User perspectives on digital literacy as a response to misinformation

Abstract

SummaryMotivationIn a polarizing world, the spread of “fake news” and mis/disinformation is a cause of concern for young people's wellbeing, as they are at the forefront of the use and consumption of digital media. The article focuses on how young people view and respond to misinformation online, and the role of digital literacy interventions to mitigate this challenge.PurposeThe analysis aims to provide some initial insights on how young people view and respond to misinformation online, based on open‐ended online consultations, and consider what their ideas and experiences imply for whether and how digital literacy interventions can help mitigate the impact of “fake news” and mis/disinformation on young people's wellbeing.Approach and methodsThe empirical analysis is based on two online consultations, held in the early months of the Covid‐19 pandemic, that explore multiple views of young people on misinformation. The consultations were analysed for patterns and variation in how young people define the problem of misinformation, and consider digital literacy as a solution, for both men and women, and in different geographies globally.FindingsThrough the consultations, participants suggest a contextualized view of misinformation, both in terms of how it becomes problematic and mitigation strategies. Young people experienced misinformation in intersection with other issues in the digital public sphere, including cybersecurity and unequal access. Young people also reinforced a broad view of digital literacy that includes data literacy and digital citizenship.Policy implicationsConsultation participants challenge policy‐makers and practitioners to look more deeply at the factors contributing to misinformation, to expand their vision of young people's agency, and to incorporate these insights into designing digital literacy interventions that mitigate the harms of misinformation online, and enable young people to address harmful content online.