Digital historic literacy and abuse of History

Abstract

The advent of social media has changed the way students perceive time, history and themselves. It became much easier to obtain and produce information and content, if before individuals, especially historians, needed to deal with the scarcity of sources and materials, they are now facing an excess of memory. In the teaching of History new challenges arise, since the historical awareness of students is shaped by an increasingly computerized world and the most diverse forms of access to certain historical knowledge are accessible to them, however, many of these creators of content are not historians, something that transforms the internet and its platforms into spaces conducive to the abuse of history. This article seeks to discuss the importance of historical-digital literacy as a possibility of thinking about teaching History that provides students with the necessary tools to identify irresponsible uses or abuses of History on the Internet.