‘Digital natives’ and the ‘net generation’ are terms that have been used to describe generations born and raised in a time that immerses them in digital and connected technologies. Supports of this view would use an individual’s date of birth to identify if they were a ‘digital native’ or a ‘digital immigrant’ (Bennett et al 2008: 4-5).

One of the main critiques of this theory has been a lack of evidence to support the idea that ‘digital natives’ are using technology effectively or in a meaningful way despite its omnipresent nature (Helsper and Eynon 2009: 3). Research conducted by Helsper and Eynon found that generation was unlikely to be the sole factor influencing confidence and competence with digital platforms (2009: 15).

When talking about digital literacies it is important to acknowledge that although the notion of the digital native is pervasive, our practice must follow evidence rather than this notion. Assumptions about the digital competence of generations born after 1980 could influence how these generations are taught. While they might utilise digital tools more than previous generations, that does not guarantee that they will have the skills required to critically analyse content in an era when anyone can be an author or use digital platforms for education. Societal and economic barriers can also limit exposure to digital technology, restricting opportunities to develop these skills.

Despite the pervasiveness of this notion, we can’t assume use age as the basis for assuming someone is highly digitally literate.