1.1 What is media and information literacy?
1.2 Changing media environment
1.3 Information literacy and education
1.4 DigComp 2.2
1.5 Self-evaluation test
This learning material aims to give you a grasp of how to include media and information literacy (MIL) in your classroom at elementary schools. The material consists of this short introduction to MIL, a brief introduction to pedagogical aspects of MIL, and five important themes that would be beneficial to cover or include in one’s media education.
We live in an exceedingly mediated society. It is not an exaggeration to say that most of our waking time is spent consuming some media or another – be it books, traditional newspapers, TV programs, web pages, social media or communication apps. In some countries, even preschoolers receive their first smartphones; a whole generation has been exposed to mobile devices and YouTube before learning to read – or, in some cases, even walk.
Not all information online is correct or harmless, as we all well know by now. The younger population is especially vulnerable to all kinds of false information. False and harmful information online highlights the importance of teaching novel literacy skills and critical thinking from early on.
This material aims to provide some practical tools for the elementary school teacher to implement in the classroom to support efforts to teach these difficult skills. All these tools have been tested and created in collaboration with elementary teachers in Lithuania, Finland and Greece and have been selected to comply with the European DigComp 2.2 competence framework.
1.1 What is media and information literacy?
Media and information literacy education could be defined as all educational and upbringing activities that focus on the ability to rationally consume media and have some control over personal media usage. The aim of media and information literacy education is to support and reinforce critical thinking and personal agency in a vastly mediated world.
As children are exposed to digital media at an increasingly young age, the importance of teaching MIL skills in primary schools has become self-evident. Estimates for average screen time for children and young people in the post-pandemic world are around 4,38 hours per day.
This means they spend a great deal of their waking time exposed to various media. Some recent studies have uncovered how the algorithms in, for example, TikTok – a very popular app among the young – can recommend harmful or shocking content to even the youngest students.
1.2 Changing media environment
Media landscape, technologies and use have evolved rapidly and can be expected to evolve even more in the future. The rate of change is quite extensive. From the perspective of media education, it is essential to consider primarily the significant changes that affect learning needs and practices.
Over the last 30 years, media and media consumption have undergone numerous transformations. We can outline the history of the need for various media skills through key milestones, such as:
- Introduction of the internet in 1990’s
- Emergence of the social media in 2000’s
- Proliferation of the smartphones around 2010
- Proliferation of data mining, suggestion algorithms and widespread use of disinformation in 2010’s
- Emergence and proliferation of Generative Artificial Intelligence in 2020’s
The pace of this change is staggeringly rapid. Many European countries still struggle with including any media education into their core curricula, and the skills the teachers need to tackle this whole topic can be varied, as some teachers readily embrace new technologies and platforms. In contrast, others struggle to keep up with the change.
1.3 Information literacy and education
One key part of MIL is the so-called digital information literacy. Originally, the term ‘information literacy’ was coined to describe the techniques by which librarians seek information from databases. This expanded term ‘digital information literacy’ refers to parts that involve critical assessment of online information – news, videos, images, social media posts, etc. Teaching digital information literacy is really just an extension of critical thinking education and, as such, an attempt to immunise children to false and harmful information.
A more precise vocabulary for false and harmful information includes mis-, dis-, and malinformation, or more colloquially, mistakes, lies and rumours.
1.3.1 Misinformation refers to incorrect information, that is misunderstandings or errors spread in good faith. Examples include misconceptions about the health effects of food or dietary supplements that begin to spread in the media and social media.
A practical example of misinformation is concerns based on rumours, such as the alleged “Blue Whale” suicide game in children and youth WhatsApp groups that caused concern in 2017. However, to this day, not a single proven case of the alleged game has been found, and several fact-checks of related news reports (e.g., the claim of 130 Russian youth deaths) have shown the stories to be completely false.
From the perspective of media education, these phenomena can cause significant worry and distress in children and youth as well as their educators and caregivers.
Good media education includes teaching source criticism and increasing awareness of such phenomena while reducing the distress they cause. Similar panic-inducing false news stories, however, periodically appear in the media.
1.3.2 Disinformation, on the other hand, is deliberately misleading and information disruption by intentionally spreading false information. Its purpose may include influencing the internal affairs of a foreign state and destabilising internal discord and division by fostering hatred or engaging in pure harassment and “trolling.” The spread of such content often relies on manipulation tactics such as simple repetition, cultivating undue suspicion toward the “mainstream media”, and presenting biased or false narratives as somehow “silenced,” “secret,” and “critical” alternatives. In this way, disinformation, in its own way, kidnaps its victims’ critical thinking by targeting their desire to think of themselves as more intelligent and critical individuals – individuals who know something others don’t. The recent proliferation of using AI-generated deepfake videos and audio has made identifying disinformation even harder than it was before.
Good media education aims to support the ability of children and young people to tolerate uncertainty and be aware of their own narratives – how their “story” of reality is just one story among many. Dealing with uncertainty helps ground critical thinking and supports the development of important metacognitive skills.
1.3.3. Malinformation refers to the intentional spread of harmful information. The information itself may be true but is formulated in a way that aims to harm its target somehow. This can include spreading damaging rumours and gossip or publishing harmful half-truths.
From a media education perspective, a straightforward way to approach malinformation with children and young people is to discuss different forms of online bullying, such as spreading manipulated images or videos and spreading false rumours. Unlike mis- and disinformation, malinformation can potentially be subject to legal protection (e.g., defamation laws).
In good media education, efforts are made to support positive interactions and, at the same time, teach safety skills. It is generally beneficial to clarify to children and young people the existence of criminal law and the fact that once something is posted online, it remains there forever.
1.4 DigComp 2.2
This material aims to comply with the DigComp 2.2, short for “Digital Competence Framework for Citizens”. DigComp 2.2 is a comprehensive framework developed by the European Commission to define and assess digital competencies for European citizens. It serves as a guideline for us individuals, educators, employers, and policymakers to understand what digital skills are essential for participation in today’s society and economy.
The framework consists of a set of competencies organised into five areas: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem Solving. Each area encompasses specific skills and knowledge required to effectively navigate and utilise digital technologies in various contexts.
DigComp 2.2 is designed to be adaptable and applicable across different sectors and proficiency levels, from basic digital literacy to more advanced skills necessary for employment and personal development. It emphasises lifelong learning and the continuous development of digital competencies to keep pace with technological advancements and societal changes.
DigComp 2.2 plays a crucial role in promoting digital inclusion, enhancing digital literacy, and empowering individuals to participate in the digital world fully. We hope you will find our material helpful in adopting these skills into your teaching!
1.5 Self-evaluation test
1. What is the primary aim of media and information literacy (MIL) education?
a) To encourage excessive media consumption
b) To reinforce dependence on personal media usage
c) To support critical thinking and personal agency in a mediated world
d) To limit access to digital media for young children
2. Why is teaching information literacy considered essential?
a) To promote blind trust in online information sources
b) To encourage belief in all information encountered online
c) To help children distinguish between true and false information
d) To discourage critical assessment of online information
3. Which of the following best describes misinformation?
a) Deliberate spreading of false information
b) Spreading of true information formulated to harm its target
c) Unintentional spread of misunderstandings or errors
d) Critical assessment of online information
4. What is one of the challenges associated with disinformation?
a) It fosters trust in mainstream media sources
b) It promotes harmony and unity within communities
c) It aims to destabilise internal discord and division
d) It encourages tolerance toward diverse viewpoints
5. How does media education aim to combat malinformation?
a) By encouraging spreading of manipulated images or videos
b) By teaching children to distinguish between true and false rumours
c) By supporting positive interactions and teaching safety skills
d) By spreading rumours and gossip to harm others
Answers
1 – C
2 – C
3 – C
4 – C
5 – C
The project has been funded with support from the European Commission. This web reflects the views only of the consortium, and the Commission cannot be held responsible for any use which may be made of the information contained therein.