Josie Nnaji

Media literacy is declining, leaving many students unable to analyze news and distinguish fact from misinformation critically.

Media literacy, the ability to critically analyze stories presented in the mass media and determine the information’s credibility and accuracy, has always been an important skill in society. However, as technology advances and misinformation spreads faster, it has become even more crucial that the younger generations are not only keeping up with the news but are able to detect reality from deception.

The concept of media literacy was first introduced during the 1930s in British Literacy schooling. This idea was expanded in the 1950s and 1960s by Canadian communication scholar and philosopher Marshall McLuhan who advanced the studies by exploring how media shapes human experiences and perceptions. The research done by McLauhan laid a foundation for modern media literacy in education and society, emphasizing the importance of critically analyzing information and news rather than passively consuming it.

Now, with the rise of social media, the way people consume information has changed dramatically since the early 2000s. Traditional news sources like newspapers, radio, and television broadcasts are no longer the primary source of information for most individuals, specifically the younger generation. This has led to the increase of misinformation on platforms such as Instagram, TikTok, Facebook, and YouTube as people can release information without verifying if it’s true. A 2018 MIT research study even showed that false news spreads farther, faster and deeper than the truth. “I think a lot of traditional news sources are going to have to pivot big-time to become more digital. Let’s face it, I can’t wait for the next morning to see the news in the newspaper, or even till the evening to watch the nightly news,” Government and Politics and History teacher Ken Pauly said.

This introduces educators and schools to a new challenge: how to help students think critically about the information they see online. With fake news spreading even faster in this digital age, many believe that media literacy should be taught in schools to help this generation learn how to determine the reliability of a source. While some teachers dismiss media literacy education as extraneous or view it as someone else’s job, teachers at BSM believe it is an important skill that should be a part of certain English curriculums to help prepare students for the future. “[Students] want information right away, and if they don’t get immediate results, they kind of give up. Pausing to think about what is happening in the news and why is what schools are trying to incorporate in curriculums to prepare students for the future,” Librarian Mrs. Sylvester said.

Experts believe one of the main reasons that students consume a substantial amount of false information is because of the worsening of attention spans. Social media has played a significant role in this, making it harder for this generation to engage with longer in-depth news stories. With short-form videos on platforms like TikTok and Instagram, many have become accustomed to receiving bits and pieces of information in a short period of time rather than reading articles or watching the news. “I think TikTok has definitely messed with my attention span. No one wants to sit and read a ten-minute article when you can just get a quick summary on TikTok,” senior Mckenzie McMoore said.

Furthermore, social media uses algorithms to prioritize engagement rather than accuracy, which in a nutshell means users are only being exposed to information that already aligns with their beliefs and values, making it harder for them to have a broader understanding and perspective of the world around them. “We know that social media has algorithms that keep feeding us what we like, and I think students are aware of that, but it takes time to go and find that other point of view, and we just don’t always do that. So, I think understanding how to do that can be really important so that we can be more informed and make some good decisions,” Sylvester said.

At the same time, research has shown that social media’s algorithms often promote misleading content, contributing to the growing amount of fake news online. These algorithms value engagement more than facts, meaning content that sparks strong reactions is more likely to be shared. A study done by Yale Insights proved this claim, by finding that frequent social media users have a higher chance of sharing false information.

Despite the challenges that come with the vast amount of misinformation that is on social media, some students have taken it upon themselves to fact-check news and stories they see online. This act of verifying information and seeking credible sources is a perfect example of media literacy in action. Instead of immediately believing what they just clicked on a given platform, they go the extra mile by looking deeper into the viral claims on more credible news sources. However, this requires making the extra effort to ensure what you’re reading is accurate, which is something not all students are willing to do. “Whenever I see viral news on social media that is not from a verified news source, I just take a couple minutes to search it up on Google to see if it is really true. There is so much information online, it doesn’t take that long to find the truth,” senior Mya Stancer said.

Ultimately, many students believe that social media platforms should take more responsibility for the spreading of misinformation, arguing that these apps can implement stricter policies for fact-checking posts before they go viral and reach a large audience. “Especially since it seems that kids are using social media at a younger age every year, popular platforms like Instagram and TikTok need to be held accountable for what is allowed to get posted. You can’t expect an 8-year-old to fact-check a video they see online,” McMoore said.