How do we improve media literacy in the UK? Lords Communications and Digital Committee to investigate

Media literacy is crucial to ensure individuals can understand, and make informed decisions about, what they see, hear and read in both traditional and online media. Research suggests there is room for improvement in this area in the UK. According to Ofcom, only 45% of UK adults are confident they can judge whether sources of information are truthful. Just 30% are confident they can identify whether content is AI generated. Children and young people, who are increasingly active online, face challenges in recognising online advertising, and distinguishing between real and fake content.

Despite its importance, media literacy initiatives have suffered from short-term and small-scale funding. While media literacy is taught in some schools, it does not form part of the national curriculum.

Launching the inquiry Baroness Keeley, Chair of the Committee, said:

“The ability to critically analyse media, communications and online content is of increasing importance to us all. Being media literate can help protect people of all ages from scams, disinformation and exposure to harmful content.

“As online AI tools become increasingly powerful it is vital that the public can understand what they are seeing and why. The fact that less than a third of adults are confident they can identify AI-generated content is deeply concerning.

“We want to understand how the UK can get better at media literacy. We are falling behind internationally, so it is important to examine what we can do to improve media literacy education both in schools and into adulthood.

“The strength of our inquiry will depend on the quality of the evidence we receive, so I would encourage anyone with knowledge or an interest in this area to submit their evidence to us by 11 April.”

The full call for evidence is available on the Committee’s webpage. Areas the Committee are inviting evidence on include:

• What should be the overall aims of delivering media literacy in the UK? What would ‘good’ media literacy look like?
  
  
• How well are current media literacy initiatives working? What role should the Government, regulators, industry and civil society play?
  
  
• Are there examples of good practice in the UK that can be rolled out more widely? Can the UK learn lessons from other countries on improving media literacy?
  
  
• How will approaches to media literacy need to develop over the next five years to keep pace with technological change?
  
  
• Does the UK have the right regulatory and legislative framework for delivering media literacy?
  
  
• What is the role of formal education in improving media literacy? Are changes needed, for example to the national curriculum or teacher training, to improve media literacy education in schools?

The Committee are inviting written evidence to be submitted by Friday 11 April.