“Every time you open a device, information is being pushed towards you.” In a world of abundant information where algorithms shape what people see, media literacy can no longer be treated as an optional skill, argues member of the European Parliament Marcos Ros Sempere. In an interview with EU Perspectives, he explains why it has become essential for protecting both citizens and democracy.
Following the European Parliament’s adoption of its position on media literacy and digital learning, EU Perspectives spoke with rapporteur Marcos Ros Sempere (S&D/ESP) about the risks posed by disinformation, scams, artificial intelligence and addictive platform design. The MEP he warns that education alone will not be enough unless platforms also change harmful practices.
Why is this initiative particularly urgent now, and what concerns you most about the current lack of media literacy in Europe?
We are experiencing a huge change in the way we deal with news and information. Decades ago, people operated in a much more clearly defined media environment: the press, television, and radio.
Today, the situation is completely different. In the digital environment, people receive information even when they are not actively looking for it. Every time you open a device, information is being pushed towards you.
If we do not empower citizens with critical-thinking skills and the ability to make informed choices about the information they consume, we are putting both individuals and democracy at risk.
The problem is that many people, especially vulnerable groups, do not fully understand how this environment works. They may not realise that the information appearing in front of them is being selected by algorithms and platforms. Many people are not prepared to distinguish between reliable information, misinformation, disinformation, fake content, and deepfakes.
If we do not empower citizens with critical-thinking skills and the ability to make informed choices about the information they consume, we are putting both individuals and democracy at risk.
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Disinformation is often discussed as a foreign-interference problem. How much of the threat comes from domestic actors and other sources inside Europe?
In the report, we do not distinguish between disinformation coming from foreign interference and disinformation produced domestically. Both can create risks for citizens. And these risks are not always political.
There is a lot of dangerous misinformation around health. People can open their phones and encounter claims saying that a particular drink can cure cancer or that sunscreen is unnecessary. These messages can be spread by well-known personalities and believed by large audiences. So the risks can come from outside or inside Europe, and they go beyond elections and politics.
We are also concerned about patterns of addiction. Young people can pick up a phone intending to look for something that should take one minute. Then enter TikTok, Snapchat or Instagram and remain trapped for hours in infinite scrolling.
That is why we need transparency, but also education. This report approaches the issue from an educational perspective and calls for a new strategy that incorporates digital education from early childhood through school and into lifelong learning.
The report mentions addictive design and emotionally manipulative content. Is the Digital Services Act (DSA) doing enough? What is still missing?
The Digital Services Act, the Digital Markets Act and the European Media Freedom Act are powerful tools that the EU adopted during the previous parliamentary term. They provide a starting point for tackling some of the problems created by platforms. But we also need platforms and social media companies to participate in a broader strategy based on good practices.
These risks are not always political. There is a lot of dangerous misinformation around health. People can open their phones and encounter claims saying that a particular drink can cure cancer or that sunscreen is unnecessary.
We need transparency around algorithms, transparency around AI-generated content and transparency around commercial content on platforms. Some of these issues are already addressed by the Digital Services Act. In our report, we are also asking the European Commission to go further and ensure that the DSA is fully enforced.
The report calls for clearer rules for influencers. Recently some organisations asked for the monetisation of influencers to become more transparent under the upcoming Digital Fairness Act. Do you agree with that?
Yes. We are asking for transparency around influencers. Not all influencers are bad. There are positive influencers, just as there are good and bad media outlets. Some influencers perform a useful role in explaining institutions or public policy. But others spread misinformation or disinformation.
There is also a third category: influencers who may not be spreading false information but are promoting commercial products because they are being paid by a platform or a company. That commercial relationship needs to be transparent. If an influencer is selling a product or receiving money for promoting something, users should clearly be informed that the content is commercial.
Just as we demand transparency from platforms about their algorithms, we also need transparency around influencer activity.
The AI Act is introducing transparency obligations for AI content. Are labels enough?
Transparency around AI content is one of the new concerns we are facing. We already live in a very complex digital environment, but over the past two or three years, even well-informed people have found it increasingly difficult to distinguish between authentic content and AI material.
That is why we need more transparency and clear labelling, but this cannot be the only response. Citizens also need the skills to understand the digital environment and critically assess what they see.
How concerned are you about differences between member states when it comes to media literacy?
There are differences, but we did not identify one country that can be presented as the definitive model. All member states are thinking about how to incorporate media literacy into education, but there is still no common standard or clear European model.
A hundred years ago, one of the great priorities of public policy was teaching people to read and write. Today, the digital environment has changed so much that teaching people how to navigate it critically has become just as important.
That is one of the reasons for this report. We are asking the Council and the European Commission to develop a common strategy and provide funding.
We are also asking the Commission to define media literacy and digital education as basic skills. Once they are recognised as basic skills, they should be incorporated into national education systems and curricula so students develop the abilities they need for daily life in the digital environment.
What does this initiative add to the European Democracy Shield?
The connection is that a lack of skills creates two kinds of risks. The first is individual risk: people can be harmed personally by false information, scams or manipulation.
The second is democratic risk. Citizens may believe they are freely following a political campaign or choosing what information to consume, while in reality they are being selectively targeted with messages designed to influence them.
Our initiative complements the Democracy Shield because it addresses the educational foundation of the problem. A hundred years ago, one of the great priorities of public policy was teaching people to read and write. Today, the digital environment has changed so much that teaching people how to navigate it critically has become just as important.
Is media literacy enough if digital platforms do not change their algorithms and business models?
No, it is not enough. That is why we are asking for both things. The report focuses on education, digital education, and media literacy. But at the same time, we are demanding that platforms start changing their behaviour.
And where they do not, we are asking the European Commission to enforce the Digital Services Act to its full extent. Education, platform responsibility, and enforcement all need to work together.
