Recent public discourse on social media sounds somewhat dystopian: Facebook, TikTok, Instagram and co. knowingly use manipulative design features and algorithms to keep users hooked. Children and young people are particularly susceptible to this — staring at their screen for countless hours, they become addicted, depressed, and plagued by anxiety. Losing control over their own behaviour, they neglect other activities. A problem so serious that politicians need to intervene.
This paper examines the existing Scottish youth digital strategies and contextualises them within a wider scholarly discourse on digital literacy and the big data divide.