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Media and information literacy (MI) is the set of skills needed to search for, evaluate and use information critically and consciously. School libraries are a fundamental tool for this knowledge to reach the youngest, who are increasingly exposed to misinformation

When we talk about media and information literacy (MIL), we refer to the set of skills a person needs to search for, evaluate, and critically use the information they encounter daily through media and social networks. In a world where citizens are constantly bombarded with information, knowing how to discern between reliable and unreliable sources, understanding their rights as internet users, and having the necessary knowledge to use technology have become essential skills for participating in public life and democratic processes, as well as for making informed decisions about their own lives.

It’s not just about democratizing the skills for using technology and media; it’s also about encourage critical thinking. In the face of the proliferation of misinformation and hate speech, as well as declining trust in media and digital innovations—especially artificial intelligence (AI)—it would be a mistake to focus solely on technical knowledge while overlooking moral aspects. “Sometimes there are many activities that claim to be about media literacy but are not truly so because they are more technical or practical. They are important, but not sufficient. It doesn’t matter if we’re working with a printed newspaper or AI; it’s essential to develop critical thinking,” says Vitor Tomé, a media literacy expert from the European Council and the European Commission.

But do we have sufficient access to reliable information? And, even more importantly, is there enough awareness in our societies about the importance of knowing how to access that information? This debate is not new, but in recent years—especially following Donald Trump’s electoral victory in the U.S. in 2016 and the Covid-19 pandemic in 2020—it has become vital for assessing the health of our democracies. “We are not only fighting an epidemic; we are fighting an infodemic. False news spreads more quickly and easily than the virus itself and is just as dangerous,” warned WHO Director-General Tedros Adhanom Ghebreyesus in January 2020.

In response to these concerns, media and information literacy (MIL) has become a vital tool, with its application extending globally. The latest mapping of MIL initiatives in Ibero-America, published by UNESCO in 2023, highlighted the existence of up to 52 projects across the region implemented by regulatory platforms in the audiovisual sector, public agencies, and civil organizations. In addition to these initiatives, this article will focus on the role that school libraries, as community meeting spaces and centers for knowledge among young people, can play as agents of MIL.

“Libraries can provide educational resources that teach research skills and information selection. We can schedule sessions on how to identify reliable sources, analyze content, and recognize techniques of information manipulation,” states Maria Gajas, a secondary school teacher and expert in school libraries. “Librarians are trained for this; we are dedicated to managing information,” emphasizes Júlia Baena, an expert in school libraries and a professor in the Master’s program in School Libraries and Reading Promotion (UAB-UB).

School libraries can foster critical thinking by creating reading clubs, workshops, and talks. “All of these are spaces where young people can debate controversial topics, analyze different viewpoints, and confront their ideas with those of others,” says Gajas. “This interaction not only helps them develop their analytical skills but also encourages them to question the information they consume, which is vital in the age of misinformation”.

The ‘Media Literacy Study in Compulsory Secondary Education’ published by the Ministry of Education of Spain in 2023 indicates that 55.5% of the surveyed adolescents primarily obtain information through social media, with influencers being their main media references. The same study highlights a significant gap in secondary students’ self-perception when it comes to distinguishing between informative journalism and opinion pieces (92.1% claim they can, but 64.4% confuse opinion with information). Furthermore, while 58.8% believe they can differentiate between true and false news, when exposed to various false headlines, 51.8% accepted a headline that contained misinformation about immigration as valid.

Both Gajas and Baena agree that collaboration between school libraries and teachers is essential for educating young people in media and information literacy (MIL) and improving these statistics. “Teachers are key agents in the media literacy process, as they have direct contact with students and can integrate these skills into their subjects. Collaboration between librarians and teachers can create a powerful synergy, where librarians contribute their expertise in information management and teachers bring their pedagogical knowledge. This way, interdisciplinary projects can be developed that connect the academic curriculum with the needs of media literacy,” Gajas asserts.

However, Baena warns about the need for better training in media and information literacy (MIL) for teachers during their studies, especially among “those born with Google.” “They are more trained in digitalization but not in information literacy,” she argues. “If you know how to search, evaluate, and handle information, it’s much easier to avoid falling into the traps of misinformation. If the only way you know how to search is to put it into Google…” Baena laments.

“It is said that AI will be the solution for everything, but no, what it will actually create is another problem because it’s necessary to learn how to work with it,” reflects Tomé. “But critical thinking is both practical and theoretical. We need to find solutions; we have to work with our hands while also using our brains. Being critical means analyzing, evaluating, and reflecting to build understanding—not just saying ‘I disagree.’”, he concludes.