This document provides a review of the academic literature relating to children’s media literacy. It focuses primarily on television, radio, the internet and mobile telephony, and specifically addresses the various barriers to, and enablers of media literacy in the UK. The document begins by exploring the development of the three dimensions contained in Ofcom’s* definition of media literacy: ‘the ability to access, understand and create communications in a variety of contexts’.

In terms of access, the literature suggests that most children, even at quite a young age, already possess the competencies needed to gain access to media content: they are quite skilled at using the available technologies and are also able to use the associated software. As they become older, they become more aware of regulatory mechanisms, and take these into account in seeking to make their own decisions. The large majority of children show some awareness of risks relating to giving personal information, such as contact details, on the internet, although they are less aware of financial dangers such as those relating to credit card use or communication of banking details.

In terms of understanding, most of the research literature relates to the development of children’s understanding of television, rather than of other media such as the internet. This literature suggests that children’s awareness of areas such as the difference between representation and reality, and the persuasive role of advertising, develops both as a function of their increasing knowledge of the world, and as a result of their broader cognitive development. Children also learn to cope with potentially unwanted or upsetting emotional responses, and to form critical judgments about areas such as television violence, by employing forms of media literacy.

By contrast, when it comes to creativity, there has been less academic research relating to the ‘older’ media such as video and analogue radio than to the new media. Research here suggests that there is considerable potential for media to be used as a means of self-expression, not least by socially disadvantaged groups; that creative involvement in media production (particularly in the context of education) can make an important contribution to the development of critical understanding; and that new media such as online gaming and mobile telephony provide possibilities for new forms of interaction.

Among the barriers to media literacy are several inter-related factors, of which social class and economic status are the most well-established. In the UK, these barriers limit children’s access to the internet, although not to established media such as radio or television. Less is known about other potential barriers such as disability, or about the role of individual dispositions or motivations. It is important to recognize that such barriers may affect the quality of media use as well as the quantity — for example, in terms of the available functionality of the technology, the location or level of support for use.

Potential enablers of media literacy include parents, teachers and other agencies such as broadcasters. Research suggests that parental mediation can play an important role in developing younger children’s media literacy, for example in understanding the relationships between representation and reality. However, the role of parents depends upon broader beliefs about child-rearing, and many parents do not play as great a role as they like to suggest. Meanwhile, education about the media has a long history, at least in secondary schools in the UK, although it remains a marginal aspect of the compulsory curriculum, and is rarely found in primary schools. There is also a growing body of evidence concerning the effectiveness of particular teaching strategies in developing media literacy.

The review provides an indication of several important gaps in the literature. These include specific media, such as radio, mobile phones and online gaming, and particular population groups, such as younger children, those with disabilities, and ethnic minority groups. There is a particular need for research about children’s ability to evaluate internet content, and about their awareness of new commercial strategies in the media. Of the three areas in Ofcom’s definition, ‘creativity’ is by far the least well-researched. New technologies and media forms will also pose new challenges and demands in terms of media literacy, so it is important that research in this field is regularly updated.

In terms of methodology, the review finds that a great deal of research in the field is based on self-reporting, and recommends that there should be more observational studies that explore how media literacy is used in everyday life. In relation to education, there is a need to develop new approaches to assessing the effectiveness of media education in influencing media use outside the classroom.

Finally, the review reminds us that media literacy is multi-dimensional. The nature and extent of the media literacy that individuals develop depends very much on the purposes for which they use the media in the first place. Different social groups may also develop and require different forms of media literacy in line with their motivations and preferences in media use. As such, we need to beware of adopting an over-simplistic approach to assessing levels of media literacy among the population at large.

* Ofcom: an independent organization which regulates the UK’s broadcasting, telecommunications and wireless communications sectors