Media literacy is often cited as the solution – but to what problem? In this new blogpost for the Media Policy Project, Professor of Social Psychology at LSE and Chair of the LSE Truth, Trust and Technology Commission, Sonia Livingstone, provides an overview of the current debates about media literacy following a recent Westminster Media Forum seminar about fake […]
This article is by LSE MSc student Ariel Riera. Ariel is a Chevening Scholar 2017-18 and worked as a journalist at Chequeado from 2012 to 2017
In 2003 Brooks Jackson launched FactCheck.org, giving the name to a fact-checking style of reporting. This genre of journalism, understood briefly as testing factual claims in order to make public discourse accountable and more accurate, has been growing continuously. According to […]
The digital environment is fundamental to today’s sex education: nearly two decades-old sex and relationship education will be updated, finally!
The Department for Education’s consultation on changes to teaching on sex and relationship education and Personal, Social and Health Education (PSHE) has recently closed. LSE’s Professor Sonia Livingstone and MSc Media Communications Governance student DaYoung Yoo give their view on what the Department should do as it considers how to improve PSHE, arguing that the digital must be a […]
More clarity brings more confusion: debating what the European General Data Protection Regulation means for children in the UK
Professor Sonia Livingstone and LSE MSc Media Communications Governance student DaYoung Yoo reflect on the discussions surrounding the forthcoming General Data Protection Regulation (GDPR) and what it will mean for children.
For some policy areas, it seems that the closer you look, the more confusion results. So it seems with the General Data Protection Regulation, coming into force in May […]
There are no easy solutions to ‘fake news’ or misinformation. They are symptoms of systemic problems. Journalists should challenge them with humility, writes Charlie Beckett (LSE): by looking at how they work, becoming more open about how they source and produce stories, and more emotionally literate about how people feel about and socialise the information they consume.
‘Fake news’ is a real […]
Misinformation and distrust are the characteristic of our time. They make the question of how to approach and promote critical digital literacy particularly important. Gianfranco Polizzi suggests ten texts that offer a framework for thinking about how to do it.
Since the 2016 US election and Brexit, debate around so-called ‘fake news’ has sharpened concerns that the internet and social media are […]
Risks to children online are increasingly problematic. Is the new internet Safety Strategy the solution?
Earlier this month, UK Culture Secretary Karen Bradley outlined proposals intended to make Britain ‘the safest place in the world to be online,’ addressing ‘dangers like cyber-bullying, trolling and under-age access to porn.’ LSE Professor Sonia Livingstone, who was commissioned by DCMS in February to provide up to date evidence of how young people are using the internet and the […]
Fake news, its causes and what to do about are some of the key issues that we plan to address as part of the LSE Commission on Truth, Trust and Technology that we will launch later this year. The Commission will examine the wider crisis in the quality and credibility of information in the digital age. Fake news isn’t new, […]
Digital media challenge children’s rights around the world: The case for a General Comment on the UN Convention on the Rights of the Child
Around the globe, in the global North as well as the global South, digital media are there to stay with significant implications for child rights and children’s wellbeing online. Following the launch of their report to the Children’s Commissioner for England, in this post Amanda Third, Sonia Livingstone and Gerison Lansdown are advocating for a General Comment on children’s […]