ASSESSING THE MEDIA LITERACY OF UK ADULTS A REVIEW OF THE ACADEMIC LITERATURE Produced for: Broadcasting Standards Commission Independent Television Commission NIACE

s The Government's 2002 Communications Bill (Draft) promises for the first time to 'promote media literacy' among the population of the UK, improving public awareness and understanding of contents and services provided through electronic media. s In order to establish the present level of media literacy among the UK population, and in order to set the benchmark against which future initiatives or interventions designed to 'secure increased public awareness and understanding' can be assessed, this review of the academic literature asks: How media literate is the adult population in the UK? s Definitions of media literacy abound, though consensus is less forthcoming. This review adopts a working definition, first examining the question of access as a prerequisite to developing media literacy skills, and then reviewing research on media literacy in terms of three stages: (1) technical competencies; (2) critical reception practices; and (3) content production. s It should be noted from the outset that this review identified little empirical research on adult media literacy funded and conducted in the UK. Hence, it draws on diverse sources that more-or-less indirectly reveal the nature and extent of adult media literacy. These sources largely concentrate on audiovisual media and on computer-based media/internet. s It should be noted that there is little consensus over the appropriate means to measure media literacy, making it difficult to assess the level and the spread of skills. Review findings s Access to media is a prerequisite to literacy. Adults may gain media literacy informally, through direct use of the media at home or work and/or they may participate in formal education programmes. Domestic access to information and communication technologies is growing rapidly, enhancing informal learning opportunities. There are clear indications that the public is highly motivated to acquire media literacy skills, with formal provision at present lagging behind demand. s Insofar as the conditions of access are sources of social and economic inequalities, media literacy is also likely to be stratified. Indeed, insofar as demand for formal training is unequal increasing educational provision may increase rather than undermine knowledge gaps/the digital divide. (1) Technical competencies s Audiovisual media: As innovations reach the mass market, audience skills are acquired incrementally, in a context of public confidence in its understanding of the skills required; little research has focused yet on the latest innovations. Assessing the media literacy of UK adults 1 s Information and communication technologies: For most adults, skill …