Rapid advances in digital technologies and a simultaneous increase in internet use have highlighted the importance of preparing students to access, use, understand and critically assess all forms of media. Wider access to the internet and digital media has delivered to students and teachers increasing amounts of information, and facilitates self-expression, active forms of citizenship, and creative communication with a broader audience. However, students are also increasingly at risk of being exposed to various forms of disinformation, propaganda, radical and violent messages, indoctrination, and hate speech. The benefits of wider access to increasing volumes of information are clear, yet in many if not all European countries this is also presenting challenges to their citizens, democratic processes, security, and 'social fabric'. 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. Crucially, competences alone are no guarantee of civility: creators of disinformation, political campaign teams using social media data, extremists, and 'troll farm' agents, all possess very high levels of competences in media literacy. In this report, media literacy education is seen not only as a set of competences for students to develop, but also as a dimension of agency; competences alone cannot provide all the tools required for students to view the media critically, nor are they enough to cultivate active forms of citizenship based on democratic values and attitudes. Research and policy initiatives on media literacy and media education have been growing across Europe and the English-speaking world for decades. However, there is a lack of systematised comparative evidence about 'what works' in media literacy education practices at classroom level. Within this context, this report details the latest research in the area of media literacy and media education with regard to primary and secondary education in Europe. This 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 and 'fake news'.
