an explanatory parallel mixed methods design. Data collection included a needs assessment survey, interviews, workshops, and Neuromarketing message testing. The resulting toolkit was pilot tested before final delivery. Four key needs were identified: tailoring trainings based on Extension roles, prioritizing preserving community trust and professional credibility, establishing connections with medical experts, and strengthening Science Media Literacy skills to counter misinformation and communicate emerging science. Correlations among constructs supported an integrated model focused on a professional development core of Science Media Literacy, Motivational Interviewing, and Neuromarketing Science that strengthens communication relationships between priority populations and trusted partners. The model and work described in this article can serve as a general framework for engaging key influencers in communities in communication education intended to promote sustainable well-being, such as increasing vaccine uptake.

Objective: During the COVID-19 pandemic, college students were navigating confusing and often conflicting information on social media. Media literacy can help people interpret information online. We developed and tested a text-message media literacy intervention designed for college students. Participants: 267 U.S. college students from a university in the Pacific Northwest. Methods: We used an explanatory mixed methods design with a pretest-posttest field experiment (N = 267) and in-depth interviews (N = 15) to test a text message-based media literacy intervention in April 2020. Results: The intervention influenced media literacy for source and interacted with elaboration to influence media literacy for content and COVID-19 expectancies. Interviews highlighted how media literacy can be bolstered by emphasizing the salience of the role the message source plays in message interpretation. Conclusions: A media literacy text message intervention can prompt college students to consider media literacy related to the source and impact health expectancies.

Young adults (ages 18-29) may encounter social media content that presents misinformation about substances. They may use this in their decision-making and further share this misinformation with others. This study tests how an online media literacy intervention influences participants' perceptions of substance use misinformation. An online between-groups experiment (N = 1201) involving U.S. adults aged 18-29 tested whether an infographic could increase skepticism toward social media messages about substance use containing misinformation. The intervention significantly reduced the believability of one of the six misinformation statements tested in the study, and age differences were found in responses to misinformation. That brief exposure to an intervention shows a significant effect is promising. A stronger intervention should be designed and studied that considers the cognitive development of young adults.