Media literacy – the new wild West
A report from parliament’s Communications and Digital Committee has addressed the issue of ‘media literacy’.
It describes what an important issue it is and how social cohesion and democracy itself is threatened by ‘inadequate media literacy’.
The phrase is an import from the US and means ‘having the skills to think critically about the content we create and consume, both online and offline’.
It was always thus.
From the era of pamphlets and single-sheet newspapers to today’s media landscape of endless digital platforms it has been a requirement for readers, listeners and viewers to filter what they consume.
Of course, with pamphlets, newspapers, TV and radio the information has been through an editorial process. There are also regulators.
Accounts on today’s digital platforms have no such restraints and can pump out literally anything – and they do.
From flat earthers and 9-11 truthers to terrorist propaganda and the amplification of pseudo-academic theories the online space is the new ‘Wild West’.
Whereas the traditional media has a semblance of balance, online output enables everyone to have their own biases confirmed.
Misinformation and disinformation have been identified by The World Economic Forum as the top short-term global risk for the last two years.
Critical thinking has never been more vital and ought to be given a higher priority in schools, as the report says.
There is no need for it to be taught as a dedicated subject because it ought to be embedded across the curriculum.
An open mind and the assessment of evidence should be fundamental in all subject areas.
It is worth pointing out to children that facts do change so an open and enquiring mind is of great value.
For example, it was once taught in geography that the world was round, then scientists decided it was pear-shaped, and teachers relayed that information. Today it is taught that the world is an oblate spheroid.
In history it was once taught that the Romans and native Brits had a huge battle at Maiden Castle in Dorset. Now, due to archaeology and new research, experts believe it never happened.
The ability to assess information, research facts and develop an opinion is something that should be taught in schools.
The process should start in primary education by teachers ensuring that literacy and numeracy are taught in a traditional and thorough way.
This will mean children are ready for secondary education where they will be able to begin to learn how to develop their critical thinking skills and be able to express what they understand.
We must encourage children to question, challenge and to think for themselves. Much of this is natural because we are thinking beings.
Children must be taught that changing their minds based on evidence is a good thing.
The best teachers do all this. They use examples from the media to explain things and encourage debate; they teach their charges how to develop arguments and present them; they teach the children how to concentrate more on facts and figures than on the person or platform that is stating them.
I would like to see more debating in schools, especially for older children. Arguing a case that you don’t necessarily agree with is a good and useful skill to learn.
There is nothing particularly special about the information available through digital sources – there is just much more of it and it is often inaccurate and comes at us at vast speed.
It is obvious that it needs to be filtered, and children must be protected against exploitation and be made aware of the dangers.
Adults need to intervene where necessary and tech companies bear some responsibility, as the report states.
As far as schools are concerned, the most important thing is to ensure that there is high quality teaching in every area of the curriculum.
Teachers should be properly trained in their subject disciplines and understand how to impart to their students the importance of media literacy.
Once children have left school, they will ideally continue to think critically about information they consume and become part of a media literate world.
There are other things that I would support in the wider realm of digital literacy, which overlaps with media literacy.
Children should learn to type properly so they can respond easily on digital platforms.
They need to be able to react with fluency and speed. I learnt to type back in the 90s and it has been an essential skill ever since because I can type as fast as I can think.
A QWERTY keyboard is the same on a phone – which most children use daily – as it is on a computer, so the location of letters is identical.
Artificial intelligence can assist and enhance human intelligence but should never replace it.
There are dangers that key literacy and numeracy skills – as well as critical thinking skills – could be lost if we allow AI into all areas without question.
AI should be a tool and not a crutch.
Computing lessons were standard when I first started teaching so this should still be part of the curriculum.
Children should be able to use the Microsoft suite and similar programmes that they are likely to encounter in the world of work and this is where typing skills are essential.
Schools should be up to date on new programmes and children should be taught basic coding and programming skills.
Youngsters ought to be taught how to protect themselves from cybercrime, how to identify and manage online trolls, scammers and groomers – and to understand how to use the internet safely and effectively.
One thing schools should not teach is gaming – the children will get plenty of practise at home.
ends