Abstract
Unhelpful assumptions around ‘digital natives’ and assumptions of inherent digital literacies can create problematic scenarios for education providers in the higher education space. While we can show that students are comfortable engaging with digital platforms, and online learning environments are certainly to be welcomed, ad hoc and poorly defined critical digital literacy education in schools result in students frequently bringing poor critical thinking to the online environments, which can bring both pedagogic and institutional challenges for universities. Critical digital literacy, and associated risk mitigation, is not something that can be assumed with 21st-century students, and universities have a role to play in the development of these key skills in their student bodies if we are to produce digitally aware and responsible graduates.
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