Australia

About this Country

Media Literacy in Australia: a contextual overview provided by the Australian Communications and Media Authority

What was the origin of media literacy in your country?

Media literacy has been a topic of interest in Australia among education providers and scholars for quite some time, and media studies were incorporated into school curricula many years ago.

In the public policy context, communications, broadcasting and internet regulation in Australia has long recognised the role of informed consumers and audiences. Most recently, the importance of digital media literacy to the development of Australia’s digital economy has been acknowledged by the Australian Government in the report – Australia’s Digital Economy: Future Directions (Final report: http://www.dbcde.gov.au/__data/assets/pdf_file/0006/117681/DIGITAL_ECONO...), published July 2009.

The digital economy is seen as ‘essential to Australia's productivity, global competitive standing and improved social wellbeing’. Digital media literacy is identified in Australia as one of the measures of a successful digital economy.

The Australia's Digital Economy: Future Directions paper notes that advancing Australia's digital economy requires action by government, industry and the community. The paper identifies the key areas of focus for these three sectors in order to maximise the benefits of the digital economy for all Australians. These are:

  • for Government to: lay the foundations for Australia’s digital infrastructure; facilitate innovation; and set conducive regulatory frameworks
  • for industry to: demonstrate digital confidence and build digital skills; adopt smart technology; and develop sustainable online content models
  • for the community to: enjoy digital confidence and digital media literacy skills; experience inclusive digital participation; and benefit through online engagement.

To quote from that report:

"A successful digital economy requires Australian households and businesses to have the necessary skills to effectively and productively participate…
Digital media literacy ensures that all Australians are able to enjoy the benefits of the digital economy...
Digital media literacy gives children the capability to effectively learn online; consumers the confidence to search for information and transact online; and businesses the ability to become more efficient and compete in a global marketplace". (p44)

The Australia's Digital Economy: Future Directions paper provides the vision for government taking strategic and enabling action now to ensure all parts of Australia benefit fully from the digital economy. These include Australian Government commitments such as the: National Broadband Network; Digital Regions Initiative; National Energy Efficiency Initiative and Digital Education Revolution.

While the National Broadband Network and Digital Regions Initiatives are concerned with laying the foundations for digital infrastructure, and the National Energy Efficiency Initiative focus is on use of technology to improve the efficiency of existing energy infrastructure, the Digital Education Revolution address skills development in a school context and are discussed in further detail.

The Digital Education Revolution is a commitment by the Australian Government of $2.2 billion over six years (2008-2013) to prepare Australian students for further education, training and employment, and to equip them with the skills they need to live, work and succeed in an increasingly digital world. It includes providing ICT equipment, broadband connections and access to training. Part of the Digital Education Revolution is the creation of the National Secondary School Computer Fund which aims to provide each secondary school student with a computer by 2011 (See www.digitaleducationrevolution.gov.au).

As a federation with state and national jurisdictions, Australia does not have a single national strategy to promote media literacy or digital media literacy in schools or the community. In relation to children and young people, education is devolved to eight education departments in Australia (in each of the six states and two territories). Catholic and Independent schools also operate at state/territory levels. All are guided by the curriculum at state/territory level. Digital media literacy is included in national Learning Statements and the Digital Education Revolution aims to build digital media literacy amongst school children.


How is it defined? What other ‘literacies’ share areas of common interest with ‘media literacy’ in your country/region?

The Australian Communications and Media Authority (ACMA) describes ‘digital media literacy’ as:

"the skills and capabilities needed for effective participation in the digital economy and to encourage social inclusion in a networked society".

While the ACMA shares the broad understanding of media literacy (“the ability to use, understand and create media and communications”, Media Literacy in the UK: a contextual overview provided by Ofcom) which has been accepted in UK and Europe, within this understanding, the ACMA has adopted the term ‘digital media literacy’, which reflects:

  • The ACMA’s regulatory responsibilities in relation to digital media and communications.
  • The contemporary importance placed on the technical competencies needed to make effective use of digital media services across a range of communications platforms.
  • Policy priorities of the Australian Government in developing the digital economy.

The ACMA recognises media literacy as a meta-literacy, building on classic literacies and encompassing several newer literacies, including digital literacy and information literacy.


What are the relevant key contextual factors and developments (possibly the market/ social/ policy/ learning/ regulatory contexts) in your country/region?

Media literacy in Australia is promoted within the context of the following factors:

Market context

  • Convergence:
    - changing business models with platform, device and service convergence
    - availability and diversity of digital platforms and applications
  • Increased availability of high-speed internet, including the development of the National Broadband Network (NBN).
  • Changing public expectations—anywhere, anytime access to services.
  • Liberalised telecommunications markets.


Policy interventions

The Australian Government, industry and various community groups are cooperating to develop an integrated response to media literacy, bringing together the various areas of expertise required to provide a multi-faceted approach to media literacy. It aims to ensure that all citizens, consumers and businesses have the necessary skills to participate in an increasingly digital society.

The ACMA is a statutory authority within the federal government portfolio of Broadband, Communications and the Digital Economy, and together with the Department of Broadband, Communications and the Digital Economy (DBCDE) and other relevant areas of Government, develops and implements a range of policy interventions to promote media literacy in Australia, as described below:

Government commitment to establish a high speed broadband network

The Australian Government has committed to establish a company to rollout a high speed, fibre-optic broadband network, intended to “connect 90 per cent of Australian homes, schools and workplaces with broadband services with speeds of up to 100 Mbps, 100 times faster than those currently used by many households and businesses” (See http://www.minister.dbcde.gov.au/media/media_releases/2009/022). This will be a key factor in enabling wide-spread access to the high speeds necessary to facilitate emerging online participatory models.

Digital confidence

One aspect of media literacy targeted by the Australian Government is the promotion of consumer digital confidence by implementing measures to address three key online risks to consumers—privacy protection, e-security and cyber-safety.

Privacy protection has been furthered through developing a set of Unified Privacy Principles which aim to enhance protection for detailing information online and improving community education about the impact of new technologies on privacy.

e-Security initiatives involve the Australian Government taking an integrated approach with industry to maintain a secure and trusted electronic operating environment for both the public and private sectors. This includes measures such as the development of interactive self-learning modules for students, an annual National e-Security Awareness Week in partnership with industry and community organisations and the Stay Smart Online website (See www.staysmartonline.gov.au).

Cyber-safety is of growing importance within the community, and the Australian Government has committed substantial funding to improve safety of the internet for families. The initiatives attempt to create a balance between safety for families and the benefits of the digital revolution, and include a combination of education and information measures; help line and websites, such as the ACMA’s Cybersmart website; mandatory ISP-level internet filtering of Refused Classification material; law enforcement; consultative arrangements with industry, child protection bodies and children; and ongoing research to identify potential areas requiring further action.

Digital media literacy skills

Government policy initiatives in this area aim to promote digital media literacy through a range of consumer protection and promotion activities undertaken by a wide range of stakeholders across regulatory, industry and community contexts.

Increasing digital media literacy levels in schools is also part of the Government’s Digital Education Revolution.

Digital participation

The concept of digital participation acknowledges the fact that not all community groups in Australia participate online equally. Government strategies include policy initiatives to address the potential for digital exclusion, or the ‘digital-use divide’ (See OECD’s 2008 Information Technology Outlook, p. 212.). There is a range of Government measures in place designed to increase access to online services for all Australians, including:

  • Broadband for Seniors (See http://www.necseniors.net.au/)
  • Accessibility for those with culturally and linguistically diverse backgrounds
  • Improving the take-up of online services in regional and rural areas
  • Support for Indigenous Australians in remote communities.

Engaging with Government through Web 2.0

New and emerging Web 2.0 platforms and tools provide an opportunity for Government’s to enhance engagement with citizens, particularly for policy development. The Australian Government has trialed Web 2.0 engagements and has established a Gov 2.0 Taskforce (See http://gov2.net.au/about/).

Social context

  • Low population density, but with a high concentration of Australians (64 per cent of the population) living in an area representing just 0.5 per cent of the continent — 93 per cent of the Australian land mass is occupied by only 10 per cent of the population. This poses challenges for service provision to all of the population.
  • Cultural diversity – 44 per cent of Australians were born overseas or had at least one overseas-born parent which has implications for the languages and form of communications about digital media literacy.
  • Aging population—one quarter of Australians will be aged over 65 in 2036. This will have implications for closing the ‘digital-use divide’ and ensuring that digital participation for senior Australians is promoted.
  • Public concern about media issues – e.g., cyber-bullying and “sexting” are current and emerging cyber-safety risks which are being incorporated into ongoing cybersafety initiatives. Another current example in Australia is the extent to which broadcasting industry codes of conduct reflect community attitudes towards program content, e.g., reality TV.

Learning context

As mentioned earlier, the overall media literacy strategy in Australia involves a collaborative approach, including the relevant Commonwealth and state departments with responsibility for education. Many of the policy initiatives described include funding for education measures. This includes a focus on incorporating media literacy into the school curriculum, at both primary and secondary level. One of the biggest initiatives here is the Digital Education Revolution previously referred to.

The Australian Government Department of Education, Employment and Workplace Relations established a lifelong learning policy agenda which recognises the importance of skills in the new economy. Training packages in digital literacy foundation skill sets are also being developed for industry and vocational training courses.

Media regulation

The ACMA is a converged regulatory body governing telecommunications, broadcasting, radiocommunications and the internet. There are some specific regulatory and program responses that the ACMA can contribute to support or promote digital media literacy. These aim to:

  • prepare Australians to participate in a convergent communications environment where there is a choice of multiple devices and multiple distribution platforms;
  • assist Australians to understand the nature and characteristics of material made available by electronic communications and media and an understanding of how such material is or can be regulated; and
  • help Australians to make informed judgements about their digital communications practices and manage their online security and privacy.

The ACMA’s responsibilities pertaining to digital media literacy in Australia are set out in the:

  • Broadcasting Services Act 1992
  • Telecommunications Act 1997
  • Australian Communications and Media Authority Act 2005

The ACMA has specific expertise in developing digital media literacy in the following key areas:

  • conducting and commissioning research to increase knowledge about digital media literacy in Australia;
  • conducting public educational programs, and providing advice to the public, about communication matters;
  • protecting children from exposure to program material and internet content which may be harmful or unsuitable;
  • providing appropriate community safeguards in relation to communications services;
  • ensuring standard telecommunications services of social importance are reasonably accessible to all people in Australia on an equitable basis, and are supplied at performance standards that reasonably meet the needs of the Australian community; and
  • facilitating co-operation between stakeholders.

In relation to the internet, the ACMA is one of the few converged regulators which regulate online content in a manner similar to traditional broadcasting content regulation. Through a co-regulatory scheme, established under Schedules 5 and 7 of the Broadcasting Services Act 1992, the ACMA handles complaints about online content which is believed to be prohibited by law. It is within its remit to take action and can direct Australian providers to remove access to the content concerned. For more serious breaches it refers investigations on to law enforcement agencies.


How do these affect the development of media literacy?

The ACMA’s media literacy research is designed to inform the provision of consumer advice and protection measures by the ACMA and to share with those organisations active in the promotion of media literacy across Australia. The issues listed above shape the types of research questions the ACMA asks, and the way the research is interpreted and used within Australia. Research attention has been given to issues surrounding participation in the digital economy and understanding the needs of non-users, as digital media and communications continues to play an increasingly central role in the everyday lives of Australians.

Equally, other organisations and researchers in Australia in this space are affected by these forces, as well as by their specific agenda and objectives, and this should be kept in mind when considering Australian studies.