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In the world of AI, deepfakes, filters, influencers and myths rampant on social media, critical thinking skills have never been more important. In this blog, Rebecca Cant, Brook’s Resource Development Coordinator, provides 6 top tips for how to build young people’s critical thinking and digital literacy skills.
Within hours of England walking off the pitch after winning the Euros 2024 semi-final against the Netherlands, a deepfake video of team manager Gareth Southgate appeared online. But many viewers only realised it was fake because of the uncharacteristic sweary comments and derogatory comments about players. For others, the video seemed to be a legitimate recording of the England manager.
The video was intended to be humorous and not to deceive, but it served as another reminder that young people are immersed in a digital world of deepfakes, misinformation and manipulated media.
Here are some effective strategies for building young people’s critical thinking and digital literacy skills.
1. Question assumptions
One powerful way to engage students is by encouraging them to question their assumptions. Open-ended questions can prompt meaningful discussion. For example, I often ask, “how might the media influence our attitudes towards relationships?” or “what impact do gender stereotypes have on our wellbeing?” These discussions help students explore different perspectives.
2. Analyse media motives
Good old- fashioned literacy skills essential for engaging with digital content. Since only 9% of teenagers can reliably differentiate fact from fiction, make sure they have plenty of opportunity to practice.
For example, ask students to highlight the facts in a printed article in one colour, and the opinions in another. Compare content from different outlets on the same topic – for example, the decision to ban disposable vapes, as discussed by healthcare providers and discussed by those in the vaping industry.
3. Encourage Discussion and Debate
Don’t be afraid to tackle controversial topics but remember to establish a safe space using a group agreement. Topics like misogyny are a great example. Classroom activities that provide a container for exploring controversial topics include values continuums, scenario-based activities, and sorting myths from facts.
For example, Brook’s session on sexually explicit media asks young people to sort myths from facts on the topic of pornography, with each statement providing a platform for discussion. After sorting the statements in small groups, pupils explain their thinking behind their choice.
4. Combat Misinformation
According to the National Literacy Trust, only 2% of children have the skills needed to spot fake news.
In today’s digital age, misinformation spreads rapidly, making it crucial that we combat it.
As RSE educators, we are seeing the impact of misinformation about hormonal contraception. In February 2024, Elon Musk unhelpfully – and dangerously – posted inaccurate statements about hormonal contraception, saying that it “makes you fact, doubles risk of depression & triples risk of suicide.”
Of course, while most secondary school students can’t be expected to possess the scientific literacy skills required to review medical journals, Brook’s Life Online Digital Sexual Health and Relationships session lays out the SAFE approach, which could be used to examine sexual health claims online.
S – Source Check: Who is the source? Is the person an expert or qualified to give this advice?
A – Authority: Check the statement with trusted authorities – in this case, the NHS would be a great place to start.
F – Find Proof: Reliable statements link to proof in the form of research. This shows the information shared is based on solid evidence.
E – Evaluate Purpose: Consider why the website exists and who funds it. The purpose of trustworthy sites is to inform and educate, not just sell products or stir up controversy.
5. Understand AI and Deepfake News
Deepfakes can manipulate audio and video, making it difficult to know what’s real.
While Internet Matters provides teaching content on the technicalities of spotting deepfakes, RSE is well suited to examining the impact of deepfake technology on young people’s lives. For example, you could ask young people how they think deepfakes might affect a person’s reputation or personal relationships, or how they could be used to harass or bully people online.
Remember, when teaching about nudes/youth produced sexual imagery, the law changed in 2024 to criminalise the creation or sharing of a computer-generated or digitally altered explicit image of somebody without their consent.
6. Empower Critical Consumers
Finally, young people need opportunities to reflect on their role as consumers. Young people’s online feeds are saturated with marketing, much of which appears as content. Young people may not realise that many of their beloved content creators are making their living from personal endorsements, brand partnerships, and other forms of sponsorship and advertising. Brook’s Online Image and Influence workshop uses scenarios to help Year 9 students explore the motivations of influencers and the impact of their decisions on their young followers – many of whom may have never considered the economic realities of making a living on social media.
The digital world is complex and fast-changing but equipping young people with strong critical thinking skills empowers them to make sense of it. And of course, you know that age-old old saying… Social media microtrends may come and go, but critical thinking skills are for life.
Brook’s PSHE curriculum
Our PSHE curriculum covers topics around life online, online misogyny and mental health and social media.
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