With rapid information sharing, the spread of misinformation, and the rise of AI-generated content, educators are faced with another rising challenge: teaching students how to critically engage with digital information and become digitally literate.

Too often, we (or maybe just I) assume that because students are proficient with technology; scrolling through social media, using search engines, or creating digital content, they must also understand how to navigate the complexities of online information. However, digital literacy is about much more than knowing how to use a device; it’s about understanding how to assess, question, and verify the information being presented to them.

I’ve witnessed firsthand how many students, and even adults, take information at face value simply because they saw it on TikTok, Facebook, or another online platform. They trust what appears on their screens without considering the source, the intent, or the accuracy of the content and this pattern is deeply concerning, especially in an era where misinformation spreads faster than ever. If we want to equip students with the skills to navigate the digital world responsibly, we need to actively teach digital literacy, not just expect them to pick it up on their own.

The consequences of lacking in digital literacy are serious.  These consequences include but are not limited to believing false information which can shape misguided worldviews, poorly managed digital footprint that can affect future opportunities, the misuse of AI which can lead to plagiarism, cheating, or the spread of manipulated content. Additionally, students who are unaware of online safety may fall into harmful relationships or become victims of digital exploitation. These risks highlight the urgent need to integrate digital literacy into our teaching practices.

There are significant advantages to being digitally literate. Students who know how to fact-check and critically analyze information develop stronger research skills and a more nuanced understanding of the world, they learn to challenge what they hear, fostering independent thinking and intellectual curiosity. Digital literacy also enables them to build professional networks, use technology to their advantage, and engage responsibly with digital communities. In short, it empowers them to navigate the internet as informed, critical, and ethical users.

This leads to an important question: when should we begin teaching digital literacy, and when – if ever – should we stop? Given that children are exposed to digital content from a young age, it seems clear that digital literacy education should start early and be woven into learning at every grade level. However, determining how much time to dedicate to it and how best to integrate it into different subjects is a challenge we must address.

As educators, we must commit to making digital literacy a priority in our classrooms. Whether through dedicated lessons, ongoing discussions, or embedded instruction across subjects, we need to equip students with the skills to critically engage with the digital world. If we don’t take the time to teach these skills now, we risk raising a generation that is highly connected yet dangerously uninformed. It’s time to shift our approach and ensure that digital literacy is no longer an afterthought but an essential part of education. The future of our students, and the integrity of the information they consume, depends on it.

Media Smarts – Digital Literacy 101 Lesson

A Teachers Guide to Digital Literacy & Digital Literacy Skills in the Classroom