To work, MIL must be inclusive, focused and innovative

Media and Information Literacy Approaches in the Western Balkans

Although the focus of MIL is still on the analysis of unethical media content, training is gradually expanding to other topics such as the constructive use of artificial intelligence tools.

By Zarfa Hrnjić Kuduzović (Bosnia and Herzegovina) and Gentiana Paçarizi (Kosovo)

Print and online media that don’t recognize the authority of the Press Council and violate the Code of Journalists of Serbia cannot receive money allocated through public competitions for co-financing public information projects. This is defined by the Law on Public Information and Media from 2023, with Article 24 stating that projects are evaluated according to the extent to which the media adheres to professional and ethical standards, which is proven by obtaining data from the Press Council.

This novelty is the result of the adoption of proposals by media experts and civil society organizations arising from the public debate during the adoption phase of this law. At that stage, an analysis of the self-regulatory media framework in Serbia was also conducted, which resulted in a research report in which one of the recommendations was the aforementioned ban. This legal provision is a good example of how joint efforts of media associations, civil society and the academic community can contribute to improving the normative framework for encouraging more responsible and high-quality work of the media.

Untapped potentials: quality journalism and self-regulatory bodies

Effective media self-regulatory bodies would also encourage citizens to report unethical media content more often. This should contribute in the long term to distinguishing responsible journalism from harmful media content, protecting citizens from media manipulation, but also empowering them to demand, recognize and value quality journalism. The purpose of media literacy is to strengthen citizens’ competences for seeking quality information, engaging in civic activism, as wells as demanding social responsibility of media.

However, based on numerous analyses, reports, informal education programs, as well as interviews with MIL experts, and our own experience in MIL education and evaluation, we note that most training in this area is focused on critical analysis of media content, emphasizing the influence of various forms of bias, political manipulation, disinformation, and other media failings. At the same time, the potential of the media and examples of quality journalistic stories that encourage social change in the interest of citizens have been neglected. Such are the excellent stories published by the Balkan Network of Investigative Journalists, the Centres for Investigative Journalism in BiH, Montenegro and Serbia or data journalism stories published by the BBC in Serbian.

“Although at first glance it may seem that these are not topics covered by the media and information literacy, they are, because they include a range of information and how to access it – how to find concrete and credible data, how to use sources and what types of sources are available” – explains MIL trainer Aleksandar Đokić, project manager at the Media Diversity Institute – Western Balkans (MDI WB), a SEENPM member.

In informal media literacy trainings in Serbia, Bosnia and Herzegovina, Montenegro, Albania and Kosovo, mechanisms for media self-regulation are insufficiently represented. Citizens are generally not familiar enough with the procedures of self-regulatory bodies. For example, in BiH, in numerous cases, the Press and Online Media Council did not consider submitted complaints solely due to a procedural error. Namely, the prerequisite for the Council’s involvement is a prior submission of a written complaint to the editorial office. Many failed to take this step. It would therefore be useful to educate citizens about the Council’s work in general, the method of filing a complaint and the mechanisms for protecting citizens from harmful media content in particular.

Đokić recommends running campaigns on social media to encourage citizens to recognize unethical content. MDI WB analyses media content on its Instagram account and points out the reasons why certain content is unethical – whether it contains hate speech, racism or other negative messages. “In this way, we actively involve young people in society, contributing to a better understanding of media messages, which are later shared massively on Instagram,” says Đokić.

MIL for children, the elderly, and the marginalized

The focus of MIL in the region continues to be students and teachers because these target groups are the easiest to reach. This sometimes leads to the saturation with the topic, especially in larger cities, as well as to duplication of topics of workshops offered by civil society organizations (e.g. combating disinformation). Therefore, regular exchange of information among CSOs and other MIL actors is essential.

A positive outcome of focusing on the aforementioned target groups is the introduction of media literacy as an elective subject in primary schools, as well as in high schools in Serbia and Montenegro. The next step for MIL actors is to advocate for its introduction in vocational schools. Also, at some university courses for future teachers in Serbia, students take the media literacy subject as part of their formal curriculum. The Novi Sad Journalism School offers training for primary and secondary school teachers accredited by the Institute for the Improvement of Education. It would be useful for other Western Balkan countries to accredit non-formal MIL training programs for teachers, as well as develop a network of certified MIL trainers.

MIL in the region is gradually expanding to other categories of citizens – those in their third age, younger children, minority groups and people in rural areas. An interesting project is focused on media literacy of women in rural communities of the non-governmental organizations “Ikre” and “Mrav” in Montenegro. The aim of their training efforts is to improve women’s digital literacy so that they can, among other things, better present their products on online platforms, something that potentially increases their economic independence. For lower primary school students, the NGO “35mm” from Montenegro held “Netiquette” workshops. For members of minority communities, the same organization held PRIME workshops where they learned how to create video content and use social networks to encourage inclusive media content in which social phenomena are viewed from the perspective of minorities.

Narrow the focus

Due to the struggle for survival in a financially uncertain environment, media literacy actors have also included some organizations that are not primarily media or don’t necessarily have much knowledge and experience in working with the media. Specialising in certain aspects of MIL would help improve the quality of the training they offer, as well as the effectiveness of the activities they carry out. The current diversification of certain organizations due to financial instability makes it difficult to achieve the long-term goals of media literacy for citizens.

Marijana Matović, assistant professor at the Faculty of Political Sciences in Belgrade, points to “the problem of sustainability of some great projects and the need for stronger connections between organizations”.

Since MIL has been recognized as an important topic among teachers, pupils, students, and citizens for several years, instead of general topics about the importance of MIL, it is more useful to narrow the focus on specific topics of workshops (e.g. protection of personal data on the Internet, online etiquette, the impact of social networks on mental health). The term media and information literacy can also seem abstract, so it is desirable that the names of the workshops be more specific and attractive.

There is a significant difference here between organisations specialising in media issues and those that don’t. It is noticeable that the latter follow the current trends in the field of media literacy in the European Union both thematically and methodologically. The curriculum of peer workshops within the framework of the ‘Scale up Media Coach’ project, which also includes the Albanian Media Institute and the Institute for Media and Diversity – Western Balkans, also includes training on artificial intelligence with a thoroughly developed workshop Information Chaos. The workshop also includes concrete examples, methods and tools for the constructive and ethical use of artificial intelligence.

In order for media literacy not to result in information apathy, training should include more examples of quality media content. Topics should also be related to the everyday life of citizens. Self-regulation of the media may appear to the average media user as something that does not concern them. But when it is pointed out to them how each of us can be wronged by the media or become the target of a negative campaign on social networks, the topic is perceived as more relevant. All examples, presentation style and literacy context should be adapted to the specific audience. And examples should be sought, not only in urban areas, but also in rural areas. MIL is not a privilege, but a right of all citizens. Although there are many MIL manuals available, it is advisable to use new media formats as well, due to the fact that people are reading less and less than in the pre-digital age.

Media literate – socially active citizens

Media literate citizens use media potential and various formats for the democratization of society. In 22 episodes of the regional TV show “Robin Hood”, the CSO “35 mm” confronted representatives of relevant institutions with citizens who were looking for answers to their problems.

“In various formats – from podcasts, to documentaries to social-media friendly formats, with which we also attracted a younger audience, we dealt with systemic problems such as corruption and discrimination. The response was great, and we aimed to increase the accountability of institutions,” says the project manager of “35mm” Snežana Nikčević.

New approaches to MIL

Typically, MIL workshops in Kosovo address two primary areas. The first focuses on equipping participants with skills to protect themselves from disinformation, fake news, and other forms of information disorders. The second aims to foster media production skills by teaching participants how to write stories or fact-check news. However, new approaches are beginning to emerge, bringing fresh ideas into the field.

Last year, Hibrid.info, a fact-checking platform in Kosovo, launched an innovative project that awarded grants to young people studying Information and Communication Technology (ICT) and journalism to create AI-based solutions for combating information disorder. The five tools were unveiled in December 2024, including the Media Transparency Application, the Clickbait Detector Application, the Claim Identification Application, an Educational Media Literacy Game, and the Credible Information Application. Shkëlzen Osmani, the director of Hibrid.info, emphasized that digital applications can directly address information disorders. For instance, the Media Transparency Application evaluates news websites transparency based on specific criteria. This project not only teaches young people about technology’s integration with media but also empowers them as active contributors in tackling information disorders.

Since Albania, like BiH, does not yet have a national MIL strategy, CSOs in these countries are strengthening cooperation with public education institutions, trying to overcome the consequences of insufficient involvement of state institutions. While traditional methods continue to dominate, there are notable initiatives introducing innovative approaches to teaching MIL in Albania.

For instance, Faktoje.al, the country’s first fact-checking organization, has been collaborating with the University of Tirana’s Faculty of Journalism and Communication since 2019. This partnership offers students the opportunity to undertake internships at Faktoje.al, allowing them to apply their academic knowledge in a professional setting. In 2021, Faktoje and the Department of Journalism and Communication introduced a 14-week fact-checking course as part of the bachelor’s program. This course is designed to equip future journalists with essential skills in verifying information and combating misinformation.

Integrating such courses into academic curricula provides a structured and sustainable learning environment, allowing students to delve deeply into MIL concepts over time, which enhances skill retention and application. The comprehensive format covers both theoretical foundations and practical fact-checking experience, fostering long-term capabilities. By embedding these courses in academic programs, they ensure sustainability and create a stream of media-literate graduates ready to promote responsible journalism and combat disinformation.

Photo: Pixabay/AI generated

The regional program “Our Media: A civil society action to generate media literacy and activism, counter polarisation and promote dialogue” is implemented with the financial support of the European Union by partner organizations SEENPM, Albanian Media Institute, Mediacentar Sarajevo, Press Council of Kosovo, Montenegrin Media Institute, Macedonian Institute for Media, Novi Sad School of Journalism, Peace Institute and Bianet.

This article was produced with the financial support of the European Union. Its contents are the sole responsibility of SEENPM and do not necessarily reflect the views of the European Union.