Royal Society of Edinburgh makes the case for ethical literacy

When faced with the meme, we don’t always ask whether the conversation actually happened. It’s a joke, so why does it matter?

Then, there are Tweets about something different. Maybe now someone is claiming to know who carried out a violent attack and why, and this helps to ignite riots across the country, all based on misinformation.

Suddenly, it’s not so easy to distinguish fact from fiction. What’s maybe worse: the impulse to even ask the question is slipping.

Young people are especially susceptible to misinformation, and early exposure to information online makes them even more vulnerable.

But leading researchers from the Royal Society of Edinburgh (RSE) say that young people can not only be kept safe from misinformation but also taught to protect themselves. 

They are making the case for building up young people’s defences against misinformation by embedding new skills into the curriculum at all ages.

RSE academics from the Learned Societies’ Group on Scottish STEM Education (LSG) have published a report into how a new approach to learning, which they have dubbed “ethical literacy,” can help young people build the skills they need to think critically about what they see online.

The LSG report concluded, “It can feel impossible to keep up with the rapid pace of change and easy to grow demoralised or disillusioned with the scale of the issue to be solved.

“However, this is a challenge that Scotland must take seriously.”

Dr Alan Walker, Senior Lecturer in the School of Computing, Engineering and Physical Sciences at the University of the West of Scotland, said that literacy is the right word choice for this new type of skill.

“Knowing when to question and how to question all fits into the skills of literacy.”

What is this post saying? Where is the information coming from? Why is this appearing on my timeline? Dr Walker said simple questions like these can help young people battle misinformation, but knowing when to ask is a taught skill.

Prof Fiona McNeill FRSE said that it is a challenge for adults to resist natural biases, it isn't right to expect young people to tackle these questions on their own. (Image: Ian Georgeson Photography)

Prof Fiona McNeill FRSE (Fellow of the Royal Society of Edinburgh), said that it is difficult enough for adults to counter their natural biases which might make us susceptible to information or claims that back up certain assumptions. Expecting young people to have an innate ability to resist misinformation is asking too much.

She said teaching children how to approach the world from a scientific perspective—constantly questioning and looking for more evidence—can help guard against misinformation.

But it requires teaching them to do something that comes unnaturally to most people.

“We know, for example, the more often you hear something repeated, the more likely you are to believe it, even if it’s not very plausible, Even if it’s not really part of your values.”

She said bringing these skills to young people will take a concerted effort across all age groups and school levels. But as large as the task might sound, she believes the current curriculum has space for integrating ethical literacy.

 “I think the really important thing is to think about how we support schools to integrate this type of approach into what they’re teaching anyway.”

She said that maximising valuable staff and resources already in schools—such as librarians who are trained and skilled in handling data and information—is a good place to start.

As urgent as teaching children to keep themselves safe from misinformation might feel, however, the change won’t happen overnight.

Prof Martin Hendry FRSE believes that ethical literacy can be introduced at all curriculum levels to have the greatest impact. (Image: © Stewart Attwood Photography 2023)

Prof Martin Hendry FRSE, Chair of the LSG, said there is no clear right path to integrate ethical literacy into the curriculum in Scotland.

“Taking a rigorous educational point of view, thinking it through very methodically all the way from P1 to S6 would be ideal.

“But I still think that, even if that was possible – which I don’t think it is, because the world isn’t going to stand still in the meantime – there’s a strong argument for staying flexible enough to adapt and learn as you go along.”

During the group’s research and conversations with teachers, parents, and young people, Prof Hendry said stakeholders showed a readiness to start the conversation about enhancing the curriculum.

“Given the rate that information is generated in the modern world, this is becoming even more important, especially with the spread of conflicting, false or deliberately misleading information.

“We hope that this report opens up a much-needed national conversation on the future of this important component of the education system.”