Reflecting on the Contradictory Condition of Digital Experiences: Advancing Algorithmic Literacy With Young People

ABSTRACT

Research on young people's use of digital devices and platforms demonstrates that their online experiences are deeply situated and contextual, shaped both by individual circumstances and by algorithmically driven systems that personalise content and mediate engagement. Yet, current guidance available to support young people's online interactions fails to reflect these lived realities. This study engaged 120 young people from secondary schools (ages 11–18) across the UK to explore their experiences of digital life. Data were generated through a series of creative workshops that employed the heuristic device of ‘digital nutrition’, which aimed to advance algorithmic literacy and encourage reflection on intentional digital behaviours. The workshops prompted discussion around the perceived quality of young people's online experiences, their understanding of the technological and algorithmic structures shaping digital use and the forms of support they believe are necessary to navigate online environments effectively. Visual and audio data produced during the workshops were analysed using thematic analysis. The findings reveal the complex, contradictory and often ambivalent nature of young people's digital experiences. Participants described how digital platforms simultaneously enable and undermine dimensions of community, safety and education, affording opportunities for connection and learning while also introducing risks and challenges. This research demonstrates that young people possess a sophisticated understanding of their digital environments and underscores the importance of meaningfully incorporating their perspectives into educational and policy frameworks aimed at supporting their digital futures.