Critical digital media literacy – A new citizenship skill?

Children today are digital citizens, often more fluent in new technologies than adults. However, they struggle to evaluate sources and understand online content in context. Many mistakenly view platforms like Instagram as news sources, failing to distinguish between an open platform and a reliable news outlet committed to journalistic ethics. 

Lie Detectors is an independent, journalist-driven media literacy organisation dedicated to combating online polarisation and disinformation. We seek to create a more informed and resilient digital society by providing tools for children and educators and contributing to policy recommendations. 

Demand and supply of digital content  

To tackle online polarisation and disinformation, demand and supply of online content must both be addressed. Demand refers to how users engage with and spread content, and supply focuses on how platforms use algorithms to amplify harmful content for profit. 

When it comes to demand, Lie Detectors’ own research highlights a disconnect between teachers' and pupils' information sources. While teachers primarily rely on YouTube, Instagram, WhatsApp and Facebook, pupils consume image- and video-based content – often encrypted, making moderation nearly impossible.  

This reinforces filter bubbles and echo chambers, isolating individuals in their personalised content streams. Children often do not realise that they are trapped in these digital silos, or that their peers may be exposed to entirely different narratives. 

To counteract this, teachers must engage with pupils in open discussions, encouraging them to voice their concerns and experiences. Creating a safe learning environment where questions are welcomed and uncertainty is acknowledged can help break through isolation and foster critical thinking. 

The physiological impact of online engagement 

Engagement with digital content is not just a habit but a biologically reinforced process. Recent research in neurology and cognitive psychology reveals that online engagement triggers chemical responses in the brain, reinforcing screen-based behaviours.  

However, studies also suggest that awareness of this effect helps individuals to resist it. When people understand that they are in filter bubbles (fed content designed to keep them engaged through emotional reactions and AI-driven algorithms) they become more capable of resisting manipulation.  

Raising awareness can help children and young users develop resilience against manipulative content and ‘doomscrolling’, ultimately strengthening their democratic resilience. 

The role of policy and media education 

Influencing the supply side of online content is a complex challenge, heavily dependent on policy enforcement and regulation. The European Commission’s Digital Services Act and the related Code of Practice in Disinformation are critical tools, but their success depends on rigorous implementation. Policymakers must investigate links between platform algorithms, micro-targeting, advertising revenues and the spread of harmful content – all of this under industry pressure. 

Regulation alone is not a solution – media education is essential. Teaching digital citizenship, media literacy and algorithm awareness helps individuals, especially children, to use online spaces responsibly. Simple practices like pausing before reacting online can significantly improve critical thinking.  

Empowering users through education is an immediate way to counteract harmful digital supply mechanisms. 

Digital literacy as a core skill 

Digital literacy – the ability to assess online content for accuracy, purpose and source reliability – should be considered a core skill just like reading, writing and mathematics. It helps individuals make sense of the world and should be integrated across all subjects, rather than treated as something separate. 

Countries like Finland have adopted a transversal approach, embedding digital literacy into their curriculum. Others, like Austria, have designated it as a separate subject, ensuring teacher training and funding but also risking its being deprioritised.  

Digital literacy is not about knowing everything, it’s about engaging pupils in dialogue. Teachers don’t need to have all the answers, but should foster discussions that encourage pupils to question, analyse and think critically. Open, interactive learning environments build understanding and engagement, rather than relying on passive consumption of information. 

Addressing online disinformation and polarisation requires acombination of education, policy reform and collective awareness. We can create safer online environments and support democratic societies by ensuring all young people are taught how to manage their engagement with online content, and by enforcing stronger regulations on content supply.