Danisha DECIUS
In an era where information and communication technologies (ICTs) are more accessible than ever before, the spread of disinformation, misinformation and low-quality information has become a pressing global concern. The need for critical evaluation skills has never been more urgent in this new and constantly developing environment. As a result, this worldwide challenge is driving a movement toward integrating a new type of literacy into the education system across the globe.
Digital, media and information literacy mean more than the mere consumption of online content; rather, these are about investigating sources, verifying content, questioning motives behind the creation of information and making informed judgments. With the digital landscape becoming increasingly more complex every day, we can see that teaching the skills to navigate the novel data landscape is turning into a priority worldwide among educators and policymakers.
This article will provide a preliminary inquiry into how China, Australia and Switzerland, address this challenge by incorporating digital literacy into their education systems. Specifically, this work illuminates budding scholastic programs, demonstrating a shared understanding that the online space is creating real challenges for students regardless of nationality or political system. Put another way, we all find ourselves in a world where one must wade through a borderless information ecosystem being polluted by low-quality information and purposefully distorted content.
The Importance of Digital, Media and Information Literacy
The United Nations Educational, Scientific and Cultural Organization (UNESCO), as part of its mandate to ensure quality education for youth globally (2022), calls attention to digital literacy as an essential skill in today’s evolving technological landscape. UNESCO also emphasizes that the approach to literacy must evolve with the technologies and resources in place, as well as educating youth about capacities that are being developed to appear in the near future (2024). The international organisation defines digital literacy as the “ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies for employment, decent jobs, and entrepreneurship. It includes competences that are variously referred to as computer literacy, ICT literacy, information literacy and media literacy” (2018). This framework was developed in alignment with the Sustainable Development Goal #4: Quality Education and the indicator 4.4.2, which tracks the “[p]ercentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills” (Official List of SDG 4 Indicators, 2023).
UNESCO’s work on digital literacy has evolved over time, moving beyond a simple understanding of ICTs to focus on a broader comprehension of the digital landscape. This shift is in alignment with the broader objective of creating a digitally literate global population capable of navigating the complexities of the modern information ecosystem. The creation of the Global Framework under the scope of SDG #4, ensures that digital literacy is seen not only as a technical skill but as an essential element for achieving equitable, quality education and sustainable development globally. This approach reinforces the idea that digital literacy is essential for social inclusion and economic empowerment, making it a key focus of global digital literacy initiatives. The increasing complexity of the digital world, with its potential for both great opportunities and risks like disinformation, misinformation and a capacity for the production of low-quality content, further validates the need for education systems around the world to integrate comprehensive digital literacy programs into their curricula.
Building upon UNESCO’s emphasis on digital literacy as essential for navigating the online world with competence, Jutta Haider and Olof Sundin explore the distinct but complementary concepts of media and information literacy (MIL) in their book Paradoxes of Media and Information Literacy (2022). They argue that media literacy should be integrated within a broader information literacy framework, which encompasses not only content consumption but also critical evaluation of sources and understanding of information’s role in society. While the authors devote much of the book to examining the paradoxes inherent in MIL—such as balancing trust and skepticism or addressing the power dynamics within information infrastructures—they also offer a valuable framework that will serve as a useful lens for analyzing the nascent literacy programs explored in this article.
Haider and Sundin draw an important distinction between media literacy and information literacy, noting that while these concepts overlap, they address various aspects of the digital landscape. Media literacy involves understanding the power dynamics inherent in the creation and dissemination of media messages. It focuses on how media shapes perceptions, influences behaviour, and impacts society at large (pp. 76-77). Within this frame, all elements are considered, not just their content and meaning, but additionally include an analysis of the source, production and circulation. As a result, media literacy education aims to empower individuals to critically engage with all kinds of media, understand the intentions behind media messages, and recognize how these messages influence public discourse.
On the other hand, information literacy is more concerned with the accuracy and reliability of information itself. It focuses on the skills needed to find, evaluate, and use information effectively and ethically (pp. 57-58, 102). Information literacy is about equipping individuals with the tools to navigate the vast amounts of data available online, to separate fact from fiction, and to use information in a way that is responsible and informed. In a broad sense, it is meant to support people’s “knowledge competencies and resources in order to enable their proficient engagement with information, including finding, evaluating, producing, and communicating situated information in context-appropriate ways” (p. 11).
The rise of digital engagement necessitates an educational framework that goes beyond traditional literacy skills, as such Haider and Sundin argue that both media literacy and information literacy are essential components of a comprehensive MIL framework. Together, these literacies equip students with the skills they need to navigate a complex and often contradictory information landscape. In educational contexts, integrating MIL into the curriculum means providing students with the tools to critically engage with all forms of media and information, from news articles and social media posts to academic papers and digital content (p. 97). MIL should encompass a wide range of competencies that allow individuals not only to access and understand information but also to critically evaluate and ethically use it. These competencies include, but are not limited to, critical thinking, information evaluation, digital content creation, and the ethical implications of digital participation.
Critical thinking is placed as a cornerstone of MIL. Haider and Sundin argue that in a digital world saturated with information, the ability to discern credible sources from unreliable ones is key (pp. 97-98). This involves questioning the source of the information, understanding the context in which it is presented, and assessing the intent behind it. This skill is vital in an environment where misinformation and disinformation can spread rapidly, influencing public opinion and even political outcomes.
Information evaluation, closely linked to critical thinking, is another essential component of MIL as outlined by Haider and Sundin. This skill involves not only verifying the credibility of sources but also understanding the broader context in which information is disseminated (pp. 57-58). It includes recognizing biases, identifying the purpose of the information, and cross-referencing with other credible sources to confirm its accuracy. Information evaluation is particularly important in the digital age, where traditional gatekeepers of information, such as editors and fact-checkers, are often bypassed in favour of more direct and unfiltered channels.
Additionally, Haider and Sundin emphasize the importance of context—referred to as « situatedness »—in understanding information literacy. The skills and knowledge required for literacy today are shaped by cultural, social, and technological environments, meaning that effective MIL education must consider these differences. This concept highlights that literacy practices are not universal but vary depending on the specific context (p. 58).
Another key aspect of their work deals with digital content creation. In today’s world, individuals are not just consumers of information—but also creators (pp. 79-80). The ability to create digital content responsibly involves understanding the ethical implications of sharing information online. This includes respecting intellectual property rights, avoiding plagiarism, and considering the potential impact of one’s content on different audiences (p. 87). The veracity of the information that one creates and shares matters to the health of the overall information ecosystem. Teaching students how to create content that is accurate, respectful, and ethical is as important as teaching them how to consume information critically.
Next, we will explore emerging efforts to equip youth with the skills needed to navigate the complex digital media landscape. While these initiatives are still in their early stages, a qualitative analysis reveals striking similarities in how educators from very different contexts are addressing these same challenges. This exploratory investigation highlights that, despite cultural and systemic differences, there is a common recognition of the need for a new literacy, with educators adopting similar approaches to tackle the digital challenges of the 21st century.
China
In China, just like other countries, the rise of media literacy in education has been marked by the demands of a rapidly evolving digital landscape. Here, we will present a brief look into such programs at Renmin University of China (RUC) where there has been an incorporation of digital literacy into the classes, reflecting a broader shift toward addressing misinformation and teaching critical thinking skills among students. The team from the “Reliable Sources in the Digital Age” (RESDA) research project at the Confucius Institute, University of Geneva has conducted interviews over the academic year 2023-4 with professors at RUC within the School of Journalism and Communication to discuss such developments and more. The insights and details provided in the following section are drawn from these discussions, offering firsthand perspectives on the integration of digital literacy into the curriculum.
As one example, these questions are addressed as part of courses such as « Media Literacy and Public Speaking » at Renmin University. The course was designed to encompass most areas that concern media literacy, and these areas include the history of journalism, misinformation, and social media in public discourse. For instance, it considers one of the basic facets of media literacy: teaching students to understand different types of incorrect information, like misinformation, false information, and disinformation, and the availing instruments to the learner for checking the information encountered on the internet. It is a course that has been taught in the past, but it has taken on new relevance and developed further in the context of today’s digital environment.
Moreover, Renmin University professors underline cultural and technological distinctions of how media literacy is approached in China, as opposed to the West. Since several of the professors from the faculty have studied and taught at universities in the United States, they possess a keen understanding of the variations across different digital landscapes and the particular challenges students navigate in these diverse online spaces. For example, while having access to immense information flows, Chinese students often rely on more limited sources, like social media influencers rather than traditional news outlets. It highlights, therefore, the need for educational initiatives that encourage students to understand the different perspectives and seek out to compare information from a variety of sources (Zhang, 2024).
Other professors from Renmin University share the importance of integrating knowledge of misinformation within courses in the Journalism Department where students are encouraged to have an analytical lens when consuming information. Students are encouraged to engage with fact-checking platforms for extra support and guidance when identifying reliable sources (Wang, 2024).
Building on the foundation of critical thinking and fact-checking, the Journalism Department incorporates a comprehensive approach to combating misinformation, which aligns with the key components of information literacy as outlined by Haider and Sundin. Within their coursework, students are taught to question the sources of information, assess whether it is credible or fabricated, and understand the intent behind it. Furthermore, the information evaluation process is encouraged within their course where students engage in fact-checking activities that involve cross-referencing sources and identifying biases or inaccuracies. Their course also touches on the ethical use of information, particularly in discussions about the consequences of misinformation. Students are made aware of the responsibilities involved in sharing information and the potential impact of disseminating inaccurate content (Wang, 2024).
Beyond the university setting, China has seen a rise in fact-checking initiatives aimed at addressing misinformation. Fact-checking agencies like « Qiu Zhen » and « Jiao Zhen » have emerged as relevant players in the Chinese media landscape, focusing on debunking rumours and verifying health-related information. These initiatives do more than just correct falsehoods; they implicitly educate the public on critical thinking and source evaluation. By consistently demonstrating how to properly assess the credibility of information, these fact-checking operations promote information literacy and empower readers to become discerning and sophisticated consumers of information (Liu Moxiao, 2023; Ding Meng, 2021).
Within another university context, fact-checking platforms like « He Zhen Lu, » meaning “a record of verification” have been launched within Nanjing University in 2017. The student-run platform, integrated on WeChat, conducts thorough verifications across a variety of fields and aims to engage students in verifying facts for public discourse and clarifying public policies. The platform also stands out for its autonomy and minimal conflict of interest, operating free from profit-driven pressures and extensive state regulation, which allows it to explore diverse fact-checking opportunities (Zheng Jiawen, 2020).
The teaching methods and fact-checking initiatives at universities and across China align in certain ways with the principles of MIL outlined by Haider and Sundin. By focusing on critical thinking, evaluating sources, and understanding the ethics of sharing information, they are helping students develop the core skills needed to navigate today’s digital world. These efforts are not limited to the classroom; platforms like « He Zhen Lu » at Nanjing University show how these concepts are put into practice, encouraging both students and the public to verify information and think critically about what they encounter online. Although all of these efforts are still in their early stages, their emergence reflects a shared recognition of the challenges posed by the digital information landscape.
Australia
In the Australian Capital Territory (ACT) region, early use of the internet among by young children is already well-known[1], and the public school system already integrates the concept of digital literacy within their curriculum. Specifically, the skill of “investigation” is taught to students where they are instructed to locate information, obtain and collect the data and interpret said data (Digital Literacy | v9 Australian Curriculum, n.d.).
Although teaching the skill of investigation is a necessary foundation to inspire students to engage in critical thinking and source analysis, certain researchers in Australia felt there is still room for further action to address the challenges posed by the digital age. It is important to recognize the role of media and information literacy as a whole, where information is not only consumed online but can come in many different forms and requires the appropriate skills to discern what type of information is reliable. The curriculum did not have a strong emphasis on these aspects, ensuring that students are not just provided the basics in handling information but also providing more guidance in how to question source reliability and which tools can be supportive in this process.
To address these challenges, an innovative project entitled Co-developing a New Approach to Media Literacy in the Attention Economy was launched in 2022 by Mathieu O’Neil and Rachel Cunneen from the University of Canberra. It was an interdisciplinary project bringing together researchers in communications and teacher education; the RESDA team also had a chance to interview these innovators to explore the fundamentals of the project. This initiative, conducted in collaboration with local schools, aimed to create effective digital literacy tools tailored to the needs of students. The project explored various methodologies, including the “lateral reading” framework coming out of Stanford University (O’Neil & Cunneen, 2023).
The concept of lateral reading is a method that teaches students to verify information by consulting multiple sources simultaneously rather than evaluating a single source in isolation. This approach contrasts with traditional vertical reading, where a reader might focus solely on the content of one website or article. Lateral reading refers to the act of checking the content and a source’s credibility against what other sources—a news organization, academic publication, or fact-checking website—have to say on the same topic. This strategy is particularly useful in ferreting out misinformation and getting a sense of the general context in which a piece of information is found (Wineburg & McGrew, 2018).
The professors found there was a vital role for teacher librarians. Generally speaking, this newly needed literacy involves skills across all disciplines of learning, but it is extremely difficult to find time to insert it into an already packed curriculum. Not surprisingly, the educators who manage school databases and understand the importance of credible sources, became key allies in the initiative (O’Neil, 2024). Their deep knowledge of information retrieval and evaluation was crucial in helping both students and teachers navigate the complex media landscape. Moreover, the involvement of librarians ensured that the resources developed were not only educational but also practical and engaging for students.
The project also emphasized the need to tailor digital literacy education to different age groups, providing simplified content for younger students and more advanced strategies like lateral reading for older students (Cunneen, 2024). Additionally, the project engaged the broader educational community by conducting professional development workshops for teachers, equipping them with the necessary tools and confidence to teach digital literacy effectively. These workshops were designed to align with the diverse learning needs of students, ensuring that educators could adapt their teaching practices to suit different age groups, and the educators demonstrated a readiness to embrace the new methodologies to enhance their teaching practices.
One of the key insights from this project was the persistent stigma surrounding Wikipedia as a research tool. Educators and students alike often viewed it with skepticism, largely due to misconceptions about its reliability. They sought to change these perceptions, advocating for Wikipedia’s use as a fact-checking tool when approached with proper critical skills. Workshops were held with both students to gain insight into their hesitancy in using the platform, and teachers, who were encouraged to guide students in using Wikipedia effectively and finding reliable information within the platform (O’Neil & Cunneen, 2023). The reliability of information found in this user-edited online encyclopedia is of much higher quality than often recognized within educational systems (Malik et al., 2023). (See also, Peiyuan Sun).
As per the co-leads of the project, the sessions and workshops were well-received by both students and teachers, with students showing significant improvement in identifying credible sources and navigating digital information effectively. Challenges undoubtedly remain, particularly in shifting deeply ingrained educational practices and attitudes towards digital tools like Wikipedia. Nonetheless, educators were open to reconsidering their stance once they learned about the platform’s editorial controls and monitoring (Cunneen, 2024).
Moving forward, the continued collaboration between educators, researchers, and policymakers will be essential in refining and expanding these efforts to ensure that students are well-prepared for the complexities of the digital age. The future of this project holds potential, particularly in incorporating the theoretical frameworks discussed by Haider and Sundin as the project aligns with their approach to MIL by recognizing the importance of tailoring media and information literacy tools to different age groups, actively involving teacher librarians, and promoting critical frameworks like cross-checking information through lateral reading. As the project continues to evolve, it might further integrate Haider and Sundin’s emphasis on the contextual nature of information literacy through promoting a deeper understanding of how information is created, shared, and consumed.
Switzerland
Switzerland is following a path similar to that of China and Australia in terms of digital literacy, where the aim is for the education system to enable children and young people to acquire the digital skills necessary to thrive in an increasingly digital society and working world.[2] The CERTIFY project, run by the University of Geneva in collaboration with the Service écoles-médias (SEM) – an organization that specializes in digital and media education set up by the State of Geneva – illustrates the type of initiatives that are being taken.
Funded partly by the Swiss Innovation Agency, Innosuisse, CERTIFY was born from the doctoral thesis of a Jordanian software engineer who was invited to the University of Geneva to develop an interactive digital tool designed to assist the general public in navigating the reliability of online sources (Alrafeea et al., 2020). The software application is built as an extension on an internet browser or a mobile app, providing an overview of any article, webpage, video or other digital content. This overview is termed to be a “Certification,” and it provides details on the origin of the information, a brief description of the source’s subject matter, and an evaluation of its overall reliability. The tool uses a traffic-light system—green for trustworthy, red for unreliable and yellow for somewhere in-between—to visually signal the credibility of the online information (Services écoles-médias, n.d.).
The project was initially tested in several Geneva schools in the spring semester of 2023, and then officially introduced during the 2023-2024 academic year as part of a collaboration with the SEM. Six teachers from SEM participated as information experts, and over 200 students benefitted from sessions designed to raise awareness about online mis- and disinformation (Services écoles-médias, 2024).
The testing phase of CERTIFY involved two classroom visits. During the first visit, students were introduced to the concept of “fake news” and the use of CERTIFY as a tool to verify online content. The students were then asked to select any piece of online content for which they would like to see an expert Certification. This process ensures that the subject matter is of direct interest to the specific students and increases the level of engagement of the students in the lesson. In the second visit, students were walked through the expert Certification of their chosen links with the help of CERTIFY educators. This hands-on approach allowed students to engage directly with the software tool, choosing information from the internet and submitting it to CERTIFY for analysis. The feedback they received helped them learn to discern reliable sources from misleading ones by learning the cross-checking process of lateral reading and seeing it in action, further cementing their digital literacy skills (Chidichimo, 2024).
The decision to target students11-15 years of age was based on the recognition of the growing need for this new literacy at a time when students typically begin extensive use of mobile phones (Zimmermann, 2024). Alongside this need, the approach was to position students at the forefront, recognizing their status as “digital natives”. This generation is inherently more comfortable with technology, making digital tools like CERTIFY a natural fit and ideal for testing (Chidichimo, 2024). The experience in Geneva highlighted the diversity of student backgrounds, which required a flexible approach when testing the project. The project was adapted to different age groups and educational settings, from general schools to classes integrating immigrant children into apprentice programs.
CERTIFY was developed to offer a structured process for evaluating online information and theoretical aspects of information literacy. Nevertheless, it was noted that while understanding power dynamics in media is important, this concept can be too complex for younger students. As a result, the project placed greater emphasis on the reliability and accuracy of information, which aligns more closely with the practical needs of students. It was important to maintain a straightforward approach to maximize student engagement (Zimmermann, 2024). This guidance indirectly introduced them to the principles of lateral reading, enhancing their ability to critically assess online content (Chidichimo, 2024). Additionally, the effectiveness of the project was demonstrated as both teachers and students began using the platform’s terms for identifying different types of sources regularly, indicating its practicality and utility (Chidichimo, 2024).
The feedback from both teachers and students was positive, with teachers particularly appreciating the interactive nature of the tool and its ability to engage students in discussions about current events and digital literacy. As an innovative and evolving initiative, the project follows a grounded theory approach, where the platform is tested first, and the underlying theories and concepts are developed subsequently. It is also recognized that CERTIFY has the potential to be a valuable tool beyond the educational system, accessible to anyone with internet access who needs to verify the reliability of sources.
Overall, the project aligns well with Haider and Sundin’s framework. CERTIFY primarily emphasizes information literacy by equipping students with the tools to critically evaluate the credibility of online content through its traffic-light certification system. The approach also encourages students to engage in lateral reading in its educational sessions. Although media literacy concepts such as the analysis of media production and circulation may be less emphasized due to the complexities of such topics for younger students, CERTIFY teaches the ethical use of information by discussing the risks of sharing unreliable content. Through its hands-on, student-centered approach, CERTIFY demonstrates how the integration of digital literacy into curricula can empower students to navigate online information responsibly and critically.
Conclusion
The exploration of emerging digital literacy programs in China, Australia, and Switzerland highlights a common global recognition of the need to equip youth with the skills necessary to navigate an increasingly complex online world. Each of these countries, despite cultural and political differences, is implementing tailored approaches to address the challenges posed by disinformation, misinformation, and the flood of unreliable content on the internet. These efforts often reflect the central principles of MIL, as articulated by Haider and Sundin, emphasizing critical thinking, source and content evaluation, and the ethical use of information.
In China, the integration of digital literacy into university courses shows a proactive approach to teaching students how to engage critically with the information they encounter. Programs like those at Renmin University and fact-checking platforms such as « He Zhen Lu » encourage students to question the accuracy and intent behind online messages, aligning with the MIL framework’s emphasis on critical thinking and information evaluation. The rise of fact-checking initiatives beyond the classroom also demonstrates a broader interest in improving digital literacy across Chinese society – even if attention on media literacy is limited.
Similarly, in Australia, the Co-developing a New Approach to Media Literacy in the Attention Economy project emphasizes the importance of teaching critical digital literacy skills, such as using Wikipedia to cross-check content, to help students navigate the vast amounts of information online. This approach highlights the value of interdisciplinary collaboration between educators, researchers, and librarians, reflecting elements of Haider and Sundin’s advocacy for a comprehensive MIL framework that adapts to different age groups and learning environments.
The CERTIFY project in Switzerland, with its hands-on approach to teaching students how to evaluate the credibility of online content, further exemplifies the application of digital literacy principles in practice. By offering a structured process for assessing information reliability, CERTIFY equips students with practical tools to engage critically with online content. Its adaptability to diverse student populations and emphasis on responsible information sharing aligns with the situatedness concept promoted by Haider and Sundin.
These programs, while still in their early stages, represent steps toward integrating digital literacy into educational systems worldwide. By engaging critical thinking and analytical skills among students, these initiatives empower them to navigate the complexities of the information landscape more effectively. Collaborative efforts between educators, policymakers, and researchers will be necessary to develop tailored approaches that address the specific challenges of their communities. As they continue to evolve, such initiatives will play a role in shaping the future of digital literacy education and combating the growing problem of online information disorder in the digital age.
This contribution was reviewed by Steven J. BARELA.
Suggested Citation:
DECIUS, Danisha (2024). « Emerging Literacy Education in the Digital Age ». In Blog Scientifique de l’Institut Confucius, Université de Genève. Permanent link: https://ic.unige.ch/?p=2215, accessed 12/04/2024.
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[1] Recent statistics from Australia’s ESafety Commissioner (2022) reveal that 81% of parents with preschoolers claim that their children use the internet, and within that group, 94% report that their children were online by the age of 4.
[2] https://www.sbfi.admin.ch/sbfi/en/home/eri-policy/eri-21-24/cross-cutting-themes/digitalisation-eri/Action%20plan%20for%20digitalisation%20in%20the%20ERI%20sector.html, last consulted October 28, 2024.