The average person spends two hours and 24 minutes a day on social media unless they have broken the heavy chains that attached them to those platforms. Two hours and 24 minutes in which they will likely scroll mindlessly through content posted by millions of people around the world. Dealing with such a large amount of media is hard, but consuming it mindlessly is even worse. What should they do with all of that information? They can let the algorithm decide what they will consume and believe, or they can take the driver's seat. This is where media literacy comes into play.
The National Association for Media Literacy Education (NAMLE) defines media literacy as “the ability to access, analyze, evaluate, create, and act using all forms of communication.” Simply put, media literacy is the tool that enables people to decide what they see and how they react to the media. That might seem almost impossible in the world you and I live in, but it isn’t as hard as you might think.
The Lack of Media Literacy in Today’s Society
Only a few people are aware of their power to manage their information consumption. A decline in media literacy has become more extensive as technology constantly evolves. In the 2024 Edelman Trust Barometer survey, 54% of participants said they felt like technology was evolving too quickly, making it harder to interact with and make proper choices regarding technology. In another study from Media Literacy Now, barely 38% of participants were taught how to analyze media messaging in high school.
As we enter into more technological interactions thanks to the COVID-19 pandemic, technology is almost unavoidable, at least for essential communication: Zoom meetings, messages on Instagram and the latest news on YouTube. As communication becomes more digital, ideas travel faster and users spend less time corroborating facts or claims. People will believe whatever other famous or trusted people say without thinking twice. As our world moves faster, it asks us to do things quicker and produce more in less time.
Situations that have put media literacy skills to the test include the election, the COVID-19 pandemic and other significant socio-cultural events. As technology becomes more sophisticated, it becomes easier for some people with malicious intent to spread misinformation, which Cambridge defines as “false information spread in order to deceive people.” Technology makes it easier to create deepfakes and spread false information to impact people’s opinions about important issues. In a 2024 study by Jumio, 60% of participants said they had encountered a deepfake at least once in the past year. Examples like Taylor Swift’s deepfakes or even the videos where influential celebrities and authorities appear doing funny things together (made as jokes, of course) are just a small sample of this type of content's potential.
This mix of false information and overstimulation can overwhelm people, leading some to distrust anything that doesn’t align with their current beliefs. When added to exclusive online forums for people with the same ideas, technology can create bigger echo chambers of disinformation and even indoctrination. So, what can we do about it?
Applying Media Literacy 101
To start, let’s do a small class on media literacy. When you have a piece of media in front of you, you can first watch it, and then you should intentionally analyze it. The NAMLE website has a list of questions you can use to debate about what you just consumed or are about to consume. Questions like “Who made this?,” “Why was this made?” or even “Who paid for this?” might sound trivial or too obvious, but understanding them is as important as the content itself.
Now, if you cannot answer all the questions or require more information to understand what you are consuming, there are people you can ask. Many librarians and teachers have knowledge, skills and tools to navigate the ocean of knowledge and guide you as you learn how to navigate it. However, you do not need to become an expert in applying media literacy. Still, it takes time to learn about it, be conscious and intentional about what you consume, and share the ideas with others to debate its credibility and purpose.
This does not mean we cannot use technology in our favor to apply media literacy to our lives. Websites like FactCheck.org or the Associated Press fact check website can help verify information. You can also use artificial intelligence to check or discuss information—OpenAI recently published an article about how students can use ChatGPT ethically. However, it is important to note that AI is limited in terms of information and accuracy.
Given the current status of our world, our battles with information and technology will not get easier. If we do not take steps to control what kind of information we consume, our world may become a chaos of unorganized ideas.
The education system, which involves teachers and parents, plays an essential role in teaching children about media literacy and how to interact ethically with AI. Governments and other institutions must address media literacy education as more concerns about the future of AI and information arise (check out this article). Accessible courses on media literacy should be available to everyone and incentives would help those who would have to sacrifice hours of work or study to learn such important skills for life. In the meantime, we as individuals can take the first steps, too.
Question what you see, what you read and what you hear. Research more and do not believe anything you are told unless it is proven. Take your time to decide what you want to learn and what you think; do not let others decide that for you, not even technology. You are free to question and doubt my claims. Feel free to look at the linked sources and other websites and movements like Media Literacy Now. Learn to think critically—it might not change the whole world, but it can change your world.
The Student Movement is the official student newspaper of Andrews University. Opinions expressed in the Student Movement are those of the authors and do not necessarily reflect the opinions of the editors, Andrews University or the Seventh-day Adventist church.