The Relationship Between University Students' Media Literacy and Information-related Emotions in Public Emergencies and Corresponding Improvement Strategies

This study aims to provide a practical framework for enhancing university students' media literacy capabilities and mitigating negative emotions related to information during public emergencies. Methods: Through comprehensive literature reviews, we rigorously screened items for inclusion in the media literacy and information-related emotion scales, developed and validated a customized assessment tool, and collected data through a well-structured questionnaire survey. Results: Our findings indicate that there are no statistically significant differences in the impact of gender and place of origin on students' media literacy levels or their information-related emotions. A notable correlation was observed between media literacy levels and information-related emotions, with information retrieval learning experiences emerging as a significant factor influencing students' media literacy. Conclusion: The overall proficiency of university students in managing information-related emotions and media literacy needs improvement. It is imperative to harness the educational potential and guiding role of information retrieval courses within academic institutions. By adopting a "task-driven" teaching approach and emphasizing the cultivation of students' skills in information evaluation, analysis, management, and utilization, we can elevate their media literacy levels and effectively alleviate negative emotions related to information during emergencies.