What US Media Literacy Now Can Learn from UK Media Education

Unlike the relatively recent surge in US interest, the UK has grappled with integrating media literacy into the formal education system since the 1980s

Find out more about Media Education in the UK

The burgeoning “Media Literacy Now” (MLN) movement in the United States seeks to embed media literacy education within K-12 curricula, a goal increasingly recognized as vital for navigating the complexities of the digital age. While MLN’s advocacy efforts are gaining momentum, a valuable perspective can be gleaned from the United Kingdom’s considerably longer and more nuanced history of media education. This paper argues that MLN can benefit significantly from understanding the UK’s experiences, particularly regarding policy evolution, curriculum integration challenges, and the importance of a broader, culturally-rooted approach to media literacy.

What US Media Literacy Now Can Learn from UK Media Education

The UK’s journey with media education spans over four decades, a period marked by persistent advocacy and evolving policy landscapes. Unlike the relatively recent surge in US interest, the UK has grappled with integrating media literacy into the formal education system since the 1980s. Early efforts focused on lobbying for curricular inclusion, often facing resistance and marginalisation within existing subject boundaries.

This protracted struggle highlights a crucial lesson for MLN: sustained, multi-faceted advocacy is essential. The UK’s experience demonstrates that incremental progress, achieved through persistent engagement with policymakers and educators, can eventually yield significant shifts, as evidenced by the gradual inclusion of media references within national curricula across England, Scotland, Wales, and Northern Ireland.

However, the UK’s history also reveals the pitfalls of relying solely on curricular mandates. Despite inclusion, media education often remained patchy and inconsistent, heavily dependent on individual teacher enthusiasm and resource availability. This echoes concerns within the US regarding the potential for superficial implementation even with legislative victories. The UK’s shift towards “outcomes-led curricula” and encouraging school autonomy, while intended to address this, presents a complex challenge. MLN can learn from this by emphasising the importance of providing robust teacher training, accessible resources, and ongoing support to ensure equitable and effective implementation, rather than solely focusing on policy mandates.

Furthermore, the UK’s approach, particularly through the British Film Institute (BFI) and organizations like the English and Media Centre (EMC), demonstrates the value of a broader, culturally-rooted understanding of media literacy. The UK’s emphasis on moving image media, initially driven by the BFI’s focus on film and television, proved a surprisingly effective entry point for broader media literacy engagement. This highlights the potential for MLN to leverage popular culture and engaging media forms to capture student interest and build foundational skills. The UK’s recognition of the importance of critical engagement with media institutions, influenced by cultural studies traditions, also offers a valuable model. Rather than solely focusing on identifying misinformation, a UK-inspired approach would emphasize understanding the power structures, economic forces, and ideological frameworks that shape media production and consumption.

Recent developments in the UK further underscore key lessons for MLN. The emergence of Ofcom’s role in media literacy, while potentially leaning towards a “protectionist” approach, highlights the need for MLN to proactively engage with regulatory bodies and ensure a balanced approach that prioritises both critical thinking and creative expression. The ongoing evolution of qualifications frameworks, including the introduction of diplomas integrating media skills, demonstrates the potential for aligning media literacy with broader vocational and academic goals.

In conclusion, while the MLN movement’s focus on policy advocacy is crucial, a deeper understanding of the UK’s long and complex history of media education offers valuable insights. By recognising the importance of sustained advocacy, addressing implementation challenges, embracing a culturally-rooted approach, and engaging with evolving policy landscapes, MLN can build upon the UK’s experiences to create a more robust and enduring foundation for media literacy education in the United States. The UK’s journey serves as a reminder that fostering media literacy is not merely a policy objective, but a long-term commitment to cultivating critical, engaged, and informed citizens.

References:

• Alvarado, M., Gutch, R., & Wollen, T. (1987). Learning the Media. Macmillan Education.

• Buckingham, D. (2003). Media Education: Literacy, Learning and Contemporary Culture. Polity Press.

• English and Media Centre. (n.d.). www.englishandmedia.co.uk

• Media Literacy Now. (n.d.). medialiteracynow.org

• Ofcom. (n.d.). www.ofcom.org.uk