Monday February 17, 2025 06:11 pm

Media Literacy and Democracy

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🕐 2024-11-20 23:32:45

Media Literacy and Democracy

Production and dissemination of disinformation increasing exponentially


Deepening political polarization, a threat to democracy


Relevant legal and institutional framework as well as international cooperation needed


SONG Kyungjin

Country Representative Korea, The Asia Foundation.



This year, major elections are taking place in 84 countries. Next week, the world’s attention will be focused on the U.S. presidential election. As the years go by and elections are held, fake news is emerging as a global concern. More specifically, it is referred to as ‘disinformation.’ The term ‘fake news’ commonly encompasses both misinformation, which refers to incorrect information or reporting, and disinformation. Misinformation involves the distortion of information due to the opinions of the producer or transmitter and falls within the branch of freedom of expression. It is distinguished from disinformation, which is spread purposefully.
Disinformation is produced and disseminated with the intent to harm individuals, social groups, organizations, or countries. It surges around major political, social, and economic events. The advancements in digital technology, such as artificial intelligence (AI), have made the patterns and methods of disinformation more cunning and diverse, increasing the frequency and intensity of its exposure. In politically polarized societies, disinformation appears extensively and deepens political division and fragmentation. In the 21st century, where digitalization has blurred out borders, disinformation impacts the information ecosystems of various countries. Ultimately, it poses a great threat to democracy. This same concern was raised during a dialogue with American youth leaders at Chonnam National University where I recently participated as a resource person.
Many countries have begun to treat disinformation as a national security issue. In 2017, the U.S. Congress enacted the “Countering Foreign Propaganda and Disinformation Act” to respond at a national level. Korea’s political community has not ignored the importance of this issue, either. For example, the 20th National Assembly submitted 43 related bills. Ironically however, it was the very divided politics that pushed disinformation out of its priorities in the 20th National Assembly. 
This is the reason why digital literacy (the ability to understand digital technologies and content) and media literacy (the ability to understand and utilize media messages) are emerging as major policy issues. Often, there is a good correlation between literacy and digital literacy. However, Korea seems an exception. In the OECD’s Programme for International Student Assessment (PISA), Korea has consistently recorded high scores, yet its digital literacy stands at a mere 25.6%, well below the OECD average of 47.4%, placing it among the lowest of the OECD members.
Since 2017, the Open Society Foundation-Sofia has been publishing a media literacy index. The evaluation categories include two press freedom indices, OECD PISA scores, higher education enrollment rates, trust in people, and E-participation. Until 2021, the index focused solely on Europe, but starting in 2022, it has included major non-European countries. According to the 2023 media literacy index for 47 countries, Finland ranked first with a score of 74 out of 100, while Korea, the United States, and Japan ranked 16th, 17th, and 22nd, respectively.
Despite having the fastest internet speeds and high levels of digitalization, these occur due to the lack or shortage of digital/media literacy education. It has naturally led to a growing awareness of the importance of such education. With this, strengthening critical thinking skills is the key for distinguishing disinformation from others. Since nearly everyone obtains information through digital technology, education and training should be directed not only at formal curricula but also at all users, including government, businesses, and educators.
Countries with robust institutional systems, including relevant laws and policies tend to have higher digital and media literacy indices. It should be elevated quickly to a national discourse, prompting the National Assembly to enact related laws and government ministries to formulate appropriate policies. The Ministry of Education, the Ministry of Culture, Sports and Tourism, and the Ministry of Science and ICT have already introduced related policies. That said, enhancing coordination and collaboration among ministries, as well as urgent public-private partnerships with tech, platform, and media companies, is more crucial than ever.
Disinformation is both a national security issue and a global problem requiring global solutions via international policy coordination and cooperation. Leaders must discuss responses to disinformation and media literacy in major multilateral forums such as the G20, the Asia-Pacific Economic Cooperation (APEC), and the United Nations, producing deliverables. This is crucial for democracy.