Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education

The spread of disinformation and ‘fake news’ pose acute challenges for Member States’ education systems. Students (and indeed all citizens) need to develop pertinent competences to navigate these fast-changing environments. Research shows that education in media literacy can have positive outcomes on students’ knowledge, skills and attitudes in analysing and critically understanding the media and disinformation. 

Media literacy competences are required to actively participate in democratic society; they enable citizens to access, understand and deal with the media, and encourages them to become political agents.

This report details the latest research in the area of media literacy and media education with regard to primary and secondary education in Europe. The report is aimed at policymakers, practitioners and researchers in the fields of school education, media and digital policies. 

It reviews relevant European and international research to better understand how teaching and learning practices can support students’ media literacy in primary and secondary education. It also aims to understand how media literacy education in schools can help address the challenges related to the spread of disinformation.

Authors

Julian McDougall, Marketa Zezulkova, Barry van Driel

Cite as

European Commission: Directorate-General for Education, Youth, Sport and Culture, Public Policy and Management Institute, McDougall, J., Driel, B. v., Sternadel, D. et al., NESET II – Teaching media literacy in Europe – Evidence of effective school pratices in primary and secondary education – Analytical report, Publications Office, 2018, https://data.europa.eu/doi/10.2766/613204