Media literacy, also known as media literacy/media information literacy, is a fundamental competence in today's society, characterized by the ubiquity of communication media and digital technologies. The concept has evolved significantly over the last century, influenced by technological, social and political changes, and is today perceived as an indispensable skill for active participation in a democracy and an information society.
The concepts of media literacy or media education are not new to the Western world. The beginnings of media literacy can be traced back to the first half of the 20th century, when Leavis & Thompson proposed in 1933 to teach pupils to distinguish between high and popular culture through education in Britain. This approach was rather protectionist in the sense of to protect high society culture from the encroachment of popular culture increasingly felt in the age of the printing press. And in the decade of the 1950s, media literacy began to gain popularity in the United States with the realization of the increasingly significant impact of mass media, including radio and television, on both the daily lives and educational process of Americans. A general trend in the evolution of media literacy, as well as the new media literacy (the latter emerging in the context of the development of new technologies), is that the importance of media literacy is back on the educational agenda when a new media technology emerges that causes collective unrest in society.
The digitization process and the development of information and communication technologies at the beginning of the 21st century have had a significant impact on the media and their relationship with users, which has led to a change in the fundamental principles of media literacy. Today, the focus is no longer only on educating individuals as critical receivers, but also on preparing citizens as responsible producers in virtual and hybrid environments. Media literacy currently addresses phenomena such as social networking, virtual communities, big data, artificial intelligence, cyber surveillance, etc., and aims to train individuals to critically analyze information on mobile devices of various types.
Thus , a first attempt to define media literacy as a broader concept of literacy was necessary, in general, which refers to the ability to "access, analyze and practice critical thinking about the variety of messages people receive and send, so that they can make informed decisions about everyday issues related to health, work, politics and leisure". According to the author, Renee Hobbs, a media and digitally literate person should possess a range of skills including the ability to:
- "Make responsible decisions and access information by identifying and sharing materials and understanding information and ideas;
- Analyze messages in various forms by identifying the author, purpose and point of view and assess the quality and credibility of the content;
- Create content in different forms, using language, images, sound and new digital tools and technologies;
- Reflect on own conduct and behavior in communication by applying social responsibility and ethical principles;
- Intervene socially, working individually and collaboratively to share knowledge and solve problems in the family, at work and in the community, and by participating as a member of a community”.
In parallel, W. James Potter offers a definition of media literacy as "set of perspectives that we actively use to expose ourselves to media and interpret the meaning of the messages we encounter". In contrast, the independent British organization Ofcom defines media literacy from a more personal skills perspective: "the ability to access, understand and create communications in different contexts”.
All these mentioned skills also have a huge practical value, as they would be core competences of the citizen in the digital age. For example, in order to be able to apply for a job online, skills to select relevant information are needed. And to get that relevant information, people need the skills to distinguish between the marketing tactics of nutritional supplements, for example, and products that have evidence-based studies behind them.
So, media literacy is not limited to a single means of communication, but can be understood as a set of skills that are essential for preparing members of society to integrate into the workforce and become full members of the community. Furthermore, media literacy is also a process used to develop media literacy skills, aiming to promoting awareness of media influence and creating a pro-active attitude towards media consumption and content creation.
To be "media literate" involves having and/or acquiring the ability to discern and critically filter information conveyed in the media. Conceptually, media literacy is seen in close relation with communication, the knowledge society and the information society, and is included by the European Union among the key competences of the 21st century.
I personally believe that media literacy involves: understand and use the media(s); understand and be able to make critical judgments about media content; create/produce communication in a variety of contexts (using the diversity of media). By media we mean: television/cinema, radio, audio-video, print, the internet and new digital technologies. In addition The European Commission considers media literacy a fundamental skill needed by the young generation, but also to adults and the elderly, as well as other professionals, especially as this skill also helps to counter or limit the effects of misinformation, propaganda and manipulation campaigns, including fake news and conspiracy theories.
At EU legislative level, the main legal act in this area is Audiovisual Media Services Directive (AVMSD, revised in 2018) which reinforces the role of media literacy. It requires Member States to promote measures to develop media literacy skills (Art. 33a).
The European Directive also provides:
- Strengthening the country of origin principle, with more clarity on Member States' rules, alignment of derogation procedures for TV broadcasters and on-demand service providers and possibilities for derogation in case of public safety concerns and serious risks to public health;
- Extend certain audiovisual rules to video-sharing platforms and social media services;
- Better protecting minors from harmful content from online, including strengthened protection for video on demand services;
- Strengthening the protection of TV content and on-demand video on demand against incitement to violence or hatred and public provocation to commit terrorist offenses;
- Increased obligations to promote indigenous European content for on-demand services;
- More flexibility in TV advertising, allowing broadcasters to freely choose when to show ads throughout the day. The overall limit is set at 20% of airtime between 6:00 and 18:00;
- Strengthen provisions to protect children from inappropriate audiovisual commercial communications. Video sharing platforms must also comply with certain obligations for commercial communications.
- Independence of audiovisual regulators.
The Directive also establishes an obligation for video-sharing platforms to provide effective media literacy measures and tools. This is an essential requirement given the central role these platforms play in providing access to audiovisual content. Platforms are also obliged to make users aware of these measures and tools (Article 28b).
European Commission brings together media literacy stakeholders in the form of a Media Literacy Expert Group. This group meets annually to:
- Identify, document and disseminate good practice in education in the targeted area;
- Facilitating networking between different stakeholders;
- Exploring ways to coordinate EU policies, support programs and media literacy initiatives.
Media literacy is now part of the curriculum in the US and in some EU countries such as Austria, Croatia, Bulgaria, Finland, Poland, the Netherlands, etc., and globally there are many researchers, teachers and media experts actively involved in promoting the concept of "media literacy" and its development through publications in scientific journals, international projects, public policies, etc.
There are a large number of organizations and individuals involved in media literacy work, including policy makers, educational bodies, regulators, researchers, schools, libraries, activists, NGOs, news organizations (especially public service media), technology companies and many others.
At European level, there are many stakeholders in media literacy. For example, some European Commission departments, including: Directorate-General for Communications Networks, Content and Technology (DG Connect) and Directorate-General for Education, Youth, Sport and Culture (DG EAC)
Then there are the Commission's partner initiatives such as Better Internet for Kids, which administers Centre Safer Internet across Europe. Co-funded by the European Commission in the Member States and also operating in Iceland, Norway, Russia and the United Kingdom, Safer Internet Centers is dedicated to the mission of keeping children and young people safe online through a range of specific actions and initiatives.
And finally, the rapid development of digital content and increasing consumption of online content, new communication platforms, decreasing security of cyberspace (risks of unreliable, misleading information) point to the need to focus on new or less emphasized (so far) knowledge, skills and attitudes such as digital literacy and media literacy.
Beyond the educational dimension, media literacy has immense practical value. For example, the ability to assess the credibility of an information source is essential for making informed choices in areas such as health or career. At the same time, media literacy helps individuals to recognize manipulative marketing tactics or to distinguish between fake news and evidence-based information. Plus, developing these competences contributes to strengthening democracy by empowering citizens to participate actively in public life, counter propaganda and promote intercultural dialog.
Information literacy, a concept closely related to media literacy, was described in the Alexandria Proclamation of 2005 as one of the "the building blocks of the information society, illuminating the path to development, prosperity and freedom". This is seen as an essential human right in the digital age, which promotes social inclusion in all nations. According to UNESCO, information literacy empowers individuals to access, evaluate, use and create information to achieve their personal, social, occupational and educational goals.
In the digital age, information literacy requires skills in using information and communication technologies (ICT) to access and create information. Navigating cyberspace and interpreting hypertext multimedia documents requires both technical skills and critical thinking skills. For example, an information literate person can access information about health, education or the environment and make informed decisions that influence their lives.
It is clear that media and information literacy are no longer a luxury or an optional skill, but a fundamental necessity in a digitally connected world where information can be both a resource and a weapon. To meet the challenges of modern society, media literacy needs to be promoted in all spheres of life, thus contributing to a more critical, responsible and resilient society.
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Dr. Nicolae Tibrigan, expert coordinator Digital Forensic Team and Project Manager "Media Literacy Booster"
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This project was funded in part by a grant from United States Department of State. The opinions, findings and conclusions stated herein are those of the author[s] and do not necessarily reflect those of the United States Department of State
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