Analysis: Media literacy will not solve all the problems of disinformation, but it is an important step towards understanding the world we live in
Media literacy is increasingly embraced as a response to contemporary challenges. The problems are well known. Amplified by social media and some media outlets, disinformation is undermining democracy and public health. Children are exposed to inappropriate content on platforms that fail to enforce safety measures. Public participation by women and minorities is subject to campaigns of online abuse while unequal access to resources, including education, exacerbates social divisions. Meanwhile, the major technology companies have accumulated unprecedented power and profits.
Media literacy will not solve these problems, but it is an important step towards understanding the world we live in. First defined in the 1990s, media literacy is the ability to access, analyse, evaluate, and create various kinds of media. It is a necessarily fuzzy concept that adapts with changing media and technology. As defined by UNESCO, it now includes "all competencies related to information literacy and media literacy [and] digital or technological literacy".
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From RTÉ's Truth Matters podcast, a guide to misinformation and media literacy
There is little doubt that these competencies are necessary to engage fully in contemporary society. However, it is not at all clear what should be included in media literacy education or how it should be delivered. DCU is a member of the TeamLit project, which has investigated media literacy provisions for teachers across Europe. It finds a lack of conceptual clarity surrounding media literacy policy and implementation.
Specifically, there is a lack of consensus about what constitutes foundational knowledge. Countries and institutions vary considerably in terms of placing emphasis on information literacy, media literacy or digital literacy. Education policies tend to favour digital skills at the expense of media knowledge and critical thinking. Ireland, for example, is developing an education strategy for literacy, numeracy and digital literacy.
These are not minor semantic differences. When digital literacy is prioritised, the emphasis tends to be on integrating technology into the classroom and learning how to protect oneself in digital spaces.
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From RTÉ Radio 1's Saturday with Colm Ó Mongáin, DCU's Dr Eileen Culloty and Fianna Fáil senator Malcolm Byrne on the threat posed by disinformation
In contrast, media literacy engages a much wider pool of knowledge. For example, traditional media literacy asks people to consider who owns media and technology companies and how their interests shape the media environment. It also puts emphasis on creativity and self-expression. Information literacy is also much broader than knowing how to use digital technologies. It concerns more fundamental questions about knowing how to source and evaluate reliable information.
Another notable finding concerns the role of third parties such as media organisations, tech companies, state bodies and charities in providing resources and training for teachers. They fill a gap in teacher training and are responsible for an explosion in media literacy resources for schools. However, the educational quality and intent varies. Media companies and tech companies clearly have a vested interest in promoting a certain view of media literacy. Moreover, there is no requirement for those providing media literacy resources to demonstrate that they have any competence in doing do.
In contrast, Finland has a state agency with responsibility for providing media literacy education. Tied to its Ministry of Education and Culture, it promotes educational practices and pedagogies for media literacy. Thanks in part to the quality of the education system and the long tradition of teaching media literacy, Finland is considered highly resilient to information manipulation.
From Google News Initiative, Jussi Toivanen, Chief Communications Specialist at the Finnish Prime Minister's Office, on why his nation is topping the European Media Literacy Index
Elsewhere, many teachers feel ill-equipped to discuss media literacy in the classroom. The teacher-training curriculum is already crowded and tends to focus on technology rather than media. Opportunities for in-service training are voluntary and compete with all the other pressures on teachers' time. Nevertheless, teachers are tasked with responding to a widening range of issues, from pupils articulating conspiracy theories to AI-generated homework.
Of course, teachers cannot shoulder all the burden of media literacy education. But many parents and guardians also struggle to understand an algorithmically-driven media world of technology platforms and influencers. Organisations including WebWise and Media Literacy Ireland provide support to many different groups including teachers, parents, librarians and young people.
Greater media literacy provisions are needed in the education system
Most notably, librarians play a critical role in delivering information, media and digital literacy to the public. Libraries and librarians have always been crucial resources for research, learning and recreation. In many ways, they are ideally placed to provide support to people of all ages. Indeed, the school library group of the Library Association of Ireland forcefully argues that "every school in Ireland should be provided with resources for a school library run by a qualified librarian". Librarians, after all, are experts in information evaluation.
As fears of disinformation persist - and as generative AI offers new challenges and opportunities - greater media literacy provisions are needed in the education system. Big questions remain about what those provisions should be and who should deliver them.
These issues will be discussed at a public seminar on Fostering Media Literacy in the Age of AI and Disinformation on March 7th organised by the School of Communications at DCU
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
