Two recent reports cast further light on young people’s increasing disengagement from mainstream news media.
Media and Misinformation in the Time of Covid-19
How can journalists and news organizations contribute to media literacy education – and what are the pitfalls to avoid?
In the face of ‘fake news’ and disinformation, people’s trust in media seems to be declining. But do we need to have more trust in media, or less?
What does the new UK government report on fake news and disinformation have to say about ‘digital literacy’?
New software can be used to falsify moving images and create a new kind of ‘fake news’ on video. What are the implications for media literacy?
Education policy is increasingly being led by ‘big data’. Yet how valuable and useful is this data? An argument for ‘critical data literacy’.
In the wake of the Brexit referendum campaign, the victory of Donald Trump, and the attacks on the Labour Party leader Jeremy Corbyn, many have argued that we are entering a ‘post-truth’ era. In this context, is bias still a useful and meaningful concept in media literacy education? And if so, how should we teach it?
Growing concerns about ‘fake news’ have led to calls for young people to be taught critical media literacy skills. Yet while media literacy would obviously be useful, it isn’t enough to address the problem. Media educators need to frame the issue more broadly, and join forces with those calling for media reform.