My Lords, over the last decade, I have been in scores of schools, run dozens of workshops and spoken to literally thousands of children and young people. A lot of what I pass off as my own wisdom in this Chamber is, indeed, their wisdom. I have a couple of points, and I speak really from the perspective of children under 18 with regard to these amendments, which I fully support.
Media literacy—or digital literacy, as it is sometimes called—is not the same as e-safety. E-safety regimes concentrate on the behaviour of users. Very often, children say that what they learn in those lessons is focused on adult anxieties about predators and bullies, and when something goes wrong, they feel that they are to blame. It puts the responsibility on children. This response, which I have heard hundreds of times, normally comes up after a workshop in which we have discussed reward loops, privacy, algorithmic bias, profiling or—my own favourite—a game which reveals what is buried in terms and conditions; for example, that a company has a right to record the sound of a device or share their data with more than a thousand other companies. When young people understand the pressures that they are under and which are designed into the system, they feel much better about themselves and rather less enamoured of the services they are using. It is my experience that they then go on to make better choices for themselves.
Secondly, we have outsourced much of digital literacy to companies such as Google and Meta. They too concentrate on user behaviour, rather than looking at their own extractive policies focused on engagement and time spent. With many schools strapped for cash and expertise, this teaching is widespread. However, when I went to a Google-run assembly, children aged nine were being taught about features available only on services for those aged over 13—and nowhere was there a mention of age limits and why they are important. It cannot be right that the companies are grooming children towards their services without taking full responsibility for literacy, if that is the literacy that children are being given in school.
Thirdly, as the Government’s own 2021 media literacy strategy set out, good media literacy is one line of defence from harm. It could make a crucial difference in people making informed and safe decisions online and engaging in a more positive online debate, at the same time as understanding that online actions have consequences offline.
However, while digital literacy and, in particular, critical thinking are fundamental to a contemporary education and should be available throughout school and far beyond, they must not be used as a way of putting responsibility on the user for the company’s design decisions. I am specifically concerned that in
the risk-assessment process, digital literacy is one of the ways that a company can say it has mitigated a potential risk or harm. I should like to hear from the Minister that that is an additional responsibility and not instead of responsibility.
Finally, over all these years I have always asked at the end of the session what the young people care about the most. The second most important thing is that the system should be less addictive—it should have less addiction built into it. Again, I point the Committee in the direction of the safety-by-design amendments in the name of my noble friend Lord Russell that try to get to the crux of that. They are not very exciting amendments in this debate but they get to the heart of it. However, the thing the young people most often say is, “Could you do something to get my parents to put down their phones?” I therefore ask the Minister whether he can slip something into the Bill, and indeed ask the noble Lord, Lord Grade, whether that could emerge somewhere in the guidance. That is what young people want.