Our most recent roundtable discussion at Eton CIRL focused on digital literacy. Five speakers (listed below) presented their research and insights into what digital literacy is, and the challenges and opportunities surrounding developing it in schools. Key themes and questions which emerged included:
- What does it mean to be digitally literate in the digital age? Digital literacy is a critical skill for navigating life in the digital world. Without it, young people’s access to learning and cultural participation is limited, and they are more vulnerable to potential risks such as privacy violations and online harm. Our presenters shared their frustration that while there are many definitions of the components of digital literacy, there are few templates established to roll out in education settings. Digital literacy components largely break down into three areas: functional skills, for using devices and navigating platforms; critical thinking skills, having the ability to analyse and evaluate online content; the ability to understand the digital landscape and how technologies can impact society and individuals.
- How digitally literate really are our students and teachers? Our speakers shared that there is a common misconception that young people are digitally literate. However, research typically (Ofcom, 2024 & Fletcher, 2021) reveals low levels of digital literacy among young people, especially when it comes to spotting fake news and understanding the impact of algorithms in social media. The perception that young people are ‘digital natives’ has led to a lack of consistent development of digital skills for students in schools. In addition, our participants shared how research (McCarthy, 2023) also highlights significant gaps in digital literacy among teachers which impact their ability to develop student skills.
- How does the UK curriculum address digital literacy? Delegates agreed that there is a pressing need for digital literacy to form part of the school curriculum. The lack of consistency in schools’ approaches to digital literacy and skills education contributes to a digital skills divide. It is also important to identify and address the significant gaps in the digital literacy of those delivering the teaching. Our speakers felt that digital literacy needs to become a subject in its own right and should sit alongside reading, writing and numeracy as a gateway to the curriculum in all subjects.
Opportunities already exist to learn these skills through lessons, project-based learning, clubs, and self-directed learning. In addition, there is a need going forward to ensure that teachers receive more support and training to effectively teach digital literacy. There is also a need to develop frameworks to effectively measure digital literacy.
In conclusion, the roundtable delegates felt that the following steps should be taken within the education space to help define and solidify the place of digital literacy in schools:
- Make media literacy mandatory: include media literacy as a mandatory subject in the curriculum.
- Support and train teachers: provide teachers with adequate resources and training for teaching digital literacy.
- Develop a ‘harm reduction’ approach to online safety, as prohibitive narratives are not effective. Honest conversations about online risks are essential as are teachers who are well informed, approachable and non-judgmental, leaving students a safe place to talk about online safety.
- Conduct more research: invest in research to identify effective digital literacy interventions and conduct robust evaluations.
- Roll out effective programmes: expand successful digital literacy programmes to reach more children and ensure that all students have equitable access.
- Use research in programme design: use research findings to design and improve digital literacy programmes.
Speakers:
- Dr Gianfranco Polizzi, Digital literacy and formal education in the UK: Evidence and recommendations
- Prof Andy Phippen, It’s like déjà vu all over again
- Sophia Fenichell, Reading as the Gateway to Digital Literacy
- William Eze, Digital skills acquisition as an Eton student
- Daniel Mace, Redefining Digital Literacy for a post truth 1:1 world
