Digital Literacy for Secondary School Students: Using Computer Technology to Educate about Credibility of Content Online

Abstract

This paper presents an approach to educate secondary school students in the province of Ontario about the credibility of online content. The critical focus here is on integrating computer technology into the teaching of the topic; how to introduce the material in classroom settings with respect to the current curriculum is also outlined. Contrast with an existing proposal for digital literacy developed by historians at Stanford University is provided at the outset. In all, the value of appealing to the current digital experiences of students, when revealing the potential for misinformation, is the critical message. Exploration of social media environments popular with youth and opportunities for game-based quizzes for interactive engagement are both advocated.

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