edia literacy has regrettably become a hollow buzzword in policy discussions, and for good reason: Governments frequently pledge media literacy to sidestep implementing internet regulations, and regardless of their content, media education resources—like videos and graphic novels—often end up being exploited for political gain.
In spite of these shortcomings, addressing the information disorder in democracies is a matter of significant concern, and media literacy, when implemented properly, holds the key to the solution. NATO, with its extensive organizational capacity and global reach, has the potential to implement proper media literacy initiatives. But to succeed, NATO must accurately grasp the nature of the problem and design programs that incorporate strategic communications.
The challenge is better characterized as trust versus distrust rather than fact versus fiction. In fact, many people believe in subversive content or conspiracies not because of the accuracy of the content, but simply because they deviate from the consensus. This problem is increasingly affecting the NATO alliance as the rise of populist movements questions the legitimacy and motives of institutions, mainstreaming baseless political claims.
Conceptualizing the information disorder in this way highlights the shortcomings of the media literacy space. The general population lacks the necessary time, institutional support, and often the willingness to engage in this type of learning––whether from intimidation of the ever-evolving tech landscape or their opposition to institutions who try to teach fact checking. At this rate, another fact-checking website or online module may not be worth the investment.
Instead, NATO has a unique opportunity to deploy media literacy in a way that addresses the type of conspiratorial thinking that undermines democracies. Media literacy, in many ways, is a race to keep up with evolving challenges. Democracies require a two-pronged approach: 1) providing media literacy education to children on the latest tech, and 2) implementing targeted communications for adults who may lack sufficient media literacy capabilities.
Through these efforts, the goal would be to equip children with the skills to master media in a way that allows them to think for themselves.
The initial step involves teaching children whose worldviews have not yet calcified, and they are eager to explore and embrace the latest technological advancements. The objective here is to provide children with the necessary tools to navigate media independently and develop critical thinking abilities. By doing so, they can become adept at effectively utilizing media while retaining their individual thinking capacities.
NATO has the capability to allocate resources towards media literacy initiatives targeting youth, an area that often goes unnoticed and receives insufficient funding. Leveraging its distinct advantage as an international organization, NATO can utilize its institutional capacity to identify, finance, and guide partner institutions across various countries in implementing standardized educational programs. This coordinated approach ensures uniformity and maximizes the impact of media literacy efforts on a broader scale.
In fact, NATO already has a pre-existing framework for this purpose: the Building Integrity action plan. This initiative encompasses a network of partner institutions spanning NATO allies and partner countries, facilitating coordination with local organizations.
But education isn’t foolproof. Some children will struggle to learn media literacy. And even for those who gain these skills, their education will gradually lose its impact as technology evolves.
This shift is where NATO can adopt a second prong to its media literacy strategy. This involves implementing strategic communication targeted at older populations who may be resistant or unable to acquire new skills. To do so, NATO can resort to technologically unsophisticated means. Direct and regular communication from charismatic individuals who represent democratic institutions can help to cut through information confusion and maintain a line of trust with aging populations.
Naturally, The NATO Strategic Communications Center of Excellence is best suited for this role. As an entity separate from the NATO Command Structure, it provides a platform for leaders who can engage with individuals in a more impartial manner. These spokespeople can effectively counter the deceptive efforts of those contributing to democratic backsliding within the alliance. By leveraging the expertise and resources of the Center, NATO can enhance its ability to combat misinformation and maintain the integrity of democratic institutions.
Adopting a whole-of-society approach is indeed the right course of action. However, uncoordinated experimentation runs the risk of forfeiting the benefits of organizational learning, particularly when it involves experimentation across countries and in different languages. In this regard, NATO is well-positioned to bridge this gap and provide the necessary coordination. Leveraging its unique capabilities, NATO can facilitate knowledge sharing, foster collaboration, and ensure effective implementation of media literacy initiatives on a multinational scale.
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How NATO Can Reinvent Media Literacy
Photo via Adobe Stock
July 10, 2023
Media literacy has become a buzzword in policy discussions, bereft of meaning as some governments pledge media literacy to sidestep implementation of internet regulations. Yet media literacy is a democratic and security imperative, and NATO is well placed to fill the gap, writes Thomas Plant.
M
edia literacy has regrettably become a hollow buzzword in policy discussions, and for good reason: Governments frequently pledge media literacy to sidestep implementing internet regulations, and regardless of their content, media education resources—like videos and graphic novels—often end up being exploited for political gain.
In spite of these shortcomings, addressing the information disorder in democracies is a matter of significant concern, and media literacy, when implemented properly, holds the key to the solution. NATO, with its extensive organizational capacity and global reach, has the potential to implement proper media literacy initiatives. But to succeed, NATO must accurately grasp the nature of the problem and design programs that incorporate strategic communications.
The challenge is better characterized as trust versus distrust rather than fact versus fiction. In fact, many people believe in subversive content or conspiracies not because of the accuracy of the content, but simply because they deviate from the consensus. This problem is increasingly affecting the NATO alliance as the rise of populist movements questions the legitimacy and motives of institutions, mainstreaming baseless political claims.
Conceptualizing the information disorder in this way highlights the shortcomings of the media literacy space. The general population lacks the necessary time, institutional support, and often the willingness to engage in this type of learning––whether from intimidation of the ever-evolving tech landscape or their opposition to institutions who try to teach fact checking. At this rate, another fact-checking website or online module may not be worth the investment.
Instead, NATO has a unique opportunity to deploy media literacy in a way that addresses the type of conspiratorial thinking that undermines democracies. Media literacy, in many ways, is a race to keep up with evolving challenges. Democracies require a two-pronged approach: 1) providing media literacy education to children on the latest tech, and 2) implementing targeted communications for adults who may lack sufficient media literacy capabilities.
Through these efforts, the goal would be to equip children with the skills to master media in a way that allows them to think for themselves.
The initial step involves teaching children whose worldviews have not yet calcified, and they are eager to explore and embrace the latest technological advancements. The objective here is to provide children with the necessary tools to navigate media independently and develop critical thinking abilities. By doing so, they can become adept at effectively utilizing media while retaining their individual thinking capacities.
NATO has the capability to allocate resources towards media literacy initiatives targeting youth, an area that often goes unnoticed and receives insufficient funding. Leveraging its distinct advantage as an international organization, NATO can utilize its institutional capacity to identify, finance, and guide partner institutions across various countries in implementing standardized educational programs. This coordinated approach ensures uniformity and maximizes the impact of media literacy efforts on a broader scale.
In fact, NATO already has a pre-existing framework for this purpose: the Building Integrity action plan. This initiative encompasses a network of partner institutions spanning NATO allies and partner countries, facilitating coordination with local organizations.
But education isn’t foolproof. Some children will struggle to learn media literacy. And even for those who gain these skills, their education will gradually lose its impact as technology evolves.
This shift is where NATO can adopt a second prong to its media literacy strategy. This involves implementing strategic communication targeted at older populations who may be resistant or unable to acquire new skills. To do so, NATO can resort to technologically unsophisticated means. Direct and regular communication from charismatic individuals who represent democratic institutions can help to cut through information confusion and maintain a line of trust with aging populations.
Naturally, The NATO Strategic Communications Center of Excellence is best suited for this role. As an entity separate from the NATO Command Structure, it provides a platform for leaders who can engage with individuals in a more impartial manner. These spokespeople can effectively counter the deceptive efforts of those contributing to democratic backsliding within the alliance. By leveraging the expertise and resources of the Center, NATO can enhance its ability to combat misinformation and maintain the integrity of democratic institutions.
Adopting a whole-of-society approach is indeed the right course of action. However, uncoordinated experimentation runs the risk of forfeiting the benefits of organizational learning, particularly when it involves experimentation across countries and in different languages. In this regard, NATO is well-positioned to bridge this gap and provide the necessary coordination. Leveraging its unique capabilities, NATO can facilitate knowledge sharing, foster collaboration, and ensure effective implementation of media literacy initiatives on a multinational scale.
