Yes, but not enough that you couldn’t ignore, fail to understand, or miss it.

After ~7 years of book reports and essays I’d hope you’d run across at least one teacher that taught you the basics of how to reference things and not plagiarise – where I grew up.

Secondary education did a pretty good job, but I’d say that was more on the teachers than the curriculum. I got very lucky in that regard. My community college for my BTEC, same, the one teacher who taught me how to properly write reports and assignments was really good at ensuring we cited everything properly, and gave extra marks.

One teacher literally showed us how to use Libgen and SciHub for our research. Media literacy no.

Geez we were taught media literacy in grade 6 (Canada).

It is a compulsory part of the Science and the English courses in NSW High School (age 12-18) education. Usually taught in the stage 5 section (age 14-16).

The definition of plagiarism, how to correctly bibliographise your work, and how to find good resources is essential for a good mark in any high school subject with a research assessment.

I went to high school in the 90s, so no. Well… we learned proper research, but not in any modern sense. We learned how to use a card catalog, microfiche, and a library. I had to teach myself how to use online and other digital sources.

So I’m from Europe, and I remember being drilled in the importance of sources (i.e. use of research papers and primary sources when available, no wikipedia, etc.) as well as theory and methodology, how to cite and paraphrase properly, checking who wrote/created a text/media and what bias it might have, etc., but not how to actually find, navigate and use databases, analyze media, documents and information, etc. At university it was basically assumed that we’d already know everything we needed and we mostly just got a refresher on research methodology.

Years layer i studied a second BA in Mexico, and (ironically, being a “third world country”) had to take three courses on research (documentary, qualitative and quantitative), during which we went in depth into research method and theory, different research databases, types of sources, media types, critical evaluation of sources, etc., as well as hands-on use of all of them. In addition, there were three courses on thesis research and writing to put it all into real practice, with a graduation thesis as end product.

That said, the teachers were much stricter in evaluating proper referencing and citation in Europe; oftentimes minor errors would have them significantly reduce your score, and so students were much more careful. In Mexico, the teachers accepted anything even remotely resembling APA style because anyone could argue they were using a prior/newer edition and get away with it, and at least one of my classmates got suspended for plagiarism while three others got off with warnings.

not long before dropping out in the 90s in a conservative, backwards, rural area – the need to cite sources and do extensive research, and have a willingness to have my ideas challenged, was something I grokked from high school. i don’t expect much from from West Virginia, but I didn’t then either.

I don’t think the term media literacy was used but we did learn literary criticism and how to formulate arguments in formal debate. We covered The Onion and adbusters, and we talked about identifying bias. In history class we learned the difference between primary and secondary sources and my history teacher was the first person I ever heard say "follow the money " to understand a person’s motivations. We also had a theory of knowledge class which taught some basics of philosophy.

Yep. Did a bunch on it. Graduated in 2009ish in a small, rural town.

My pre-uni ed was mostly in the 90s, here in Brazil. I was taught proper research skills since the 4th grade of the primary school (10yo), but in a heavily simplified way: you were expected to check the library and make a simple paper-like assignment about some random topic. The assignment had to follow intro, then “main”, then conclusions, then bibliography. Then as the school years progressed those requirements became more and more refined, to the point that a good 3rd grade student in the secondary school (17yo) was supposed to be able to write a simple technical paper. (“supposed to” is key here - most couldn’t anyway. Including me.)

Media literacy? Nope. Can’t have kids thinking by themselves, right, what if they become questioning adults *rolls eyes*.

Mine did, but the media literacy stuff is all hopelessly out of date at this point.

No.

What is college? Is it employed for middle school or high school? If so then no.

And if someone who didn’t get such eduction thinks they have the tool to distinguish between false and true, they are delusional. The more verified knowledge someone has, the more that person develops their ability to manage information and find if it’s bad or good. Tho that doesn’t mean that everyone has equal training or capacity in doing so.

If college is employed as a synonym of university, then kinda yes? Tho for myself I wasn’t really trained into getting the right sources. However the knowledge gained from the years of eduction allowed me to somehow manage a bit the informations.

However, I don’t think I would have been able to really avoid bad information without getting the university training, where I also learned sources and reputable sources.

Even now it can be sometimes hard to get a good source to check. And often for random info I’ll forget on the Web I don’t even bother.