This paper presents the findings from a scoping review of articles about media literacy interventions, with the purpose to discuss the value of having children to participate in the design of media literacy interventions.

The findings indicate that while numerous studies present evaluations of media literacy interventions, it is rare that the design processes behind these interventions are thoroughly described. Furthermore, the review shows that even though child participation in the implementation of interventions is put forth as important by several studies, it is rare that participation in the design stage is discussed. Finally, the findings show that child participation in the design of media literacy interventions is not considered as a factor for successful media literacy interventions.

The paper ends with a discussion of the implications of these findings for further research on child participation in media literacy interventions. It is argued that we need to pay closer attention to the ways in which media literacy interventions are designed in order for us to better understand what makes them succeed or fail. More specifically, the role of child participation in this respect – not only in terms of listening to their various media-related questions and needs, but also in the sense of actual co-design – must be further examined.