essay about the media and information literacy

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Sonia Livingstone

October 25th, 2018, media literacy: what are the challenges and how can we move towards a solution.

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Estimated reading time: 10 minutes

Last time I wrote about media literacy, I was glad to observe that, as the media increasingly mediate everything in society, there is growing emphasis on the importance of ensuring that people have the media literacy not only to engage with the media but to engage with society through the media . But I was also frustrated at some of the superficial hand-waving from policy makers towards media literacy and media education, seemingly without understanding what is involved or what the challenges are.

Silver bullet solution?

In our ever-more complex media and information environment, media literacy is being hailed as a silver bullet solution – hopefully to be dealt with by one-shot awareness-raising campaigns delivered by brand-promoting CSR departments, or by issuing vaguely-phrased high-handed injunctions to the (apparently unhearing and otherwise preoccupied) Department of Education. The motivation is rarely pedagogic but, rather, more the policy of ‘last resort.’

So, in the face of multiple problems of hate speech, or cyberbullying, or hacked YouTube content, or fake news etc., we are witnessing urgent calls to manage the media environment better – especially, to regulate the internet. But in the face of clashes of positive and negative rights, regulatory difficulties, powerful global companies and short-termist political expediency, this call in turn quickly morphs into a call for the supposedly ‘softer’ solution of educating the internet-using public.

Let me be clear. I am 100% in favour of educating the public. I have devoted years to arguing for more and better media literacy. In this digital age, I believe media literacy’s time has come, and its advocates should grab the opportunity with both hands and advance the cause with all their energy.

But energy and enthusiasm are most effectively expended when the challenges to be met are properly recognised. So let me set these out, as I see them, lest our energies are wasted and the window of opportunity is lost.

First, three educational challenges

• Investment . Make no mistake: education is an expensive solution in terms of time, effort and infrastructure. It needs a pedagogy, teacher training, curriculum resources, mechanisms for audit and assessment. To manage schools, governments devote an entire ministry to achieve this – yet they are simultaneously heavily criticised for their failures, and yet constantly under siege to solve yet more of society’s pressing ills.
• Reaching adults not in education or training is an even larger challenge, rarely met in any area of demand. So who is responsible, and who are or should be the agents of change? The answers will vary by country, culture and purpose. But they should be identified so that the actions of civil society, public services such as libraries, industry and other private actors can be coordinated.
• Exacerbating inequalities . We like to think of education as a democratising mechanism, because everyone has the right to school and training. But research consistently shows that education affects life outcomes differentially, advantaging the already-advantaged and failing sufficiently to benefit the less-advantaged, especially the so-called “hard to reach.” What proportion of media literacy resources are provided equivalently to all (risking exacerbating inequality) and what proportion are targeted at those who most need them? (I don’t know the answer, but someone should know it).

Then there’s the challenges of the digital

• Mission creep . As more and more of our lives are mediated – work, education, information, civic participation, social relationships and more – the scope of media literacy grows commensurately. Just today, in my Twitter feed, I read exhortations to ensure that people:

– Understand how black-boxed automated systems make potentially discriminator decisions

– Distinguish the intent and credibility signalling behind mis- and dis-information to tackle “fake news”

– Identify when a potential abuser is using their smart home technology to spy on them

– Weigh the privacy implications when they use public services in smart cities

It is, therefore, vital to set some priorities.

• Legibility . As I’ve observed before: we cannot teach what is unlearnable, and people cannot learn to be literate in what is illegible. We cannot teach people data literacy without transparency, or what to trust without authoritative markers of authenticity and expertise. So people’s media literacy depends on how their digital environment has been designed and regulated.
• Postponing the positives . The rapid pace of socio-technological innovation means everyone is scrambling to keep up, and just battling with the new harms popping up unexpectedly is extremely demanding. The result is that attention to the “ hygiene factors ” in the digital environment dominates efforts – so that media literacy risks being limited to safety and security. Our bigger ambitions for mediated learning, creativity, collaboration and participation get endlessly postponed in the process, especially for children and young people.

For the media literacy community itself, there’s some very real challenges of expertise and sustainability.  These may be dull, or even invisible, to those calling for the silver bullet solution. But they matter.

• Capacity and sustainability . The media literacy world comprises many small, enthusiastic, even idealistic initiatives, often based on a few people with remarkably little by way of sustained funding or infrastructure. The media literacy world is a bit like a start-up culture without the venture capitalists. We can talk a good story, but there’s always a risk of losing what’s been gained and having to start over.
• Evidence and evaluation . When you look closely at the evidence cited in this field, it’s not as robust or precise as one would like. Even setting aside the now tiresome debate over definitions of media literacy, the difficulties of measurement remain. Perhaps for the lack of agreed measures, there’s more evidence of outputs than outcomes, of short term reach rather than long term improvements. There’s remarkably few independent evaluations of what works. Compare media literacy interventions to other kinds of educational interventions – where’s the randomised control trials, the systematic evidence reviews, the targeted attention to specific subgroups of the population, the costed assessments of benefit relative to investment?

Last but certainly not least, there’s the politics of media literacy

• “Responsibilising” the individual. In policy talk especially, the call for media literacy and education to solve the problems of digital platforms tends, however inadvertently, to task the individual with dealing with the explosion of complexities, problems and possibilities of our digital society. In a policy field where governments fear they lack the power to take on the big platforms, it is the individual who must wise up, becoming media-savvy, rise to the challenge. Since, of course, the individual can hardly succeed where governments cannot, the politics of media literacy risks not only burdening but also blaming the individual for the problems of the digital environment.

As Ioanna Noula recently put it , “by emphasising kindness and ethics, these approaches also undermine  the value of conflict and dissent  for the advancement of democracy” and they “decontextualize” citizenship such that “ the attentions of concerned adults and youth alike are turned away from the social conditions that make young people vulnerable.” So instead of empowered media-literate citizens exercising their communicative entitlements , the emphasis becomes one of dutiful citizens, as part of a moralising discourse.

How can we turn things around?

I’ll make three suggestions, to end on a positive:

Before advocating for media literacy as part of a solution to the latest socio-technological ill, let’s take a holistic approach. This means, let’s get really clear what the problem is, and identify what role media or digital technologies play in that problem – if any! We might even ask for a “ theory of change ” to clarify how the different components of a potential solution are expected to work together. And, getting ambitious now, what about a responsible organisation – whether local, national or international – tasked with coordinating all these actions and evaluating the outcomes?

Then let’s figure out all the other players, so that we can articulate which part of the solution media literacy may provide, and what others will contribute – regulators, policy makers, civil society organisations, the media themselves – thereby avoiding the insidious tendency for the whole problem to get dumped at the feet of media educators. We might further expect – demand – that the other players should embed media literacy expectations into their very DNA, so that all organisations shaping the digital environment share the task of explaining their operation to the public and providing user-friendly mechanisms of accountability.

Last, let’s take the questions of value, empowerment and politics seriously. What does good look like? Is it dutiful citizens being kind to each other online, behaving nicely in an orderly fashion? Or is it deliberating, debating, even conflicting citizens? Citizens who express themselves through digital media, organise through digital media, protest to the authorities and insist on being heard? I think it should be the latter, not least because our societies are increasingly divided, angry and dis-empowered. It’s time that people are heard, and it’s time for the digital environment to live up to its democratizing promise. But this requires change on behalf of the policy makers. We should not only ask whether people trust media, or trust the government. We should also ask whether the media trusts the people and treats them with respect. And whether governments and related authorities and civic bodies trust the people, treat them with respect, and hear what they say.

This article gives the views of the author, and not the position of the LSE Media Policy Project nor of the London School of Economics and Political Science.   

About the author

Sonia Livingstone OBE is Professor of Social Psychology in the Department of Media and Communications at LSE. Taking a comparative, critical and contextual approach, her research examines how the changing conditions of mediation are reshaping everyday practices and possibilities for action. She has published twenty books on media audiences, media literacy and media regulation, with a particular focus on the opportunities and risks of digital media use in the everyday lives of children and young people. Her most recent book is The class: living and learning in the digital age (2016, with Julian Sefton-Green). Sonia has advised the UK government, European Commission, European Parliament, Council of Europe and other national and international organisations on children’s rights, risks and safety in the digital age. She was awarded the title of Officer of the Order of the British Empire (OBE) in 2014 'for services to children and child internet safety.' Sonia Livingstone is a fellow of the Academy of Social Sciences, the British Psychological Society, the Royal Society for the Arts and fellow and past President of the International Communication Association (ICA). She has been visiting professor at the Universities of Bergen, Copenhagen, Harvard, Illinois, Milan, Oslo, Paris II, Pennsylvania, and Stockholm, and is on the editorial board of several leading journals. She is on the Executive Board of the UK Council for Child Internet Safety, is a member of the Internet Watch Foundation’s Ethics Committee, is an Expert Advisor to the Council of Europe, and was recently Special Advisor to the House of Lords’ Select Committee on Communications, among other roles. Sonia has received many awards and honours, including honorary doctorates from the University of Montreal, Université Panthéon Assas, the Erasmus University of Rotterdam, the University of the Basque Country, and the University of Copenhagen. She is currently leading the project Global Kids Online (with UNICEF Office of Research-Innocenti and EU Kids Online), researching children’s understanding of digital privacy (funded by the Information Commissioner’s Office) and writing a book with Alicia Blum-Ross called ‘Parenting for a Digital Future (Oxford University Press), among other research, impact and writing projects. Sonia is chairing LSE’s Truth, Trust and Technology Commission in 2017-2018, and participates in the European Commission-funded research networks, DigiLitEY and MakEY. She runs a blog called www.parenting.digital and contributes to the LSE’s Media Policy Project blog. Follow her on Twitter @Livingstone_S

There’s a funny thing about media literacy, and that is that media have crept their way into everyone’s daily life. A young person knows who’s a friend and who’s not and media have a lot to do with that…. Isn’t media literacy also: discussing daily life and the latest news wit peers and teacher and trying to reach a common goal: making the world a better, more liveable place? PS I’m a schoollibrarian in Amsterdam, Holland and for me media literacy also means also informing teachers about books that tell about worldwide digital developments, like The raod to Unfreedom by Timoty Snyder, not exactly hopeful information, but it’s better to know than not to know.

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Digital Citizenship Education (DCE)

• Media and Information Literacy

How is media and information literacy defined today?

Like digital citizenship, media and information literacy has been explained by a range of definitions and different terminologies. Whether we use digital media literacy, information literacy, internet literacy or any of the other different expressions, the main idea is that literacy encompasses the ability to engage meaningfully with media and information channels.

Media, information channels and the ubiquity of the internet may leave the impression that the digital age has turned everyone into media users and that the digital can be found everywhere, including in schools. This impression is false and, moreover, schools are the notable exception. School is the one place where it is absolutely crucial to train future citizens to understand, to criticise and to create information. It is in schools that the digital citizen must begin and maintain constant critical thinking in order to attain meaningful participation in his or her community.

Media and information literacy is an ambitious goal in the 21st century because of the challenge of teaching users to critically judge, reflect and use the extremely broad range of available media. Not only must users become media literate with respect to traditional media and the representation of image, users now must become media literate with respect to the wealth of new technology available and the development of applications allowing entirely new ways of transmitting information.

Without media and information literacy, across the varied types of media now available, our children cannot act as responsible citizens, digital or otherwise, and the question of who will teach this to our children has not yet been established.

Generally speaking, if schools are the training grounds for critical thinking, analysis and judgment making, is it not logical that media and information literacy become cornerstones of the educational curricula?  

What are some of the dimensions of media and information literacy?

Media and information literacy (MIL) is an umbrella concept that covers three often clearly distinguished dimensions: information literacy, media literacy and ICT/ digital literacy. As UNESCO highlights, MIL brings together stakeholders including individuals, communities and nations to contribute to the information society. Not only does MIL act as an umbrella, it also encompasses a full range of competences that must be used effectively in order to critically evaluate the different facets of MIL.  

What will media and information literacy mean to our children?

Children and young people today are particularly savvy when it comes to finding and using media for entertainment and recreation. But how many of those children can use those same devices to find meaningful answers, conduct evidence-based research, spark a debate or follow the news?

Children and young people are confronted with all types of content and they should, indeed they must, be able to discern what is of value and what is not; what is real and what is not. Discernment goes beyond fake news and relates to their ability to process and interpret information.

Research is under way to investigate the learning potential of existing and emerging communicative technologies for children aged 0-8 years old. The DigiLitEY project specifically rests on the premise that “the early years provide crucial foundations for lifelong literacy learning, therefore it is important to ensure early education policy and practice across (all) countries are developed in order to equip our youngest citizens with the skills and knowledge needed in a digitally-mediated era”. Initiatives such as DigiLitEY and the Joint Research Commission project on 0-8-year-old children and digital technology should provide interesting conclusions and guidelines on media and information literacy in the near future.

Whether children are playing online games or watching endless videos, the ability to understand the stakes within the medium and potential implications beyond would serve our children well. They need to be able to process, analyse and make good decisions on their own, and media and information literacy can help children develop those skills.  

Confusion between media and information literacy and digital citizenship

Rather than simply using cognitive, emotional and social competences as the basis of MIL, it is useful to apply some of the other media-related competences from the Council of Europe’s “butterfly” competence framework to the concept of media and information literacy (Figure 9).

Figure 9: Four steps underpinning the process of inclusion

How does it work?

Media and information literacy provides the backbone to understanding media and the role of media in our society. MIL also provides some of the essential skills necessary for critical thinking, analysis, self-expression and creativity – all necessary skills for citizens in a democratic society.

Citizens are able to access, analyse, create and consume media and information in various formats from print to radio, from video to the internet. Learning how to use a search engine properly is an important skill for the digital citizen and once the information is acquired, it is then necessary to apply transversal skills such as critical thinking by searching for and comparing divergent sources online. The ability to critically analyse, then classify and retain the pertinent information can aid digital citizens in the acquisition of knowledge on a wide array of topics.  

Educational and citizenship value

Critical thinking is invaluable for citizens and especially for young learners, who also need to be able to solve problems, find information, form opinions, evaluate sources and more. Given the amount of data and truthful and erroneous information that is available online, MIL is a crucial skill.

A message can go viral in less than one hour and what is false can be repeated until people believe that it is true. With the speed of dissemination, those with adequate MIL skills will be better able to discern what is true and will be able to ask questions and search for answers amid the flotsam online.

Search engines have revolutionised the way people search for content online, and digital skills should also include the ability to understand that algorithms may not always be neutral. Search engines can and have been manipulated for political and other reasons and, as such, users should have a healthy appreciation for lower-ranked results as well as the highest-ranked result. With regard to information and especially world news, the key is diversity. Algorithms should be configured in such a manner as to always display different points of view about similar events.

Finally, children and, more broadly, all citizens may be misled into believing that if there is “fake” news there must be “real” news. Even news which is factually correct results from an editorial filter which selects one event among the otherwise infinite events happening all around the world. As media outlets struggle to attract viewers, the news has to be “catchy”, sensationalist and simple, gradually transforming into “infotainment”. Instead of covering a heart-warming story of solidarity and fraternity, news outlets will prefer devastating accidents, death and violence. The questions that must be asked, beyond the “factual accuracy”, is rather: why does the media focus on stories of catastrophes? Is there something to gain from keeping people in a state of perpetual fear for their life? How does this influence political opinions? What ideological message underpins the otherwise factually correct news article or story?

Robert Darnton

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Media and Information Literacy in an Age of Uncertainty

About the author, e. courtenay rattray.

E. Courtenay Rattray is Permanent Representative of Jamaica to the United Nations.

3 December 2020 Opportunities and Benefits of Digital Transformation

I n 2012, the World Economic Forum observed that “by analysing patterns from mobile phone usage, a team of researchers in San Francisco is able to predict the magnitude of a disease outbreak half way around the world”. 1 Most countries failed to realize the significance of this point, however, and the onset of the COVID-19 pandemic left them scrambling to develop track-and-trace applications.

There is now a much wider understanding of the key role of advanced technologies such as informatics and artificial intelligence (AI) in delivering solutions for the management of pandemics. These include tracking possibly infected persons; contact tracing; the targeted delivery of health care; and the ability to link across databases to elicit important patterns, such as health status and recent travel history.

Clearly, these measures can be effective. A study conducted by Oxford University in April 2020 found that if just 56 per cent of a country's population used a tracking app, it could largely contain the COVID-19 epidemic.

The problem, however, is that this approach raises concerns over privacy, which is why it has had a mixed reception in Western democracies. One particularly important issue is whether personal information is stored externally rather than on a person’s phone. So, it is important to take account of both the technical feasibility and the social acceptability of certain approaches.

Economic choices are equally important. The pandemic caused an astonishingly rapid migration to online teaching and education, working, meeting and conferencing, administration, shopping and socializing. News, information, entertainment, medical advice and almost all other services became more prevalent online. The change is probably now irreversible, as many businesses, government agencies, universities, retailers and individuals have experienced the efficiency gains and cost reductions of a far more distributed way of operating.

Technological convergence, which started some years before the pandemic, created the framework for this current transformation. The disruption began in the communications sector, which had once been shaped exclusively by elites in the broadcasting and print industries. It is now characterized by a diffusion of power, which has given rise to citizen journalists, Facebookers, Tweeters, bloggers and vloggers. News, information and entertainment are therefore no longer the sole provinces of traditional content creators and distributors. The average person is now both consumer and creator of content and is able to share her or his perspective and world view from any connected village in any part of the globe.

The Challenges of Digital Transformation

As the population shifts to a greater reliance on online sources, it becomes more susceptible to harmful content. Part of this has been made more manifest by propaganda that incites racism, conspiracy theories, violence and radicalization. However, some of this is much more subtle and includes the way that AI algorithms segregate humanity into “bubbles” where dissenting views are no longer heard. Over time, this can undermine the basis for shared values and tolerance in a society, tearing at the fabric of democracy itself.

The difficulty that citizens have in distinguishing between fake news (which will soon be compounded by “deep fakes”) and reliable sources of information creates what the United Nations Secretary-General describes as a “trust deficit disorder”.

The World Commission on the Ethics of Scientific Knowledge and Technology (COMEST) has called attention to the role of AI in the selection of information and news that people read, the music they listen to and the decisions they make, as well as their political interaction and engagement. Just prior to the pandemic, the United Nations Secretary-General’s High-level Panel on Digital Cooperation observed that we are “delegating more decisions to intelligent systems, from how to get to work to what to eat for dinner”. 2 Underlying this point is a concern that the AI systems used by technology companies are “black boxes” that open an information chasm between the technology companies and everybody else, including policymakers and regulators. 3

Information is being created, distributed and amassed on an unprecedented scale, but most people have no knowledge of when, or the nature or extent to which information about them is being stored, access and shared. This gap is one of the most pressing concerns in our transition to a world in which people are developing deeper and closer relationships of trust with “smart” devices that are controlled by AI. David Leslie of the Alan Turing Institute points out: “As with any new and rapidly evolving technology, a steep learning curve means that mistakes and miscalculations will be made and that both unanticipated and harmful impacts will inevitably occur. AI is no exception.” 4

The difficulty that citizens have in distinguishing between fake news (which will soon be compounded by “deep fakes”) and reliable sources of information creates what the United Nations Secretary-General describes as a “trust deficit disorder”. 5 For example, as a result of the increasing reliance on AI-generated trending topics, the World Health Organization had to battle an “infodemic” alongside COVID-19 because many people at risk of contracting the virus were unaware of how much information about the pandemic was incorrect, deliberately misleading or malicious. The United States Federal Bureau of Investigation reported a four-fold increase in the volume of cyberfraud; scammers took advantage of the crisis and offered fake advice on COVID-19 to induce recipients to click on their links, which allowed them to download malware and capture personal and financial information.

Other increasingly pressing concerns include the concentration of the ownership of platforms, the millions of people left behind who are unconnected or lack the digital skills to be competitive, and the fact that most media regulatory frameworks now lag far behind in the new world of accelerating technological change. For example, most regulation still operates exclusively at the national level, even though local firms are now competing with vastly bigger and largely unregulated foreign providers.

Given that the volume of material now uploaded every minute far outpaces the ability of most regulators to monitor more than a fraction of the harmful content, a key part of the solution is to place more reliance on citizens. Regulators need to take on a new role in ensuring that citizens can acquire the knowledge and skills needed to fully utilize digital resources while guarding against malicious, harmful and inappropriate content.

The Mandate for Media and Information Literacy

The purpose of media and information literacy (MIL) is to empower the users of technology through continuous learning and knowledge acquisition about the functions of media; the mechanisms for content creation and distribution; media effects; the rights of persons to information and expression; the responsibilities of those who use, mediate and control media; and the ethical design and use of new and emerging technologies.

It is particularly important that people understand the role of the AI systems with which they will interact, and that there are ethical considerations and expectations surrounding the use of such systems. They must be alert to the possibility of media manipulation and signs of the penetration of social media by terrorist or criminal networks. Consumers of digital content must also be able to identify and respond to risks such as cyberbullying, revenge porn, internet addiction and other problematic internet use.

To advance MIL, regulators and policymakers should work with content creators, civil society, and platform and network operators to encourage the development of faster and more reliable fact-checking, higher standards and trustworthiness in journalism, and the special promotion of MIL programmes that focus on disaffected youth to help prevent radicalization and recruitment by criminal and terrorist organisations.

In order to protect democracy, the transition to a digital society and economy must be accompanied by a media and information literacy revolution. This cause would be greatly advanced were the United Nations General Assembly to provide its imprimatur by declaring 24 to 31 October as Global Media and Information Literacy (MIL) Week. This would be in keeping with a similar designation made in 2019 by the United Nations Educational, Scientific and Cultural Organization General Conference, which unanimously adopted a resolution on the matter.

1 World Economic Forum, “Big data, big impact: New possibilities for international development” (Geneva, 2012), p. 3. Available at http://www3.weforum.org/docs/WEF_TC_MFS_BigDataBigImpact_Briefing_2012.pdf . 2   T he Age of Digital Interdependence, Report of the United Nations Secretary-General’s High-level Panel on Digital Cooperation (New York, 2019), p.17. Available at https://www.un.org/en/pdfs/DigitalCooperation-report-for%20web.pdf .

3 Urs Gasser and Virgilio A.F. Almeida, “A layered model for AI governance”, IEEE Internet Computing , vol. 21, No. 6 (November, December 2017), p. p. 58–62. Available at https://dash.harvard.edu/handle/1/34390353 . 4 David Leslie, Understanding artificial intelligence ethics and safety: A guide for the responsible design and implementation of AI systems in the public sector ” (London, The Alan Turing Institute, 2019), p. 3. Available at https://www.turing.ac.uk/sites/default/files/2019-06/understanding_artificial_intelligence_ethics_and_safety.pdf . 5  T he Age of Digital Interdependence, Report of the United Nations Secretary-General’s High-level Panel on Digital Cooperation , p. 18.

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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.

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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Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning

• Unit 1: Understanding Media and Information Literacy – An Orientation

Duration: 2 Hours

KEY TOPICS:

• Defining ‘information’ and ‘media’
• Exploring the importance of the media and other information providers
• Describing key learning outcomes of media and information literacy

LEARNING OBJECTIVES

At the end of this module teachers should be able to:

• Identify key learning outcomes/elements of media and information literacy
• Understand media and information literacy, and its importance and relevance in the lives of students and teachers today
• Explore the roles of media and other information providers such as libraries, archives and Internet
• Explore these roles in a variety of media and information texts

PEDAGOGICAL APPROACHES and ACTIVITIES

Multiple roles of media.

Media and other information providers play a central role in information and communication processes. They are one way of communicating information, although their role is much broader than that. For the purpose of the MIL curriculum, media are defined (irrespective of the nature and technologies used) as sources of credible and current information created through an editorial process determined by journalistic values whereby editorial accountability can be attributed to a specific organization or a legal person. To the extent that media are an important part of every society’s communication system, their institutional make-up can mesh with a variety of non-media information providers, such as libraries, museums, archives, Internet information providers, other information organizations and citizens who produce their own content.Media play several roles. They:

• act as channels of information and knowledge through which citizens communicate with each other and make informed decisions
• facilitate informed debates between diverse social actors
• provide us with much of what we learn about the world beyond our immediate experience
• are means by which a society learns about itself and builds a sense of community
• function as a watchdog of government in all its forms, promoting transparency in public life and public scrutiny of those with power through exposing corruption, maladministration and corporate wrong-doing
• are essential facilitators of democratic processes and one of the guarantors of free and fair elections
• are a vehicle for cultural expression and cultural cohesion within and between nations
• function as an advocate and social actor in its own right while respecting pluralistic values

Sourcing Information

The proper use of information made available by media and various information providers depends on people’s abilities to understand their information needs, and to locate, retrieve and evaluate the quality of the information they can access. Today, there is an extremely wide and diverse selection of information material, content, and resources available, particularly on the Internet, varying greatly in accuracy, reliability, and value. In addition, this information exists in a variety of forms (e.g. as text, image or statistic, electronically or in print), that can be made available through online repositories and portals, virtual and real libraries and documentary collections, databases, archives, museums, etc. The most important factor, however, is that the quality of this information can range from ‘very good’ to ‘very bad’.

Before evaluating information sources, it is important to think about what the information is for. This will help you to identify credible information sources. The key questions might be:

What source or what kind of source would be the most credible for providing information in this particular case? Which sources are likely to be fair, objective, lacking hidden motives, showing quality control?

We can think of information as being held by media and other information providers, such as libraries, museums, archives and the Internet. These information providers have a number of roles, including to:

• facilitate teaching and learning processes
• provide access to all types of information (often free of charge, plural, reliable and without restrictions)
• serve as a gateway to information
• promote universal values and civil rights, such as freedom of expression and information
• serve as society’s collective memory
• gather information
• preserve cultural heritage
• Survey the media to find resources or media texts that are examples of the functions listed above. Identify texts that illustrate these roles on a local, national and global level. Survey college/university or public libraries to find books or other resources available which provide information about democracy, other parts of the world, different cultures, social and economic life, etc. Explore questions such as: Who decides on the level of resources that should be allocated to libraries? Who decides which books should be included in the library and which should be excluded? Who decides which books are more important than others? Are libraries serving their purposes? (A similar activity could be organized for museums or archives)
• The media play an important role in helping to encourage the development and building of a nation. Discuss how undue restrictions that might be imposed on media can prevent the media from exercising this function. Think about the content of media in your country. How many different points of view can you find on development, nation building and national interests and from which perspective?
• Search the web to find stories relating to the deliberate destruction of libraries, museums or archives or certain books due to war, ethnic conflicts, etc. How can you verify that this story is true? Given that this is the first unit, teachers may not have been exposed to the requisite skills to answer this question, so should not spend too much time on it but move on to the other questions. How could the destruction of media, libraries, archives and other information providers, resources available and services offered by those institutions affect people, their history or culture? What are some other implications, based on your observation, of such actions?
• What is public demain information? Research how public domain information is treated by two government institutions in your country. Debate the adequacy (or lack thereof) of information provided by these institutions. Are there national policies for how information should be made public? Does access to information laws exist in your country? Are these being used? What are citizens’ entitlements as mentioned in Article 19 of the Universal Declaration of Human Rights?
• Based on the answers provided from the activity suggested above, indicate the outcomes for media and information literacy (what the media and information literate person should be able to do). What does each individual term mean?
• Make a list of media that are present in the daily lives of students and teachers today. What are the key roles and functions that each of these media perform? What do you think it means to be ‘literate’ when it comes to using the media and other information providers? What knowledge, skills and attitudes are necessary?
• Keep a journal for one day in which you record your daily use and interaction with media and information providers, such as public and private Internet information providers. What patterns emerge in your personal use? How many hours do you spend engaged with media and technology such as the Internet, television or radio? What roles are these media and other information providers playing in your life?
• Take a walking tour of your school or neighbourhood. List the examples of media and other information providers that are present in these environments. Which of the roles listed above do these examples illustrate?
• How would they be informed now?
• How would they communicate news, facts, and events?
• What would happen with the decisions you usually make?
• What would you – personally – most miss in such a situation?
• What would society lose with this kind of problem?
• Write a ‘letter to the editor’ with your conclusions on the value of the media and information in a democratic society.

IMPORTANCE OF MIL FOR CITIZENS

Media and information literacy (MIL) brings together disciplines that were once separate and distinct. MIL is concerned with giving people an understanding of the importance of media and other information providers in order to:

• make informed decisions
• learn about the world around them
• build a sense of community
• maintain public discourse, and
• engage in lifelong learning

Further, MIL should spur citizens to become active producers of information and innovators of media and information products, as well as critical thinkers. MIL should incite them to use new and traditional media for self-expression, creativity and greater participation in their country’s democracy and the global information network. ACTIVITIES

• Consider the characteristics of MIL described in Figure 1 in the Media and Information Literacy Curriculum and Competency Framework for Teachers (Part 1). Discuss each characteristic. Write down what each of these means to you. Do you think this description is complete? What do you think should be included?
• Media literacy
• Library literacy
• Computer literacy
• Freedom of expression literacy
• Internet literacy
• Digital literacy
• News literacy
• Cinema literacy
• Games literacy
• What do you observe about the relationship between and among these individual terminologies or notions of MIL? Write one paragraph describing what would be your rationale for combining media literacy and information literacy as MIL.
• Unit 2: MIL and Civic Participation
• Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
• Unit 4: MIL, Teaching and Learning

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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The Value of Being a Media and Information Literate Individual

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Essay on Media And Information Literacy

Students are often asked to write an essay on Media And Information Literacy in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Media And Information Literacy

Understanding media and information literacy.

Media and Information Literacy (MIL) is knowing how to smartly handle and use information from different sources like TV, internet, and books. It’s like learning to swim in a sea of endless news, pictures, and videos.

The Importance of MIL

It’s crucial because it helps you tell what’s true from what’s not. With MIL, you can make better choices about what to read, watch, and share. It’s like having a map in the world of media.

Learning to Check Facts

A big part of MIL is learning to check if something is correct. Before believing a story, see if trusted places also report it. It’s like double-checking your answers in a test.

Using Media Wisely

MIL teaches you to use media in a good way. It means not spending too much time on screens and knowing that not everything online is good for you. It’s about making smart media choices.

Sharing Responsibly

250 words essay on media and information literacy.

Media and Information Literacy, or MIL, is knowing how to smartly use the internet, newspapers, books, and other ways we get information. It’s like learning how to fish in a huge sea of news and facts. With MIL, you can tell which fish are good to eat and which might make you sick.

Why MIL is Important

Today, we get bombarded with tons of messages and pictures through our phones, TVs, and computers. Some of these are true, but others are not. MIL helps you sort out the truth from the lies. It’s like having a special tool that helps you know which friend is telling the truth and which is just making up stories.

One part of MIL is checking if something is true or not. Before you believe a story, ask yourself: Who wrote this? Why did they write it? Is there proof? It’s like being a detective, looking for clues to solve a mystery.

MIL also teaches you to use media in a good way. It means spending the right amount of time watching TV or playing games and also using the internet to learn new things. Think of it as a diet for your brain—you need a mix of fun, learning, and rest.

Sharing the Right Information

Lastly, MIL helps you share information the right way. Before you send a message or a picture to others, think: Is it kind? Is it necessary? Is it true? By doing this, you can be a hero who helps stop lies and spread kindness.

500 Words Essay on Media And Information Literacy

The need for media literacy.

We live in a time when we are surrounded by a sea of information. From the moment we wake up to the time we go to bed, we are bombarded with messages from our phones, TVs, and computers. With so much information coming at us, it’s important to know what is true and what isn’t. This is where media literacy comes in. It helps us tell the difference between facts and opinions, and it teaches us to ask questions about what we see and hear.

Spotting Fake News

One of the biggest challenges today is fake news. This is information that is made to look real but is actually made up to fool people. Media literacy gives us the tools to spot fake news by checking where the information comes from, who is sharing it, and whether other reliable sources are reporting the same thing. By being careful and checking the facts, we can avoid being tricked by false information.

Using Information Wisely

Advertising and persuasion.

Advertisements are everywhere, trying to persuade us to buy things or think a certain way. Media literacy helps us see the tricks advertisers use to grab our attention and make us want something. By understanding these tricks, we can make better choices about what we buy and believe.

Creating Media

Media literacy is not just about what we take in; it’s also about what we put out into the world. With smartphones and the internet, anyone can be a creator. Media literacy teaches us how to share our own stories and ideas in a clear and honest way, and how to respect other people’s rights and feelings when we do.

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• Publications

Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression

The collection of papers “Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression” continues the UNESCO IITE’s series of publications entitled “Digital Transformation of Education”. The publication describes the fundamentals of artificial intelligence and AI-based technologies, their impact on the modern information and media environment, new challenges in the field of media and information literacy associated with the growing automation of the processes of creating, disseminating and accessing information, the use of AI in decision-making and control systems in various areas. There is a strong focus on the growing risks of reducing individual agency, people’s ability to interpret reality autonomously and to act according to their own agenda.

These issues are more relevant now than ever before for education undergoing digital transformation. The publication seeks to contribute to a critical understanding of the digital environment in which learning and teaching unfold, and strategies and tactics for the use of new technologies and the digitalization of educational interactions.

The publication was authored by Mr. Igor Shnurenko, an independent expert in AI, writer and journalist; Ms. Tatiana Murovana, UNESCO IITE programme specialist; and Prof. Ibrahim Kushchu, the head of TheNextMinds.com, the AI ​​consulting and training company.

The new series of publications “Digital Transformation of Education” is in line with the mission of UNESCO IITE to serve as facilitator and enabler for achieving Sustainable Development Goal 4 through ICT-enhanced solutions and best practices. It includes policy briefs, analytical reports and reflection papers developed to explore ongoing and emerging fundamental changes in education due to the use of technologies and their impact on education and other spheres of human life.

The collection of papers “Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression” is available in English.

Publication year: 2021

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Playing Gali Fakta inoculates Indonesian participants against false information

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Although prebunking games have shown promise in Western and English-speaking contexts, there is a notable lack of research on such interventions in countries of the Global South. In response to this gap, we developed Gali Fakta, a new kind of media literacy game specifically tailored for an Indonesian audience. Our findings indicate that participants who engaged with Gali Fakta exhibited significantly greater skepticism toward false news headlines and expressed a reduced likelihood of sharing them. Importantly, playing Gali Fakta did not lead to increased skepticism or decreased sharing intent for factual headlines. These results suggest that Gali Fakta holds promise as a scalable media literacy intervention in Indonesia.

Department of Computer Science and Engineering, University of Notre Dame, USA

Department of Psychology, UIN Sunan Kalijaga, Indonesia

Research Questions

• Can playing Gali Fakta improve participants’ accuracy in assessing false news headlines?
• Does playing Gali Fakta reduce the intent to share false news headlines?
• Does playing Gali Fakta lead to an increase in self-reported media literacy?

Essay Summary

• We created a WhatsApp-inspired media literacy game tailored for Indonesian users.
• We conducted a randomized controlled trial involving N = 1,006 Indonesian participants to assess the impact of playing Gali Fakta. The study aimed to determine if the game could enhance participants’ ability to evaluate the accuracy of false news headlines, reduce their inclination to share false news headlines, and improve self-reported media literacy.
• Results showed that participants who engaged with Gali Fakta were significantly more inclined to perceive false headlines as less accurate and were less likely to share them. Notably, playing the game did not affect the accuracy or sharing intent regarding factual headlines. However, no improvement was observed in self-reported media literacy scores following gameplay.

Implications

Gali Fakta is a media literacy game inspired by WhatsApp, specifically designed for an Indonesian audience. Its name, “Gali Fakta,” translates to “dig up the facts,” and it was developed through a collaboration between technology experts at Moonshot and researchers at the University of Notre Dame (see Figure 1). The design of the game draws inspiration from the Learn to Discern Program by IREX.

The game is quick to play, taking only about five minutes, and it simulates a group chat with family and friends on a messaging app. Throughout the game, players are tasked with protecting their loved ones from falling for hoaxes. Players can select from three different content areas—health, news, or finance—which prompt people to message them and share various types of content. Each content area provides lessons on safeguarding oneself and others against four types of misinformation: fake social media accounts, confirmation bias, untrustworthy social media sources, and algorithmically-generated filter bubbles.

During gameplay, when players observe their fictional friends or family members sharing misinformation from the mentioned categories, they are presented with two response options. For instance, if a character messages the player about a favorite musical artist requesting money on social media, the player must decide whether the post is factual. In this example, the absence of a verification symbol indicates the post is false. If the player answers incorrectly, they receive a prompt explaining the correct response (see Figure 2). Throughout the game, players engage in conversations with fictitious family members, offering ten different responses and opportunities to learn about misinformation techniques. Before its release, the game script underwent review and revision by Indonesian subject matter experts.

Gali Fakta aims to create psychological inoculation by first providing a forewarning that the user’s friends and family may be spreading misinformation and then exposing the user to misinformation shared by fictitious friends and family members in the simulated WhatsApp environment along with lessons on how to detect such misinformation. We hypothesized that after playing Gali Fakta participants would become more conscious of their social media behavior and more discerning when encountering false information. The false information in our study was a variety of false headlines, some of which were politically charged and sensationalist. Others were simply factually inaccurate (see Appendix B for details). Our study revealed that playing Gali Fakta was associated with higher accuracy in evaluating false news headlines and a decreased self-reported intention to share false headlines.

Media literacy, prebunking, and Indonesia

Indonesia ranks as the world’s fourth-largest country, with a rapidly increasing number of citizens gaining digital access. Currently, around 77% of the population is online, and this figure is projected to reach 90% by 2025 (Kemp, 2023; Nurhayati-Wolff, 2023). This growing online presence also creates a vulnerability to online misinformation. Researchers have found that misinformation was evident during the 2019 Indonesian general election, particularly on social media platforms (Theisen et al., 2021). Besides political misinformation, misinformation related to health and finance also circulates widely in the Indonesian information ecosystem (McRae et al., 2022; Mujani & Kuipers 2020; Nasir & Nurmansyah, 2020). Research has also indicated that students in Indonesia face challenges in distinguishing between false and factual news (Syam & Nurrahmi, 2020). A 2020 report by GeoPoll found that over 40% of Indonesians admitted they only read the headline and “rarely” or “never” read the article before sharing it on social media (McDonnell & MacKinnon, 2020). More research is needed to determine the most effective media literacy tools for different countries as well as different types of misinformation. Notably, misinformation and disinformation disproportionately affect individuals with lower levels of media literacy (Jalli & Idris, 2019).

To combat this issue, prebunking games based on inoculation theory have shown promise in helping individuals discern fact from fiction and reducing their inclination to share misinformation (Basol et al., 2020). Inoculation theory involves building resistance to misinformation by exposing individuals to small doses of false or misleading information in a controlled setting (Compton et al., 2021). However, these prebunking games have limitations, such as potentially increasing skepticism towards both factual and false information (Modirrousta-Galian & Higham, 2022). Additionally, individuals may still share false information due to social or political motives, despite possessing higher levels of media literacy (Sirlin et al., 2021). Moreover, most prebunking games and media literacy interventions have been tailored to Western, English-speaking audiences and may not be culturally relevant to other populations. Iyengar, Gupta, & Priya (2022) found that participants from India increased their ability to detect misinformation after playing the Western-based media literacy intervention Bad News Game. However, the authors note that their English-speaking and highly educated sample was not representative of much of the population of India. Harjani and colleagues (2022) created a media literacy game that was designed for participants in India and tested its effectiveness with a sample of participants from north India. Unfortunately, they did not find that their game improved participants’ ability to evaluate misinformation or reduced willingness to share misinformation with others. The authors note that future work may benefit by partnering with local researchers and universities in order to better adapt interventions originally designed with a Western audience in mind. They also note the importance of considering the potential lack of digital literacy of a rural audience, which could limit the effectiveness of playing an online media literacy game.

Recognizing the popularity of WhatsApp in Indonesia and its susceptibility to misinformation due to the ease of forwarding messages without fact-checking, we designed Gali Fakta to mimic the WhatsApp interface (Banaji et al., 2019; de Freitas Melo et al., 2020; Neyazi et al., 2022; Yustitia & Asharianto, 2020). Political groups have also exploited WhatsApp during the 2019 Indonesian election to disseminate misleading or false information through political memes (Baulch et al., 2022). Our aim was to develop a game that aligns with the information environment of its players to enhance prebunking effectiveness. We partnered with Indonesian scholars and media experts during the development of the game to constantly improve the feel, aesthetics, and clarity of our lessons. For example, there are laws against spreading false information in Indonesia (Lamb & Teresia, 2022) and neighboring Malaysia (Sipalan, 2021). Therefore, we aimed to avoid any negative associations with learning about misinformation through a game that might unintentionally glorify misinformation spreading. Instead, Gali Fakta focuses on empowering users to protect their friends and family from hoaxes. We conducted an evaluation to assess whether playing Gali Fakta could enhance the ability of Indonesian participants to identify false headlines, reduce their likelihood of sharing false headlines, and improve their self-reported media literacy habits.

Finding 1: Playing Gali Fakta significantly increased participants’ skepticism for false news headlines but not for factual headlines.

We conducted a series of ordinary least squares (OLS) regressions to investigate whether playing Gali Fakta predicted participants’ tendency to rate false news headlines as more inaccurate, indicating increased skepticism. OLS regressions identify relationships between variables by minimizing the sum of squared errors.

Participants in the Gali Fakta condition significantly rated false news headlines as more inaccurate compared to those in the control condition while controlling for age, gender, education, media literacy, urban versus rural residence, religiosity, income, and political ideology ( p < .001). Notably, engaging with Gali Fakta did not lead to a significant increase in inaccuracy ratings of factual headlines ( p = .173). Thus, playing Gali Fakta effectively enhanced participants’ discernment of false headlines, but this heightened skepticism did not extend to factual headlines. Full regression tables, means, and effect sizes are provided in Appendix A.

Finding 2: Playing Gali Fakta significantly reduced participants’ intent to share false headlines but not factual headlines.

In the subsequent analysis, we conducted a series of OLS regressions to assess whether playing Gali Fakta was associated with a decreased intent to share false headlines. Figures 3 and 4 illustrate the effects of playing Gali Fakta on evaluating both factual and false headlines.

Results revealed that engaging with Gali Fakta significantly predicted a reduced intent to share false headlines even when controlling for age, gender, education, media literacy, urban vs rural residence, religiosity, income, and political ideology ( p = .002). The regression coefficients for playing Gali Fakta were 0.192 for rating false headlines and 0.215 for sharing false headlines. This means that participants who played our brief media literacy game rated false headlines as more inaccurate by about 0.2 of a point on a 1–5 scale point and decreased their likelihood to share by about 0.2 on a 1–5 scale. Notably, playing Gali Fakta did not lead to a significant decrease in sharing intent for factual headlines ( p = .114). Once again, these findings underscore the effectiveness of our media literacy game in fostering skepticism and caution regarding misinformation, while not affecting the sharing intent for accurate information.

We also analyzed to what extent participants differentiated between factual and false headlines.  As a robustness check, we analyzed discernment (i.e., the difference in ratings between factual and false headlines) and still found that playing Gali Fakta significantly improved both headline accuracy discernment and sharing discernment (see Appendix A). While our results demonstrate that playing Gali Faktaimproves participants’ ability to discern factual headlines versus false news headlines, it is unclear if playing Gali Faktawould impact social media behavior or override social and political motives to share misinformation. We do find it encouraging that these positive effects hold while controlling for education, media literacy, and political ideology.

Finding 3: Playing Gali Fakta does not impact self-reported media literacy

In addition to assessing headline ratings and sharing intention, we also examined whether playing Gali Fakta would lead to an increase in self-reported media literacy. Our analysis did not reveal a significant increase in participants’ self-reported media literacy following engagement with Gali Fakta ( p = .622). This null result may be attributed to limitations inherent in self-report media literacy scales, as they may not comprehensively measure individuals’ actual media literacy skills (Jones-Jang et al., 2021). Alternatively, it is possible that Gali Fakta may not prompt participants to reflect on the specific types of questions posed in the media literacy scale used.

Future studies could explore more targeted inquiries, such as assessing participants’ confidence in correcting misinformation shared by others online, which aligns more closely with the tasks undertaken in Gali Fakta. While playing Gali Fakta did not influence self-reported media literacy scores, we found that participants who played the game versus a control group were significantly better able to evaluate the accuracy of false news headlines and also reported a reduced likelihood of sharing false news headlines. Future work can also investigate the duration of this effect along with whether Gali Fakta can be successful in different country-level populations after translations. Finally, we measured the ability to evaluate false text-based headlines as our measure of misinformation. However, this is only one type of misinformation, and it does not capture the ability to evaluate more complex types of misinformation, such as hyperpartisan misinformation and misleading information from mainstream news that is not completely false. Future research could develop media literacy interventions that are specifically designed to teach individuals to identify these more complicated types of misinformation.

While our effect sizes are small, we believe these positive results are encouraging from playing a brief media literacy game. Gali Fakta is an extremely scalable intervention, and small effects could have more meaningful cumulative effects if the game is shared widely in public campaigns and in educational settings. Large social media accounts can simply share Gali Fakta with their audience and encourage their followers to play the game and share it with their friends and family. Additionally, Gali Fakta offers a fun and simple exercise to add to media literacy curriculums. Gali Fakta is freely available in both its original Bahasa Indonesian version 1 https://literata.id/game/ as well as the translated English version. 2 https://galifakta.com/

Participants

We recruited 1,006 Indonesian participants through Bilendi & Respondi’s survey platform, with 495 assigned to the Gali Fakta condition and 511 to the control condition (see Appendix A for power analysis).  Participants from Bilendi & Respondi’s database have enough digital literacy to sign up for an online survey platform, which may yield an important baseline of digital literacy that is required to understand and learn from our game. Data was collected in February of 2023. We excluded 191 participants who did not respond to the question about political ideology, aiming to control for politics given the political nature of some headlines. The average age of participants was 38.53 ( SD = 11.43), with 52.89% male and 81.51% residing in urban areas. On a religiosity scale ranging from 1 (not religious at all) to 5 (very religious), the average score was 3.80 ( SD = 0.81). The average level of conservatism, rated on a scale from 1 (very liberal) to 5 (very conservative), was 3.37 ( SD = 1.01). Regarding education, 74.85% completed tertiary school, and 99.7% completed secondary school. The average annual income was 133,401,566.79 Indonesian Rupiah or 8,357 USD ( SD = 544,834,772.12 for IDR and 34,133.90 for USD).

Participants were randomly assigned to play either Gali Fakta or Tetris (see Figure 5), a game chosen as an effective control condition due to its comparable time and cognitive demands (Roozenbeek & van der Linden, 2020). After playing the assigned game, participants evaluated seven factual and seven false headlines covering topics of climate change (two headlines), COVID-19 (three headlines), and non-political matters (two headlines), such as money-saving techniques (see Appendix B for headline list).

The topics were equal across both the factual and false headlines. Headlines were chosen from actual headlines circulating on Indonesian social media during February 2023 that provided a mix of political topics (climate change and COVID-19) as well as nonpolitical topics. In addition to being politically charged topics, false information about climate change and COVID-19 was spread by disinformation campaigns throughout Indonesia (Kurnia et al., 2024; Muzykant et al., 2021). Disinformation surrounding these topics also represents attempts to discredit scientific expertise. Participants rated the accuracy of each headline and their likelihood of sharing it on a 1–5 Likert scale. Additionally, participants completed an 11-item media literacy scale from Austin et al. (2021) counterbalanced with the headline questions. This scale assessed media literacy regarding news source credibility and critical evaluation of news content (see Appendix B). Finally, participants provided demographic information, including age, gender, education, geographic location, religiosity, income, and political ideology.

• / Media Literacy

Cite this Essay

Facciani, M. J., Apriliawati, D., & Weninger, T. (2024). Playing Gali Fakta inoculates Indonesian participants against false information. Harvard Kennedy School (HKS) Misinformation Review . https://doi.org/10.37016/mr-2020-152

• / Appendix B

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Portions of this work were supported by US Agency for International Development (USAID) Cooperative Agreement number 7200AA18CA00059.

Competing Interests

The authors declare no competing interests.

Data collection methods were evaluated and approved by the Institutional Review Board (IRB) of The University of Notre Dame. All subjects verbally consented to participation in this survey and to receive follow-up SMS messages to their mobile phone.

This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided that the original author and source are properly credited.

Data Availability

All materials needed to replicate this study are available via the Harvard Dataverse: https://doi.org/10.7910/DVN/BKXRNQ

Acknowledgements

We would like to thank USAID, Moonshot, Brave Factor and IREX for their help during this project.

Bangladesh’s Leader Resigns and Flees Country After Protests

The country’s army chief said an interim government would be formed, as demonstrators successfully challenged Prime Minister Sheikh Hasina’s harsh rule.

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• Protesters storm and loot the official residence of former Prime Minister Sheikh Hasina. By Reuters
• Protesters display Bangladesh's national flag atop the prime minister's palace in Dhaka. K M Asad/Agence France-Presse — Getty Images
• Protesters damage a statue of former Prime Minister Sheikh Hasina's father outside Parliament. Reuters
• Protesters inside the prime minister's palace in Dhaka. K M Asad/Agence France-Presse — Getty Images
• People greet soldiers in Dhaka. The army will oversee the formation of an interim government. Saif Hasnat for The New York Times
• People shake hands with soldiers in Dhaka after the prime minister's resignation. Mohammad Ponir Hossain/Reuters
• Protesters march through the streets of Dhaka toward the prime minister's official residence. Reuters
• Protesters outside Parliament. Munir Uz Zaman/Agence France-Presse — Getty Images
• Protesters cheer as they climb atop a monument in Dhaka. Mohammad Ponir Hossain/Reuters
• A burned truck in Dhaka. Monirul Alam/EPA, via Shutterstock
• Celebrating the resignation of Prime Minister Sheikh Hasina. Rajib Dhar/Associated Press
• Security forces at an intersection in Dhaka before the prime minister's resignation. Munir Uz Zaman/Agence France-Presse — Getty Images
• Security forces blocking traffic and standing guard. By Reuters

Saif Hasnat Mujib Mashal and Matthew Mpoke Bigg

The resignation came after a violent day of protests that left almost 100 dead.

Jubilant crowds thronged the streets of Bangladesh’s capital on Monday after Prime Minister Sheikh Hasina resigned and fled the country. The army chief said in a statement to the nation that the army would oversee the formation of an interim government.

Ms. Hasina, 76, had ruled Bangladesh since 2009. She was forced out by weeks of protests that began peacefully and then transformed into deadly clashes with security forces. She was spotted at the airport in the capital, Dhaka, but hours after her resignation, her exact location was not clear.

The student-led protests grew into a broader movement seeking the removal of Ms. Hasina, who was seen as an increasingly authoritarian leader. On Sunday, the deadliest day of the protests, almost 100 people were reported killed in clashes between security forces and demonstrators across Bangladesh.

Ms. Hasina, one of the world’s longest-ruling female leaders, had blamed the violence on her political opponents and called for “resisting anarchists with iron hands.”

Here’s what to know:

Ms. Hasina played a pivotal role in the politics of Bangladesh, a nation of around 170 million people that proclaimed its independence in 1971. She won re-election to a fourth consecutive term in January. She is the daughter of Sheikh Mujibur Rahman, the country’s charismatic founding leader, who was killed in a military coup in 1975, when Ms. Hasina was 28. She served as prime minister from 1996 to 2001 and regained power in 2009.

Under her leadership, the economy, helped by investment in the garment export industry, grew quickly, and average income levels at one point surpassed those in neighboring India. Bangladesh also experienced rapid development in education, health, female participation in the labor force and preparedness against climate disasters, including flooding — a national priority in a delta nation .

But her critics said that she tried to turn the country into a one-party state, and the protests that began last month reflected broader discontent against her rule.

Eve Sampson

Crowds swarm the prime minister’s residence after Bangladesh's leader flees.

Exuberant looters made off with furniture, bedding and potted plants as they swarmed the Bangladesh residence of the prime minister, Sheikh Hasina, after she resigned her office and fled the country, according to local broadcast footage.

People scaled the residence’s black gates, the videos showed, throwing items against walls inside, bashing portraits and helping themselves to a spread of food in catering dishes.

The footage showed many people with hands and fists raised in celebration and some jumping for joy on the street. Many in the crowd appeared to be filming the event on their own cellphones.

Social media posts and live television footage also showed people taking animals from the residence, including chickens, ducks and rabbits, and some people posing with the animals.

Monsur Ali, a garment worker, said he was among the thousands of people who entered the prime minister’s residence, many of them taking away objects. He grabbed a plate.

“We went there out of anger,” he said. “Nothing is left there.”

Ms. Hasina, 76, was driven out of office by weeks of protests — initially about coveted government jobs and who is entitled to them — that began without conflict but turned deadly when government security forces cracked down. Nearly 300 people are reported to have died in those clashes.

Many in the country also oppose Ms. Hasina’s increasing authoritarianism after 15 years in power.

The country’s army chief confirmed Ms. Hasina’s resignation in a statement to the nation and said an interim government would be formed.

Matthew Mpoke Bigg

Protesters defied the risk of fresh violence to drive Hasina from power.

Hours after almost 100 people were reported killed on Sunday in clashes between security forces and demonstrators across Bangladesh, the protest leaders made a decision that may have been pivotal in the downfall of Prime Minister Sheikh Hasina.

They had planned to hold a mass march to Ms. Hasina’s official residence, known as the Ganabhaban, on Tuesday. But responding to Sunday’s violence, they moved up their march by a day to increase the pressure on Ms. Hasina, whose resignation they were now demanding.

Ms. Hasina had ruled for years through fear. But the protests had swelled to such large numbers, persisting even after days of deadly crackdown, that the demonstrators’ fear of Ms. Hasina did not keep them off the streets. Instead of backing down in the face of a new curfew and other restrictions, the protesters planned a march that would take them straight back into the maw of the security forces.

Their determination carried the risk of another blood bath. What followed instead, from the perspective of the protesters, was victory. Ms. Hasina fled in a helicopter, a crowd stormed her residence and the army announced that, after more than 15 years in power, she had resigned.

In the aftermath, tens of thousands of people, many shaking their fists in celebration, marched through the center of the capital, Dhaka, and what had been shaping up to be another day of street battles turned into a street party.

That atmosphere of jubilation may be short-lived, however. Bangladesh’s politics have long been violent, and the animosities between Ms. Hasina’s party and the opposition are unlikely to fade soon. Before Bangladesh settles into its next chapter, revenge for years of harsh suppression under Ms. Hasina will be on the minds of many.

Mujib Mashal

How the prime minister’s crackdown weakened her grip on power.

For those watching from outside, Prime Minister Sheikh Hasina of Bangladesh presented a compelling story. She was among the world’s longest-serving female heads of government, a secular Muslim in colorful saris who fought Islamist militancy, lifted millions out of poverty and deftly kept both India and China at her side.

But this seeming success came at a heavy cost. Over the past 15 years, Ms. Hasina deeply entrenched her authority and divided the nation. Those who kissed the ring were rewarded with patronage, power and impunity. Dissenters were met with crackdowns, endless legal entanglement and imprisonment.

The sustained protests that convulsed Bangladesh in recent weeks were a backlash against Ms. Hasina’s formula for power: absolute, disconnected and entitled. She cracked down hard, and the resulting challenge to her rule was a crisis largely of her own making, analysts said. The student-led protests started as a peaceful expression of opposition to quotas that reserve sought-after government jobs for specific groups. The violent response by government security forces and vigilantes from Ms. Hasina’s party sent the country to the verge of anarchy.

Ms. Hasina, 76, deployed every force at her service onto the streets, including a feared paramilitary unit whose leaders have in the past faced international sanctions over accusations of torture, extrajudicial killings and forced disappearances.

Saif Hasnat

Monsur Ali, a garment worker, said he was among the thousands of people who entered the prime minister’s residence, many of them taking objects away with them. He grabbed a plate.

People were pouring into the streets across Dhaka late into the afternoon, and the mood was jubilant. Some came with their families, others beat drums and booed Hasina. “It is the victory of the students, the victory of the people. After a long time, we are happy to be out of a dictatorial regime,” said Towfiqur Rahman, who said he was preparing for an entrance exam for a government job. “You can suppress anger for a while, but it erupts — today is proof of that.”

Hours after her resignation, Hasina’s exact whereabouts was not clear. Diplomatic officials said she was possibly on her way to London, transiting through India. The former prime minister has family both in Britain, where her sister and her family live, and the United States, where her son lives.

Hasina’s resignation and departure from Bangladesh after 15 years at the helm does not necessarily mean easy days ahead for a deeply troubled nation. She has long crushed her political opposition and put many of its leaders in prison, so they will be relieved to see her go. But the process of agreeing on an interim government could be bumpy. Interparty animosity and anger is widespread and deep-rooted, even at the local level.

Shayeza Walid

Wild with glee over news of Hasina’s departure, protesters who had stormed her official residence caused pandemonium within. Social media posts and live TV footage showed people removing furniture, bedding, potted plants — and even pets. Demonstrators posed for pictures with the prime minister’s menagerie, including chickens, ducks and rabbits.

Gen. Waker-uz-Zaman said the army would request the formation of an interim government. The army chief said he had consulted with representatives of the country’s political parties and civil society before his statement.

Prime Minister Sheikh Hasina of Bangladesh has resigned, the country’s army chief confirmed in a statement to the nation. He said an interim government would be formed.

Andrés R. Martínez

After nearly a day without access to the internet in Bangladesh, connectivity appears to have been mostly restored, according to NetBlocks , an internet watchdog.

ℹ️ Update: Internet connectivity remains available in #Bangladesh amid reports Prime Minister Sheikh Hasina has fled the country, bringing an end to her combined total of 20 years in power; hundreds of killings at student protests were masked by telecoms blackouts in recent weeks https://t.co/0SkwO2q6uR — NetBlocks (@netblocks) August 5, 2024

Prime Minister Sheikh Hasina has been spotted at an airport in Dhaka awaiting departure, diplomatic officials said. The army chief has said a statement was coming soon, fueling speculation that her time in office might be over.

Large numbers of protesters have entered the official residence of Prime Minister Sheikh Hasina in Dhaka, footage on local television channels shows. She appears to be on her way out of the country, with diplomatic sources saying she has been spotted at an airport in Dhaka.

Mujib Mashal and Shayeza Walid

As the unrest intensifies, all eyes are on Bangladesh’s army.

With Bangladesh’s security forces seemingly on a deadly collision course with angry protesters after a crackdown on Sunday, eyes were turning to the country’s powerful military establishment to see how it might respond.

Protesters are demanding that Prime Minister Sheikh Hasina leave office, after 15 years of rule that have turned increasingly authoritarian. If the violence on the street leads to instability and chaos, the military — which has sought to distance itself from the violent police reaction through weeks of unrest — would certainly be a central player.

It has been before. Bangladesh’s army has a history of staging coups and counter coups. But over the past couple decades, the military has taken a less overt role in public affairs, choosing more often to exercise influence from behind the scenes.

Part of that shift has been attributed to Ms. Hasina. Her father, Bangladesh’s first leader, Sheikh Mujibur Rahman, as well as much of her family, was killed in a deadly military coup in 1975. In her time in office, she has stacked its leadership ranks with loyalists, and allowed them access to lucrative government contracts and other businesses.

There are international incentives for the military, as well, which has been a major contributor to United Nations peacekeeping missions that have given it another important side business. Any involvement in a coup would subject the army to criticism — or ostracism — from the United Nations, whose human rights chief responded to the recent killings by calling for restraint and accountability from those with “command responsibility.”

While the army was deployed on the streets during the crackdown to clear the protesters late last month, there have been reports of discomfort in the ranks over it. Dozens of former senior officers also issued a statement calling on the military not “to rescue those who have created this current situation” — a statement seen by some as referring to the police and paramilitaries, and possibly even to Sheikh Hasina herself.

On Sunday, the army’s chief, Gen. Waker-uz-Zaman, gathered senior officers for a meeting that was seen as an attempt to allay concerns. In a statement after the meeting, the army said its chief had reiterated that “the Bangladesh Army will always stand by the people in the interest of the public and in any need of the state.”

If Ms. Hasina’s power becomes untenable, analysts said the army would be unlikely to opt for a takeover. It might, though, try to aid some transition period from the sidelines with a caretaker government — something that happened in 2007.

“There are major international ramifications to a military coup. And more than leaders it is the younger officers who are hesitant to go ahead with anything of the sort,” said M. N. Khan, a retired general of the Bangladeshi Army.

Television channels in Bangladesh are showing live footage of crowds of thousands of people streaming toward the city center. The earlier police blockades stopping them appear to have been lifted.

Restrictions on the internet appear to be easing. The address by the army chief has been pushed back by an hour, with the army asking for “patience” until 3 p.m. local time.

Clashes have been reported in different parts of Dhaka, as thousands of people try to push through security barricades to make it to Shaheed Minar — the gathering point for the protests. At least six people have been killed in the clashes today, according to police officials.

Local television channels in Bangladesh are reporting that the country’s army chief, Gen. Waker-uz-Zaman, will address the nation in the next hour. The contents of his address remain unclear, and information flow remains heavily restricted by the communication blackout.

By noon, protesters who had set off for Dhaka were being blocked from entering the city center. There is a heavy deployment of security forces at all the intersections leading to Shaheed Minar, the gathering point for the protesters. Witnesses said the police had used force to try to disperse the hundreds of protesters who had managed to make it to the spot.

The streets of Dhaka were quiet this morning, with garment factories, the largest driver of Bangladesh’s economy, closed in Mirpur, one of the busiest neighborhoods. The intersections leading to the Shaheed Minar, where protesters are supposed to gather before their declared march on the prime minister’s residence, were blocked by the police, army and paramilitary forces.

The government appeared to heavily limit internet connectivity on Monday, a move that it used last month as protests grew. The latest blackout started on Sunday, according to NetBlocks, an internet watchdog.

Sunday's violence prompted the U.N. human rights chief to make a pointed statement. Volker Türk warned that Monday's march, and the ruling party's call for counter-action from its youth wing, could lead to further loss of life. He singled out those "with superior and command responsibility" in his call for accountability for the “shocking violence.”

The crackdown has brought the country into a particularly dangerous phase, as the protest and anger is no longer concentrated in one area. The clashes have spread across the country, making them difficult to contain. The growing clashes have fueled concerns of a return to past periods of political violence, that have included assassinations, coups and counter-coups.

It is setting up to be a tense day in Bangladesh. This march on the residence of the prime minister was initially planned for Tuesday. But protest leaders have moved it forward a day in anger over the deaths of nearly 100 people on Sunday, the deadliest day since the protests began last month.

Saif Hasnat and Mujib Mashal

Saif Hasnat reported from Dhaka, Bangladesh, and Mujib Mashal from New Delhi

The government’s lethal response brings new risks.

Almost 100 people were reported killed in clashes between security forces and protesters on Sunday across Bangladesh, as the country’s leaders imposed a new curfew and internet restrictions to try to quell a growing antigovernment movement.

The revival of student protests after a deadly government crackdown late last month, as well as a call by the governing party for its own supporters to take to the streets, has plunged the country of over 170 million into a particularly dangerous phase.

The exact number of deaths on Sunday was unclear, but it appeared to be the deadliest day since the protests began in July. At least 13 of the dead were police officers, the country’s Police Headquarters said in a statement.

Over the weekend, the tensions flared into the kind of localized clashes across the country that appeared difficult to contain. With the public already angry at the police forces, seeing them as an overzealous extension of Prime Minister Sheikh Hasina’s entrenched authority, attention focused on Bangladesh’s powerful military.

Ms. Hasina has worked to bring the military to heel. But it has a history of staging coups and was being watched for how it positions itself in the escalating crisis.

Here’s what we know about the deadly crackdown on Sunday .

Shayeza Walid contributed reporting from Dhaka.

Saif Hasnat and Andrés R. Martínez

Saif Hasnat reported from Dhaka, Bangladesh.

What we know about the ouster of the prime minister.

Prime Minister Sheikh Hasina of Bangladesh resigned on Monday as protests that began as peaceful demonstrations by students grew into a broader movement calling for an end to her increasingly authoritarian leadership of the nation.

Ms. Hasina deployed the police and paramilitary forces against the students late last month, a crackdown that set off broader public anger against her. The protests became increasingly violent as more students as well as other citizens joined, clashing with pro-government supporters and the authorities.

More than 300 people have been killed. After a curfew and communication blackout eased, the revival of the protests over the weekend, in addition to a call by Ms. Hasina’s party for its own supporters to take to the streets, plunged Bangladesh into a particularly dangerous phase.

On Monday, the army chief announced the resignation and said an interim government would be formed.

Here’s what to know about the protests.

What were the protests about?

Students at the University of Dhaka, the country’s top institution, started the demonstrations on July 1, and they later spread to other elite universities, and then to the general public. The protests turned violent when some members of student wing of the governing party, the Awami League, began attacking the protesters.

Besides sending the police and paramilitaries into the streets, the government locked down schools and colleges. Officials said they slowed down internet connectivity to stop the spread of rumors and protect citizens, making it harder for protesters to organize and make plans via social media platforms.

The protests were initially about coveted government jobs and who is entitled to them. An old quota system, reinstated recently by the courts, reserves more than half of those jobs for various groups, including the families of those who fought for independence from Pakistan. The students said that the system is unfair and that most of the positions should be filled based on merit.

In the past couple of weeks, however, the movement grew massively and become centered on calling for accountability for Ms. Hasina’s increasingly harsh governance.

How did the protests evolve?

The crackdown in late July, which saw over 200 people killed and 10,000 arrested, temporarily dispersed the protesters. However, the large number of deaths also fueled protesters’ anger.

Over the weekend, the tensions spread away from protests and into clashes across the country that appeared difficult to contain. On Saturday at a rally of tens of thousands, protesters called for the resignation of Ms. Hasina, who has been in power for the past 15 years.

In response, Ms. Hasina’s Awami League party called on its supporters to join counter protests, and she asked the country’s people “to curb anarchists with iron hands.”

The threat emboldened protesters, who called for a march on her residence in central Dhaka on Monday. The government once again imposed a curfew, effectively shutting the country down.

By midafternoon Monday in Dhaka, what appeared to be conditions for another deadly day of protests had eased. Police officers let protesters cross barricades into the center of the city, and the army said they would make a statement.

Shortly after, the army chief announced that Ms. Hasina had left the country.

What will happen to Bangladesh after her ouster?

Ms. Hasina was among the world’s longest-serving female heads of government, a secular Muslim who fought Islamic militancy, helped lift millions out of poverty and deftly kept both India and China at her side.

Over the past 15 years, Ms. Hasina entrenched her authority and divided Bangladesh, a nation of 170 million people. Those who were loyal were rewarded with patronage, power and impunity. Dissenters were met with crackdowns, endless legal entanglement and imprisonment.

The army has asked the president, who holds a ceremonial role, to form a new government. Bangladesh’s army has a history of staging coups and counter coups. But over the past couple decades, the military has taken a less overt role in public affairs, choosing more often to exercise influence from behind the scenes.

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