User perspectives on digital literacy as a response to misinformation

In a polarising 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. The 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. Through the consultations, participants suggest a contextualised 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.

Suggested citation

Diepeveen, S. and Pinet, M. (2022) ‘User perspectives on digital literacy as a response to misinformation’. Development Policy Review, p.e12671. (https://onlinelibrary.wiley.com/doi/epdf/10.1111/dpr.12671)

Related topics

Digital media Education Voice and agency Voice and agency

User perspectives on digital literacy as a response to misinformation

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