what is the importance of critical thinking skills in being a media and information literate person

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The Importance of Critical Thinking for News Media Literacy

With news available at the tap of a finger, keyboard, or remote, we are often exposed to a barrage of news media. Some of it is high quality, informational news, while other pieces may be riddled with biases, inaccuracies, and misinformation. That’s why it’s so important for students to learn to properly evaluate the news they’re consuming. Read on for an exploration of news media literacy and the importance of critical thinking in supporting it.

News Media Literacy

News media literacy is the ability to critically analyze, evaluate, and interpret the information presented in news media. It involves understanding how news is produced, identifying bias and misinformation, and being able to distinguish between fact and opinion. In our modern world, where information is instantly available and constantly changing, news media literacy has become an essential skill for individuals of all ages to navigate the media landscape and make informed decisions.

Students being taught news media literacy develop a variety of interrelated and crucial skills and knowledge. They learn to identify when news sources are presenting biased or misleading information and to seek out additional sources to confirm or refute claims. News literacy also helps students understand how news is produced and distributed, including the role of journalists, media organizations, and the impact of social media on the news cycle.

A study in the Journal of Media Literacy Education found that highly news literate teens were:

• More intrinsically motivated to consume news
• More skeptical
• More knowledgeable about current events

This is important because it can help prevent the spread of misinformation and disinformation, both of which can have serious consequences, such as spreading false information about health, elections, or social issues. News media literacy skills can help students recognize harmful reporting or sharing, and take steps to stop their spread.

The difference news media literacy makes is not limited to the student alone, but can also impact their wider community. Authors Hobbs et al. explore this concept in their article “Learning to Engage: How Positive Attitudes about the News, Media Literacy, and Video Production Contribute to Adolescent Civic Engagement.” They found that “the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism.”

Given its importance and wide-ranging impact, news media literacy is an essential part of education today. Here’s how teachers can use critical thinking to build up news literacy—and vice versa—in their students.

Critical Thinking Skills for News Literacy

Critical thinking is a key component of news media literacy, as it allows individuals to assess the accuracy and credibility of news sources, identify biases and misinformation, and make informed decisions. Critical thinking involves questioning assumptions, evaluating evidence, and considering multiple perspectives, which are all crucial skills for navigating our complex and constantly evolving media landscape. Let’s explore these critical thinking skills and their impact on news literacy in more depth.

Evaluating Sources and Evidence

One essential critical thinking skill that supports news literacy is the ability to evaluate sources. In today's world, where anyone can publish information online, it is important to be able to distinguish between credible sources and those that lack credibility. This means understanding the differences between primary and secondary sources, recognizing when a source is biased or unreliable, and evaluating the credentials of the author or publisher.

Being able to evaluate sources and evidence for credibility and accuracy allows students to identify fake news and other harmful media. Research on fake news and critical thinking highlights critical thinking as “an essential skill for identifying fake news.”

Analyzing Information

Another critical thinking skill that supports news literacy is the ability to analyze information. This involves breaking down complex information into its component parts, evaluating the evidence presented, and considering the implications of the information. For example, if a news article presents statistics about a particular issue, it is important to evaluate the methodology used to collect the data, the sample size, and the relevance of the statistics to the issue at hand.

Identifying and Evaluating Biases

Critical thinking also allows students to identify and evaluate biases. News sources may have biases based on political or social values, financial interests, or personal opinions. It is important to be able to recognize these biases and to evaluate how they may affect the presentation of information. By developing these critical thinking skills, students can become more discerning consumers of news media, and better equipped to make informed decisions based on the information presented.

How Practicing News Literacy Develops Critical Thinking

Becoming more news literate can also help develop critical thinking skills in turn. By engaging with news media and seeking out diverse perspectives on issues, individuals can develop their ability to question assumptions, evaluate evidence, and consider multiple perspectives. This can lead to a more nuanced understanding of complex issues and a greater appreciation for the diverse perspectives that exist in society.

This creates a powerful education win-win. News literacy and critical thinking effectively support each other and allow students to become informed and discerning consumers of media.

How THINKING PRO Helps Students Build News Literacy

Our THINKING PRO system is built around local news media and teaches students media literacy and critical thinking in a meaningful and impactful way. It walks students through a simple but effective process for analyzing news media, involving:

• Differentiating simple statements (answers to who, what, when, and where questions) and complex claims (answers to why and how questions)
• Evaluating evidence supporting each
• Differentiating evidence and opinion in complex claims

Our interactive learning videos allow students to hone these media literacy and critical thinking skills. With THINKING PRO, students will learn to:

• Identify various categories of claims that can be made within an informational text (e.g.: cause and effect, problem and solution, value judgments)
• Evaluate internal logic of informational text by:
• analyzing the consistency of information within the text and with one’s own background knowledge, and
• identifying conflicting information within the text.
• Synthesize information, as well as claims and their supporting evidence, across multiple passages of texts, and integrate it with one’s own understanding

Here at Thinking Habitats, we use thinking tools to empower young people to lead successful lives and contribute to the wellbeing of their communities. Our online platform has helped students improve their critical thinking, reading comprehension, and news media literacy, and has had significant individual and community impacts. Try THINKING PRO today , and join our students who feel more empowered in decision-making, more mindful with their news engagement, and more connected to their local community!

Hobbs, R., Donnelly, K., Friesem, J., & Moen, M. (2013). Learning to engage: How positive attitudes about the news, media literacy, and video production contribute to Adolescent Civic engagement. Educational Media International , 50 (4), 231–246. https://doi.org/10.1080/09523987.2013.862364  

Machete, P., & Turpin, M. (2020). The use of critical thinking to identify fake news: A systematic literature review. Lecture Notes in Computer Science , 235–246. https://doi.org/10.1007/978-3-030-45002-1_20  

Maksl, A., Ashley, S., & Craft, S. (2015). Measuring News Media Literacy. Journal of Media Literacy Education , 6 (3), 29–45. https://doi.org/10.23860/jmle-6-3-3  

Research guides: Identifying bias: What is bias? . University of Wisconsin Green Bay. (n.d.). https://libguides.uwgb.edu/bias  

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Media Literacy in the Modern Age

How to understand the messages we observe all day every day

Cynthia Vinney, PhD is an expert in media psychology and a published scholar whose work has been published in peer-reviewed psychology journals.

Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital.

Morsa Images / Getty Images

How to Practice Media Literacy

Media literacy is the ability to apply critical thinking skills to the messages, signs, and symbols transmitted through mass media .

We live in a world that is saturated with media of all kinds, from newspapers to radio to television to the internet. Media literacy enables us to understand and evaluate all of the media messages we encounter on a daily basis, empowering us to make better choices about what we choose to read, watch, and listen to. It also helps us become smarter, more discerning members of society.

Media literacy is seen as an essential 21st-century skill by educators and scholars, including media psychologists . In fact, the mission statement of Division 46 of the American Psychological Association , the Society for Media Psychology and Technology , includes support for the development of media literacy.

Despite this, many people still dismiss media as harmless entertainment and claim they aren't influenced by its messages. However, research findings consistently demonstrate that people are impacted by the media messages they consume.

Media literacy interventions and education help children and adults recognize the influence media has and give them the knowledge and tools to mitigate its impact.

History of Media Literacy

The earliest attempts at media literacy education are often traced back to the British Film Institute's push in the late 1920s and early 1930s to teach analytical skills to media users. Around the same time in America, the Wisconsin Association for Better Broadcasters sought to teach citizens to be more critical consumers of media.

However, the goal of these initial media literacy efforts, which continued into the 1960s, was to protect students from media by warning them against its consumption. Despite this perspective, the dominance of media—and television in particular—continued to grow, even as interest in media literacy education waned.

More recently, the advent of the internet and portable technologies that enable us to consume media anywhere and anytime has led to a resurgence in the call for media literacy. Yet the goal is no longer to prevent people from using media, but to help them become more informed, thoughtful media consumers.

Although media literacy education has now become accepted and successful in English-speaking countries including Australia, Canada, and Britain, it has yet to become a standard part of the curriculum in the United States, where a lack of centralization has led to a scattershot approach to teaching practical media literacy skills.

Impact of Media Literacy

Despite America's lack of a standardized media literacy curriculum, study after study has shown the value of teaching people of all ages media literacy skills.

For example, a review of the research on media literacy education and reduction in racial and ethnic stereotypes found that children as young as 12 can be trained to recognize bias in media depictions of race and ethnicity and understand the harm it can cause.

Though the authors note that this topic is still understudied, they observe that the evidence suggests media literacy education can help adolescents become sensitive to prejudice and learn to appreciate diversity.

Meanwhile, multiple studies have shown that media literacy interventions reduce body dissatisfaction that can be the result of the consumption of media messages.

In one investigation, adolescent girls were shown an intervention video by the Dove Self-Esteem Fund before being shown images of ultra-thin models. While a control group reported lower body satisfaction and body esteem after viewing the images of the models, the group that viewed the intervention first didn't experience these negative effects.

Similarly, another study showed college women (who were at high risk for eating disorders ) reported less body dissatisfaction, a lower desire to be thin, and reduced internalization of societal beauty standards after participating in a media literacy intervention. The researchers concluded that media literacy training could help prevent eating disorders in high-risk individuals.

Moreover, studies have shown that media literacy education can help people better discern the truth of media claims, enabling them to detect "fake news" and make more informed decisions.

For instance, research into young adults' assessment of the accuracy of claims on controversial public issues was improved if the subjects had been exposed to media literacy education. In addition, another study showed that only people who underwent media literacy training engaged in critical social media posting practices that prevented them from posting false information about the COVID-19 pandemic.

The evidence for the benefits of media literacy suggests it is valuable for people of all ages to learn to be critical media consumers. Media scholar W. James Potter observes that all media messages include four dimensions:

• Cognitive : the information that is being conveyed
• Emotional : the underlying feelings that are being expressed
• Aesthetic: the overall precision and artistry of the message
• Moral : the values being conveyed through the message

Media psychologist Karen Dill-Shackleford suggests that we can use these four dimensions as a jumping off point to improve our media literacy skills. For example, let's say while streaming videos online we're exposed to an advertisement for a miracle weight loss drug. In order to better evaluate what the ad is really trying to tell us, we can break it down as follows:

• On the cognitive dimension we can assess what information the ad is conveying to us by asking some of the following questions: What does the ad promise the drug will do? Does it seem likely the drug can deliver on those promises? Who would need this kind of drug?
• On the emotional dimension, we can evaluate the feelings the creator of the ad wants us to feel: Do they want us to feel insecure about our weight? Do they want us to imagine the positive ways this drug could change our lives? Do they want us to envision the satisfaction we would feel after the drug delivers its quick fix?
• On the aesthetic dimension, we can determine how the ad employs messages and images to make us believe the product will deliver on its promises: Does the ad show "before" and "after" images of someone who supposedly took the drug? Does the "before" image look sad and the "after" image happy? Does the ad offer testimonials from people that are identified as experts?
• On the moral dimension, we can examine what the ad makers wanted to say: Are they equating thinness with happiness? Are they sending the message that it's a moral failing when someone is overweight? Are they saying that one has to be thin to be loved and respected?

This is one avenue for learning to practice media literacy in everyday life. Remember, the purpose of media literacy isn't to enjoy media less, it's to give people the tools to be active media consumers.

Not only will media literacy enable you to detect, analyze, and evaluate negative or false media messages, it will actually enable you to enjoy media more because it puts control over the media back into your hands. And research shows this is likely to increase your health and happiness.

About the Society for Media Psychology & Technology . Society for Media Psychology & Technology, Division 46 of the American Psychological Association. 2013.

Dill-Shackleford KE.  How Fantasy Becomes Reality . New York: Oxford University Press; 2009.

Arke ET. Media Literacy: History, Progress, and Future Hopes . In: Dill-Shackleford KE, ed.  The Oxford Handbook Of Media Psychology . 1st ed. New York: Oxford University Press; 2012. doi:10.1093/oxfordhb/9780195398809.013.0006

Scharrer E, Ramasubramanian S. Intervening in the Media's Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education .  Journal of Social Issues . 2015;71(1):171-185. doi:10.1111/josi.12103

Halliwell E, Easun A, Harcourt D. Body dissatisfaction: Can a short media literacy message reduce negative media exposure effects amongst adolescent girls?  Br J Health Psychol . 2011;16(2):396-403. doi:10.1348/135910710x515714

Coughlin JW, Kalodner C. Media literacy as a prevention intervention for college women at low- or high-risk for eating disorders .  Body Image . 2006;3(1):35-43. doi:10.1016/j.bodyim.2006.01.001

Kahne J, Bowyer B. Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation .  Am Educ Res J . 2016;54(1):3-34. doi:10.3102/0002831216679817

Melki J, Tamim H, Hadid D, Makki M, El Amine J, Hitti E. Mitigating infodemics: The relationship between news exposure and trust and belief in COVID-19 fake news and social media spreading .  PLoS One . 2021;16(6). doi:10.1371/journal.pone.0252830

Potter WJ.  Media Literacy . 4th ed. Los Angeles: SAGE; 2008.

By Cynthia Vinney, PhD Cynthia Vinney, PhD is an expert in media psychology and a published scholar whose work has been published in peer-reviewed psychology journals.

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1.8 Media Literacy

Learning objectives.

• Define media literacy.
• Describe the role of individual responsibility and accountability when responding to pop culture.
• List the five key considerations about any media message.

In Gutenberg’s age and the subsequent modern era, literacy—the ability to read and write—was a concern not only of educators, but also of politicians, social reformers, and philosophers. A literate population, many reasoned, would be able to seek out information, stay informed about the news of the day, communicate effectively, and make informed decisions in many spheres of life. Because of this, literate people made better citizens, parents, and workers. Several centuries later, as global literacy rates continued to grow, there was a new sense that merely being able to read and write was not enough. In a media-saturated world, individuals needed to be able to sort through and analyze the information they were bombarded with every day. In the second half of the 20th century, the skill of being able to decode and process the messages and symbols transmitted via media was named media literacy . According to the nonprofit National Association for Media Literacy Education (NAMLE), a person who is media literate can access, analyze, evaluate, and communicate information. Put another way by John Culkin, a pioneering advocate for media literacy education, “The new mass media—film, radio, TV—are new languages, their grammar as yet unknown (Moody, 1993).” Media literacy seeks to give media consumers the ability to understand this new language. The following are questions asked by those that are media literate:

• Who created the message?
• What are the author’s credentials?
• Why was the message created?
• Is the message trying to get me to act or think in a certain way?
• Is someone making money for creating this message?
• Who is the intended audience?
• How do I know this information is accurate?

Why Be Media Literate?

Culkin called the pervasiveness of media “the unnoticed fact of our present,” noting that media information was as omnipresent and easy to overlook as the air we breathe (and, he noted, “some would add that it is just as polluted”) (Moody, 1993). Our exposure to media starts early—a study by the Kaiser Family Foundation found that 68 percent of children ages 2 and younger spend an average of 2 hours in front of a screen (either computer or television) each day, while children under 6 spend as much time in front of a screen as they do playing outside (Lewin). U.S. teenagers are spending an average of 7.5 hours with media daily, nearly as long as they spend in school. Media literacy isn’t merely a skill for young people, however. Today’s Americans get much of their information from various media sources—but not all that information is created equal. One crucial role of media literacy education is to enable us to skeptically examine the often-conflicting media messages we receive every day.

Advertising

Many of the hours people spend with media are with commercial-sponsored content. The Federal Trade Commission (FTC) estimated that each child aged 2 to 11 saw, on average, 25,629 television commercials in 2004 alone, or more than 10,700 minutes of ads. Each adult saw, on average, 52,469 ads, or about 15.5 days’ worth of television advertising (Holt, 2007). Children (and adults) are bombarded with contradictory messages—newspaper articles about the obesity epidemic run side by side with ads touting soda, candy, and fast food. The American Academy of Pediatrics maintains that advertising directed to children under 8 is “inherently deceptive” and exploitative because young children can’t tell the difference between programs and commercials (Shifrin, 2005). Advertising often uses techniques of psychological pressure to influence decision making. Ads may appeal to vanity, insecurity, prejudice, fear, or the desire for adventure. This is not always done to sell a product—antismoking public service announcements may rely on disgusting images of blackened lungs to shock viewers. Nonetheless, media literacy involves teaching people to be guarded consumers and to evaluate claims with a critical eye.

Bias, Spin, and Misinformation

Advertisements may have the explicit goal of selling a product or idea, but they’re not the only kind of media message with an agenda. A politician may hope to persuade potential voters that he has their best interests at heart. An ostensibly objective journalist may allow her political leanings to subtly slant her articles. Magazine writers might avoid criticizing companies that advertise heavily in their pages. News reporters may sensationalize stories to boost ratings—and advertising rates.

Mass-communication messages are created by individuals, and each individual has his or her own set of values, assumptions, and priorities. Accepting media messages at face value could lead to confusion because of all the contradictory information available. For example, in 2010, a highly contested governor’s race in New Mexico led to conflicting ads from both candidates, Diane Denish and Susana Martinez, each claiming that the other agreed to policies that benefited sex offenders. According to media watchdog site FactCheck.org , the Denish team’s ad “shows a preteen girl—seemingly about 9 years old—going down a playground slide in slow-motion, while ominous music plays in the background and an announcer discusses two sex crime cases. It ends with an empty swing, as the announcer says: ‘Today we don’t know where these sex offenders are lurking, because Susana Martinez didn’t do her job.’” The opposing ad proclaims that “a department in Denish’s cabinet gave sanctuary to criminal illegals, like child molester Juan Gonzalez (Robertson & Kiely, 2010).” Both claims are highly inflammatory, play on fear, and distort the reality behind each situation. Media literacy involves educating people to look critically at these and other media messages and to sift through various messages and make sense of the conflicting information we face every day.

New Skills for a New World

In the past, one goal of education was to provide students with the information deemed necessary to successfully engage with the world. Students memorized multiplication tables, state capitals, famous poems, and notable dates. Today, however, vast amounts of information are available at the click of a mouse. Even before the advent of the Internet, noted communications scholar David Berlo foresaw the consequences of expanding information technology: “Most of what we have called formal education has been intended to imprint on the human mind all of the information that we might need for a lifetime.” Changes in technology necessitate changes in how we learn, Berlo noted, and these days “education needs to be geared toward the handling of data rather than the accumulation of data (Shaw, 2003).”

Wikipedia , a hugely popular Internet encyclopedia, is at the forefront of the debate on the proper use of online sources. In 2007, Middlebury College banned the use of Wikipedia as a source in history papers and exams. One of the school’s librarians noted that the online encyclopedia “symbolizes the best and worst of the Internet. It’s the best because everyone gets his/her say and can state their views. It’s the worst because people who use it uncritically take for truth what is only opinion (Byers, 2007).” Or, as comedian and satirist Stephen Colbert put it, “Any user can change any entry, and if enough other users agree with them, it becomes true (Colbert, 2006).” A computer registered to the U.S. Democratic Party changed the Wikipedia page for Rush Limbaugh to proclaim that he was “racist” and a “bigot,” and a person working for the electronic voting machine manufacturer Diebold was found to have erased paragraphs connecting the company to Republican campaign funds (Fildes, 2007). Media literacy teaches today’s students how to sort through the Internet’s cloud of data, locate reliable sources, and identify bias and unreliable sources.

Individual Accountability and Popular Culture

Ultimately, media literacy involves teaching that images are constructed with various aims in mind and that it falls to the individual to evaluate and interpret these media messages. Mass communication may be created and disseminated by individuals, businesses, governments, or organizations, but it is always received by an individual. Education, life experience, and a host of other factors make each person interpret constructed media in different ways; there is no correct way to interpret a media message. But on the whole, better media literacy skills help us function better in our media-rich environment, enabling us to be better democratic citizens, smarter shoppers, and more skeptical media consumers. When analyzing media messages, consider the following:

• Author: Consider who is presenting the information. Is it a news organization, a corporation, or an individual? What links do they have to the information they are providing? A news station might be owned by the company it is reporting on; likewise, an individual might have financial reasons for supporting a certain message.
• Format: Television and print media often use images to grab people’s attention. Do the visuals only present one side of the story? Is the footage overly graphic or designed to provoke a specific reaction? Which celebrities or professionals are endorsing this message?
• Audience: Imagine yourself in another’s shoes. Would someone of the opposite gender feel the same way as you do about this message? How might someone of a different race or nationality feel about it? How might an older or younger person interpret this information differently? Was this message made to appeal to a specific audience?
• Content: Even content providers that try to present information objectively can have an unconscious slant. Analyze who is presenting this message. Does he or she have any clear political affiliations? Is he or she being paid to speak or write this information? What unconscious influences might be at work?
• Purpose: Nothing is communicated by mass media without a reason. What reaction is the message trying to provoke? Are you being told to feel or act a certain way? Examine the information closely and look for possible hidden agendas.

With these considerations as a jumping-off place, we can ensure that we’re staying informed about where our information comes from and why it is being sent—important steps in any media literacy education (Center for Media Literacy).

Key Takeaways

• Media literacy, or the ability to decode and process media messages, is especially important in today’s media-saturated society. Media surrounds contemporary Americans to an unprecedented degree and from an early age. Because media messages are constructed with particular aims in mind, a media-literate individual will interpret them with a critical eye. Advertisements, bias, spin, and misinformation are all things to look for.
• Individual responsibility is crucial for media literacy because, while media messages may be produced by individuals, companies, governments, or organizations, they are always received and decoded by individuals.
• When analyzing media messages, consider the message’s author, format, audience, content, and purpose.

List the considerations for evaluating media messages and then search the Internet for information on a current event. Choose one blog post, news article, or video about the topic and identify the author, format, audience, content, and purpose of your chosen subject. Then, respond to the following questions. Each response should be a minimum of one paragraph.

• How did your impression of the information change after answering the five questions? Do you think other questions need to be asked?
• Is it difficult or easy to practice media literacy on the Internet? What are a few ways you can practice media literacy for television or radio shows?
• Do you think the public has a responsibility to be media literate? Why or why not?

End-of-Chapter Assessment

Review Questions

• What is the difference between mass communication and mass media?
• What are some ways that culture affects media?
• What are some ways that media affect culture?
• List four roles that media plays in society.
• Identify historical events that have shaped the adoption of various mass-communication platforms.
• How have technological shifts affected the media over time?
• What is convergence, and what are some examples of it in daily life?
• What were the five types of convergence identified by Jenkins?
• How are different kinds of convergence shaping the digital age on both an individual and a social level?
• How does the value of free speech affect American culture and media?
• What are some of the limits placed on free speech, and how do they reflect social values?
• What is propaganda, and how does it reflect and/or impact social values?
• Who are gatekeepers, and how do they influence the media landscape?
• What is a cultural period?
• How did events, technological advances, political changes, and philosophies help shape the Modern Era?
• What are some of the major differences between the modern and postmodern eras?
• What is media literacy, and why is it relevant in today’s world?
• What is the role of the individual in interpreting media messages?
• What are the five considerations for evaluating media messages?

Critical Thinking Questions

• What does the history of media technology have to teach us about present-day America? How might current and emerging technologies change our cultural landscape in the near future?
• Are gatekeepers and tastemakers necessary for mass media? How is the Internet helping us to reimagine these roles?
• The idea of cultural periods presumes that changes in society and technology lead to dramatic shifts in the way people see the world. How have digital technology and the Internet changed how people interact with their environment and with each other? Are we changing to a new cultural period, or is contemporary life still a continuation of the Postmodern Age?
• U.S. law regulates free speech through laws on obscenity, copyright infringement, and other things. Why are some forms of expression protected while others aren’t? How do you think cultural values will change U.S. media law in the near future?
• Does media literacy education belong in U.S. schools? Why or why not? What might a media literacy curriculum look like?

Career Connection

In a media-saturated world, companies use consultants to help analyze and manage the interaction between their organizations and the media. Independent consultants develop projects, keep abreast of media trends, and provide advice based on industry reports. Or, as writer, speaker, and media consultant Merlin Mann put it, the “primary job is to stay curious about everything, identify the points where two forces might clash, then enthusiastically share what that might mean, as well as why you might care (Mann).”

Read the blog post “So what do consultants do?” at http://www.consulting-business.com/so-what-do-consultants-do.html .

Now, explore writer and editor Merlin Mann’s website ( http://www.merlinmann.com ). Be sure to take a look at the “Bio” and “FAQs” sections. These two pages will help you answer the following questions:

• Merlin Mann provides some work for free and charges a significant amount for other projects. What are some of the indications he gives in his biography about what he values? How do you think this impacts his fees?
• Check out Merlin Mann’s projects. What are some of the projects Merlin is or has been involved with? Now look at the “Speaking” page. Can you see a link between his projects and his role as a prominent writer, speaker, and consultant?
• Check out Merlin’s FAQ section. What is his attitude about social networking sites? What about public relations? Why do you think he holds these opinions?
• Think about niches in the Internet industry where a consultant might be helpful. Do you have expertise, theories, or reasonable advice that might make you a useful asset for a business or organization? Find an example of an organization or group with some media presence. If you were this group’s consultant, how would you recommend they better reach their goals?

Byers, Meredith “Controversy Over Use of Wikipedia in Academic Papers Arrives at Smith,” Smith College Sophian , News section, March 8, 2007.

Center for Media Literacy, “Five Key Questions Form Foundation for Media Inquiry,” http://www.medialit.org/reading-room/five-key-questions-form-foundation-media-inquiry .

Colbert, Stephen. “The Word: Wikiality,” The Colbert Report , July 31, 2006.

Fildes, Jonathan. “ Wikipedia ‘Shows CIA Page Edits,’” BBC News , Science and Technology section, August 15, 2007.

Holt, Debra. and others, Children’s Exposure to TV Advertising in 1977 and 2004, Federal Trade Commission Bureau of Economics staff report, June 1, 2007.

Lewin. “If Your Kids Are Awake.”

Mann, Merlin. http://www.merlinmann.com/projects/ .

Moody, Kate. “John Culkin, SJ: The Man Who Invented Media Literacy: 1928–1993,” Center for Media Literacy, http://www.medialit.org/reading_room/article408.html .

Robertson, Lori and Eugene Kiely, “Mudslinging in New Mexico: Gubernatorial Candidates Launch Willie Horton-Style Ads, Each Accusing the Other of Enabling Sex Offenders to Strike Again,” FactCheck.org , June 24, 2010, http://factcheck.org/2010/06/mudslinging-in-new-mexico/ .

Shaw, David. “A Plea for Media Literacy in our Nation’s Schools,” Los Angeles Times , November 30, 2003.

Shifrin, Donald. “Perspectives on Marketing, Self-Regulation and Childhood Obesity” (remarks, Federal Trade Commission Workshop, Washington, DC, July 14–15, 2005).

Understanding Media and Culture Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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What is media literacy, and why is it important?

The word "literacy" usually describes the ability to read and write. Reading literacy and media literacy have a lot in common. Reading starts with recognizing letters. Pretty soon, readers can identify words -- and, most importantly, understand what those words mean. Readers then become writers. With more experience, readers and writers develop strong literacy skills. ( Learn specifically about news literacy .)

Media literacy is the ability to identify different types of media and understand the messages they're sending. Kids take in a huge amount of information from a wide array of sources, far beyond the traditional media (TV, radio, newspapers, and magazines) of most parents' youth. There are text messages, memes, viral videos, social media, video games, advertising, and more. But all media shares one thing: Someone created it. And it was created for a reason. Understanding that reason is the basis of media literacy. ( Learn how to use movies and TV to teach media literacy. )

The digital age has made it easy for anyone to create media . We don't always know who created something, why they made it, and whether it's credible. This makes media literacy tricky to learn and teach. Nonetheless, media literacy is an essential skill in the digital age.

Specifically, it helps kids:

Learn to think critically. As kids evaluate media, they decide whether the messages make sense, why certain information was included, what wasn't included, and what the key ideas are. They learn to use examples to support their opinions. Then they can make up their own minds about the information based on knowledge they already have.

Become a smart consumer of products and information. Media literacy helps kids learn how to determine whether something is credible. It also helps them determine the "persuasive intent" of advertising and resist the techniques marketers use to sell products.

Recognize point of view. Every creator has a perspective. Identifying an author's point of view helps kids appreciate different perspectives. It also helps put information in the context of what they already know -- or think they know.

Create media responsibly. Recognizing your own point of view, saying what you want to say how you want to say it, and understanding that your messages have an impact is key to effective communication.

Identify the role of media in our culture. From celebrity gossip to magazine covers to memes, media is telling us something, shaping our understanding of the world, and even compelling us to act or think in certain ways.

Understand the author's goal. What does the author want you to take away from a piece of media? Is it purely informative, is it trying to change your mind, or is it introducing you to new ideas you've never heard of? When kids understand what type of influence something has, they can make informed choices.

When teaching your kids media literacy , it's not so important for parents to tell kids whether something is "right." In fact, the process is more of an exchange of ideas. You'll probably end up learning as much from your kids as they learn from you.

Media literacy includes asking specific questions and backing up your opinions with examples. Following media-literacy steps allows you to learn for yourself what a given piece of media is, why it was made, and what you want to think about it.

Teaching kids media literacy as a sit-down lesson is not very effective; it's better incorporated into everyday activities . For example:

• With little kids, you can discuss things they're familiar with but may not pay much attention to. Examples include cereal commercials, food wrappers, and toy packages.
• With older kids, you can talk through media they enjoy and interact with. These include such things as YouTube videos , viral memes from the internet, and ads for video games.

Here are the key questions to ask when teaching kids media literacy :

• Who created this? Was it a company? Was it an individual? (If so, who?) Was it a comedian? Was it an artist? Was it an anonymous source? Why do you think that?
• Why did they make it? Was it to inform you of something that happened in the world (for example, a news story)? Was it to change your mind or behavior (an opinion essay or a how-to)? Was it to make you laugh (a funny meme)? Was it to get you to buy something (an ad)? Why do you think that?
• Who is the message for? Is it for kids? Grown-ups? Girls? Boys? People who share a particular interest? Why do you think that?
• What techniques are being used to make this message credible or believable? Does it have statistics from a reputable source? Does it contain quotes from a subject expert? Does it have an authoritative-sounding voice-over? Is there direct evidence of the assertions its making? Why do you think that?
• What details were left out, and why? Is the information balanced with different views -- or does it present only one side? Do you need more information to fully understand the message? Why do you think that?
• How did the message make you feel? Do you think others might feel the same way? Would everyone feel the same, or would certain people disagree with you? Why do you think that?
• As kids become more aware of and exposed to news and current events , you can apply media-literacy steps to radio, TV, and online information.

Common Sense Media offers the largest, most trusted library of independent age-based ratings and reviews. Our timely parenting advice supports families as they navigate the challenges and possibilities of raising kids in the digital age.

Do You Consider Yourself Media Literate?

“you have a brain and mind of your own. use it and reach your own decisions.”.

Posted December 21, 2023 | Reviewed by Michelle Quirk

• Our brains are susceptible to manipulation and coercive control.
• Consumption of media can accelerate prejudice and bias and narrow our viewpoints.
• Media literacy can be improved through lateral thinking, specifically testing our assumptions and beliefs.

As we find ourselves caught up in the maelstrom of modern media, it can be challenging to separate fact from fiction. Furthermore, as the adoption of artificial intelligence (AI) accelerates, and in some instances is nefariously used to fuel misinformation and disinformation campaigns, it’s not hard to understand the rising distrust in modern communications. The question is, do you consider yourself media literate and, therefore, somewhat immune to the influence?

According to a 2010 report , children between the ages of 8 and 18 years spent just over 7.5 hours per day consuming entertainment media outside of school. Updated reports such as Guttmann (2023) highlight little change, with the average adult worldwide consuming 7 hours, 52 minutes of media per day. In and of itself, time spent on media is not the problem, it is the potential exposure to content with a specific agenda, bias, or general negative influence that creates the need for improved media literacy.

Victoria Short, executive director of the Open Minds Foundation highlights

“At Open Minds, we bring together a group of individuals with direct or indirect lived experience of coercion and coercive control. Through high control religious groups, or membership of cults, our benefactors understand the reality of manipulation and misdirection employed to influence an individual. Regardless of race, intelligence , and socio-economic factors, every individual is potentially at risk of being manipulated, and the consequences can be disastrous.”

She continues,

“One of the key attributes underpinning coercion and coercive control is the control of information. How and what information is shared, can have a direct impact on victim susceptibility. In the age of modern media, it can become additionally challenging to differentiate truth from lies. Critical thinking, and importantly the practise of media literacy, should not be underestimated. They are the fastest, most reliable methods for inoculating your psyche from external manipulation.”

To be media literate is to be able to think critically about information consumed through media and specifically is our ability to apply critical thinking to retain an objective viewpoint. Psychologically, being objective is not a natural human forte, and we are already grappling with the realities of aspects such as groupthink , truth bias, the illusory truth effect, and confirmation bias , for example, which naturally narrow our viewpoints in favour of expedited cognitive reasoning. Add to this the tsunami of content that we consume on a daily basis, and it is no surprise that our already saturated brains seek familiarity to simplify our information processing.

As explored by Dill-Shackleford in her book How Fantasy Becomes Reality (2009), “it is a widespread belief that when one reaches the age that one can differentiate between fact and fiction in the media, one is no longer subject to learning or persuasion through fictional media.” This could not be further from the truth, and additional studies consistently highlight a typically poor ability to differentiate.

Improved media literacy is essential, not only to curb the impact of coercion within society but also to help undermine and reduce other social challenges. Scharrer and Ramasubramanian (2015) note that media can fuel racial and ethnic stereotyping, but media literacy education can result in a reduction in prejudice and an appreciation for diversity. More recent studies such as Kahne & Bowyer (2016) and Melki et al. (2021) have explored the connection between improved media literacy and better identification of misinformation and fake news finding that practised critical thinking can offer better identification. What these studies have in common is that improved media literacy can drive a reduction in negative influence by the media, which can only be a good thing.

One key aspect of media literacy, which can be specifically used to challenge our thinking and improve our abilities, is to employ lateral thinking. The word lateral may have most of us thinking of lateral flow tests thanks to the pandemic, but lateral thinking refers to the capacity for nonselective reading, specifically seeking multiple sources and incorporating alternative viewpoints that challenge our own. A 2017 study published by Stanford found that people typically fall into two groups—vertical thinkers and lateral thinkers or “fact checkers,” with vertical thinkers being more common. Traditionally, Western education systems focus on the pursuit of facts, commonly rely on a single source of information, and encourage us to read “vertically,” starting with a core subject and then branching down tangents into other related content. Lateral thinking is the opposite. It encourages us to focus on a single or small group of details and then to seek multiple sources to corroborate or refute the claims, including sources that conflict with our own viewpoints. The intention is to test, rationalise, and maintain an objective viewpoint.

But how often do you practise your lateral thinking skills and test your own opinions? We are constantly externally influenced, and we can develop skewed opinions because of it, so it’s important to practice this skill regularly.

“You have a brain and mind of your own. Use it and reach your own decisions” – Napoleon Hill, author.

6 Simple Ways to Improve Your Lateral Thinking

The brain is like a muscle and needs regular workouts to stay healthy. Use these six simple ways to try out and improve your lateral thinking.

• Use books and podcasts: Reading a wide range of books, ideally in different genres, or listening to a variety of podcasts is a good way to challenge your thinking or gain a new perspective and deeper understanding of a topic. Lateral reading is also a good skill to practise when evaluating sources.
• Use key exercises and techniques: By using techniques such as random word association, SCAMPER, or even mind mapping, you can flex your lateral thinking muscles and improve this underutilised critical thinking skill.
• Try experimentation and reflection: Why not test your assumptions in real-life situations? By doing so, you can reflect on the outcomes and your learnings. Applying lateral thinking to real-life situations helps to make things less abstract and improve your overall performance.
• Seek feedback and collaboration : The key thing about lateral thinking is the idea of approaching a problem differently. By collaborating with different groups and individuals, you can get a fresh perspective and come up with ideas outside of your usual.
• Play games and puzzles: Playing games and doing puzzles such as sudokus and crosswords can help you develop your mental flexibility and curiosity, and further develop your cognitive skills. Plus, research has shown that performing moderately difficult cognitive tasks is helpful for cognitive and brain health.
• Rework your mindset and habits: It is possible to rework your mindset to establish new habits that you wish to develop. For example, you can try being more playful or curious in your daily life. With practice, this will become easier and can help you embrace lateral thinking as a way of life, not just a skill.

Dill-Shackleford KE. How Fantasy Becomes Reality. New York: Oxford University Press; 2009

Scharrer E, Ramasubramanian S. Intervening in the Media’s Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education. Journal of Social Issues. 2015

Kahne J, Bowyer B. Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. Am Educ Res J. 2016

Melki J, Tamim H, Hadid D, Makki M, El Amine J, Hitti E. Mitigating infodemics: The relationship between news exposure and trust and belief in COVID-19 fake news and social media spreading. PLoS One. 2021

Wineburg, Sam and Mcgrew, Sarah, Lateral Reading: Reading Less and Learning More When Evaluating Digital Information (October 6, 2017). Stanford History Education Group Working Paper No. 2017-A1 , Available at SSRN: https://ssrn.com/abstract=3048994 or http://dx.doi.org/10.2139/ssrn.3048994

Guttman, A, Media usage in the U.S. (Dec 18, 2023, Accessed online at: https://www.statista.com/topics/1536/media-use/#topicOverview

Generation M2: Media in the Lives of 8- to 18-Year-Olds. Accessed online at https://www.kff.org/other/report/generation-m2-media-in-the-lives-of-8-…

The Open Minds Foundation is dedicated to undermining the effects of coercive control, through critical thinking education and training.

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8 The Importance of Media Literacy

Allison jennings-roche.

Media literacy is a crucial skill all media consumers must have. There are many factors that can change how we interpret media, and how media affects us, and there are a few main skills that can aid consumers in being more media literate like willingness to try, and having an ability to distinguish reactions. Understanding the differences between mediated and non-mediated media and their implications is also important to media literacy.

Defining Media Literacy  

Media literacy is the method of dissecting media content in order to critically analyze it. To do this, it is essential to look at media content’s underlying messages, its ownership and regulation, as well as how it is presented. This is not an easy process, and has no stopping point. It is necessary to always question what is shown in mediated communications (Pavlik, 46). We often are passive in our roles in mass communications. We forget to question what our responsibilities are as consumers (Baran, 21). We look at violent televisions shows and criticize how they promote and romanticize violent behaviors, but we never miss an episode, telling producers we support the content. Culture is created through media (Baran, 21), and if we continue to tune in, we are allowing issues within our culture to persist. By being subject to passive consumption or Stanley Baran’s “third-person effect”, we release all control we have over culture.

Stanley Baran, in the Introduction to Mass Communication, speaks of a term he calls “third-person effect”. This encompasses the idea that as consumers we believe media affects others but not ourselves (Baran, 24).  Being media literate allows us to see that this is untrue and media does in fact have underlying messages that affect us. By understanding those messages, we can change how it affects us.  Media literacy is so important to consumers because it can help us to control our actions in response to media, and allow it to have less control over our views (Pavlik, 46). By asking questions like, “Who paid for this?”, “What point are they trying to make”, or even things like “What are they getting out of this?” consumers are able to get a better picture of the subliminal messages, and their influence (Rosenwald, 97).

There are many factors that frame media content including political factors, social factors and economic factors (Pavlik, 47).  It’s important to become a critic when it comes to media forms; we must question all aspects of its production, and presentation to fully grasp its repercussions. By developing media literacy skills consumers can better assess the content they are receiving.

Media Literacy Skills 

Today, we are living in what is known as the Digital Age and the only constant is that it will continue to develop and expand for future generations. It is important for everyone to develop and expand along with the media, in order to properly understand what is being circulated. For this to happen, we need to develop media literacy skills. It’s crucial for this to be taught to school age children, especially now with more children being exposed to media at a younger age. Today, children are being introduced to media even before their formal educations (Hopkins, 24). Media literacy skills are crucial for, “developing knowledge about the social, political, and economic forces that influence media content” (Pavlik, 40). These skills will help in keeping the mind active when looking at different media platforms, instead of keeping a passive mind.

There are seven main media literacy skills. The first is “the ability and willingness to make an effort to understand content, to pay attention and filter out noise” (Baran, 21). This means consumers should distinguish the points an article is trying to make and ignore factors that could influence their thinking. Thus, changing the way we consume media. An example could be when you are listening to the radio while driving. What is your main focus, the radio or driving? Hopefully driving, but this means you could misinterpret what’s on the radio. By realizing what factors affect your interpretation, you can be more mindful of when content you are absorbing.

Second is, “having an understanding of, and respect for, the power of media messages” (Baran, 24). There’s so much media content in circulation and it’s important to understand how many people the content is available for. It is imperative not dismiss that fact, because it can be very powerful. For example, some articles can convey stereotypes. If we dismiss that, it hurts the group being stereotyped and other marginalized groups. It is important that we recognize and stand up against it.

Third, the “ability to distinguish emotional from reasoned reactions when responding to content and act accordingly” (Baran, 24). Sometimes, we connect with certain media like songs and books because we can relate to them on an emotional level. But, it’s important to keep in mind that content like this may not always be true, despite our emotional ties with it.

Some media content may be trying to persuade you by keying into your emotional reactions; it’s essential to keep this in mind when analyzing media messages.

Fourth, is the “development of heightened expectations of media content” (Baran, 24). This is referring to viral videos or articles on the internet that are the “most viewed” or “top ten” that we settle on and give meaning to, when we are not searching for anything specific. Today, on the internet there is so much content to filter through that we tend to scroll through it mindlessly, not looking for underlying messages, or meaning. When on the internet if there is not a specific thing you’re looking for, it’s easy to give meaning to the random content you fall upon.

Next, is “the knowledge of genre conventions and the recognition of their mixing” (Baran, 24-25). This means to its necessary to understand different genres and how information is given by those sources. For example, we are more likely to believe a documentary about weight loss, than what’s in a magazine for weight loss. By being aware of that fact you can determine what is true and what is not, or if the source is reputable.

Sixth, is “the ability to think critically about media messages” (Baran, 25). This means not everything you read on the internet will be true, even if it comes from a credible source. For example, if Fox News presented an article it’s important to remember that they are being paid by people who believe the same things, so their media will be biased to whom they are getting paid from to support those views.

Seventh is “the knowledge of the internal language of various media and the ability to understand its effects” (Baran, 25). This comes down to understanding how media is produced; to pay attention to camera angles, lighting, text sizes, and location. Understanding this language will help you deceiver through media. As the media continues to grow, it continues to matter.

In today’s world the media is constantly around us. We are always interacting with mass media, so it’s essential to learn from our experiences with it. John Pavlik and Shawn McIntosh in their book  Converging Media: A New Introduction to Mass Communication  explain that we learn topics such as math and history in school, but not media literacy (45). They bring up the question; if we are interacting with the media so much, why are we not learning about it? Media literacy encourages thinking for ourselves, and questioning what is being told to us. Media literacy “emphasizes the skills and knowledge needed to be effective in the increasingly social media environment” (Hobbs and Jensen, 5). We are introduced to media at an increasingly younger age, so we should start learning about media and its underlying messages sooner.  Our society has a “culture that absorbs and responds to the explosion of new media….” (Hobbs and Jensen, 5); we thrive off of media, and because of this media literacy skills are so important.

Mediated and Non-Mediated Communication  

Communication connects the world and makes all things possible. To differentiate between mediated and non-mediated communication, as a whole, is simple but when it is looked at on a larger scale, the lines become blurred. The word mediated has multiple definitions one of which being to effect (a result) or convey (a message) (Pavlick and McIntosh, 47). Through this we land on the working definitions mediated and non-mediated communication.

Non-mediated communication is any communication that occurs directly between one party and another through face-to-face interaction. This means that a conversation had, between a professor and her student at her desk after class, is an example of non-mediated communication (Pavlick and McIntosh, 47). There is no program helping to make that conversation between the professor and her student possible.

Mediated communication differs from non-mediated in that it requires some sort of outside influence in order to occur. When two girls are having a conversation with each other via tweets sent back and forth to one another on Twitter, it is a form of mediated communication. It is mediated because the two girls actively logged onto Twitter and typed their message using the program. Another example of mediated communication is when two parties interact with one another on Skype or Facetime. Both of these programs allow for video chatting which is a form of face-to-face communication but because the individuals are still using a video chatting program, it is a form of mediated communication (Pavlick and McIntosh, 48). By knowing the difference between these two forms consumers can realize that media literacy is important when dealing with mediated communications, and less with non-mediated. Using media literacy skills can aid consumers in better analyzing the messages that do come from mediated communications.

The use of technology has become more common in today’s age. Whether it’s in an office or in a classroom, the use of technological devices like computers play an important role in our lives. Studies have shown that computer mediated communication leads to several negative outcomes such as “depersonalization, impoliteness, information overload, and increased worker stress due to having to respond quickly” (Bob and Sooknanan, 47). When communication is face to face you are able to use your body language or other cues. Mediated communication does not allow you to use these cues but has created a different environment in communication, possibly altering what the media content is communicating.

To be media literate it is important to be able to interpret and analyze media information. If an individual is unable to decipher between what is true and untrue, mediated and non-mediated, then they will have a much more difficult time navigating media effectively. Being media literate is essential for the media consumer and it is important that everyone take notice of their media literacy.

Works Cited 

Baran, Stanley J. “Mass Communication, Culture and Media Literacy.”  Introduction to Mass Communication: Media Literacy and Culture , McGraw-Hill Education, 2015, pp. 4–26.

Bob, K. and Sooknanan, P. “The Impact of Computer Mediated Communication (CMC) on Productivity and Efficiency in Organizations: A Case Study of an Electrical Company in Trinidad and Tobago.”  Advances in Journalism and Communication , vol.2, no.2, pp. 46-51.

Hobbs, R & Jensen, A. (2009). “The Past, Present, and Future of Media Literacy Education”. Journal of Media Literacy Education 1, 1 – 11.

Hopkins, Liza, et al. “Books, Bytes and Brains: The Implications of New Knowledge for Children’s Early Literacy Learning.”  Australasian Journal of Early Childhood , vol. 38, no. 1, Mar. 2013.

Pavlik, John V., and Shawn McIntosh. “Media Literacy in the Digital Age.” Converging Media: A New Introduction to Mass Communication , Oxford University Press, 2018, pp. 44-68.

Rosenwald, Michael. “Making Media Literacy Great Again.”  Columbia Journalism Review , vol. 56, no. 2, 2017, pp. 94–99.

Strategic information literacy: Targeted knowledge with broad application Copyright © 2019 by Allison Jennings-Roche is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Today’s Two Important Skills: Digital Literacy and Critical Thinking

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Aysu, S. (2023). Today’s Two Important Skills: Digital Literacy and Critical Thinking. In: Köksal, D., Ulum, Ö.G., Genç, G. (eds) Undividing Digital Divide. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-25006-4_4

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Module 1: Introduction to Media & Information Literacy and Key Concepts

• Unit 1: Understanding Media and Information Literacy – An Orientation
• Unit 2: MIL, Civic Participation and Right to Information
• Unit 3: Interacting with media and other content providers such as libraries, archives and internet communications companies
• Unit 4: MIL, digital skills, cultural participation/creativity and entrepreneurship
• Unit 5: MIL, Teaching and Lifelong Learning

Download Module 1 in PDF

If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that students benefit from learning in ways that allow them to participate fully in public, community and economic life.

Background and Rationale

The intersection of news media and information and communication technologies (ICTs) and the attendant convergence of content and systems means that people are increasingly living in a mediated world. This is a world where person to person communication and the transmission of content occurs increasingly via technological  platforms. This reality brings with it many opportunities as well as challenges making media and information literacy (MIL) vital to empower people. The opportunities include more access to information and avenues for self-expression, lifelong learning, participation, creativity, dialogue, cultural exchange and transparency, which  when  put  together  contribute to achieving the Sustainable Development Goals. The challenges include privacy and data infringement concerns, rising misinformation, surveillance, mounting online hate speech and violent extremist content, frequent attacks on women and further exclusion of marginalized groups.

The advent of the COVID-19 pandemic demonstrates the changes in flows of information, digital technology, mediating institutional providers and media development. On one hand, many of the prospects and efforts to tackle the virus exist in the overall ecology. Yet, the efforts are also hindered by the ‘disinfodemic’, which is the confusing content mix, often overshadowing information with misinformation – and enabled by digital communications.

MIL as an umbrella term that encompasses various competencies that enable individuals and groups to navigate the turbulent seas of today’s information and communications environment. It covers a large spectrum of knowledge, skills, attitudes and values. MIL enables citizens, including youth, to acquire competencies to understand their information needs, better search, find, critically evaluate, use, and contribute to information and media content wisely. Thereby, MIL enables the purposeful and creative use of digital technology and empowers all users through enhancing their knowledge of their online and digital rights, as well of the ethical issues surrounding access to and use of information. Media and information literate citizens are equipped to engage more effectively in dialogue, freedom of expression, access to information, gender equality, diversity, peace, and sustainable development.

MIL is an important prerequisite for balancing citizens’ power against that of content providers, and for harnessing ICTs for education and fostering equitable access to information and freedom of expression. For people to effectively participate and succeed throughout all stages of life, it is urgent that MIL is integrated at all levels of society and in formal, non- formal and in-formal education.

According to the recent statistics of the ITU World Telecommunication/ICT Indicators Database, 2019, 1.3 billion (3/4) of the world’s 1.7 billion households, representing 4.9 billion people, have a television; and 0.6 billion (1/3) of all households, representing 1.9 billion people, have access to a computer; As of January 2021, 59.6 percent of the world’s population or 4.66 billion people are using the Internet30; in the middle of 2020, there were an estimated 105 mobile- cellular subscriptions per 100 inhabitants. Added to this there are over 2.5 billion radio receivers. The World Association of Newspapers reports 640 million users worldwide paid for print and digital news each day in 2018. The UNESCO Institute of Statistics estimates that close to 1 million new books are published annually in the world. At the end of 2019, over 69 per cent of the world youth population (aged 15-24 years) was using the Internet. According to a UNICEF- ITU joint report in 2020, 1.1 billion - or 1 in 3 children and young people aged 25 years or less - have Internet access at home. The number of businesses adopting artificial intelligence grew by 270% in four years, between 2015 and 2019 (Gartner, 2019).

When put together, the number of television and radio stations, newspapers, cell phones, access to and use of the Internet, books, libraries, billboards, and video games determine much of what we learn about ourselves, our country, our cultures and the world around us. In this connected world, being media and information literate means that we can rethink what is called citizenship and lifelong learning, and consider concepts such as global citizenship education, education for sustainable development, and digital citizenship.

Content providers such as libraries, archives, museums, media, digital communications companies are central to sustainable development, democracy and good governance, both as a platform for democratic discourse and enablers of digital creativity and entrepreneurship. If the content providers and digital tools are going to support democracy and sustainable development, citizens need to understand how to use them critically, know how to interpret the messages they receive, create and share. Equally, if the ecosystem is to reinforce digital creativity and entrepreneurship, in addition to the competencies mentioned above, people should also understand how to identify opportunities for entrepreneurship in this arena, and grasp the benefits of the intersection of critical thinking, creativity, and collaboration for social change. 

While the importance of fundamental numeracy and literacy skills cannot be underestimated, the inclusion of MIL in curricula and development programmes means that young people must also understand the functions of content providers and have the skills to seek, evaluate, use and create content to achieve their personal, social, occupational and educational goals. They must also possess basic skills for critical thinking, to analyse and use them for self-expression, for becoming independent learners, producers, informed citizens, professionals, and participants in the governance and democratic and economic processes of their societies (cf. Report of National Forum on Information Literacy, 2005).

This module is built on four pillars: critical thinking, self- expression, participation, and creativity. It will consider MIL as relevant to and overlapping with a variety of disciplines/ fields, and will explore such questions as:

• What is information within the wider mix of content?
• What are the media and the digital communication companies?
• What are digital technologies?
• Why teach about all of these?
• Why are they important?
• What is media literacy?
• What is information literacy?
• What is digital literacy?
• Why media and information literacy?

The module will present MIL as teaching/learning and social and economic engagement processes rather than solely as a discipline. Therefore, it will broadly introduce learners to key issues and concepts of the field which will be dealt with in more detail in other modules, offering them the opportunity to develop an understanding of the difference between ‘teaching about,’ ‘teaching through’, and engaging in society with MIL as a tool.

The aim is for educators, learners, community leaders, and peer educators themselves to become media and information literate, and to develop the competencies necessary for integrating MIL at all levels and for all types of education.

Niall McNulty

Importance of Media Literacy: Navigating the Digital Information Landscape

Media literacy  has become an essential skill in the  digital age , where the internet and various forms of media play a pivotal role in the daily lives of individuals. As an ability to critically understand and evaluate content across diverse media platforms, it ensures that individuals are not passive consumers but rather equipped to navigate the complex landscape of modern information. The abundance of sources and the speed at which information spreads online demand that one possesses the skills to distinguish between credible news and misleading or biased content.

With the evolving nature of media, media literacy is not just about understanding content but also involves a critical approach to assessing the purpose, message, and impact of what is consumed. It incorporates the capacity to recognise and evaluate the techniques used by media producers to convey their messages.  Developing media literacy skills  is crucial for individuals to interpret the reliability of different information sources, which fosters informed decision-making and encourages participation in democratic processes.

The future of media literacy lies in integrating these skills into educational curricula and everyday practices, enabling younger generations to adapt to the challenges posed by  emerging technologies . As the media landscape continues to broaden, the importance of fostering media literacy will only grow, ensuring individuals are prepared to confront the complexities of the media they interact with daily.

Defining Media Literacy

Media literacy encompasses an individual’s ability to engage with media in all its forms critically. This critical engagement implies an understanding of the nature of media content and the ability to analyse and respond to media messages effectively.

Key Components

Media literacy consists of several key components:

• Access : The ability to obtain and use media in various formats.
• Analysis : Deciphering and understanding the meanings behind media messages.
• Evaluation : Critically assessing media content for quality and credibility.
• Creation : The capability to produce media content responsibly.
• Action : Engaging with media in a productive and socially responsible manner.

These components empower individuals to navigate the complex landscape of modern communication with knowledge and confidence.

Historical Context

The concept of media literacy has evolved significantly over time. Initially concerned with the content produced by traditional mediums such as television, radio, newspapers, and magazines, the term has expanded to encompass digital media and the internet.

Historically, scholars have debated the scope and application of media literacy. The British Film Institute and Oxford University Press have contributed to this subject’s academic discourse. Throughout history, the rise of new media technologies has consistently prompted a reassessment of what constitutes literacy in a media context.

The Role of Media Literacy in Society

Media literacy is essential for fostering critical thinking and informed engagement with the content that shapes public opinion. It enables individuals to navigate the complexities of the modern information environment, discern truth from misinformation, and participate actively in democratic processes.

Critical Thinking and Democracy

Critical thinking, a cornerstone of democracy, is greatly enhanced by media literacy. It equips individuals to analyse and evaluate the credibility and intent of media messages. The National Association for Media Literacy Education underscores the importance of these competencies as they relate to active and informed citizenship within a democracy.

Human Rights and Access to Information

Media literacy also intersects with human rights, particularly the right to access information. UNESCO highlights the role of Media and Information Literacy (MIL) in promoting critical approaches to literacy, affirming that access to diverse and reliable information is crucial for the realisation of human rights globally.

Influence of Media on Public Opinion

The media exerts a significant influence on public opinion. Understanding media literacy empowers individuals to recognise and resist this influence when necessary. It helps identify biases and perspectives, ensuring that opinions are formed based on truthful information, not misrepresented or sensationalised. Misinformation, which can spread rapidly in the digital age, is one of the major challenges that media literacy actively combats.

Media Literacy in Education

Media literacy education equips students with the  critical skills  to engage with the ever-evolving media landscape. It highlights the role of educators in integrating these competencies within the curriculum while  utilising technology  to  enhance learning experiences  in the digital age.

Integration into Curriculum

Media literacy is an additional subject and an integral part of the holistic learning experience. Within the curriculum, media literacy is woven through various subjects, where students learn to  analyse  and  evaluate  information from different media sources. Lessons are designed to address various aspects of media, from understanding how mass media works to recognising bias and misinformation. This infusion across disciplines ensures that media literacy is a cornerstone of literacy education from early childhood.

Educators and Literacy Skills

Educators play a pivotal role in media literacy by modelling and teaching the necessary skills. They are tasked with not only possessing a robust set of media literacy skills themselves but also with continuous professional development to stay abreast of the latest media trends and technologies. The competencies include creating and analysing media content and fostering a critical approach towards media consumption among pupils. Therefore, training and resources for educators become fundamental to effective  media literacy education .

Digital Media in the Classroom

Incorporating digital media in the classroom transforms learning by providing real-world contexts for students to apply their media literacy skills. Technology-based tasks, such as creating  digital presentations  or analysing online content, prepare students for active participation in today’s media-rich society. By using technology thoughtfully, students practise these skills in an environment that closely mirrors their experiences outside of school. It’s not only about consumption; students also learn to become responsible digital content creators.

Analytical Tools and Techniques

In media literacy, individuals benefit from a robust toolkit for dissecting and understanding media content. The following section navigates through essential practices such as evaluating sources and identifying bias, which is critical to ascertaining the truth in news consumption and ensuring news literacy.

Evaluating Sources

When reading news, one must first consider the source’s credibility. Key questions to discern the trustworthiness of a source include examining the author’s qualifications, the publication’s reputation, and any potential affiliations that may impact the objectivity of the reporting. The reader should also:

• Look for cited evidence to support claims, such as  statistics  or expert opinions.
• Notice the date of the information to ensure relevance.

Identifying Bias and Fact-Checking

Recognising bias in news and media is paramount to clearly understand how facts are presented. The reader should:

• Analyse the language used for signs of emotive phrasing or unbalanced viewpoints.
• Cross-reference information with multiple sources to see if the reporting is consistent.

A systematic approach towards social media and other digital communications involves:

• Utilising third-party  fact-checking tools  to verify claims.
• Check the intentions behind social media posts—whether to inform or influence.

Through these methods, media literacy extends beyond basic reading and encourages a thorough evaluation of all media forms.

Developing Literacy Skills

Developing media literacy skills involves transitioning from merely consuming media to understanding and participating in media production. This process is essential for creating responsible content and engaging with various perspectives in today’s media-saturated environment.

From Consumption to Production

Through media literacy education, individuals learn to critically  analyse  media messages and the underlying  purposes  of different media  platforms . They move beyond passive consumption to active production, crafting messages with deliberate consideration of  language ,  images , and the  cognitive  and  emotional  impact on their audience.

Creating Responsible Content

Responsible content creation on  mass media  and  social media  platforms requires a clear understanding of the ethical implications of one’s  writing  and imagery. Content creators must take  accountability  for the accuracy of their information and the potential impact of their  point of view .

• Check Accuracy: Confirm all facts before publication.
• Consider Impact: Reflect on how the content can affect others emotionally and cognitively.
• Respect Privacy: Protect the personal information of individuals featured or discussed in content.

Engaging with Diverse Perspectives

Media literacy empowers individuals to seek out and  engage  with a wide range of  perspectives , which fosters a more  inclusive  understanding of society. This engagement enhances critical thinking and allows a more comprehensive understanding of global issues and cultural contexts.

• Exposure to Variety: Encourage reading and viewing content from various sources.
• Challenging Assumptions: Question underlying assumptions and biases in media messages.
• Respectful Discourse: Promote respectful exchange of ideas and viewpoints.

The Digital Landscape

The expansion of the Internet has catalysed a transformative digital age where effective navigation through vast amounts of online information is crucial.

Navigating Online Information

In the current digital landscape, the Internet is a vast and varied information repository where individuals encounter a spectrum of content.  Media and information literacy (MIL)  is vital for discerning the reliability and relevance of online resources. The skill to differentiate between fact and fiction is not just a personal asset but a critical societal function, encouraging informed citizenship and sustainable development.

New Forms of Communication

Social and digital media platforms have revolutionised communication, fostering new forms and forums where public discourse is instant and global. Policymakers, educators, and citizens must understand these tools to utilise digital literacy strategically, ensuring responsible participation in digital communities and effectively utilising these resources for personal and societal gains.

The Impact of Technology on Literacy

Technology has both broadened and complicated traditional concepts of literacy. The aptitude to process information from multifaceted digital media formats and evaluate the credibility of various digital content sources is integral to  MIL competency. Utilising tools like MIL CLICKS, which promotes critical thinking and informed decision-making regarding media consumption, has become fundamental in the digital age for fostering resilient and informed societies.

Protecting Against Misinformation

Media literacy is a crucial defence mechanism in an era where misinformation and disinformation can spread rapidly via mass media, including television and radio. By harnessing critical thinking skills, individuals shield themselves from harm and enhance their satisfaction in confidently navigating media.

Combating Fake News

Fake news, defined as deliberate misinformation or hoaxes spread via traditional or digital media, poses risks that necessitate a strategic approach to media consumption. To combat this,  critical thinking skills  serve as a primary tool. Individuals must:

• Evaluate sources critically , questioning the credibility and intentions behind the information.
• Cross-check facts  with multiple trusted sources before accepting information as true.
• Reflect  on biases that might influence one’s perception and acceptance of news.

Integrating these practices into daily media interaction protects them and contributes to an informed society.

Media Literacy as a Shield against Extremism

Media literacy equips individuals to discern and question extremist content that often preys on vulnerabilities and misinformation. It serves as a protective barrier by:

• Promoting understanding  of how media messages shape societal views and media’s potential in radicalisation.
• Encouraging engagement  in civil discourse, thus providing an alternative path to those at risk of radicalisation.
• Instilling resilience , enabling consumers to resist extremist narratives and reducing the potential harm caused by radical ideologies.

Media literacy empowers individuals to navigate the media landscape safely and fortifies society against the divisive impacts of extremism.

Media Literacy for Empowerment

Media literacy empowers individuals by furnishing them with essential competencies to navigate and influence the media-saturated world around them with purpose and control.

Promoting Civic Engagement

Civic engagement  is strengthened through proficiency in media literacy. Individuals who are media literate can discern the relevance and veracity of information, which is crucial for informed participation in democratic processes. Organisations like the National Association for Media Literacy Education outline that such competencies enable people to engage with current events critically, fostering active and responsible citizenship.

• Knowledge : Understanding the structures of media influence and its impact on society.
• Tools : Leveraging social media and other platforms to promote civic dialogue and social change.
• Respect : Acknowledging diverse perspectives and engaging with respect in public discourse.

Encouraging Healthy Media Habits

Healthy media habits are essential for mental and physical  health , and media literacy directly contributes to this. Being media literate means having the capacity to:

• Analyse  various genres of media, including video games and social media, recognising potential issues such as violence and cyberbullying.
• Control Consumption : Setting limits on media consumption to maintain a healthy balance in life, thus enhancing personal satisfaction.

Resources for Lifelong Media Literacy

The journey towards media literacy is ongoing, and numerous resources are available to support this educational pathway. Massive Open Online Courses ( MOOCs ) offer accessible learning in Media and Information Literacy ( MIL ), while organisations provide age-appropriate  tools  and  knowledge  bases for various aspects of media education.

• Social Media : Guides on navigating platforms with critical thought and care.
• Educational Tools : Strategies for parents and teachers to facilitate the development of MIL  competencies  in children.
• Engagement : Platforms encouraging the application of media literacy skills in real-world scenarios.

Frequently Asked Questions

This section addresses common inquiries regarding media literacy, ensuring a comprehensive understanding of its significance in contemporary society.

What constitutes media literacy, and why is it vital in today’s digital landscape?

Media literacy encompasses accessing, analysing, evaluating, and creating content across various platforms. In the digital era, it’s vital as it equips people with skills to navigate the vast swathes of information, separating fact from misinformation.

How does media literacy empower individuals to interpret news and information critically?

It empowers individuals by providing tools to question the authenticity and biases in news and media content. This is critical for informed decision-making and civic engagement.

In what ways can media literacy contribute to discerning the credibility of online content?

Media literacy aids in identifying credible sources by teaching how to look for signs of reliability, such as citations and cross-referencing with reputable outlets. This reduces the risk of consuming and sharing false information.

How does media literacy enhance responsible participation on social media platforms?

Responsibility on social media stems from understanding the impact of sharing and creating content. Media literacy helps individuals recognise the significance of their online actions and encourages ethical participation.

Can media literacy impact one’s understanding of advertising and its influence on consumer behaviour?

Yes, individuals with media literacy can deconstruct advertisements, understanding the strategies used to influence consumers and potentially counteract undesired persuasive effects.

How does media literacy education equip students to navigate the complexities of the modern information environment?

Through media literacy education, students learn to critically assess media messages and the diverse channels through which information is distributed, enabling them to function as informed citizens in a complex information landscape.

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Media and Information Literacy: Need, Importance, Example

Home Blog Learning Media and Information Literacy: Need, Importance, Example

The problem of educating consumers to evaluate, examine, and make use of the very diverse spectrum of media accessible in the 21st century has made media and information literacy an ambitious objective. Users now need to gain  media literacy  not just concerning conventional media and visual representation but also about the abundance of new technologies accessible and the creation of apps enabling completely novel methods of information transmission.  

The issue of who will educate our children has not yet been resolved. Is it not reasonable, in general, that  media and information literacy  become pillars of the educational curriculum since schools are the places where students learn critical thinking, analysis, and decision-making? With the best  Software Developer training  courses, you can learn diverse skills to advance your career.  

In this article, we will dive in to learn what media and information literacy is, media and information literacy examples, their importance, differences, and more. 

What Is Media Literacy?

Media literacy is a broad range of skills that enable individuals to consume, analyze, modify, and even create many media types. In essence,  media literacy  may assist someone in critically thinking about what they read, see, or hear in the media. In this context, the word "media" refers to a wide range of media, including the internet, movies, music, radio, television, video games, and publications.   

To be media literate, one must be capable of decoding media messages (understanding the message and the medium), assessing how the messages affect one's emotions, ideas, and behavior, and intelligently and responsibly producing media. In addition, pupils may benefit greatly from mastering  media information literacy .  

What Is Media and Information Literacy?

Media and Information Literacy (MIL) strives to empower people to engage in an inquiry process and critically think about the media and the content they receive. According to the UNESCO  meaning of media and information literacy , the goal is to empower people to take active roles in their communities and make ethical decisions. The modern media environment makes it extremely important to have media and informational competencies. Whether the news comes from reliable sources or not, it is important to consider who and what to believe critically.  

Why Is Media and Information Literacy Important?

Critical thinking is vital for citizens, particularly young generation who need to solve issues, gather information, develop views, assess sources, and more. MIL is a vital skill, especially with the abundance of data and accurate and false information accessible online. A person who knows the meaning of media literacy skills  will be able to ask inquiries and look for solutions to the internet debris because of the pace of information delivery.  

The instructors are given better information to empower the next generation of people throughout the teaching and learning process.  Media and information literacy's meaning  is to impart critical knowledge about the roles played by media and information channels in democracies, practical awareness of the circumstances, and the fundamental skills required to assess the effectiveness of media and information providers in light of their roles as expected.  

Media Literacy Examples

Some  media literacy examples  are:  

1. Television:  For more than 50 years, families have enjoyed watching television. Today, viewers may access a movie or television show anytime they want, thanks to the pay-per-view or no-cost on-demand options offered by many cable or satellite systems.   

2. Blog Posts:  Anyone can instantly share information through the internet, which is a constantly evolving platform for quick, decentralized communication. The internet provides venues to educate, enlighten, inspire, and connect, as well as to persuade and control, including news sources, social media, blogs, podcasts, and smartphone applications.   

3. YouTube:  The YouTube platform engages audiences throughout the globe. With more individuals accessing the internet since its 2005 launch, YouTube's popularity has risen significantly.  

4. Social media:  Social media is one of the most recent platforms that media strategists might use. Social media ads have become commonplace in less than ten years.  

5. News Papers:  This is the first kind of media that includes all printed materials. Reputable print media sources that are professionally produced and created to satisfy the demands of certain audiences.  

6. Magazines:  Since the middle class didn't start reading magazines until the 19th century, publishers had to start selling advertising space to cover the high cost of printing and increase circulation.  

7. Video games:  Video games have been around since the early 1980s, and kids have only become more and more fond of them. Modern video games are engaging and thrilling, and the lifelike images and audio give players the impression that they are really in the scenario.   

8. News Websites:  The internet is full of opinions from regular people who post with various intentions, which occasionally makes it difficult to distinguish fact from fiction. However, some websites host peer-reviewed information from reliable sources that are essentially digital versions of traditional print sources.   

9. Podcasts:  An audio file that your viewers may listen to whenever they want is all that makes up a podcast. As pre-recorded content, podcasts are not ideal for situations requiring audience participation.  

What Is Information Literacy?

The term "information literacy" describes certain abilities required to locate, evaluate, and effectively utilize information. Information literacy refers to a person's understanding of their interaction with the digital world and their interpretation of the information they discover. It also entails the need to utilize such knowledge morally. Study techniques and academic writing, critical analysis, evaluation, and evaluation-based thinking are some traits of information literacy.  

Information Literacy Examples    

1. Communication   

Transfer of information or exchange is done orally, in writing, or by any other means. The effective communication or exchange of ideas and emotions  

• Verbal:  This includes face-to-face communication, telephone communication, and other media.  
• Non-verbal:  This includes things like our posture, body language, gestures, how we dress or behave, and even our fragrance.  
• Written:  Writing comprises letters, emails, social media posts, books, periodicals, the internet, and other forms of written communication.  
• Visual:  Graphs and charts, maps, logos, and other visuals may all be used to convey information.  

2. Computer Technology   

The term "computer skills" describes the capacity to efficiently operate a computer and associated technology, and it includes both hardware and software expertise. You can also opt for a  Full-Stack Developer course  to learn more about front-end and back-end web development and start your career as a full-stack developer.  

3. Critical Thinking   

The process of learning critical thinking techniques improves one's capacity to access information and related concepts. Making a rational decision based on an objective study of information and research results is referred to as critical thinking.   

4. Research   

The capacity to identify, acquire, collect, assess, use and present knowledge on a certain issue is referred to as having research abilities. These abilities include conducting research, conducting critical analysis, and formulating theories or solutions to specific problems.   

How Does Media and Information Literacy Work?

The foundation for learning media and the function of media in our society is through media and information literacy. MIL also imparts some of the fundamental abilities required for critical thinking, analysis, self-expression, and creativity, all of which are needed for members of a democratic society. From printing to radio, from video to the internet, citizens may analyze media and information in a variety of mediums.  

What Are Some Dimensions of Media and Information Literacy?

The term "media and information literacy" (MIL) refers to three often recognized dimensions:  

• Information literacy  
• Media literacy  
• ICT/digital literacy.  

 As UNESCO emphasizes, MIL brings together stakeholders, such as people, communities, and countries, to contribute to the information society. In addition to serving as an umbrella, MIL also contains various competencies that must be employed properly to critically assess each of its many components.  

Importance of Media and Information Literacy

People in the frame will outright deny facts if they believe that the information contradicts their beliefs, regardless of whether those beliefs are related to politics, the effectiveness of vaccines, the presence of conditions like global warming, or even the nature of reality as we currently understand it. The fact that we can often verify the integrity and correctness of the information serves to make the entire scenario more annoying and terrifying.  

But other individuals don't care because they purposefully ignore or justify certain facts since they don't agree with them. And because the internet and allied media can mislead sensitive individuals by spreading these harmful notions.  

It's critical to have the ability to sort through the abundance of information available, whether we're discussing the personal lives of individuals or a corporation's marketing plan. Media and information literacy skills are essential for personal and professional aspects of life.  

Need for Media and Information Literacy in 2024

The spread of misinformation is widespread, with a 2023 Stanford University study revealing political misinformation travel six times faster than truth on social media. Another recent digital issue is the rise of Deepfakes and AI-generated content blurring the line between real and fabricated, highlighting the need for critical thinking skills. The 24-hour news cycle, television, videos, podcasts, blogs, specialist websites, text messages, blogs, and vlogs are now available in addition to the print and radio media that are still in use.  

For better or worse, anybody can make content thanks to technological advancements.  Regrettably, not everyone considers ethics in a truthful way. Even if some opinions are wholly erroneous and inaccurate, when individuals band together in an organized manner, it often gives the impression that they could have a point. As a result, we are constantly surrounded with genuine and deceptive information due to today's technological advancements. Media and Information Literacy  empowers individuals to navigate in this digital world. Thus, it is more important than ever in the modern world.   

Difference Between Media, Technology, and Information Literacy    

Similar to digital citizenship, several definitions and terminology are used to  define media and information literacy . Whether we refer to it as information literacy, internet literacy, digital  media literacy , or any other term, the key premise is that literacy includes the capacity to interact intelligently with media and information sources. You can check out   KnowledgeHut Software Developer training  to develop a thorough understanding of the in-demand digital technologies to launch your career in software development.  

Frequently Asked Questions (FAQs)

Individuals who are proficient in media literacy are equipped with the ability to first think critically about media. It also fosters other abilities like creativity, teamwork, and communication and improves digital literacy skills by connecting with media, information, and technology. 

Media and information literacy includes all sorts of information resources, including oral, print, and digital. In today's increasingly digital, linked, and global society, media, and information literacy is a fundamental human right that fosters greater social inclusion. 

The five elements of information literacy include identifying, finding, evaluating, applying, and acknowledging sources of information. 

Information and media literacy skills are the combination of knowledge, attitudes, and abilities necessary to understand when and what information is required, where to get it, how to organize it once obtained, and how to utilize it ethically. 

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Media, Information & Critical Thinking

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Video: What is Media and Information Literacy and Why it’s Important for Youth Work? (Evaldas Rupkus)

With growing connectivity and descending prices for personal computers and smartphones, more and more children and young people are gaining access to online media. This trend comes with a number of risks, such as being exposed to harmful content or manipulated into sharing private information, and has yet inevitable negative influence on how those young media users behave and feel once they come across media content and engage with it.

At the same time, the advancement in media development and the flow of information demand certain competencies from the audience, like safely accessing, critically analysing and evaluating the sources, in order to effectively process the information. Finally, the digital divide – the growing gap in the access to modern information and communication technologies that exist between certain regions and demographics – underlines the importance of finding a new way to address the challenge.

Thus, a new discipline emerged, which in 2011 was given a name “ Media and Information Literacy ” or shortly “MIL”.

According to UNESCO’s most used definition , MIL is defined as “a set of competencies that empowers citizens to access, retrieve, understand, evaluate and use, to create as well as share information and media content in all formats, using various tools, in a critical, ethical and effective way, in order to participate and engage in personal, professional and societal activities”

The ultimate goal of MIL is to empower people to exercise their universal rights and fundamental freedoms, such as freedom of opinion and expression, taking advantage of emerging opportunities in the most effective, inclusive, ethical and efficient manner for the benefit of all individuals.

Critical thinking as a key concept

Being such a broad topic, MIL keeps many important concepts under one roof. Critical thinking , being one of them, is one of the core 21-century competencies and is given a lot of attention in the pages of the Participation Resource Pool. 

Critical thinking is defined as “an ability to examine and analyse information and ideas in order to understand and assess their values and assumptions, rather than simply taking propositions at face value” (UNESCO, 2013).

Critical thinking has a crucial influence on the human behaviour: for example, when exposed to a shocking piece of news, a person with a critical mind does not jump to quick conclusions, nor do they react by immediately sharing it to other people before they question the information given, but rather look for verification and the logic behind the message . A person with a critical mind is also able to assess the reasoning behind the choice of format, timing and manner of communication. With media being influenced and controlled by political agenda so much, staying critical to the information we consume helps us form our own personal opinions, and oppose the attempts to be fooled by questionable sources.

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Literacy and Critical Thinking

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Literacy is the ability to read and write. Broadly, literacy may be viewed as "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind, thus a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines.

• Front Matter
• 1: Introduction
• 2: About Creative Nonfiction
• 3: Creative Nonfiction Readings
• 4: About Fiction - Short Stories and the Novel
• 5: Fiction Readings
• 6: About Poetry
• 7: Poetry Readings
• 8: About Drama
• 9: Drama Readings
• 10: About Literary Criticism
• 11: Literary Criticism Readings
• 12: Writing About Literature
• 13: Citations and Formatting Guide for Literature (MLA)
• Back Matter

• 1: Reading Like a Professional
• 2: Forming a Perspective on the Subject
• 3: Effective Argument
• 4: Experiencing the Power of Poetry
• 5: The Truths of Fiction
• 6: All the World’s a Stage
• 7: Creative Nonfiction, The Fourth Genre
• 8: The Literary Analysis Essay
• 9: The Research Paper

• 1: Introduction - What Is Literary Theory and Why Should I Care?
• 2: Writing about Form - Developing the Foundations of Close Reading
• 3: Writing about Character and Motivation - Psychoanalytic Literary Criticism
• 4: Writing about Gender and Sexuality - Applying Feminist and Gender Criticism
• 5: Writing about Racial, Ethnic, and Cultural Identity
• 6: Writing about Readers - Applying Reader-Response Theory
• 7: Writing about History and Culture from a New Historical Perspective
• 8: Writing about the Natural World
• 9: Reading and Writing in the Digital Age
• 10: Appendix - Peer Review Sheets

• 1: Research Process and Scope
• 2: Research Questions and Strategy
• 3: Advanced Searching Techniques
• 4: Evaluating Sources
• 5: Critical Reading
• 6: Persuasive Appeals
• 7: Using and Organizing Information
• 8: Citing Sources and APA Style
• 9: Information Power and Privilege
• 10: Information Value and Privilege
• 11: Confirmation Bias and Filter Bubbles
• 12: Misinformation and Fake News
• 13: Professional Conversations
• 14: Assignment Resources for Instructors

• 1: Always Be Prepared
• 2: Comprehending and Communicating Clearly
• 3: Discover, Explore, and Reflect on a Text
• 4: Subtleties of Reading and Writing – Author’s Style
• 5: Literacy and Analysis

• 1: Course Pack 1
• 2: Course Pack 2
• 3: Course Pack 3
• 4: Course Pack 4
• 5: Course Pack 5
• 6: Course Pack 6

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• 1: Chapters

Thumbnail: Dutch man reading (Unsplash License;  Jilbert Ebrahimi  via  Unsplash )

Journalism is equally important to STEM in fostering critical thinking skills | Opinion

I nodded my head towards journalism adviser Mark Schledorn who, after a 43-year reign in journalism, announced to West Shore’s newsmagazine staff that he would be retiring at the end of the year. Knowing our principal Rick Fleming — a forceful proponent for the program — was also retiring after 17 years at West Shore , I questioned how to honor the legacy of those before, so the Roar had the best chance of remaining.

Throughout this year, our school’s student-run publications have been in limbo, causing me to reflect on the importance of being an active participant in journalism as editor in chief of the Roar .

Journalism is the very source of information for events, ideas and people. The school’s journalism program consists of the Arcadia yearbook, the Roar newsmagazine and WCTZ News broadcast . Whether reading the news, writing the news or speaking about the news, every student should be involved in journalism.

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At an academically rigorous school like West Shore — which is ranked first in Brevard Public Schools high schools, third in Florida high schools, 43rd in the nation and 94th in STEM high schools — we often underestimate the power of possessing a command of language as much as a proficiency in science and math. Due to the school’s large parental involvement and its location on the Space Coast, students are exposed to doctors, lawyers and engineers and often overlook electives such as journalism.

It is crucial, more than ever, to teach STEM and journalism for developing critical thinking skills. Students should be motivated to take classes such as chemistry, biology and algebra alongside an introductory journalism course.

Newsmagazines, broadcast news and yearbooks, combined with STEM, promote curiosity, creating young adults who question everything around them and become media literate. In turn, they can examine their own ethics, morals and their interactions with others.

By holding a critical eye to those in power and themselves, students are prepared to navigate the real world with integrity and empathy. Drawing on these disciplines can solve modern problems, from artificial intelligence’s use in education to voting on issues lawmakers attempt to tackle. By building exceptional written and verbal communication skills, student journalists can convey complex ideas concisely, especially in STEM fields where it is necessary to explain intricate concepts to the general population.

Journalism exposes the individual experiences of every unfamiliar person. My first story covered a classmate’s experience dealing with her immunocompromised family during the COVID-19 pandemic. In understanding the gravity of everyone having their own struggles and successes, a seemingly ordinary person was revealed to be scared for their family’s life because of a policy that affected them deeper than just the choice to wear a mask. I prioritized listening to students and medical professionals instead of responding immediately.

I carried this philosophy into every story I reported on: the missing middle class, transgender athletes and near-death experiences. This skill of empathy allows students to feel confident in their ability to foster meaningful and vulnerable conversations with strangers. One person transforms into a symbol that is emblematic of a larger story while providing insight journalists can draw on.

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Engaging in journalism reveals the humanity in others regardless of their beliefs. Instead of defending their values, student journalists have to balance stepping out of themselves to simply ask, “Why?” From being able to cover book-banning laws to the Parental Rights in Education Act, journalists understand they must see multiple sides so their community can develop an informed opinion of what directly impacts their lives.

Perhaps the most invaluable element of being in journalism is that it enables students to fully commit to something greater than themselves. Throughout three years of involvement in student journalism and attending Florida Scholastic Press Association conventions, I have been exposed to more than 300 publications and thousands of journalists from around the state who exercise freedom of expression and the responsibility of accurate reporting. Every student I have met is passionate about their craft and creating a better society — even those who do not plan to pursue journalism. My 26-student staff has transformed from strangers into a family with a love for news writing about serious subjects including gun violence and censorship. In times of crisis, it is imperative to empower these individuals to use their voice for good.

By bringing attention to journalism alongside STEM education, students will not only be technically and creatively skilled, but also capable of innovative thinking and effective communication. In a continuously shifting world, the tools gained through student journalism — adaptability, resilience and an inquisitive mindset — prepare students for a brighter future. While the Roar is grateful to Schledorn and Fleming for supporting our program, it is time to pass the torch to new journalism adviser Linda Foster and new principal Burt Clark with enthusiasm, so that journalism lives on.

Ella Dorfman is the editor in chief of West Shore’s student-run newsmagazine the Roar, which is recognized as an All-Florida and Sunshine Standout publication by the Florida Scholastic Press Association. She is the FSPA's 2024 Writer of the Year and will be attending the University of Florida in the fall to study biomedical engineering and journalism.

This article originally appeared on Florida Today: Journalism is equally important to STEM in fostering critical thinking skills | Opinion