Rethinking the "Digital Native": Why Familiarity Isn’t Fluency

This week, I’ve been grappling with a term that’s often used without much thought: digital native. Like many millennials, I’ve been called one by default. I grew up as the internet evolved, used computers in school, and eventually joined social media. However, after reading Kirschner and De Bruyckere’s (2017) critique, I realized how misleading and limiting that label can be, not just for me, but for how we design education.

The term “digital native” suggests that because someone grew up around technology, they’re automatically skilled at using it effectively. But Kirschner and De Bruyckere argue that this is a myth, a shortcut that overlooks the wide range of digital skills (or lack thereof) that people actually possess. Just because someone can scroll TikTok or post on Instagram doesn’t mean they can evaluate the credibility of sources, collaborate in a shared doc, or engage in meaningful online learning. I’ve seen this firsthand with students who are fluent in surface-level use of platforms, but unsure how to navigate tools for learning or even avoid misinformation.

This connects with the idea of produsage. In Web 2.0 environments, users are no longer just consumers of information, they’re also producers, remixers, and collaborators. The challenge is that produsage requires more than just comfort with tech. It requires intentional digital literacy. Knowing how to post isn’t the same as knowing how to contribute meaningfully to a community or co-create knowledge. Many "digital natives" may never make that leap without guidance.

In education, assuming digital fluency based on age can be a real disservice. It risks leaving gaps in critical digital literacy skills, and it may discourage educators from offering the scaffolding students need. Instead of relying on generational labels, we should be assessing learners’ actual experiences, access, and confidence with digital tools and platforms. Then, we must design instruction accordingly.

Being born into the digital world doesn’t mean we know how to thrive in it. True fluency takes practice, instruction, and reflection, not just a birthdate.