Content Analysis of Thinking and Media Literacy book in High School Based on Instruction in Critical Evaluation of Messages

The aim of this study was to analyze the content of Thinking and Media Literacy book in High School Based on Instruction in critical evaluation of messages. The research method was content analysis. The research sample was the content (text, images, class discussion) of the 11th grade thinking and media literacy textbook, which was purposefully selected. The tool was a researcher-made checklist. The data were analyzed and reported at the level of quantitative description as well as the Shannon entropy technique. The results showed that the components of critical evaluation of messages were paid 51 times. And sensitivity to the backgrounds and backgrounds of the messages 8 frequency, considering the main text of the message and the arguments in it 3 frequency, recognizing different forms of the message including true / false, legal / illegal, valid / obsolete, good / offensive and harmful 14 frequency, The ability to combine different information and arrive at a wise interpretation of frequency 1 is the ability to infer the quality and destination of message frequency 7. According to the available frequencies, the importance coefficient of each component is 0.2004, 0.1997, 0.0593, 0.1828, 0.0219, 0.2739, 0.0593, 0.0027 respectively.