Information disorders, including disinformation, misinformation, and malinformation, pose serious challenges for every society. These activities include the deliberate dissemination of false information to manipulate public opinion, the unintentional dissemination of inaccurate information causing harm, and the publication of true information even when it is not in the public interest but is used to inflict harm. Each form requires a different approach to address, but strengthening media literacy remains the most effective long-term solution to protect against these information disorders.
Integrating media literacy in schools and society
There are several models of integrating media education into school curricula, with Finland considered the country that has most effectively extended media literacy to society. In Finland, a cross-curricular integration model is followed, where media education is taught in several different subjects starting in kindergarten. Another model for integrating media literacy in schools is to make it a separate subject. In Kosovo, we encounter this in our education system, where media literacy is taught as a separate subject. However, media literacy remains an elective subject in our country, and that poses a significant obstacle to extending media literacy to all students. Additionally, there is no national strategy for media education. The 2022-2026 Education Strategy of the Ministry of Education, Science, Technology and Innovation focuses on digitalization and fostering digital competence but these do not cover the gap created by the exclusion of media literacy from the strategy. The concepts 'digital competence' and 'media literacy' are often used together, however, they are fundamentally different. Digital competence focuses on mastering technological tools, while media literacy focuses on understanding and critically engaging with the content conveyed through these tools.
Finland ranks as the country most resistant to informational disorders, according to several international studies. In the Media Literacy Index, a report by the Open Society Institute, Finland is repeatedly recognized for its effective integration of media literacy in society. Denmark is second on this list, while Kosovo ranks penultimate, performing worse than all other countries in the region. This report evaluates countries based on several indicators: media freedom, using data from Freedom House and Reports Without Borders reports; education, assessed through the OECD PISA test; trust, measured by the World Values Survey; and political participation, analyzed through the UN e-participation index. Kosovo’s ranking highlights significant challenges in extending and developing media literacy.
Community-based initiatives are crucial for reaching different social groups, helping them build resilience against disinformation campaigns. Civil society organizations should work to fill the gaps left by formal education in promoting media literacy through various activities. NGOs, youth groups, and other organizations that bring together specific social groups should engage in the development of media literacy programs through workshops, courses, and awareness-raising campaigns. These activities can focus on developing skills to analyze news, identify disinformation, and use social media responsibly. In many countries, city libraries serve as venues for organizing such activities. Locally, municipalities, in cooperation with city libraries can host workshops, courses, and provide educational materials for all age groups. Additionally, digital platforms can also be used to create online educational content, such as online courses or blogs on media literacy, aiming to build a broader community dedicated to enhancing media skills for everyone.
Challenges in the lack of media literacy in society
The lack of media literacy leaves society vulnerable to disinformation, posing numerous risks as people encounter disinformation daily on various topics. This is particularly concerning for Kosovar society, given the sensitive situation in the north of the country and the potential for violence stemming from the disinformation campaign. Citizens may believe manipulated information and act on it. This concern is especially relevant during electoral processes, where disinformation is frequently used to influence voter decision-making.
So, in addition to influencing public perceptions, the lack of media literacy also reinforces certain stereotypes and narratives, which can further polarize Kosovar society. Nowadays, information spreads at a rapid pace, especially when it is false. When manipulated content goes viral, it can reach thousands of citizens before it is verified and corrected. Many of these citizens do not have the skills to deconstruct such manipulation and fall prey to deception.
A society more resistant to information disorders
Strengthening media literacy contributes to creating a society that is resilient to information disorders. A society that is capable of understanding and critically analyzing any media content it encounters will be better prepared to handle any form of information disorder and make well-informed decisions without being manipulated.
To achieve this, Kosovo needs to integrate media literacy into school curricula at various educational levels, both as a separate subject and as a cross-curricular component. This approach would better equip society to navigate the information environment it faces. In addition to formal education, community-based initiatives focused on media literacy should be encouraged and financially supported. Research in the field of media literacy and information disorders should also be funded, along with the development of tools in the Albanian language to help detect information disorders and strengthen media literacy skills. A comprehensive approach to media literacy is necessary, where all stakeholders, from state institutions to civil society organizations, cooperate to enhance society’s resistance to information disorders.
Background illustration: Pixel-Shot
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