Statement on the Urgent Need for Media Literacy in U.S. Schools

Education
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The United States is alarmingly behind in media literacy compared to other nations. In an era where technology is disrupting every major industry, this gap poses a significant threat to our future workforce and economy. Media literacy isn’t just about discerning fake news from credible sources—it’s about mastering the tools and platforms that enable individuals to generate revenue streams and leverage their intellectual property in a rapidly evolving creator economy.

Countries across Europe and Asia have already integrated media literacy into their educational systems, equipping their populations with the skills needed to thrive in the Fourth Industrial Revolution. Meanwhile, America remains stagnant, failing to prepare its youth for a future where most jobs will not be traditional but self-created. The World Economic Forum and the United Nations have consistently highlighted in their Future of Work reports that the global economy is shifting towards entrepreneurship, digital innovation, and creative industries.

In the U.S., media literacy should be a mandatory part of the curriculum starting at age 13. Teaching students how to use media tools goes beyond creating content—it empowers them to build sustainable businesses, particularly for underserved communities. Media platforms provide unprecedented opportunities for people with disabilities, mental health challenges, and sensory issues to participate in the economy on an equal footing.

Joshua T. Berglan, in his books Media Company in a Box and Empowering the Underserved, outlines comprehensive strategies for leveraging media to create thriving independent businesses. These works demonstrate how media literacy can bridge socioeconomic gaps, offering tools and training to marginalized groups who have historically been excluded from traditional career pathways.

The stakes could not be higher. Without immediate action, the U.S. risks falling further behind, leaving millions unprepared for a future defined by technology and innovation. Media literacy is not optional; it is essential. It is time to equip our youth with the skills they need to harness their unique talents and life experiences to create meaningful, self-sustaining careers.

The tools are here. The knowledge is accessible. But without structured education and widespread adoption, America will continue to lag behind—a fact we cannot afford to ignore.

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I agree that this is a need in the k-12 educational system. I would like to point out that for some rural communities, internet access has recently or is currently being expanded to service areas where there has traditionally been no infrastructure for high-speed internet (To view an example, please refer to the Rural Fiber Project at this site: https://www.flintenergies.com/fiber). For that reason, many of our rural citizens have not grown up with internet in the home, and their only access was in public schools, libraries, or other places that offer free wi-fi. Furthermore, many small, rural schools did not have computers or other devices for students to learn in the classroom until after COVID closed the schools and we were forced to switch to online learning.

Therefore, we need to begin in the upper elementary or early middle school grades by teaching students computer skills such as digital citizenship, digital communications including e-mail and chats, digital research skills, etc. These need to be mandatory classes taught by qualified teachers instead of leaving the responsibility to school media specialists (many of us are currently trying our best to teach these skills) who are inundated with numerous extra duties in addition to their job-specific tasks.

My suggestion is to create a series of online courses that could be used nationwide beginning in 3rd grade. Topics would include:
Digital citizenship
Digital communication skills
Digital research
Educational uses for AI
Visual literacy
Media literacy
Digital copyright laws
Ethics
Entrepreneurship in a digital, global society
Digital marketing
Presenting and publishing digital content

These online courses should be created by educators with experience in instructional technology with non-partisan facts and a focus on being as unbiased as possible. They should also contain project-based lessons that promote hands-on creativity and collaboration with students, adult experts, or anyone who can contribute to student learning in a safe, digital environment.

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Thank you for your thoughtful and well-structured feedback. I completely agree that integrating digital skills into the K-12 curriculum is essential, especially given the challenges rural communities face regarding internet access and digital literacy. This is a critical step in preparing students for the demands of the Fourth Industrial Revolution.

Existing Courses and Efforts:

I’ve developed several courses aligned with these needs, which have been well-received globally, particularly in the Global South. These courses cover many of the topics you’ve outlined, such as digital citizenship, media literacy, and entrepreneurship in a digital society. Through my work with SCORE (part of the SBA in Oklahoma), I’ve had the privilege of presenting these resources to communities and organizations, emphasizing practical, real-world applications. Additionally, my books, Empowering the Underserved and Media Company in a Box, delve into these subjects in detail, providing educators and community leaders with actionable insights and strategies to bridge the digital divide.

Infrastructure Challenges and Solutions:

You’re absolutely right to highlight the need for robust infrastructure. While fiber projects like the Rural Fiber Project are excellent examples of progress, many rural areas still face significant gaps. To address this, I recommend exploring alternatives like Starlink, which provides satellite-based high-speed internet access. Starlink has been increasingly adopted in remote locations worldwide and could be a viable solution for rural schools and households without traditional infrastructure.

Proposed Curriculum and Solutions:

Your proposed topics are comprehensive and well-thought-out. I particularly appreciate the emphasis on project-based learning and collaboration. Here are some potential solutions to support your vision:

  1. Scalable Online Learning Platforms:

The courses could be hosted on scalable platforms with adaptive learning technology, ensuring they meet the diverse needs of students across different regions and learning levels.

  1. Teacher Training and Support:

Providing educators with professional development in instructional technology will ensure that the courses are delivered effectively and consistently. This could include workshops, webinars, and access to a support network of instructional technology experts.

  1. Community Partnerships:

Leveraging partnerships with local businesses, libraries, and other community organizations can help supplement the learning experience, providing students with real-world connections and mentorship opportunities.

  1. Integration with Existing Resources:

Both my books, Empowering the Underserved and Media Company in a Box, offer frameworks that align with these goals. These resources could serve as foundational materials for developing the proposed curriculum, ensuring a comprehensive and impactful learning experience.

Thank you again for your dedication to this vital cause. I’m eager to collaborate further and explore how we can implement these ideas to make a lasting impact on education in rural and underserved communities.

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