Media literacy: misinformation

As part of our media literacy series we are looking at a variety of emerging trends and technologies that can influence our attitudes and behaviours. We’ll also be exploring how you can help children to apply critical thinking skills to information they find online. In this first instalment we are focusing on misinformation.

Defining media literacy

Ofcom defines media literacy as “the ability to use, understand and create media and communications across multiple formats and services”.

Over half of people now source news and information from social media. 10% of children who took part in Ofcom’s media use and attitudes report 2024 said that they believe all of the information on social media apps is true, whilst a further 22% believe that most of this information is true.

The web is full of questionable material and it can be difficult to decide if something is credible, trustworthy and fair. Media literacy plays a crucial role in enhancing children’s critical thinking abilities and making them more informed and discerning when it comes to news consumption and spotting misinformation.

The impact of misinformation

Misinformation can have far-reaching consequences, impacting individuals, societies, and even democratic systems. You can find out more about misinformation, including the harm it can do and tips on how to spot it, on our dedicated misinformation page.

Factors that can contribute to misinformation and its spread online

• Generative artificial intelligence, or GenAI, can quickly generate content such as deepfake videos, images and even audio, as well as false information, making it easier for malicious actors to produce and spread more convincing misinformation in larger volumes than was possible previously.
• Bot accounts on social media are automated profiles designed to mimic human behaviour. These accounts engage with content, either positively or negatively, by liking, sharing, or reporting it.
• Confirmation bias can affect how we find and search for information. We may look for, interpret, and remember information that agrees with our existing beliefs, leading to an incomplete or inaccurate understanding of issues, events, or topics. For example, when we feel strongly about a social media post, we might ‘like’ or share it without checking if it’s true.
• Social media algorithms personalise feeds to show users content they're likely to engage with. This can lead to echo chambers, or filter bubbles, where you are more likely to see content that aligns with your existing beliefs.

Identifying and responding to misinformation

When you’re having a conversation about misinformation with children and young people, you may wish to consider the discussion points below.

Consider the source

Does the information come from a credible source? Think about who created the content and what their motives might be. Consider the intention of the information. Check the domain name or URL – it may seem strange or appear similar to a well-known, trusted website.

Consider the style

Misinformation is often written in a sensationalist way to grab attention and encourage people to engage with it. The headline may be shocking or emotive. Consider if it is written as fact, opinion or even parody. Make sure to read the full article, and not just the headline.

Check multiple sources

Check the accuracy of the story by comparing its content with other sources. If you can’t corroborate the information elsewhere, consider whether it is likely to be true. Get a second opinion.

Fact check

There are a number of independent fact checking websites, such as Full Fact or BBC Verify, who investigate and review information on trending and topical issues to expose misinformation.

Further support

Misinformation

Our misinformation guidance contains useful information and resources to help you identify and act on misinformation.

AI literacy resources

Through these activities, learners will think critically about how we can be responsible and ethical users of AI.

Media literacy resources

Resources for Progression steps 3, 4 and 5 practitioners to enhance the learning and teaching around media literacy.

Common Sense Education

There are also many relevant activities available through the Common Sense Education digital citizenship materials, also available on Hwb.

Teaching fact checking in schools

In this Views from the Experts article, Joseph O’Leary from Full Fact explains the importance of critical thinking when exploring misinformation with children and young people in the classroom.