Teach-Primary-Issue-19.8

cannot thrive – in any subject – if they aren’t able to think for themselves, ask questions, and weigh up different perspectives. A child who can spot the difference between a news report and a paid advert is also a child who can be more reflective about the sources they use in history, or the information they find online for a science project. A child who can recognise bias is also one who can approach disagreements in the playground more fairly. These are not ‘extra’ skills. They underpin the kind of confident, curious learning that primary schools work so hard to foster. And MIL should not be seen simply as a shield against online dangers. Of course, protecting children matters. But it is equally important to show them the positives – that information can inspire, empower and connect. When we teach children to navigate the news, we are not only helping them to W hen I co-founded the UK’s first newspaper written exclusively for children, nearly 20 years ago now, I did so with a very clear mission in mind. Quite simply, I have always believed that the world will only become a better place if the next generation is better informed than the last. Today’s children certainly have more access to information than ever before – but that doesn’t mean they can always trust what they see. Even at primary age, they are regularly exposed to claims about current events via YouTube, TikTok and other social media sites. Ofcom data show that more than a third of three- to five-year-olds already use social media, often encountering opinion dressed up as fact, or content shared without context. Some of it may be benign; but too often it’s deliberately designed to provoke outrage, fear or even hatred. If children are learning about the world from this mix of fact, fiction and everything in between, then it’s fair to say that the role schools play in giving them the tools to make sense of it all has never been more vital, and worthy of support. Thinking for themselves This is where media and information literacy (MIL) comes in. I know that teachers are already under pressure to deliver a packed curriculum, with weighty accountability measures; but the truth is that children stay safe, we are showing them how to discover the joy of being informed and the satisfaction of forming their own opinions. No such thing as too early “Research shows that the scale of news and media literacy provision in schools is limited and that awareness of resources to help at home is low,” says Fran Yeoman, associate professor in journalism & media literacy and head of journalism at Liverpool John Moores University, who is also a trustee of the Media and Information Literacy Alliance (MILA). “Too often, MIL is reduced to a protectionist online safety issue, which is a narrow and somewhat pessimistic way to approach the subject. Whether mandated by the curriculum or not, children need MIL education that is broad, critical and creative. And though pupils and teachers cannot possibly tackle all the many Think AGAIN It’s never too early for children to begin learning how to judge information for themselves, argues Nicky Cox … Nicky Cox MBE is editor-in- chief and co-founder of First News , the UK’s original news provider for children. The First News MIL primary framework can be downloaded at first.news/ primary-framework firstnews.co.uk facets of MIL in one go, it is never too young to start laying the foundations for creating a new generation of media-savvy, well- informed and confident digital citizens.” At First News, we couldn’t agree more. We know that children as young as seven can begin to practise the habits of critical thinking – asking “Who made this? Why? What do I think about it?” – and that those habits can grow as they do. That’s why we have worked with MILA to produce a practical framework for teaching MIL in primary schools. Based on MILA’s pioneering work and drawing on Bournemouth University’s theory of change for media literacy, it’s free to download and designed to help teachers plan impactful lessons and track progress over time. For us, this is just the start. We know that real change will only happen when schools, policymakers and society at large all agree that these skills should be at the heart of our education system; ensuring that generations to come are not only ready to ask questions about the world around them, but also able to trust themselves to find the answers. TP 32 | www.teachwire.net F EATURE S MED I A L I T ERAC Y