Media Literacy in Curricula
The Need for Global Media Literacy Curricula
How does media literacy fight misinformation? The digital world provides a constant influx of information, but who is responsible for discerning truth from deceptions? Perhaps implementing media literacy curricula around the world can help to answer these questions.
By Elita Karim
The digital age today is defined by a constant stream of information across diverse platforms, which is why possessing media literacy has become so fundamental across age groups. This skill equips us to engage in critical analysis, evaluation, and understanding of the extensive range of media messages that spread through our everyday existence. It is so much more than mere information consumption; instead, it involves grasping intricacies, scrutinising motives, and manoeuvring through the digital terrain with a perceptive perspective.
Severe repercussions of misinformation
To explain why we need media literacy, specifically in South Asian countries, one can give the following example. On September 29, 2012, there was an attack on Buddhist monasteries, shrines, and temples of Ramu Upazilla in Chittagong, Bangladesh. A mob was said to be triggered by accusations of blasphemy committed by a Buddhist man named Uttam Barua.
Newspaper reports claimed that this individual had insulted the Islamic religion in a Facebook post. However, a subsequent fact check by media platforms revealed the disturbing truth – Barua's Facebook account had been hacked and misused. The inflammatory content that supposedly justified the attacks was, in fact, a photoshopped picture intended to incite religious tensions.
Despite the potential for verification and fact-checking to dispel this false narrative, the authorities in 2012 failed to take appropriate measures to bring the situation under control. This failure, coupled with political motivations, allowed communal violence to take root and persist for years. The aftermath of the initial attacks led to a series of ongoing assaults on religious minorities, leaving a lasting impact on the affected communities.
Access to social media
Fast forward a decade later and social media culture is ever-changing. A world filled with memes, GIFs and reels – social media platforms are now sources of news and narratives for users and consumers. Present day digital readers are encouraged to take extra steps and understand the ‘how’ and ‘what’ when it comes to construction of news and information.
According to Hyuntaek Lee, the Assistant Editor at the Chosunilbo in Seoul, South Korea, media literacy plays a key role when it comes to the consumption of media by regular folks. He says that many news consumers criticise media without understanding the underlying idea or concept thoroughly. Consumers have little or no idea about how the media reports, investigates, covers or represents. However, the post-Covid era is now all about understanding media ethics and exploring new tools that are readily available to aid in fact checking, all thanks to social media.
Although social media policies and cultures are now changing etiquettes and behaviours of digital users and consumers, fighting misinformation and disinformation is still a major challenge for many. For example, children and young people can be expected to believe and act upon anything they find interesting or trendsetting, with very little critical analysis.
As part of the changing policies and habits globally, educators and child experts have been slowly integrating digital tools within regular school curricula for learning and language. Some even claim that integrating media literacy into school curricula would be widely considered essential for several compelling reasons.
Media literacy is essential
Elira Canga, a journalist and a media professional from Albania says that media literacy is no longer a choice, but an essential tool to help young people navigate a jungle of information. The results - as in all spheres of education - are not quick, but they must be given importance and made sustainable.
Canga is currently a PhD student and a graduate research assistant at the Walter Cronkite School of Journalism and Mass Communications, Arizona State University and believes that media literacy should be part of children’s education, not only in her home country Albania, but globally.
In times we are living in, when we are bombarded by information of all kinds, it is imperative for young people to have a thorough knowledge of what media is and how it operates. What are the main principles of information getting credited as news? How important are its sources? Understanding the logic of media, realising how to filter information and enhancing critical thinking is a crucial current need for society.
Media literacy in schools
While a lot of importance has been given to digital literacy in Bangladesh, especially in schools, not much was done on the integration of media literacy in the national curriculum until very recently.
SACMID, a partner of Free Press Unlimited, has been actively advocating for media literacy's significance with policymakers since 2017. According to their website www.sacmid.asia, media literacy has recently been officially incorporated into the curriculum for high school students in Bangladesh. SACMID is currently engaged in developing the educational program to effectively implement this inclusion. This implementation is very much appreciated despite its execution being slow.
While the surge in internet connectivity and smartphone ownership in Bangladesh is a positive trend, it presents new challenges. SACMID Deputy Director Syed Kamrul Hasan has highlighted the emergence of uncontrolled content on social media platforms, especially among the youth, leading to the incitement of hatred, and social and religious conflicts. This situation underscores the urgent need for equipping individuals with the skills to navigate media safely and responsibly. Presently, SACMID collaborates with the National Curriculum and Textbook Board (NCTB) to define the content of the media literacy segment of the curriculum and to design the corresponding teaching materials.
Johnson Mayamba, the News Editor of the Daily Monitor in Uganda says that embracing media literacy by schools is very much necessary to fight disinformation and misinformation, mainly because it is easier for the younger ones to learn the tools and understand concepts faster as compared to the older generation. He advocates for the use of media literacy in schools to prepare and enable students to differentiate what news to take seriously and what to disregard, to empower them in the fight against dis/misinformation. He has also said that the older generation might not be very tech savvy in this regard, since older people tend to be easily swayed by what they see on digital platforms, rarely waiting to verify or fact check their information.
Being a critical reader
The more young people are media literate, the better for the older generations and the society as a whole.
One of the many components of media literacy involves the skill to critically evaluate news outlets. In a time when misinformation and false news can rapidly proliferate, it becomes vital to differentiate between trustworthy and unreliable sources. For instance, when encountering a news article, individuals with media literacy expertise assess the credibility of the publication, the qualifications of the author, and cross-check the information with other dependable sources before endorsing or disseminating the content. A good programme in schools would definitely help students to identify misinformation, but the effects would depend on the quality and the quantity of media literacy classes provided.
Teaching media literacy in schools is an investment in the future — a commitment to shaping individuals who can critically engage with information, contribute positively to society, and thrive in a world where media plays an increasingly influential role. As technology continues to advance, the integration of media literacy into education becomes not only relevant but imperative for the holistic development of students and the well-being of society at large.