Article | Open Access
Generational Differences in Digital Resilience in Four Countries
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Abstract: Multiple crises have marked the formative years of young adults. These crises heightened the need for information while also creating a large audience for misinformation. This article highlights digital resilience in four countries (the US, the UK, France, and Canada) and across different age groups, using a survey conducted in February 2021 at the apex of a series of crises. Based on a sample of 6,000 respondents, the two youngest age groups are more likely to use fact-checking websites, verify suspicious information, and report misinformation to social media platforms. These practices reflect digital resilience. In terms of cross-national differences, respondents from the US have higher use of fact-checking sites, which can be explained by the structural availability of these websites, which tend to focus on American content. In line with theories about uncertainty avoidance, respondents from France have higher rates of verification of suspicious information. Canada is distinctive in its low rates of misinformation reporting to social media platforms. While much of the scholarship has focused on political ideology as shaping engagement with misinformation, this study highlights generational differences, cultural differences, digital literacy programming, structural opportunities, and regulatory frameworks that may shape practices related to digital resilience.
Keywords: Canada; comparative politics; digital media; fact-checking websites; France; generational differences; misinformation; resilience; United Kingdom; United States
Published:
Issue:
Vol 14 (2026): Digital Resilience Within a Hypermediated Polycrisis (In Progress)
© Shelley Boulianne. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 license (http://creativecommons.org/licenses/by/4.0), which permits any use, distribution, and reproduction of the work without further permission provided the original author(s) and source are credited.


