Although digital literacy is an area of pressing concern for education systems, its teaching remains a blind spot in curricula and classroom practice. We propose a definition and a conceptual framework which places reading strategies at the core of digital competence. One major source of difficulty for adolescents is selecting and evaluating information, especially when it comes from multiple, diverse sources, as is the case
in social networks. We summarise current and ongoing research that has explored the impact of educational measures at various educational levels among school pupils aged 10-19.