In a world where information is everywhere and not all of it is true, helping students develop strong digital literacy skills has never been more important. As an educator-in-training, I believe that teaching digital literacy is more than just showing students how to “fact check,” it’s about empowering them to think critically, communicate responsibly, and engage meaningfully in a digital world.
Digital literacy is a life skill, not just a tech skill.
Inspired by Finland’s Education
One of the most inspiring examples of digital literacy in action comes from Finland’s approach to fighting fake news. This article is slightly outdated being from 2019 but more relevant today than ever. Finland is showing the world how digital literacy can be taught, and it starts way earlier than you’d think. Kids are taught at a young age to learn how to spot misinformation using fairy tales, think: the tricky fox = a shady politician. By the time students hit high school, they’re learning how stats can be twisted in math class, how photos can be edited to mislead in art, and how words can manipulate in language class. It’s all part of a national plan to help students think critically about everything they see online. Their goal is to build smart, responsible citizens who know how to fact-check, question sources, and avoid being fooled by fake news. Finland’s message is clear: media literacy is just as important as reading or math and it’s something we can all start teaching, right now!
Ties to the Saskatchewan Curriculum
Digital literacy is already woven into our curriculum,. Here are some key Grade 8 outcomes that naturally align with this work:
English Language Arts 8
-
CR8.4 – Students are expected to view critically and demonstrate comprehension of a variety of visual and multimedia texts (like websites, news broadcasts, and videos). When students analyze digital sources for credibility or bias, they’re directly addressing this outcome.
-
CR8.5 – This outcome asks students to listen critically to understand and analyze oral presentations for bias, values, and prejudice. Activities like evaluating a podcast or YouTube commentary support this beautifully.
-
CC8.1 – When students create their own visual, oral, written, and multimedia texts (such as a digital PSA on media bias), they explore identity, social responsibility, and efficacy.
-
CC8.5 – Encouraging students to present visual and multimedia work, such as a “fake vs. fact” infographic or a persuasive video, directly builds this skill.
Social Studies 8
-
PA8.4 – This outcome encourages students to assess the impact of citizens’ willingness and ability to engage in Canadian political processes. Teaching digital literacy supports this by helping students become informed, critical thinkers, key traits of active citizenship.
-
RW8.2 – Digital consumer choices (e.g., clicking on misleading ads or trusting unverified sources) connect to this outcome, which asks students to assess the implications of personal consumer choices.
-
RW8.1 – As students examine the social consequences of digital consumerism (clickbait, misinformation, algorithmic bias), they begin to think critically about their digital environments and how they influence public understanding and values.
Learning from the Experts: Damon Brown and John Spencer
To spark critical thinking, I would begin these two powerful videos when teaching digital literacy:
This engaging animation helps students understand:
-
Who creates news and how ownership affects bias
-
How algorithms filter our feeds and distort reality
-
Why source diversity is crucial for forming balanced opinions
This connects directly to CR8.4 and CR8.7, where students are expected to evaluate multimedia texts and recognize bias or false reasoning.
Spencer introduces the 5 C’s of Critical Consuming:
-
Context
-
Credibility
-
Construction
-
Corroboration
-
Comparison
This framework is student-friendly and helps learners analyze the messages they see daily — aligning with CR8.5 and CC8.1
Together, these videos turn media literacy into something visual, accessible, and immediately actionable. We’d pause to discuss:
-
“How do algorithms shape our beliefs?”
-
“Can you apply the 5 C’s to a trending TikTok?”
-
“What strategies help us figure out what’s real?”
What Might Digital Literacy Look Like in My Classroom?
In a Grade 7/8 class, I would try to embed digital literacy across subjects, similar to the approach used in Finland. For example embedding it into English Language Arts or Social Studies classroom, digital literacy could take many forms:
-
Analyzing TikTok videos or memes to uncover bias or hidden messages
-
Practicing Mike Caulfield’s SIFT method (Stop, Investigate, Find, Trace) when researching online
-
Comparing how different news outlets cover the same event
-
Fact-checking viral content with tools like Snopes or Google Reverse Image Search
-
Creating our own multimedia content (infographics, blog posts, or short videos) to demonstrate what we’ve learned
- Using CrashCourses Media Literacy videos
Connecting to the NCTE Framework
The NCTE’s “Definition of Literacy in a Digital Age” outlines key goals for educators, including:
✅ Managing multiple streams of information
✅ Analyzing and evaluating the credibility of sources
✅ Creating and sharing content ethically
✅ Participating in digital communities responsibly
To bring this into the classroom, I could:
-
Guide students in developing a classroom “Digital Code of Conduct”
-
Have students critique the structure and messaging of influencer videos
-
Introduce a mini-project where students make their own “fake vs. fact” video or blog post
Final Thoughts
Teaching digital literacy in middle years means creating space for curiosity, skepticism, and creativity. It’s not just about “don’t trust the internet” it’s about asking better questions, being aware of influence, and becoming an empowered digital citizen.
As a future educator, I’m excited to help students navigate this complex media landscape, not by handing them answers, but by embedding digital literacy into many subjects and giving them tools to find their own answers.