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It’s true because… a beginner’s guide to media literacy

It’s true because… a beginner’s guide to media literacy

28 August 2025

Read time: 8mins

‘Geographical information is concerned with people, places, the environment, views and facts, all of which can be carriers of misinformation.’

Paula Richardson

Many of us at some time or other have been assured by children that something is absolutely true ‘because my teacher says so…’ And thus, it ever was. While that is a nice affirmation of pupil belief in a teacher, we all know it isn’t always true.

Incorrect information has always been present; there are some good examples of fake information (generally called hoaxes) in the past, such as the Cottingley fairies in 1917 and Piltdown Man in 1912, all thought to be true to some extent until fully exposed over the years. Since then, fashion models have been slimmed down, faces altered or even people removed from photographs if no longer desired to be present.

However, in today’s world the teacher’s words have been replaced by a frenzy of media information. Children from a very early age are bombarded with it from a huge range of resources, some specifically aimed at children, which adds to the challenge. The rise of artificial intelligence (AI) has given a whole new meaning to information and its significance.

Geographical information is concerned with people, places, the environment, views and facts, all of which can be carriers of misinformation. The geography of the world is rapidly changing: countries can change their names; wars and civil unrest can bring about political change; volcanic eruptions and weather conditions can change the physical face of the landscape. This can mean that textbooks and atlases can often lose their authenticity and accuracy quite quickly in terms of correct knowledge and information.

So how do we, as geographers, help pupils to navigate this rapid and constantly changing of the world? Well, we do have some useful tricks up our geographical sleeves, but first it is important to understand the issues in order to address them.

The challenges

Misinformation and incorrect information can spread so very easily with a single post on social media which can then spread exponentially and as it travels, gains the mantle of respectability and truth. Fake images are everywhere – anyone can post altered images of people or places or offer totally incorrect information and when challenged about accuracy they can reply ‘fake news’ as though that is now an acceptable explanation.

The rise and rise of AI as a tool for creating and spreading information seems unstoppable, so it is important to learn how to work with it to our best advantage. AI is, and will continue to be, an amazing tool in all areas of our lives. However, we need to be aware that some information sites are dedicated to producing headlines which may well be misleading but are guaranteed to claim attention.

Social media sites often support users to skim read so very little deeper evidence is gained on occasions resulting in the replacement of the teacher with that ‘I know it’s true because I read it on (this) site…’

The way forward

So, what can be harnessed in the world of geography to help young people use media sites safely and to best advantage?

It is important to impress on pupils the need to check where information is from and check for reliability through triangulation via different trusted sources. Why does the BBC have a verification department? Think about how often ‘BBC verify’ is mentioned in a news bulletin or in the use of images.
Challenge pupils with questions such as ‘Do you always believe what Alexa (or other sources of information) tells you’? Do you always believe the weather forecast? Why or why not?
Begin early in the primary school as quite young pupils are likely to have been exposed to a wide range of media, some of which might be aimed at their age group. It is important that pupils learn how to manage to navigate safely through the various media and not accept everything at face value all the time.
Provide some altered images, match them with the correct image and discuss the ‘how’ and the ‘why’. One of the powerful tools we have is to encourage pupils to think about, consider and reflect on what they see. History lessons have long used this approach when looking at images used in propaganda throughout time. Whose viewpoint are we seeing? Has the image been altered, and if so, for what purpose?
One image that springs to mind is the famous picture of the Russian soldier on top of the Reichstag, taken when the Russians entered Berlin at the end of the Second World War over 80 years ago. This is now recognised as a staged photoshoot created to emphasis the symbolism of capturing the German Parliament buildings, but who actually climbed the roof, how the flag was created and exactly how many watches the soldier was wearing are all questions raised about the authenticity of the image.
The University of Washington has been engaged with what it calls ‘location spoofing’, where AI-generated satellite images of three different cities have been combined to create one image of a city made up of elements of all three (Eurekalert: A growing problem of ‘deepfake geography’: How AI falsifies satellite images).
More challenge is needed in geography lessons. Does this image tell a story? Is it one person’s viewpoint? Does it have a persuasive objective? Is the information well founded in reality or is it constructed to fit a particular belief?

Most important, however, is the need for a comprehensive school policy that provides clear guidelines outlining the expectations for working with media literacy in school. This will in turn support staff to help pupils navigate the challenging world ahead of them.

A policy needs to be linked to a range of CPD training offered to staff so they are aware of, and clear about, the challenges and approaches they can use with pupils find a pathway through. AI is here to stay, and can be a force for good if everyone is able to use it thoughtfully and wisely.