The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
innovation Research and Training. (2005). Media Ready: Media Literacy Substance Abuse Prevention Project (grades 6-8). Teacher manual. Durham, NC: Author.
innovation Research and Training. (2008). Media Ready. Teacher training workshop fidelity checklist. Durham, NC: Author.
innovation Research and Training. (n.d.). Media Ready. Media literacy questions poster. Durham, NC: Author.
innovation Research and Training. (n.d.). Media Ready: Media Literacy Substance Abuse Prevention Project. Facilitator's guide for conducting teacher training workshops. Durham, NC: Author.
innovation Research and Training. (n.d.). Media Ready: Media Literacy Substance Abuse Prevention Project. Student workbook. Durham, NC: Author.
innovation Research and Training. (n.d.). Media Ready. Teacher fidelity of implementation checklist. Durham, NC: Author.
Media Ready teacher certification test. (n.d.). Retrieved from https://www.surveymonkey.com/s/FLKBRWJ
Media Ready training consumer satisfaction survey. (n.d.). Retrieved from https://www.surveymonkey.com/s/YWCCR7H
Media Ready Web site, http://www.irtinc.us/products/mediaready/index.html
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Training and Support
The teacher manual is well organized, detailed, and easy to read, and it includes clear, logically sequenced sessions and guidance for conducting a hands-on practicum and other interactive activities. The facilitator's guide for conducting teacher training workshops is also well organized and logically sequenced, with clear guidance on how and when to incorporate other implementation tools. Each training module contains interactive components that help teachers build mastery of the intervention. Teachers must successfully complete an online certification test to validate their ability to conduct the program. Fidelity checklists include open-ended questions that give users an opportunity to detail adaptations.
No guidance is provided on the optimal class size or methods for incorporating the intervention into existing classroom curricula. Because the teacher training focuses on the procedures associated with each session, it is unclear whether there are skills particular to the program model as a whole that teachers need to learn to implement the program effectively. The fidelity checklist is self-administered by teachers, which raises questions about whether its results can serve as an objective basis for improvement. No guidance is provided for measuring the outcomes of objectives.