Media Literacy in Massachusetts: A Landscape Scan & Policy Recommendations
The Massachusetts Department of Elementary and Secondary’s (DESE) Office of Literacy & Humanities sought to increase attention to and investment in media literacy education in state policy and resources, especially as it relates to civics education. Media literacy, particularly news and information literacy, as well as research skills, is an essential component of civic learning and preparation to be an engaged member of our democratic society.
DESE partnered with Media Literacy Now to produce a landscape scan of media literacy education reflecting both Massachusetts and the nation and develop detailed recommendations for how the Department can improve media literacy through state education policy. Media Literacy Now partnered with the Media Education Lab to conduct the research amongst Massachusetts educators and school leaders, and media literacy experts nationwide. Read the press release.
Key Findings
Why media literacy matters? Massachusetts educators have different reasons for valuing media literacy education in K-12 classrooms. Results of the large-scale survey research with 1,275 Massachusetts educators shows that participants have different reasons for valuing media literacy education in K-12 classrooms. From a review of the scholarly literature, we identified six learning outcomes and asked participants to rate these different motivations on a three-point scale from “least important” to “most important.” Survey respondents reported that students ability to analyze and evaluate the quality of information sources was the most important, followed by the ability to reflect on the benefits, risks, and harms of media and technology, and with the ability to develop technology skills and knowledge for college and careers and reflect on the power of stereotypes in media representation coming in third and fourth.
As demonstrated in the survey responses and subsequent conversations, educators think about “media literacy” a little differently depending on their specific subject area and lens of reference. For example:
- School librarians focus on how they support students’ information literacy competencies, but acknowledge they have limited access to reach students for sustained learning time.
- Elementary school teachers are tuned into the benefits, risks, and harms of media, and are deeply aware of how home language, race, gender, income, and dis/ability affect how children use digital media and how they are influenced by it.
- Social students and Science educators value the role media and technology in helping people learn how to participate in democratic society and understand advances in scientific research affect our understanding of the world.
- Health and Physical Education teachers are concerned about bullying, nutrition, substance abuse, social relationships, mental health, body image and sexuality, and they place emphasis on teaching about the potential risks and harms of media and technology.
Experts in media literacy and other “new literacies” (news literacy, digital literacy, information literacy, etc.) have been debating definitions for decades. In the Delphi Expert Panel Study, 97 media literacy experts and experienced education professionals were invited to offer their own best definitions of media literacy. The following definition was the most popular among experts, with 54% of panel members rating it “best” and only 2% rating it “worst” —
There are significant opportunities to integrate media literacy education in elementary settings. Media literacy experts and experienced educational practitioners believe that half of all media literacy topics can be taught before middle school. In fact, some topics can be taught to the youngest of learners, including visual literacy; emotions and values, and story structures; and evaluating sources.
For overall findings, research method, and detailed findings, download the full report, “Media Literacy in Massachusetts: A Landscape Scan & Policy Recommendations.”
Our Recommendation: Media Literacy Must Be Early, Integrated, and Sustained
In today’s information-saturated society, the ability to critically analyze, evaluate, and produce media is fundamental—not optional—for civic readiness. Massachusetts is well-positioned to lead this charge. With existing standards, strong educator engagement, and growing public awareness, DESE can catalyze meaningful change through guidance, professional learning, system integration, and strategic investment. Recognizing Massachusetts’s tradition of local control, these recommendations are organized by feasibility and potential systemic impact—ranging from immediate, practical steps DESE can take to more ambitious, structural shifts that would establish media literacy as a core component of K-12 education.
Our action plan outlined in the report is organized by feasibility and align with DESE’s current authority and operational structures.
As the state works towards systemic changes, there are things that Massachusetts teachers, school leaders, and DESE can do right now to bring media literacy education into more classrooms. Here are some of our most-feasible recommendations:
The action plan (jump to Part VI on PDF page 116 of the report) also includes recommendations for funding, expanding professional development and training for teachers, supporting pilot programs, leveraging school librarians, developing an endorsement or credential for media literacy, and the development of a statewide strategic plan.
While our recommendations were developed as a result of the findings of the landscape scan and Delphi interviews, we believe that many districts and states can look to them as a roadmap to establish media literacy as a core component of K-12 education.
