In the proclaimed "Digital Age", we view our overwhelming sources of information as a virtue rather than a vice. Media bleeds at our fingertips, and library archives shutter themselves inwards as our hunt for information turns first to Google, then Twitter (or X), then TikTok.
As with much else now, information is a commodity we want immediate gratification from, without much effort to digest. Due to the ever-increasing width of the digital sphere, the dream of easily accessible information is becoming a reality. We are well aware of the benefits of digital media, such as increased information accessibility, global connectivity, and public access to raw accounts of events. Knowledge gaps between societal classes are decreasing as the common man can educate himself on global affairs with the touch of a finger. But, is such a rampant increase in digital information all positive? Our knowledge is drawn from bite-sized, sensationalised clips without much verification beyond the virality of the source. Much of the sources quoted in our daily conversations about global affairs are drawn from second or third-hand accounts from sites like Tiktok or Instagram, which have little to no source reliability.
Decreasing censorship and increased sources of mass media have greatly impacted our ability to get news at its raw source but also force each consumer to become their own "newspaper editor"; determining validity and truth for oneself.
WHAT IS MEDIA LITERACY?
With the oversaturated internet and its overwhelming avenues of information, Media Literacy is a term that has begun to wedge its way into conversations about youth education. Media Literacy is defined as: "the ability to critically analyse stories presented in the mass media and to determine their accuracy or credibility.".
This term has increased in discussion, especially after the COVID-19 Crisis and antecedent increases in digitization. Due to the spread of disinformation during COVID-19, Media Literacy campaigns have sought to prevent another crisis of fake news. Particularly at risk are the youth of today's generation, who have grown up with technology at their wrist but lack critical education on properly engaging with the internet. A UNICEF Montenegro survey detailed that (on average) children aged 12-17 spend eight hours in front of a screen, often unsupervised. While a child might physically be "safe" at home, their online presence is exposed to misinformation and dangerous media.
What makes this term so relevant to youth? Studies on internet usage in children demonstrate that an increasing number of children are relying on internet sources of information, with a concerning lack of regard for the legitimacy of sources. A CIJ study on children aged 14-19 showed that 90% of participants use the internet as a primary source of information. In the same study, 50% would consider information "trustworthy" simply because it was on the internet. This naivety about internet sources is reason for serious concern. Rampant misinformation is spread across all social media platforms, with "honesty" often being attributed to a post's popularity rather than its source. We are quick to trust a statement if it is sent to us by a friend, and we reshare salient statistics without verification. Increasing AI technology has further skewed the trustworthiness of previously reliable photojournalism. Spreading false information leads to polarisation and conflict as children try to claim expertise on ill-informed topics.
As more and more youth are navigating the internet alone, it is increasingly necessary that they learn to critically reflect on sources of information to prevent the spread of disinformation.
THE TASK OF IMPROVING MEDIA LITERACY
An increasing number of organisations are implementing interventions for children to increase Media Literacy on the Internet.
UNICEF has been at the forefront of several media literacy initiatives, with UNICEF representative to Romania, Pieter Bult, stating:
"It is clearer than ever that there is a need for media literacy classes for children and young people, for action to prevent the spread of false information...We must act now to stop the pandemic of disinformation that affects trust in science and endangers children's health and lives." Some initiatives target the production of quality media directed towards children, while others work to increase critical thinking skills as youth encounter misleading or dangerous media.
One such campaign was centred in Montenegro, as UNICEF joined forces with the Montenegrin Agency for Electronic Media (AEM). The campaign was twofold: discussing the production of quality media for children and how to develop critical skills for navigating harmful media. Representatives advocated for a quality increase in child-focused media that "allowed them to develop their intellectual, social, and analytical skills."
- Abez Beli Dzafic, Director of AEM of Montenegro.
The Prix Jeunesse Suitcase Workshop, UNICEF Crna Gora, 2018
The initiative targeted parents, schools, and the government to raise awareness of the necessity for media literacy in youth. Surveys, press conferences, and PSAs argued that media literacy is the newest aspect of being a "democratic citizen". Children should be more aware of the sources behind the media they consume and share, such as fact-checking videos that claim fake events or source-checking misleading statements.
The connection between UNICEF and AEM also impacted Croatia, as they collaborated to create “Media Literacy Days”. Since 2018, events and workshops have been implemented on a government and educational level, targeting schools and institutes in over 60 towns across Croatia, drawing 30,000+ participants. These events begin the conversation about Media Literacy, allowing the public to voice concerns and educate themselves on internet safety. On the 6th Media Literacy Day, held this past April, the State Secretary at the Ministry of Science and Education, Ivica Šušak, stated: “Students develop media literacy as a competence in subjects in primary and secondary schools… with it, we develop critical thinking and evaluation, because, among all the information, it is important to recognize those that are verified and accurate.”
The 6th Media Literacy Day, April 24th, 2023 - Zagreb. UNICEF Hrvatska
A more global-focused directive from UNICEF is the February “Safer Internet Days”, a national media literacy campaign. In 2024, the Safer Internet Day will be held on February 6th. Parents, media sources, government officials, and schools are called upon to help develop media-literate youth who can engage in an inclusive digital environment.
Our responsibility is to be cautious with the media we consume and the information we too easily accept, and this careful navigation must begin with our youth. By increasing education for media literacy, we can raise a generation that can navigate false information and advocate for truth.
Written by ARIEL BUSSANI
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