Wenn Wissen zu Handeln wird: Medienkompetenz aus motivationaler Perspektive

The Internet, and social media in particular, continually challenge our theoretical and methodological idea of media literacy. Crucially, knowledge appears necessary, but not sufficient for developing media literacy. Hence, we need to address the question of whether individuals are empowered and motivated to putting knowledge into action. Building on theories of motivation and socialization, we investigate what it is that creates online media literacy in adolescents. In semi-structured interviews with 82 children and adolescents aged 9 to 19 years, we asked questions about participants' living environment, patterns of Internet use, as well as online skills. Analysing the data, we developed a typology that explicates various motivations to showing media literate behaviour; identifying relevant aspects affecting this. The results illustrate the relevance of a stronger focus on the processes of developing media literacy skills, and stress the necessity to considering knowledge and action as interdependent aspects.