Understanding the Disparity in Media Literacy Education in Illinois
A recent survey of educators across Illinois has highlighted a significant variation in how high schools interpret and implement a state law requiring a "unit of instruction" on media literacy. This law, which was enacted in 2022, mandates that public high schools teach students about media literacy, including skills such as accessing information, analyzing media messages, and engaging in thoughtful conversations using facts and reason.
The survey, conducted by the University of Illinois Springfield (UIS), revealed that one-third of educators spend more than one class period but no more than a week on the topic. Another 29 percent dedicate over three weeks to media literacy lessons. Meanwhile, 16 percent of schools cover the subject during a single class period throughout the entire school year.
This wide range of approaches reflects the law’s “bottom-up approach,” which allows local schools to design and deliver media literacy lessons as they see fit. While this flexibility made the legislation politically acceptable, it also leads to inconsistencies in what students learn.
The Impact of Local Control on Media Literacy Education
Yonty Friesem, an associate professor at Columbia College Chicago and co-founder of the Illinois Media Literacy Coalition, emphasized the importance of a consistent approach. He noted that while the law is well-intentioned, its implementation varies greatly from school to school. For instance, he recounted a high school class where a media literacy session lasted only an hour, which technically fulfilled the requirement but fell short of the desired depth.
The UIS survey, conducted in spring 2024, further illustrated these disparities. Less than 82 percent of teachers reported that high school freshmen received media literacy instruction, with the percentage dropping as students advanced through the grades. Only 63 percent of seniors had access to the training.
Integrating Media Literacy into the Curriculum
Some educators have found creative ways to incorporate media literacy into their existing courses. In Springfield, for example, Mike Havener, a library media specialist, collaborates with other teachers to bring classes to the library for media literacy sessions. However, he acknowledged that not all students receive the same level of instruction.
Heather Danek, a public speaking teacher in Minooka Community High School, integrates media literacy throughout her curriculum. She begins with audience analysis and gradually introduces more complex topics like source evaluation. Her approach highlights the value of embedding media literacy into everyday learning rather than treating it as a standalone unit.
Michael Spikes, another co-founder of the Illinois Media Literacy Coalition, stressed that media literacy should be viewed as a pedagogy rather than a specific course. He argued that it should be woven into the educational process to help students navigate the world effectively.
Challenges and Opportunities
Despite these efforts, many educators point to challenges such as a lack of statewide oversight and funding. Danek described the law as an "unfunded mandate," noting that without proper resources, teachers struggle to implement the requirements effectively.
Other states have taken similar approaches to media literacy education. As of 2023, 19 states had approved bills or resolutions related to K-12 media literacy or digital citizenship. However, a study by University of Kentucky professor Daniela Kruel DiGiacomo found that these policies often lack consistency in terms of substance, scope, and definitions.
The Need for Comprehensive Policy
Educators in Illinois believe that identifying teacher competencies and assessing the law’s implementation more thoroughly are essential steps toward improvement. A statewide assessment, potentially led by the Illinois State Board of Education, could provide valuable insights into how effectively the law is being implemented.
Some educators, like Havener, argue that media literacy should be given the same weight as other required tests, such as the Constitution test for graduation.
Addressing Partisan Divides
Media literacy has also become a politically charged issue. Many people equate it with fact-checking and news literacy, but educators emphasize that it encompasses much more. The concept goes beyond identifying biases in news outlets to questioning power structures and the context behind media messages.
The passage of House Bill 234 in 2021 reflected a partisan divide, with Democrats supporting the law and Republicans opposing it. However, some Republicans did not specifically oppose the idea of media literacy itself, focusing instead on concerns about state-mandated curricula.
Friesem clarified that real media literacy is about critical thinking and questioning sources, regardless of political affiliation. He stressed that it is not about indoctrination but about empowering students to engage with media thoughtfully.
Conclusion
The survey underscores the need for a more cohesive and supported approach to media literacy education. While Illinois has taken a pioneering step, the current implementation highlights the importance of addressing gaps in oversight, funding, and teacher training. By fostering a deeper understanding of media literacy and ensuring consistent application across schools, educators can better prepare students to navigate the complexities of the modern information landscape.