Andrew Jones

Teaching media literacy: An essential skill for the digital age

Originally written for SecEd Magazine and published on 26 November 2024.

Over the last decade, I have observed that teaching A level sociology lessons on media ownership, news values, and audiences has become increasingly challenging.

This isn’t due to more difficult content or less capable students, but because traditional reference points – such as newspapers, key UK news bulletins, and major national television and radio stations – are no longer familiar to them.

Publications like The Sun and The Guardian, or broadcasts like BBC News at Six and Channel 4 News, seem like relics of the past. My students may not know Clive Myrie or Cathy Freeman, but they are well-acquainted with YouTubers like Chunkz and Nico from the Beta Squad, who sometimes delve into politics through their infamous pranks.

My students’ media is not my media; it’s primarily found on TikTok, YouTube, and other digital platforms. While there may be some overlap in streaming services like Netflix and Disney+, our media consumption habits are generationally distinct.

This divergence underscores the importance of media literacy in our digital age, particularly for younger people.

As the shift from “mainstream media” to social media fundamentally alters how we receive and process information, media literacy has never been more crucial.

In 2024, for instance, children in the UK spent an average of 127 minutes per-day on TikTok, followed by 40 minutes on Instagram (Ceci, 2024). For many of our students, these platforms are now their main information source about the big wide world.

Perhaps more concerning, and directly related to the above, is a study by the Center for Countering Digital Hate in the US which found that 60% of teenagers aged 13 to 17 believe in multiple harmful conspiracy theories, compared to 49% of adults. This figure rises to 69% among teens spending four or more hours daily on a single social media platform, illustrating the profound impact of social media on their beliefs (Paul, 2023).

Subsequently, in today’s digital landscape, media literacy is vital. The internet has democratised information, allowing anyone to publish content. While this has its benefits, it also facilitates the spread of misinformation, propaganda, and biased reporting.

What is media literacy?

Media literacy involves understanding the role of media in society, recognising different types of media and their purposes, and critically engaging with media content. It also involves questioning the accuracy, bias, and intent behind media messages, whether they come from news outlets, social media, advertisements, or entertainment.

Importantly, David Buckingham (2003) notes that media literacy equips individuals with the skills to discern credible information from misleading content, making it essential for informed citizenship.

Similarly, Julian McDougall (2023) argues that it is crucial for enabling active and critical citizenship among young people in a digital age. He stresses the importance of integrating media literacy into the broader curriculum to empower students as informed and engaged citizens who can navigate the complexities of modern media landscapes.

Furthermore, McDougall and his colleagues at Bournemouth University emphasise the importance of embedding digital literacy within the curriculum to equip students with the critical thinking skills necessary for evaluating online content.

They highlight the need for educators to teach students how to assess the credibility of information and understand the ethical implications of sharing content. Their guide – Evaluating media literacy with a theory of change – which is free to download (see McDougall et al, 2024), advocates practical exercises that teachers, in various subject areas, can use to help students apply their knowledge and navigate the digital landscape confidently. They sum up their approach as “access, awareness and capability”, which includes:

  • Access: Having the necessary tools, such as technology and internet connectivity, to engage with media content.
  • Awareness: Understanding how media content is created, including the intent, biases, and perspectives involved, enabling critical analysis.
  • Capability: Applying media literacy skills to actively participate in media production and civic activities, contributing responsibly to the media landscape.

The benefits of media literacy

Media literacy offers numerous benefits beyond simple information consumption. It enables informed decision-making by allowing individuals to base their choices on accurate and reliable data, whether related to health, politics, or personal finance. It enhances critical thinking, empowering people to engage actively and critically with media content and resist manipulative messages.

Additionally, media literacy promotes civic engagement, as informed citizens are more likely to participate in democratic processes. It also instils a sense of digital responsibility, helping individuals to understand the ethical implications of media consumption and creation, and encouraging cultural awareness by exploring diverse perspectives, thereby fostering empathy (Hobbs, 2010).

Six evidence-informed tips for teaching media literacy

The following ideas have all been recommended by researchers or experts in the field of media literacy. They can be taught in form time, PSHE, citizenship, or assemblies.

  1. Start with the basics: Introduce students to the different types of media and their purposes. Teach them to distinguish between news, entertainment, opinion, and advertising – crucial first steps in recognising the intent behind media messages (Potter, 2013).
  2. Promote critical analysis: Encourage students to ask questions about the media they consume. Who created this message? What is its purpose? What techniques are used to attract attention? Analysing these aspects helps students to understand underlying messages and potential biases (Silverblatt et al, 2014).
  3. Use real-world examples: Utilise current events and media examples that are relevant to students’ lives. This approach makes media literacy more engaging and relatable. For example, analysing how different news outlets cover the same story can reveal bias and perspective in reporting (Kellner & Share, 2007).
  4. Encourage media creation: Give students opportunities to create their own media content, such as videos, blogs, or social media posts. This hands-on experience helps them understand the production process and the ethical responsibilities involved in crafting media messages (Jolls & Wilson, 2014).
  5. Discuss the role of algorithms: Educate students about how algorithms influence the media they consume, especially on social media. Understanding how algorithms work can help students to become aware of echo-chambers and filter-bubbles that reinforce existing beliefs (Pariser, 2011).
  6. Teach digital footprint awareness: Make students aware of their digital footprint and the long-term impact of their online actions. Discuss the importance of privacy, responsible sharing, and the potential consequences of what they post online – crucial in an age where personal data is often exploited (Livingstone, 2008).

A good starting point for researching media literacy is the Association for Citizenship Teaching’s (ACT) Summer 2020 journal, published during the pandemic – a time when media literacy started to become seriously relevant (see ACT, 2020). If you are planning media literacy lessons or activities, ACT has plenty of information and resources on it.

Final thoughts

Media literacy is more than just a useful skill for sociology students, it is a critical tool for navigating the complexities of our digital world, which at time blurs and confuses the real world. As information becomes ever more abundant and accessible, the ability to critically evaluate media content is essential for informed and responsible citizenship, as well as an important academic and life-skill.

Further reading from SecEd

Further information & references

Picture credit: Pixabay (used under a Creative Commons Licence)

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