The Myth of the Digital Native

We often refer to young people as “digital natives” — fluent in the language of technology simply by virtue of growing up with it. But this label can be misleading. Familiarity with devices doesn’t automatically translate to digital fluency, critical thinking, or safe and effective use of technology.

As a former-young person myself, I remember vividly my parents, grandparents and other adults thinking I was a computer whizz because I knew how to Google common computer problems and work through the instructions I was given. But just because I could program the VCR to record the latest episode of Skeleton Warriors did not mean I had a good understanding of technology.

We need to think critically about what young people should be equipped with when they leave the school gates.

Where are we now?

Research has shown substantial gaps in digital media literacy, meaning that many UK adults and children lack the skills to critically assess online content. A recent House of Lords report found that confidence in judging information online is low, especially among older adults and disadvantaged groups.

Many young people are confident users of social media, messaging apps, and online entertainment. Young people typically use 5-7 platforms regularly, and the average Britain spends over 2 hours a day on social media.

But confidence ≠ competence.

Indeed, many young people are confident in making videos on Snapchat, Instagram and TikTok, filming, editing and using effects to create short videos. Putting aside their burgeoning talent and creativity, would we consider them skilled camera operators, video editors, actors or directors? Are they ready to make the next Marvel movie?

And do they understand some of the risks of putting videos of themselves online, for the whole world to see?

What do young people need? A modern digital fluency framework

We need to prepare young people with the skills and knowledge they need to harness the power of digital technologies while staying safe.

To move the conversation on, we could structure a new framework around three pillars:

1. Staying safe

• Understanding privacy settings, data protection, and online scams
• Recognising grooming, cyberbullying, and harmful content
• Knowing how to report and seek help

2. Using the benefits

1. Leveraging digital tools for learning, creativity, and productivity
2. Navigating digital platforms for employment, education, and civic engagement
3. Understanding digital footprints and online identity

3. Spotting misinformation

1. Evaluating sources and claims critically
2. Understanding how algorithms shape what we see
3. Navigating deepfakes and generative AI content

What else might belong here?

The above list is not exhaustive but is provided to prompt thought.

For example, my pillars do not include ‘digital wellbeing’ and how to balance the benefits of community and support against the harms of excess screen time. It also doesn’t include ethical technology usage, AI, copyright and sustainability.

There is all manner of different things that could be added to the above. There is also the pressing issue of how this would work within a congested curriculum and squeezed resources in schools.

But the first step to addressing a problem is taking it seriously.

Being born into a digital world doesn’t automatically guarantee digital wisdom. It’s time we stopped mistaking familiarity with fluency, and started embedding digital fluency meaningfully into education policy, curriculum design, and teacher training. Not as some add-on, or as something that will ‘just happen,’ but as a core competency for life.