Minnesota has long prided itself on being one of the most literate states in the country.

Minnesota consistently ranks second in the nation for literacy, measured by factors like library resources, newspaper circulation and education levels. But literacy in the 21st century isn’t just about books, newspapers or even e-readers. Today, information floods into our lives through screens, apps and endless notifications.

While Minnesota excels in traditional literacy, we must ask: Is Minnesota equally prepared to lead the country in digital literacy?

Digital literacy is broader than media literacy, which often focuses on evaluating news or social media content. Digital literacy encompasses the ability to navigate, interpret and critically engage with all forms of digital content across all devices and mediums. It’s about understanding algorithms, identifying misinformation, protecting privacy, understanding the role of devices in our lives and recognizing when we’re being manipulated online. Without these skills, children are left to navigate this firehose of information without the tools to filter or question it.

Other states are moving forward. In Illinois, digital literacy instruction is now mandated in public schools, while California has integrated media literacy standards across its K-12 curriculum. Minnesota cannot afford to lag behind.

In Minnesota last year, SF 3474, a bill proposing a statewide digital literacy advisory council, was discussed but failed to pass. It’s unclear if there will be digital literacy-related legislation coming this year. 

We often blame COVID-19 for the social and emotional upheavals of recent years, but I believe another force played an equally significant role: information overload. During the pandemic, many of us became unintentional curators of our own digital ecosystems. We sifted through contradictory headlines, viral social media posts and algorithmically curated content, trying to make sense of a rapidly changing world. The strain of this relentless information deluge wasn’t just cognitive — it was emotional, even existential.

Media theorist Neil Postman saw this coming decades ago. In his 1992 book “Technopoly: The Surrender of Culture to Technology,” he warned us about the consequences of an unchecked flood of information:

“The relationship between information and the mechanisms for its control is fairly simple to describe: Technology increases the available supply of information. As the supply is increased, control mechanisms are strained … When the supply of information is no longer controllable, a general breakdown in psychic tranquillity and social purpose occurs.”

In an age where digital media reconfigures our senses and relationships, students must not only learn to analyze but to navigate the dynamic interplay of algorithms, their digital footprints and the immersive digital environment that shapes how they think and act. 

Adults, too, need tools to navigate an increasingly digital-first society. Whether it’s identifying phishing scams, interpreting data visualizations or setting boundaries with addictive apps, these skills are now essential for civic participation and personal well-being. Information overload has also deepened political divisiveness. The sheer volume of conflicting narratives, misinformation and emotionally charged content has created echo chambers and made meaningful dialogue harder. 

This isn’t just an educational issue — it’s an economic one. Minnesota’s workforce is evolving, and simple digital competency is no longer optional in most professions. From agriculture to healthcare, our industries need workers who can critically engage with digital tools and information systems.

Passing legislation is one step, but real change happens in classrooms, libraries and living rooms. Schools need resources, educators need training and parents need support to guide their children in a world filled with digital distractions.

But this isn’t just about preventing harm — it’s about societal agency. Digital literacy can empower young people to become creators, not just consumers, of technology. It can equip adults to advocate for themselves in a digital healthcare system, protect their privacy, and make informed decisions in an era of AI and misinformation. It’s about giving Minnesotans control over these powerful digital forces instead of being swayed by tech companies, political movements or foreign actors.

Minnesota has always valued education as a cornerstone of its identity. Digital literacy is the next chapter in that story. 

The firehose will never relent. But if any state is prepared to meet the moment, it’s Minnesota. We’ve built our reputation on literacy — now let’s expand it to meet the demands of the digital age. Our schools, our workforce, and our communities are counting on it.

Justin Piehowski, of St. Louis Park, is a technology and communication professional and educator.

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