Interest in news literacy inside and outside the academy has grown alongside related concerns about the quality of news and information available. Attempts to fully define, explicate and operationalize news literacy, however, are scattered. Drawing on literature across journalism and mass communication, we propose a definition of news literacy that combines knowledge of news production, distribution and consumption with skills that help audiences assert control over their relationship with news. We propose that knowledge and skills should be conceptualized across five domains: context, creation, content, circulation and consumption. This explication offers a clear, concise and cohesive path for research about news literacy, especially empirical testing to evaluate news literacy and its effectiveness in contributing to relevant behaviours. This framework also offers a consistent, yet flexible, approach to measuring news literacy across diverse contexts.

在学院内外，人们对新闻素养的兴趣与对新闻和信息质量的关注有关。然而，尝试全面定义，说明和实施新闻素养的尝试是分散的。我们借鉴新闻业和大众传播领域的文献，提出了新闻素养的定义，该定义将新闻生产，发行和消费的知识与帮助受众断言控制其与新闻关系的技能相结合。我们建议知识和技能应该在五个领域中进行概念化：上下文，创造，内容，流通和消费。此说明为新闻素养的研究，尤其是评估新闻素养及其对相关行为的有效性的实证检验提供了一条清晰，简洁和一致的途径。