University of Melbourne researchers to help shape Australia’s first National Media Literacy Strategy
Researchers from the University of Melbourne’s Faculty of Education are playing a key role in the development of Australia’s first National Media Literacy Strategy, following the Australian Government’s announcement of a major national initiative to strengthen media literacy and essential critical thinking skills now and into the future.
The Faculty is part of a successful partnership led by research and consulting organisations Whereto Research, which have been selected by the Commonwealth Government to co-design the strategy.
The University of Melbourne team is led by Faculty of Education researchers Dr Natalie Hendry and Dr Alex Bacalja, alongside Dr Eric Fu, with support from colleagues in the Faculty of Engineering and Information Technology, Professor Ofir Turel and Dr Marc Cheong.
The project brings together expertise from education, youth wellbeing, digital citizenship, ethics, artificial intelligence and information systems to address one of the most pressing challenges of the digital age.
The National Media Literacy Strategy will establish a coordinated approach to help Australians navigate increasingly complex digital environments, including identifying misinformation and disinformation, understanding media influence, critically evaluating online content, and engaging safely and responsibly with artificial intelligence, whilst also considering its impacts.
Dr Hendry said the project presents an important opportunity to connect Australia’s significant media research expertise with national policy development.
“Media literacy sits at the intersection of so many fields like education, technology, ethics, wellbeing, and civic life. No single discipline has all the answers.”
“What makes this project genuinely exciting is the opportunity to draw on the depth of research that already exists across Australia, connect it with international evidence, and bring those different perspectives into conversation with each other,” said Dr Hendry.
The project will involve extensive literature reviews, community, researcher and sector consultation, and strategy and policy development. Researchers will work closely with stakeholders across academic, industry, and community sectors to identify priorities and develop practical recommendations.
Dr Bacalja said the research will build on the Faculty’s longstanding leadership in digital literacy, youth engagement and education policy.
“The Faculty of Education has long recognised that media literacy isn't simply a technical skill or a curriculum add-on, it's a foundational capability for democratic participation and wellbeing in the digital age. Our research over many years has shown that effective media literacy develops through active engagement, critical reflection, and meaningful participation in real-world contexts.”
“This national strategy project allows us to bring that evidence base directly into policy development,” said Dr Bacalja. “We're not starting from scratch; we're building on established research into how young people learn to evaluate information, how educators can support critical thinking, and how education systems can embed these capabilities across subjects and year levels.”
The collaboration reflects the Faculty of Education’s commitment to addressing contemporary educational challenges through interdisciplinary partnerships and applied research with impact for all Australians.
The strategy forms part of the Australian Government’s broader investment in strengthening Australia’s media ecosystem as a vital element of a healthy democracy.
It will be developed through consultation with academic, industry and community stakeholders and will consider the impacts of emerging technologies while identifying vulnerable groups most in need of targeted support.
For the Faculty of Education, the project represents another example of research translating into policy and practice, ensuring educational expertise informs national responses to complex social and technological change.
