Ofcom has published a statement setting out how online platforms, broadcasters, and other service providers can help to promote media literacy.

The statement follows a consultation last year (discussed here) and comes against a backdrop of concerns that Ofcom and the Government are not taking sufficient action to address the risks associated with poor media literacy among the general public. While non-binding, the recommendations from Ofcom reflect a growing recognition that organisations need to do more to help users navigate an increasingly complex digital environment. Indeed, there are already indications that the Government could move from non-binding recommendations to imposing duties on certain organisations, as its recent Green Paper (discussed here) explores a ‘media literacy duty’ for public service media’ providers.

The recommendations are aimed at a broad range of organisations that “enable the creation, hosting, and distribution of content and media that reach significant UK audiences through broadcast, on-demand and online platforms, including social media and streaming services”. In practice, this includes everything from messaging apps and online games to broadcasters and their streaming and VoD services, to generative AI services.

The statement groups ten recommendations into four broad themes:

1. Adopt and publish a ‘media literacy by design’ policy and practice. Where children are likely to use the service, service providers should “prioritise age-appropriate design that emphasises simplicity, safety, and clarity in both content and data practices” and consider matters such as default privacy settings, simplified language, and clear explanations of features tailored to younger and other vulnerable audiences;
2. Help users better understand why they are seeing certain content in their feeds and make informed choices. This includes, for example, providing explanations of how recommender systems work, and offering real-time transparency tools such as prompts to the user saying ‘why am I seeing this?’;

3. Provide simple, accessible tools that equip people to manage their expectations during use. This might include screen time prompts and features that flag the tone of comments or prompt users to question the accuracy of information;
4. Empower people with the knowledge, skills and confidence to understand, interpret and critically assess the credibility of the content they encounter. This includes providing context about content and its sources by using tools such as watermarking, metadata, and AI labels;
5. Empower and support parents and caregivers to support younger users. Ofcom recommends setting strong safety defaults and privacy settings for child accounts, as well as presenting parental controls at sign-up and at other “opportune moments”;
6. Empower, engage and enable expert third parties to provide enhanced support, helping to extend the reach and impact of media literacy efforts. Service providers are encouraged, for example, to explore ways to share timely links to expert third parties and authoritative content.

7. Help people understand, interpret, and assess the credibility of information by creating and/or promoting relevant programming or educational content.
8. Promote media literacy beyond services, investing in campaigns, content and partnerships. Ofcom recommends that service providers commit to long-term sustainable funding of “skills-building programmes” which promote and improve media literacy;
9. Support the media literacy of underserved and diverse audiences. For example, service providers are encouraged to adopt “inclusive design practices” that include plain language and visual cues, as well as work with external organisations to implement interventions that will support underserved communities.

10. Conduct and publish evaluations of the impacts of choices and activities. Service providers should regularly assess the impact of their design choices and publish their findings alongside an annual statement on their media literacy activities.

To read the Statement in full, click here.