Thank you, Madam Chair.
For the past few years, barely a day has gone by without disinformation making the headlines. Whether it's doctored videos of politicians or conspiracy theories about vaccines, it affects our health, our democracy and even our ability to tell what's real and what isn't. According to one recent study, two-thirds of Canadians consider it to be a major threat to our country.
Nor can we hope to outgrow this problem. Young people are not necessarily better able to recognize misinformation or disinformation than their elders and are more likely to encounter it in formats that make verification more difficult, such as videos, social network posts and podcasts.
While governments and industry are taking steps to address the issue, without a national commitment to digital media literacy, their efforts will have limited effect.
Digital media literacy education has repeatedly been shown to be an effective way of limiting the impact of disinformation, and Canada has long been a pioneer in this field. Today, however, we've fallen behind. In Canadian schools, digital media literacy is often introduced late, relegated to optional subjects, or taught as separate topics, such as online safety, misinformation or film studies, rather than as an integrated discipline.
Adult learners might have access to only a patchwork of mostly local programs aimed at teaching basic digital skills. A recent report from the Open Society Institute underlined this decline, finding that Canada now ranks seventh in their media literacy index.
Finland, the top-ranked country in the study, provides the kind of model that Canada once did. The focus on digital media literacy in that country is a direct result of concerns about foreign, particularly Russian, disinformation.
What can Canada learn from their example?
First is the importance of integrating digital media literacy across the curriculum, both as its own subject and in existing subjects. Rather than isolating it in one course or focusing on a single issue such as fake news, the Finnish curriculum takes a comprehensive approach, from teaching how to recognize misleading statistics in math class, to analyzing the visual appeal of ads or memes in art. Whether it's understanding how algorithms use our personal information to target us with election ads, recognizing bad-faith arguments, or learning how to identify and question our own biases and act as responsible sharers of information, Canadians need a full range of digital media literacy skills to be engaged and informed citizens.
Digital media literacy has consistently been shown to be effective in building resiliency to disinformation. One recent study found that participants who reported studying critical thinking activities and media literacy in school were 26% less likely to believe in conspiracy theories, while other research has found that education in media literacy makes people more likely to verify information and less likely to share misinformation.
Most recently, a task force on disinformation on the war in Ukraine identified the need to educate people about disinformation and media literacy as one of their 10 recommendations.
While curriculum in Canada is, of course, a provincial and territorial responsibility, there is room for the federal government to establish national standards for digital media literacy. On a broader scale, there's an urgent need to adopt a national digital media literacy strategy. All sectors and levels of government can collaborate to support equitable access; promote engaged citizenship and close the digital divide; provide adequate funding to develop, deliver and evaluate digital media literacy programs; and adapt those programs to meet the needs of everyone in Canada.
In order to be critical and engaged citizens, the youth in our research say they need to be able to make free and informed choices about what information platforms collect about them and how it is used, and to know how those platforms' algorithms decide what content to show them.
Digital media literacy is not going to be the only solution for disinformation, but it will be part of any successful solution. While regulation, legislation and platform policies are all likely to be parts of the solution as well, none of those will be possible without a populace that is sufficiently well informed and engaged to demand and make use of them.
Thank you, Madam Chair.