Media and Information Literacy (MIL) for Senior High School Students: Responsiveness to Social Media Information Disorder

Abstract

This study investigated how Media and Information Literacy (MIL) education for senior high school responds to threats of information disorder in social media. Three aspects were viewed in the study which are the MIL skills of the students; the perceptions of teachers on MIL curriculum and the contents of MIL curriculum. Triangulation approach was employed using online survey, key informant interview and content analysis.

Findings showed that students have a high level of media and information presumption skills. On the other hand, teachers viewed the MIL curriculum as misaligned, less relevant and just suggestive. Further analysis revealed that competencies in the MIL curriculum were less significant to development of MIL skills. Thus, the study concluded that MIL education is not fully responsive to social media information disorder. The revision and updating of the MIL curriculum is highly recommended.