Media Literacy and Conflict: Understanding Mediated Communication for the Achievement of Peace and Development

"Media literacy, along with the availability of platforms that make genuine and culturally relevant participation possible, is essential to prevent or transform hardship."

Ensuring individuals are able to understand information and engage in meaningful communication exchange though the media is recognised as an important component of social change. This recognition may have particular potency in conflict-afflicted areas, where a lack of media literacy among young people can impede the citizen participation and trust in institutions needed for sustainable conflict resolution. This book chapter discusses the role communication for development (C4D) projects implemented in conflict-affected realities can play when media literacy is placed at the centre - particularly when the aim is critical consciousness, agency, and empowerment of youth.

The chapter begins with an overview, informed by the literature, of the role communication can play in the achievement of the Sustainable Development Goals (SDGs) through the provision of media literacy. As outlined here, "media literacy" encompasses all types of mediated texts, including print, audiovisual, electronic, and telephony, which form an integrated media environment. While critical understanding and evaluation of the media were initially the main goals of media literacy programmes, the current digital context has called for the recognition of the importance of content creation skills as part of the learning. Research cited here has found that, through media literacy, young people learn how to ask relevant questions, search for appropriate information, gauge the quality of that information, and engage in discussions with others - strengthening their participation in civic and political life.

The sections that follow make a case for the value of media literacy in building effective, peace-oriented mediated communication at times of conflict. In contexts of conflict, the media can be used to promote and rebuild peace through:

• Informational media: Adopting news media to deliver reliable, accurate and unbiased information, which is critical both during and immediately after conflict to prevent dangerous rumours from spreading.
• Entertainment media (edutainment): Embedding peace-related messages into well-liked formats such as radio or TV drama, reality shows, and music.
• Participatory media: Involving community members in script-writing, storytelling, interviewing and editing, with the aim of communicating messages that are important to the community in the process of re-establishing peace.

While such media can rebuild social relations and assist communities in re-opening a path to peace, it is also recognised how these same instruments can be used to fuel conflict, particularly through stereotyping and by stirring up hatred. In fact, media manipulation by the hands of those who control them or own them is a recurring practice, and the news media can serve as instruments to promote ideology.

In this context, how should media literacy interventions be designed so as to respond to the surfacing of polarisation, bias, and mistrust that both mainstream and grassroots media seem to have brought about - particularly in context of conflict? Renee Hobbs (2010) [PDF] has developed a framework for media literacy that sees the promotion of this practice as a set of five competencies - (i) access; (ii) analyse & evaluate; (iii) create; (iv) reflect; (v) act - that moves towards people's empowerment and active participation in learning through both their consumption and creation of media content.

The chapter moves on to unpack each step of the framework with a specific focus on interventions designed for young people who have experienced conflict. It is organised into three sections, based on Hobbs' five competencies of media literacy.

• Understanding harmful media messages [corresponding to Hobbs' (i) and (ii)]: This type of literacy allows individuals to prevent internalisation of media representations that may disseminate a negative image of particular groups or that propagate harmful worldviews. Individuals who are media literate also understand the role they play and the responsibilities they have in this landscape. C4D lends itself to the conception of interventions that can strengthen these types of media literacy skills - e.g., building the capacity of youth by assessing the facts and distilling them from the circulation of misinformation on social media.
• Developing peace-oriented participatory content [corresponding to Hobbs' (iii) and (iv)]: The use of video and other digital media can be crucial for young people to engage in a process of storytelling where their interests and problems can be shared. Participatory media and communication projects for youth can be purposefully built to address the roots of conflict and make visible the different experiences of those affected by it.
• Upholding and promoting peace [corresponding to Hobbs' (v)]: "[A] focus on capacity building at the local level is essential to enable an environment where people can discuss and resolve conflict. This approach to creating peace also reinforces social cohesion....More specifically, media literacy strategies that aim at behaviour change and drive communication content towards a positive messaging that promotes dialogue rather than responding to abuse must be introduced." Furthermore, "gaining skills in understanding and using the media offers the opportunity to learn when and how one can position themselves, particularly in relation to their social and political environment, and reflect on where they belong. Through C4D, this process can take place using participatory approaches and connecting young people with their purpose through the use of communication."

This chapter is included in a book arguing for an addition to the existing 17 SDGs: an 18th goal focused on the role of communication in achieving the SDGs. Thus, the chapter goes on to discuss what an SDG18 would mean for media literacy, proposing a Target 1.1 that would read: "By 2030, ensure the existence of spaces and resources and the acquisition of skills for men and women, in particular the poor and vulnerable, to engage in transparent, informed and democratic public dialogue and debate."

In conclusion: "learning to understand harmful media messages, developing peace-oriented participatory content, and taking action to uphold and promote peace have been recognised to be key stages in the development of a media literacy that wants to raise critical consciousness and a sense of agency. Harnessing the design of C4D projects through this structure can empower young people living in realities of conflict to shape and direct the representation of the events they are living, to feel connected with their identity, and to actively support peace as individuals."