House of Lords Communications and Digital Select Committee inquiry: Media literacy
About Shout Out UK:
Founded by Matteo Bergamini in 2015, Shout Out UK (SOUK) is a multi-award winning creative social enterprise on a mission to defend and amplify democracy by ensuring all citizens understand how their government functions through political literacy, are inoculated from disinformation and misinformation through media literacy and are given a chance to have a say in how their country is run through our own youth voice platform and various programmes.
SOUK has run some of the largest city-wide voter registration and voter awareness campaigns in the democratic world. Furthermore, its education programmes on Media & Political Literacy have been utilised to combat disinformation and extremism nationwide through Prevent, as well as translated into various languages and utilised in multiple countries.
SOUK has worked with a number of clients, including the Department for Digital, Culture, Media and Sport, OFCOM, the Greater London Authority, the US Embassy in London, the US State Department and NATO.
Abstract:
This submission outlines the aims, challenges, and potential improvements for media literacy in the UK. The primary goals include equipping citizens to critically evaluate information, resist misinformation, foster digital responsibility, and enhance democratic participation. Defining media literacy as the capacity for objective analysis and critical thinking, the submission highlights the risks of its absence, including societal destabilisation, extremist influence, and susceptibility to manipulation. Evidence of improvement lies in enhanced access, online safety, critical thinking, digital savvy, and civic engagement. While existing initiatives demonstrate progress, they are often underfunded and lack widespread reach. Recommendations include embedding media literacy in the national curriculum, increasing sustained funding, fostering collaboration between government, industry, and civil society, and learning from international best practices. The evolving media landscape necessitates continuous adaptation of media literacy education to address AI-generated content and emerging online trends.
Please find our answers to the call for evidence questions below. Impact reports of the case studies mentioned in the evidence are linked.
What are the overall aims of delivering media literacy in the UK?
1) A primary aim of media literacy education in the UK is to cultivate a population equipped to critically evaluate information and withstand the pervasive influence of misinformation and disinformation. This empowerment would enable individuals to make well-informed choices impacting various aspects of their lives, including on political, health, and financial decisions. Furthermore, fostering media literacy would enhance emotional resilience against extremist ideologies, teaching people to critically think about the information they encounter both on and offline and thereby contributing to a more secure, inclusive, and tolerant society. The benefits of this extend beyond media consumption. Media literacy also plays a vital role in developing digitally responsible citizens, which is crucial for establishing and maintaining a safe and ethical online environment for all.
2) Rapidly evolving current developments in the uses of AI and other information technologies will impact the skills required by employers of the UK workforce. Those workers who have been taught media literacy skills in their schools or workplaces will be inoculated against the spread of misinformation and AI-generated deep fake content which is becoming ever more prevalent in online spaces and better able to protect their employers and themselves against online scams and reputational damage.
3) Beyond these societal benefits, media literacy education also seeks to nurture creativity and effective communication skills in individuals, enabling them to become active and informed participants in the information ecosystem. It aims to equip people with the skills to not only understand and analyze media messages but also to create their own responsibly and ethically. In an increasingly digital world, the ability to navigate and interpret the vast amount of information, and to discern credible sources from unreliable ones, is no longer a luxury but a fundamental necessity for effective citizenship and personal well-being.
4) According to recent research by the National Citizen Service, the digital media environment is becoming increasingly fractured along ideological lines. One consequence of this is that people are not forging meaningful connections and discussion with those who may disagree with them, and retreating to online echo chambers. Additionally, an increase in online mis- and disinformation combined with the phenomenon of declining trust by the general public in democratic institutions make building citizens’ ability to critically assess online sources and information ever more crucial. Ultimately, media literacy education strives to create a more informed, engaged, and resilient populace capable of navigating the complexities of the modern media landscape.
How would you define media literacy? What would ‘good’ media literacy look like?
5) Media literacy is the capacity to analyze what you are hearing, reading, and seeing in the media objectively. A media literate individual is aware of their own biases and possesses the emotional resilience to engage with information, be it fact or opinion, which challenges these. It facilitates the analysis of data from a range of perspectives. With so many information sources available today, the ability to think critically can aid in sifting through the clutter to discover the facts and identify trustworthy sources.
6) Good media literacy education is characterised by sustained and repeated engagement, interwoven throughout the school curriculum across all subjects (in the case of young people). This approach ensures that young people develop a comprehensive understanding of media analysis and critical thinking, rather than viewing it as an isolated topic or only pertinent to certain subjects. By integrating media literacy into various subjects, students learn to apply these skills in diverse contexts, reinforcing their ability to evaluate information critically in their daily lives. This continuous reinforcement and application of media literacy education across multiple years help to cultivate a generation of informed and resilient citizens, capable of navigating the complexities of the modern media and information landscape.
What are the risks and consequences of not achieving these aims?
7) A population lacking media literacy faces severe consequences that can destabilise society and undermine democratic principles. Without the ability to critically evaluate information, individuals become highly susceptible to believing and sharing mis- and disinformation, leading to widespread confusion and the erosion of trust in credible sources and institutions. This vulnerability is exploited by extremist groups who can disseminate propaganda and recruit individuals more easily, potentially leading to an increase in extremist violence. We saw from last summer’s riots following the Southport murders, how viral online misinformation can play a role in propagating real world violence. There has also been growing concern from the national population about the role played by influencers of the online ‘manosphere’, such as Andrew Tate, in promoting misogynist ideology to boys and men. Furthermore, a poorly informed populace is more likely to be swayed by authoritarian rhetoric and less able to hold leaders accountable, destabilising global peace and stability.
8) Foreign adversaries can also capitalise on this lack of critical thinking to manipulate citizens through targeted disinformation campaigns, interfering in domestic affairs and undermining national security and democratic institutions. Foreign Information Manipulation and Interference (FIMI), including disinformation, is a growing security and foreign policy threat and developing a more media literate population would be one way for the UK government tot take a leading role in addressing this challenge.
9) Beyond the immediate threats to security and governance, a lack of media literacy also carries significant broader consequences. Economically, individuals become more susceptible to financial scams and misleading investment opportunities, hindering personal wealth and potentially destabilising the wider economy through the spread of damaging financial misinformation. Socially, the constant bombardment of divisive and false narratives erodes social capital, fracturing communities and diminishing trust in essential institutions, making constructive dialogue and collective action increasingly difficult. In the realm of public health, the inability to distinguish credible health information from misinformation can lead to detrimental health choices, the rejection of vital preventative measures, potentially creating public health crises. For example, we have witnessed a concerning decline in childhood measles vaccination across Europe, which the WHO and UNICEF are attributing to increasing vaccine scepticism fuelled by online misinformation. The inability to discern fact from fiction weakens social cohesion, potentially increasing violence, hinders informed decision-making, and ultimately makes the population vulnerable to a multitude of negative influences.
What indicators or evidence would demonstrate improvement?
10) Inspired by Ofcom’s 2024 Outcomes bank for media literacy interventions and informed by the EDMO Guidelines for Effective Media Literacy Initiatives, Shout Out UK (SOUK) uses the following indicators to evaluate our success:
11) Short and Medium term:
Area 1: Access, use and content creation
Demonstrable increase in ability to access media and manage its use
Improved ability to create and manage one’s content
Enhanced ability to share information and collaborate online responsibly
Area 2: Online safety, privacy and protection from harm
Enhanced awareness of applicable law and regulations governing online activity
Improved ability to identify online risks and harmful content
Increased knowledge of practical resources and mechanism to keep oneself safe
Area 3: Critical thinking about content
Increased knowledge of mis- and dis-information
Better ability to identify mis- and dis-information
Beneficiaries are better able to fact-check and verify information
Enhanced reflection before sharing information online
Increased emotional resilience to extremist rhetoric
Raised ability to question extremist content and misinformation
Area 4: Digital and media savvy
Increased understanding of the diverse forms of media and available information sources
Raised understanding of platforms and media companies’ motivations and design that affect user experiences
Area 5: Digital citizenship and media engagement
Improved ability to express one’s opinions constructively and productively
Enhanced knowledge of democratic institutions
Improved use of the internet and media for civic participation
Playing a more positive role in supporting online communities
Deepened understanding of one’s place in democracy
Increased positive feelings towards their community
12) Long term:
Enhanced culture of responsible and ethical information consumption
Increased societal resilience against feelings of alienation and disaffection
Improved sense of legitimacy in democracy and systems of government
Reduced democratic deficit
Lastly, our institutions and business employers will have access to a workforce pool which is less vulnerable to mis- and disinformation, decreasing the likelihood of businesses suffering the commercial and reputational harm resulting from online scams and phishing.
How well are existing UK media literacy initiatives working, and how could they be enhanced?
13) We would like to use this question to highlight the following case studies from our work at Shout Out UK:
Case Study: Comprehensive multi-session Teacher Training
Ofcom’s Media Literacy training for professionals who work with children
14) Ofcom identified a concerning gap in Continuing Professional Development related to media literacy for professionals working with children and young people. SOUK was commissioned by Ofcom in September 2023 to deliver a mass-scale Train-the-Trainer delivery programme targeted at a minimum of 500 UK teachers and education professionals who work with children across the UK. From December 2023 to July 2024 we delivered sessions to over 1,050 Education and Youth Professionals.
15) As shown below, despite the limited time available for training, the nature of this programme and the higher than expected numbers of participants highlight the desire from the education sector to have this type of training available to them. It is not only beneficial for the attendees from a pedagogical perspective, having a greater understanding of prebunking and debunking activities, but it also highlights the need for this training for safeguarding practices in educational spaces. Crucially, educators felt more able to prevent digital harm to young people because they were more aware of the types of digital harm they might encounter.
16) Key Quantitative Findings:
● In response to the statement “I understand the difference between mis, dis, and malinformation”, 8% of participants said they “Strongly agreed” pre-programme, however, this grew to 62% post-programme.
● In response to the statement “I know the types of online harms that young people can encounter”, 29% of participants said they “Strongly agreed” pre-programme, however, this grew to 64% post-programme.
● In response to the statement “I can prevent digital harms in a setting with young people”, 54% of participants said they either “Agreed” or “Strongly agreed” pre-programme, however, this grew to 93% post-programme.
17) Key Qualitative findings:
● Participants highlighted the importance of the training on new technologies, and found the section on deepfakes particularly interesting and insightful.
● Participants highlighted the value of improved vocabulary on the subject, allowing them to navigate media literacy with “clarity and confidence” when talking to young people.
● Participants highlighted the desire to receive more training on Media Literacy, highlighting the need for further training on specific topics such as algorithms.
18) Case Study: Further specialist training in media literacy for professionals
There is an increasing demand from public sector organisations for specialist media literacy education. The following case studies are some of the most recent examples of projects where SOUK have supported educators in addressing complex topics related to Media literacy.
19) Specialist Training for Professionals: Portsmouth 23-24
● Between February and June 2024, SOUK delivered Media Literacy & Extremism training in Portsmouth to equip regional professionals with the skills to identify signs of and vulnerabilities to radicalisation, and enhance their understanding of issues surrounding media literacy more broadly. Another objective was to ensure that professionals were given guidance on the role of Prevent, and the appropriate steps to take should an intervention be necessary. Each session was tailored to the needs of the professionals, including the neurodiversity team, Youth offending team, and foster carers of unaccompanied asylum seeking children. The main objective of this training was to enable participants to feel well equipped to identify and act upon early signs of radicalisation & extremism amongst the young people in their care. When participants were asked “How confidently would you describe your understanding of strategies used to counter harmful or extremist messages” 30% of participants before the programme felt either “Very” or “Extremely” confident, compared to 67% post programme. The ability to not just recognise extremist narratives, but understand the strategies to counter these narratives is essential to safeguard young people.
20) Specialist Training for Professionals: Isle of Wight 23-24
● This project existed to equip those with a duty of care to young people in the Isle of Wight with the knowledge and skills to identify signs of radicalisation and vulnerabilities to radicalisation, and feel capable of making the appropriate interventions where necessary, in addition to deepening their understanding of media literacy more broadly. To achieve this, SOUK delivered 2 conference-style training sessions, which took place on 24th May and 4th June 2024, with 1 in person lasting 4 hours, and 1 online lasting 3 hours. The in-person session was attended by at least 25 participants, whilst the online session saw a minimum of 70 people participate. The participants in our sessions came from highly diverse professional backgrounds, including: teachers, SEN representatives, housing representatives, healthcare workers, charity workers and those who specialise in working with young people with autism spectrum conditions (ASC). When asked “How would you describe your knowledge of the intersection between autistic spectrum conditions and extremism?” Only 16% of participants felt they were “Quite” or “Very” knowledgeable before the programme, increasing to 90% at the end of the training, showing the value of specialist support especially for complex and nuanced topics that ultimately support young people’s education progress.
21) Case Study: Hull and East Riding Prevent Interactive Learning Package
● This project saw the creation and dissemination of an innovative interactive video game learning tool for young people aged 13-18 years in Hull and East Riding. In accordance with the efforts of Prevent, the purpose of this tool is to improve the target population’s awareness of, and resilience to, the growing threat of far-right extremism and radicalisation. The user is presented with different scenarios encompassing far-right rhetoric, propaganda, mis and disinformation as well as other online harms. The user follows the scenarios with the assistance of a 'health bar' which allows the user to understand how their choice would have impacted their vulnerability to radicalisation. The project ran from 22nd December 2023 - 30th June 2024 and consisted of a pre-development phase, design phase and a post-design phase, before being shared with the target population.
Case study: Digital democratic participation initiatives: DISMISS
22) SOUK’s 2024 DISMISS campaign was a digital-first initiative tackling political disinformation targeted at young voters. Delivered in partnership with Ofcom and the Electoral Commission, the digital campaign reached over 6 million individuals and achieved 13,500,000 impressions combined across the UKGeneral Election phase in 2024 and UNESCO's GMIL Week in 2025. DISMISS demonstrated how strategic, youth-centred media literacy interventions can empower informed democratic participation.
23) Amid rising geopolitical instability and the proliferation of AI-driven disinformation—particularly deepfakes and algorithmic manipulation—DISMISS provided 18–24-year-olds with the tools to critically navigate complex online environments. Through co-design workshops, we created tailored content on topics such as misinformation, echo chambers, and data manipulation. A flexible, multi-phase rollout—adapted to the snap UK General Election in July 2024, UNESCO’s 2024 Global Media and Information Literacy Week and the Electoral Commission’s Welcome to Your Vote week —enabled us to scale engagement quickly across platforms including TikTok, Meta, and X, achieving an estimated total reach of 1,754,688 18-24 year olds.
24) Quantitative and qualitative evaluation shows strong impact: 100% of focus group participants reported increased confidence in recognising and addressing political disinformation. Animated content and short-form videos were especially effective, underscoring the importance of platform-specific, creative digital strategies.
25) This campaign evidences the vital role digital engagement plays in fostering political literacy and resilience among young people. It also highlights the importance of collaboration between expert-led civil society organisations such as SOUK, regulators, and platforms. For the DISMISS campaign, we partnered with X to showcase a video which highlighted the dangers of misinformation. The tech companies have an important responsibility here and we believe the government should consider seeking a commitment from them to fund future media literacy programmes. Additionally, government support for scalable, youth-led digital campaigns would significantly strengthen national efforts to counter online harms and promote democratic inclusion.
26) All the above programmes were co-designed and delivered by Shout Out UK.
27) While current media literacy initiatives such as the above are showing great progress in those they reach, they are under-funded and often not widely available to the public. They could be enhanced through increased funding over multi-year cycles, which would allow for sustained engagement with populations and a wider reach. Moreover, an annual commitment to funding (instead of just a one-time payout) will ensure that people have continued and repeated access to media literacy education which will lead to longer-term learning outcomes and retention.
28) Additionally, the government should seek to embed media literacy training in formal education, including as a component of the National Curriculum across subjects, in the public sector, as well as wider digital and in-person initiatives aimed at the wider population. Media literacy as part of the national curriculum would ensure widespread accessibility, and prepare young people for life in the increasingly online world.
29) We recommend using a whole-system approach to tackling mis, dis, and malinformation, and working more closely with civil society organisations with expertise in this area, particularly on media literacy education.
How are responsibilities currently split between different stakeholders, such as the Government, industry, and civil society, and could improvements be made to these arrangements?
30) Currently, media literacy education is largely dependent on third-party and civil society organisations. This reliance exists because media literacy is not integrated into the national curriculum, teachers generally lack specific training in this area, tech companies are not regulated or held accountable for their spread of misinformation, and there are limited avenues for its implementation outside of formal educational environments. While some funding is provided through government programmes, such as the Home Office's Prevent strategy and Ofcom, we firmly believe that a multi-stakeholder approach is the only sustainable solution to tackling online harms effectively.
31) In particular, the intersection of robust regulation, responsible corporate governance, and widespread and accessible media literacy education is key to ensuring that citizens—especially young people—are equipped to critically assess the information they consume online. To effectively implement media literacy education across society, several key improvements are necessary. Firstly, media literacy must be incorporated into the national curriculum across various subjects, not just as a standalone topic. Secondly, widespread and ongoing teacher training programmes, such as our pilot project outlined above with Ofcom, are essential. These programmes should equip educators with the necessary skills and resources to teach critical thinking and media analysis effectively. Furthermore, opportunities for media literacy workshops and programmes should be expanded beyond educational settings. This includes community centers, libraries, and online platforms, ensuring that adults, including parents, and those outside the formal education system also have access to this crucial education.
32) Tech companies must take on part of this responsibility, as their platforms are the biggest offenders in spreading mis- and disinformation and they profit immensely from the digital ecosystem they have created. They should be asked to fund multi-year media literacy public awareness campaigns. X partnered with us on the Ofcom DISMISS campaign described above, for example, hugely extending its reach.
33) Relatedly, the government should work to forge a stronger relationship between tech firms and public bodies to ensure that content moderation policies are effective and transparent. This should include independent oversight of AI-driven content recommendations and advertising systems to prevent the monetisation of harmful misinformation.
b. Which other actors (including online platforms) have a role to play in improving media literacy in the UK?
34) Building a media-literate populace in the UK requires a collaborative effort from multiple actors. While the government and civil society organizations play crucial roles, tech platforms also bear significant responsibility. These platforms, which are often the primary conduits for mis- and disinformation, must actively participate in fostering media literacy. This participation could involve providing users with tools to identify and report false content and supporting educational initiatives within their platforms. SOUK’s DISMISS campaign with Ofcome for example, saw a partnership with X extend the reach of our campaign raising awareness of misinformation in the run up to the UK general election last year to over 6 million individuals. By taking such measures, tech platforms can not only contribute to a more informed society but also enhance the safety and integrity of their own digital environments. Furthermore, educational institutions are vital in embedding media literacy within their curriculums and fostering critical thinking skills from an early age. Parents, too, have a responsibility to guide their children in navigating the digital world, encouraging open discussions about online content and modeling responsible media consumption habits. This collective responsibility ensures a holistic approach to media literacy, making it an integral part of everyday life.
Are there examples of good practice on a local or regional level that could be scaled more widely across the UK?
35) All the above case studies are examples of expert-led, audience-centred best practice partnerships between government, regulator, institutions and a specialist third-sector provide (SOUK). Scaling these data-driven approaches within a central media literacy strategy would ensure all young citizens have equitable access to the critical thinking skills needed in the information age.
How will media literacy need to evolve over the next five years to keep up with changes in the media landscape and technological advancements?
36) Media literacy education must evolve rapidly over the next five years to keep pace with the dynamic media landscape and technological advancements. As AI becomes more sophisticated and deepfakes become increasingly realistic, media literacy must include training on detecting AI-generated content and understanding the implications of algorithmic bias. With the rise of immersive technologies like virtual and augmented reality, individuals will need to develop skills to critically assess information within these new environments. Furthermore, as social media platforms continue to evolve and turn away from traditional fact checking processes, media literacy education must rapidly scale up to address emerging trends, such as the spread of information within closed messaging apps and the increasing personalisation (and polarisation) of content. Continuous updates to educational resources and teacher training will be essential to ensure that media literacy remains relevant and effective in this ever-changing digital world.
How does the UK’s approach to media literacy compare with that of other countries? What international best practice could be adopted or adapted here?
37) The UK's approach to media literacy presents a mixed picture when compared internationally. While the country has established a regulatory body in Ofcom with a remit for media literacy and has recently enacted the Online Safety Act to further this goal, its standing in the European Media Literacy Index, where it ranks 13th, suggests room for improvement, particularly when contrasted with consistently high-performing Nordic nations like Finland and Denmark. Canada's early and deep integration of media literacy into its national curriculum across all school years offers a compelling example of a long-term commitment to formal education in this area. Finland's success is attributed to a comprehensive strategy involving strong collaboration between government, education, and media, alongside an emphasis on transparency and open resources. Similarly, Ireland, another high-ranking nation, benefits from a national strategy and dedicated organizations working across sectors. In contrast, while countries like Australia and the US are increasingly focused on media literacy, their integration into national curricula and governmental coordination can be less uniform. A key difference often lies in the focus, with some nations prioritising a holistic approach encompassing critical thinking and digital citizenship, while others may concentrate on specific issues like online safety or disinformation. The level of government coordination and the existence of overarching national strategies also vary considerably.
38) To enhance the UK's media literacy framework, several international best practices could be adopted or adapted. Drawing from Canada's experience, a more deeply embedded and mandatory media literacy curriculum across all educational stages could ensure consistent skill development. Emulating Finland's model by providing teachers with more extensive training and resources in media literacy education would be beneficial. A more robust and coordinated national strategy, akin to those in Ireland and Finland, with clearly defined roles for various stakeholders and evaluation mechanisms, is crucial. Incorporating interactive and practical learning methods that foster critical analysis and understanding of media production, as emphasised internationally, would be valuable. Adopting Finland's commitment to transparency and open educational resources could also improve accessibility. Strengthening collaboration among regulatory bodies, educators, media organizations, online platforms, and civil society, as seen in countries like Croatia, could create a more cohesive approach. Tailoring initiatives to address the specific media literacy needs of vulnerable populations, learning from targeted international programs, is also essential. Furthermore, implementing more systematic evaluation practices, informed by international standards, and investing in ongoing research would help ensure the effectiveness of interventions. Finally, engaging with international discussions and regulatory approaches regarding the responsibilities of online platforms in promoting media literacy could inform stronger accountability measures in the UK. By learning from the diverse and successful strategies implemented worldwide, the UK has the potential to significantly strengthen its approach to media literacy and equip its citizens with the necessary skills for the evolving media landscape.
How adequately is the UK's regulatory and legislative framework delivering media literacy?
39) While the government has made efforts in recent years to address the growing need for media literacy education, such as through the Online Safety Act and the subsequent increased responsibilities of Ofcom, there is more to be done. Currently, there is a lack of coordination across government departments, funding, and initiatives, and a general lack of a comprehensive strategy to tackle media literacy education. This fractured approach would benefit from a sustained cross-departmental effort bringing regulators, the technology companies and third detector providers together to instigate nationwide education programmes.
40) The government should work to forge stronger collaborations between tech firms and public bodies, including Ofcom. The role of regulatory bodies must be reinforced through better cooperation with technology firms to ensure that content moderation policies are effective and transparent, with robust counter-measures where they are not. This should include independent oversight of AI-driven content recommendations and advertising systems to prevent the monetisation of harmful misinformation.
What is your assessment of Ofcom’s media literacy strategy?
41) Ofcom has made great strides in the media literacy space, such as including misogyny in their curriculum and utilising a place-based model. However, its strategy needs to expand. A model based on the DIMISS campaign, as outlined above, for example, should be a staple for all UK elections, given its recognised success.
42) There is still a need for a UK-wide media literacy strategy for schools. This could include creating a framework, creating resources, working with DfE to generate a sector-wide approach (instead of just pockets of good activity). SOUK’s previous partnership with Ofcom on the Train the Trainer delivery programme to build education professionals’ media literacy skills should be expanded into a multi-year training programme for all educators and youth workers.
What further action is needed from the Government, if any?
43) The government needs to take several key actions to improve media literacy. Firstly, it must enhance coordination of media literacy efforts across different government departments to ensure a cohesive and comprehensive strategy. Secondly, the government should provide multi-year funding to support sustained and repeated media literacy education, rather than relying on one-time payouts, to achieve longer-term learning outcomes. Asking Ofcom to serve as both regulator and funder, since it has the expertise and infrastructure to do both is a necessary step towards these aims.
44) Additionally, there needs to be an increased investment in research and public awareness campaigns. There is an urgent need for more research into the effectiveness of different interventions to combat online harms and public campaigns should also be funded to raise awareness of misinformation tactics and provide practical tools to counter them. Finally, and crucially, media literacy needs to be integrated into the national curriculum to ensure widespread accessibility and prioritise its importance in education. This integration would guarantee that all young people have access to media literacy education in schools, creating a generation of informed citizens. Critically, this should include the training of educators to effectively and impartially teach media literacy.
Are changes needed to legislation, for example the Online Safety Act 2023 or the Media Act 2024?
45) The Act should be updated to include a levy on the large technology companies to provide funding for national media literacy programmes.
What is the role of formal education in relation to media literacy?
46) The role of formal education in relation to media literacy is crucial, yet currently underserved. Media literacy is not presently part of the national curriculum and is only taught on an ad-hoc basis, relying on schools actively seeking it out or third-party organizations receiving funding. This means that access to media literacy education is inconsistent and not guaranteed for all students.
47) Making media literacy a part of the national curriculum, and ensuring educators are equipped with the necessary skills and training to deliver it (since our own research suggests otherwise) would ensure widespread accessibility by embedding it into the standard educational framework. This would guarantee that all young people, regardless of their school or location, would receive media literacy education. By integrating it into various subjects, students would learn to apply these skills in diverse contexts, reinforcing their ability to critically evaluate information in their daily lives. This systemic approach would cultivate a generation of informed citizens capable of navigating the complexities of the modern media landscape.
How effectively is media literacy being taught in schools at present? How can critical thinking best be taught?
48) Media literacy is not currently part of the national curriculum as a standalone subject, and only taught on an ad-hoc basis, that requires either the school to actively seek it out, or for third party organisations to receive funding to provide it. Moreover, most training to both young people and teachers is through one-off sessions, which don’t promote sustained learning.
49) Critical thinking is most effectively taught through comprehensive and repeated workshops and practical exercises. One-off sessions are insufficient to instill lasting skills. Instead, critical thinking must be seamlessly integrated into all subjects across the curriculum. This integration demonstrates that media literacy is not an isolated skill but a vital tool that permeates every aspect of life. By applying critical thinking in diverse contexts, students develop resilience to various forms of misinformation, including health misinformation that can endanger lives, financial misinformation that can lead to economic hardship, and historical revisionism that distorts our understanding of the past. This holistic approach ensures that students understand the real-world relevance of media literacy and are equipped to navigate the complexities of information in their daily lives, both online and offline.
What interventions are needed to support the delivery of media literacy education in schools, for example changes to the national curriculum and to teacher training?
50) A report by Dr James Weinberg of the University of Sheffield, The Missing Link,found teachers feel under-equipped to teach political and media literacy in schools. Widespread and comprehensive teacher training is a necessity to ensure media literacy is taught in an impartial way, and that teachers have the knowledge and confidence to intervene appropriately when needed, such as if a child in their care is exhibiting signs of radicalisation. This training should include not only how to teach critical thinking skills and build emotional resilience to misinformation, but also how to navigate sensitive discussions around online harms and extremism. Furthermore, such training must be ongoing and regularly updated to keep pace with the ever-evolving digital landscape and emerging threats. Additionally, implementing media literacy into the national curriculum would ensure that it is prioritised in schools and reinforced over the course of multiple years, making it a fundamental part of every student's education. This integration would also provide a structured framework for teachers to follow, ensuring consistency and effectiveness in delivery.
How should approaches to media literacy education vary according to age group?
51) Media literacy education must be tailored to the specific developmental stage of the learners, ensuring that content and delivery methods are appropriate for their cognitive abilities and understanding. For younger children, this might involve simple explanations and interactive games, while older students may engage in critical analysis of complex media narratives or learn about risks to radicalisation. Sensitivity to the environment is also crucial, meaning educators should consider the cultural, social, and political context in which the learners exist, addressing issues relevant to their daily lives. Additionally, discussions should be handled with care, particularly when dealing with sensitive topics like extremism or misinformation, to avoid causing distress or unintended harm. Recognising the diverse backgrounds and experiences of learners is vital to create an inclusive and effective learning environment. Ultimately, age-appropriate and contextually sensitive media literacy empowers individuals of all ages to navigate the media landscape safely and critically.
What are the opportunities to engage children and young people in media literacy programmes outside formal education?
52) There are several opportunities to engage children and young people in media literacy programmes outside of formal education. Community and faith centres can play a vital role by offering workshops and programmes that provide accessible media literacy education to youth within their local areas. Libraries are another key venue, capable of hosting media literacy sessions, workshops, and providing access to resources that promote critical thinking and information evaluation.
53) Utilising tech platforms for educational initiatives can reach a broader audience of young people, particularly those who are digitally engaged. These platforms can host interactive modules, webinars, and forums that encourage discussions about media consumption and critical analysis. Moreover, a commitment from tech companies themselves to fund media literacy initiatives would push these programmes farther. Tech giants such as Google, Meta, and TikTok profit immensely from the digital ecosystem they have created. As part of their corporate responsibility, these companies should be required to contribute funding to media literacy programs that empower users to navigate the online world safely and critically. We have already seen how powerful such cross-sector collaborations can be. As outlined in our case studies section, our DISMISS digital campaign, in partnership with OFCOM, was aimed at inoculating young voters against misinformation ahead of last year’s UK general election. X supported the campaign across its platform, and we were able to reach 9 million people across the entire campaign. More of this kind of collaboration is urgently needed. By leveraging these diverse settings, media literacy education can extend beyond the classroom and reach a wider range of children and young people in various contexts.
What are the barriers and challenges to teaching media literacy to adults?
54) Reaching adults with media literacy education presents a significant challenge, primarily because there isn't a readily accessible and established infrastructure like the school system that exists for children. Unlike school-aged individuals who are routinely gathered in educational settings, adults are dispersed across various environments and life stages, making it difficult to implement a uniform approach. This lack of a central point of contact or a structured environment requires innovative strategies to effectively engage adult learners.
55) Additionally, adults often have pre-existing beliefs and habits related to media consumption, which can be more resistant to change compared to younger audiences. Addressing these barriers requires targeted outreach, flexible learning opportunities, and the development of programmes that acknowledge and respect the diverse experiences and needs of adult learners. Programmes which reach adults in professional settings, such as via our Ofcom-funded teacher-training programme and training of public sector professionals, as outlined in the case studies section are examples of best practice.
How could these be overcome?
56) Comprehensive multi-session Teacher Training such as Ofcom and SOUK’s Media Literacy training for professionals who work with children. Offering free train-the-trainer workshops for teachers enables them to be able to impart Media Literacy education in a confident way, embedding a core skill for the digital age. It is worth noting that this training programme was originally designated for 500 beneficiaries, but over 1000 professionals took part, showing the desire from the education sector to have such training initiatives.
57) Strategic partnerships with third sector organisations that are already engaging directly with underserved or at-risk groups. The 2024 DISMISS campaign, designed and delivered by SOUK in collaboration with Ofcom and the Electoral Commission, offers a compelling model for such cooperation. This digital-first initiative reached over 9 million individuals, demonstrating how youth-led, platform-specific media literacy interventions can support inclusive, informed democratic participation.
58) Partnerships with tech platforms and use of new and emerging digital technology. The DISMISS campaign benefited from amplification via a partnership with X, which spotlit a film highlighting disinformation in the run up to the General Election made by the DISMISS campaign. The film appeared at the top of UK users’ X feeds in the week preceding the election. Further partnerships with private technology platforms, particularly in light of their new obligations under the Online Safety Act, would be desirable.
59) All the above initiatives underscore the value of government working alongside independent organisations and digital platforms to co-create and fund targeted interventions. Organisations such as SOUK bring specialised expertise in community engagement, while regulators and platforms offer essential reach, credibility and infrastructure. Coordinated efforts of this kind—rooted in audience insight and rigorous evaluation—can build digital resilience across diverse communities. We recommend the government embed such cross-sector, audience-centred initiatives into its wider digital inclusion strategy. By investing in and amplifying youth-led, evidence-based campaigns, the government can help ensure that all young people, regardless of background, have equitable access to the critical thinking and media literacy skills needed to thrive in a complex digital landscape.
11 April 2025
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