From Gen Z to Gen Z: Teaching and Promoting Media and Information Literacy Through Service-Learning

As the world has moved into an era of post-truth and artificial intelligence (AI), media and information literacy (MIL) education is necessary for all citizens, especially young people. Today’s school and college students are Generation Z (Gen Z). The concern about their MIL education encompasses not only what to teach but also how to teach it.

This paper examines service-learning as a new pedagogic approach to teaching and promoting MIL in the community. It describes how 118 university students participated in a service-learning project and taught MIL to their Gen Z peers—school teenagers and college students—in Hong Kong. The paper discusses what the project has achieved, the challenges, and how the service targets and the university students themselves benefited from the project.

The Unique Learning Styles of Generation Z

Generation Z is a highly connected and forward-looking cohort. They were born between the mid-1990s and early 2010s (Ramadhanya, 2024). Gen Z is the Internet generation, raised with the Internet and social media. They have only known a world with computers and cell phones. They are the first truly digital and global generation. 

Gen Zers are techno-savvy. They are immersed in a technological environment (Parker & Igielnik, 2020). They are committed to being part of the changes and fast-paced life that technologies offer. They integrate technology seamlessly into their lives and use it from the youngest age. They are regarded as the generation of “all technology all the time” (Barnes & Noble College, 2024, p. 1). Technology is almost like the air they breathe, permeating almost all areas of their lifestyle and relationships. They are innately comfortable with digital tools and platforms. They see technology as an extension of themselves and naturally integrate it into their learning process (Ramadhanya, 2024).

Most Gen Zers are now in secondary schools and colleges. Some of them are young adult workers. Compared with the previous generation, their learning approach is more independent and self-directed. They have an aptitude for self-reliance and the ability to self-educate. They go online to research and interact with others to gain insight. However, they like to make their own decisions. Gen Zers prefer active participation over the passive learning styles of their predecessors. 

Although technologically savvy, they are keen on face-to-face interaction and collaboration. They are referred to as “the sharing generation” (Barnes & Noble College, 2024, p. 1). They learn best by doing, discussing, and working together. A survey by Barnes & Noble College showed that 80% of Gen Z university students like to study with friends, as studying together makes learning more fun. They value the engagement of in-person sessions. Meanwhile, they treasure opportunities to take control of their learning journey. They strongly desire to choose what to learn and how to learn. Therefore, project-based learning and student-centered classrooms suit them best. 

Gen Zers shift from PC/computer to mobile device, and from text to video. They like visual content, short-form videos and interactive learning experiences. They like projects that facilitate peer-to-peer interaction and knowledge sharing (Dingari, 2024). They seek learning experiences that are relevant to real-world applications. Iftode’s (2019) research on Gen Z’s learning indicates that teachers and professors need to offer support and motivation to guide this new generation through their independent learning journey. Ramadhanya (2024) also suggests that educators should be familiar with Gen Z students’ learning styles and build engaging educational environments to inspire them.

According to surveys, Gen Zers’ relationship with technology is positive yet complicated. It is mixed with enthusiasm and trepidation. They embrace new media technologies but simultaneously notice the dark side of the Internet (Tsang and Lee, 2023). Although they show confidence in their ability to control their personal space in the digital ecosystem, they still need educational programs to support their online awareness. Media and information literacy (MIL) is an essential life skill for them in the digital and AI era. Given their unique learning styles and the fact that they are quickly bored by traditional classroom teaching, experiential learning suits them better. This study examined the service-learning-based MIL Coaching Project to explore how Gen Zers learn in a non-traditional way.

Service-Learning as a New Pedagogy Approach

In recent years, service-learning has become a popular method of promoting education for sustainable development. Service-learning is an educational approach in which students learn facts and theories in the classroom, volunteer in the community, and participate in reflection activities to deepen their understanding of the classroom component. Students learn and develop by engaging in concrete projects that meet the community’s needs (Tanner, 2006). Service-learning thus integrates meaningful community service with instruction and reflection to enrich the learning experience, nurture civic responsibility, and connect communities.

Service-learning combines learning objectives and community service to facilitate student growth and the common good. It connects student learning in the classroom with real-world experience in the community to educate them about the virtues of mutual assistance (Elmhurst University, 2019). Therefore, community engagement via service-learning can improve students’ ability to apply their classroom learning to the real world. Service-learning also markedly fosters interpersonal development, especially in working with others and building communication skills. Service-learning can take many forms, such as volunteering, community service, internships, and field education. The university students in this study engaged in community service-learning. Service-learning programs usually include four implementation phases: planning, preparation, action, and reflection/evaluation (Youthpower, 2022).

Service-learning expresses John Dewey’s theory of “learning by doing.” Dewey (1938) emphasized that schoolchildren are not listeners and passive learners, and thus student engagement is important. He proposed that a teacher should regard teaching as an apprenticeship and serve as a master to facilitate learning (Pedagogy for Change, 2022). The theory of learning by doing holds that active participation facilitates deep learning (Ho, 2022). Learning by doing is effective because once students become familiar with the content of a course, their activities involve interacting with the material and the self-generation of knowledge. However, teachers must be mindful of the correct point in the learning process to introduce learning by doing and must first provide their students with basic knowledge and skills. Because learning involves building on itself, attempting learning by doing too soon may overwhelm students so that they are unable to take appropriate action (Boser, 2020).

In recent years, various universities in Hong Kong have created a different learning environment by adopting a service-learning pedagogy in their educational programs. University students are encouraged to see themselves as members of society and individuals responsible for contributing to their communities. 

The Hong Kong Baptist University (HKBU) has established a General Education Service-learning course entitled “Media Communication in the AI Era.” This MIL education program combines learning goals and community service to enhance student growth and the common good. The project asks students to apply the course content to community-based activities.

Service-Learning Course Design: MIL Coaching Project

In four semesters from 2021–2023, 118 HKBU students joined the course “Media Communication in the AI Era.” They attended lectures and conducted group research projects to equip themselves with MIL knowledge and skills. Then, they participated in the “MIL Coaching Project” and went into the community to share their MIL knowledge with their service targets, who were Gen Z school students, college students, and adults under 25. Some of their service targets were outside of Hong Kong and they communicated through Zoom.

The HKBU students interacted with their service targets for five weeks. They needed to submit a proposal and a final reflective report at the end of the course. The objectives of their teaching and sharing were to (1) raise awareness of the impact of media and information; (2) promote the importance of MIL; (3) evaluate the media habit of the service targets; and (4) develop the MIL competency of their service targets.

The MIL Coaching Project followed the implementation steps of service learning: 

1. Phase 1: Planning:
   • (a) The students chose their service targets and monitored their media habits. They submitted their proposal to the course instructor.
   • (b) They began to plan their coaching content and activities.
2. Phase 2: Preparation:
   • The students conducted research and prepared the task materials (e.g., PPT, videos, lesson plans).
3. Phase 3 Action:
   • The students interacted with their service targets online or offline
4. Phase 4: Reflection and Evaluation:
   • The students shared their coaching experiences with one another in class, and they submitted their final reflective reports.

Before the students went into the community, the course instructor equipped them with MIL knowledge. The students attended lectures on MIL and media issues. The instructor gave feedback on the students’ coaching proposals and was available to advise them during their coaching sessions.

Data Collection

The course instructor conducted a content analysis of the students’ reflective reports and teaching materials. There were 118 reports in total. The research themes included what was taught to the service targets, the delivery methods, achievements, challenges, and benefits for the university students.

Most of the service targets were college students. There were 75 non-HKBU college students, 41 school students and two young adults. Thirteen of the 118 service targets were not in Hong Kong; they were mainly local young people studying in other countries. There were exchange students in the class and they chose their service targets in their hometowns. 

Due to the Covid-19 pandemic, 78 students chose to interact with their service targets online. However, 19 students preferred coaching via face-to-face meetings, and 21 students carried out the coaching in both online and offline formats.

Research Results: What to Teach and How to Teach?

The HKBU students belonged to Generation Z. They shared Gen Zers’ characteristics of being independent and self-directed in their learning approach. They chose their own topics to coach, so each student designed his/her own coaching curriculum. However, their chosen topics reflected Hong Kong Gen Z’s concerns about the media environment. Table 1 shows a wide range of media issues they shared with their service targets.

Many of the students chose to focus on news analysis, particularly fake news and fact-checking, with an emphasis on identifying news sources, understanding deepfake, and verifying online information. They perceived the issue of disinformation as having a great impact on individuals and society.

The students introduced MIL to their service targets and explained why it is essential in the digital and AI era. As Gen Zers embrace AI, this was a common topic of discussion with their service targets. They exchanged views on AI applications, algorithms, chatbot usage, and smart cities. Social media addiction was another hot topic. Most students noticed that excessive screen time was a real problem for their service targets, so they explored alternative activities, offline exercises, and screen time control. As cyberbullying is quite severe in Hong Kong schools, they shared some coping strategies. Other interesting topics they coached included online shopping, media ethics, privacy, data protection, gaming, and media creation.

These Gen Z university students were techno-savvy, creative, and imaginative. Table 2 shows the wide variety of methods they used to promote MIL, including PPT, Kahoot, movie watching, media detox panic, basketball field discussion, fact-checking exercises, and computer game playing.

The students were interested in researching and produced their own PPTs to coach their service targets. They understood that their service targets were also Gen Zers who were visually oriented, so they chose to use visual means to share their MIL knowledge. They introduced documentaries, YouTube videos, TV dramas, and short video clips. They watched TED talks and movies together with their service targets. 

Gen Zers enjoy active participation and interactive engagement, so the students discussed and debated. They cited news examples and verified fake news with their service targets. They also conducted experiments and created media together. They studied ways of managing their media habit and controlling their screen time. The most exciting activity was the digital detox. Some students went out with their service targets to camp in the mountains, play board games, hike, play basketball, visit museums, and go shopping. One student even took his service target to join a voluntary event where they delivered free meals to people on low incomes. They got back their peaceful mind during the outdoor activities.

Project Outcomes and Challenges

The project outcomes were satisfactory. Almost all of the service targets had little MIL knowledge before the project. During the five-week coaching program, they learned about MIL and understood its importance. They became aware of the media’s impact on their lives and the significance of critically evaluating information and the constructive use of the media. They learned how to access trustworthy information sources, perform news analysis, value quality information sources, and conduct fact-checking. They also learned how to better use social media and handle cyberbullying. The Gen Z university students and their service targets were already engaging with AI technologies and they exchanged AI tool skills and views about AI ethics. Their knowledge of AI applications, algorithms, and chatbots was enhanced. They understood that AI is a double-edged sword. 

Moreover, the service targets began to be aware of their excessive use of their mobile phones. Some even considered changing their media habits, recognizing the importance of cultivating a healthy relationship with the media. Gen Z is referred to as a “sharing generation,” and in this coaching project they were able to share many ideas about media issues (see Table 3). Apart from the topics mentioned above, the service targets learned to be wiser about online consumption, data protection, careful information sharing, digital tool usage for research, and media arts. 

However, there were challenges. The young service targets found it difficult to reduce their screen time significantly in such a short period. However, they recognized that they had media addiction problems. A student in the class commented, “Seeing the problem is the beginning of the solution.” As cognitive change is the prerequisite of behavior change, the students said they would continue encouraging their service targets to review their media habits.

There were various other challenges (see Table 4). The students realized that the service targets would lose interest if their coaching methods were not interactive enough. As the service targets, like themselves, were Gen Zers who valued interactive and engaging learning approaches, they showed little interest in lecturing and PPT presentations. It is essential to meet their interests and needs through creative means. Of course, many students expressed that they had no previous teaching experience, and they had to learn about how to capture the attention of the service targets in interesting ways. Preparing useful teaching materials was also a challenge, and they were aware that their MIL knowledge was still limited and that they needed to learn more.

Self-growth Experiences Through Service-Learning

Table 5 documents the university students’ self-growth experiences and how their MIL knowledge was enhanced. Their teaching benefitted their learning.

Personal Growth

In the reflective reports, the students said that their communication, presentation, interpersonal, teaching, and curriculum design skills were enhanced. One student even comprehended the core spirit of teaching. He wrote, “The essence of teaching lies in more than just delivering information. It lies in sparking engaging dialogues, nurturing curiosity, and establishing a supportive learning environment where students feel comfortable expressing their thoughts.”

The project also enhanced the students’ confidence. A student expressed, “I couldn’t believe I could change someone’s habits. I can’t believe that I have the ability to help others. Later on, if I have another chance to help others, I will feel free to do it because I already have experience.” 

Another student added, “All my previous service learning has been mainly guided by teachers or other staff. This is a brand-new experience for me to choose a service target, design a custom-made coaching program, and execute the service all by myself. Just completing the project is already a breakthrough for me, not to mention getting positive feedback from my service target.”

The students also mentioned that they had to learn to be patient while interacting with the service targets. They discovered their strengths and weaknesses, and some even said that this experience strengthened their professional knowledge and inspired them to think about future career opportunities. 

Teaching Reinforces Learning

The coaching project strengthened the MIL knowledge students learned in class. A student explained, “I need to process what I have learned in class and make my teaching materials. This transformation provides an opportunity for me to think more and search more about MIL.”

The students said they learned more about the media by preparing the coaching materials and interacting with the service targets. They developed their media analysis and AI application skills and became more aware of the media’s influence on their lives. In many cases, the service targets taught new things to the university students. Like co-learning, they explored social issues together. A student commented,“I realized the importance of a supportive learning community.” Through discussion, they investigated how to break away from the manipulation of the big media and IT companies. 

Reflection on Media Habits

The students reviewed their own media habits while coaching their service targets. One student realized that her service target faced the same problem as she herself was facing, as they both had a problem with excessive screen time. Another student who had the same realization said she had started writing a media journal to monitor her own online habits. 

The coaching provoked some students to contemplate their media lives. A thoughtful student asked herself, “What is my original self? Is my identity formed by the media? How do my media habits shape me?”

After the coaching, a number of students claimed that they planned to change their media habits and online practices. One student announced, “I decided to make fact-checking a habit!”

Helping Others is the Foundation of Happiness

The students found helping others delightful. They felt happy coaching other people and helping them become media and information literate. One student said, “It touched me a lot because I have never thought that what I teach could really change other people’s behavior.” Another student echoed this view and stated, “I believe it will be one of the most unforgettable experiences of my life.”

As many students chose friends as their service targets, they found they built closer relationships with them. “I learned more about my friend and built a stronger bond,” said one of the students. Another female student even emotionally remarked after her successful coaching, “It was touching to see a friend who was always busy and stressful realize how she could be free from all that!”

Serving the community brings joy. One student said, “In this coaching project with community members, my voluntary passion was enlightened, and it helped me build up empathy toward society. It was a precious chance to contribute back to our community.”

Understanding Gen Z

Through engaging with coaching, the university students learned more about Gen Zers’ values and mindset. One student remarked that he began to understand the feelings and perceptions of peers as technology developed. His classmate agreed: “I know her (service target) values and understand teenagers’ psychology.”

Pedagogical Reflection

This research study showed that service-learning is an effective pedagogic approach for Generation Z to cultivate MIL. The HKBU students’ active engagement facilitated deep learning. Participating in the MIL Coaching Project required them to master and memorize materials, and to do more independent research and design their coaching strategies. They had to construct knowledge for themselves and their service targets (school and college students). They had ownership of their knowledge and the knowledge they gained was memorable.

As Dewey’s learning by doing theory suggests, students learn more when they are engaged in an activity. As activities involve interaction with the course materials, they self-generate knowledge. Traditional lecturing “pushes” knowledge into students’ brains, while service-learning “pulls” knowledge out of their brains. Traditional classroom learning is passive and cannot provide this kind of rich learning experience. This educational approach is particularly suitable for Gen Z, who value active and participatory learning.

To conclude, this MIL service-learning pedagogy had the following characteristics: (1) student-centered, (2) combined online and offline interaction, (3) non-school setting, (4) community participation, (5) peer learning, (6) collaborative learning, (7) not limited by geographic boundaries, (8) innovative activities, and (9) Gen Z focused.

In the new age, MIL education should have a new face. Not only does the MIL curriculum need to be updated but MIL educators should also develop more innovative pedagogies. It is essential for MIL educators to recognize and adapt to the unique learning styles of Gen Z students. By embracing innovative pedagogic approaches, MIL educators can create engaging and meaningful educational opportunities that inspire and empower Gen Z learners. This Hong Kong case study shows that service-learning is a new pedagogy approach worth exploring and adopting.

References

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