ABSTRACT
Sharing content on the Internet can be associated with phenomena that are seen as dubious or worrisome forms of participation. Concerns about this form of participation have provoked calls for critical media literacy, an intervention assumed to be pivotal for addressing the negative consequences of online platforms. Critical media literacy enjoys a long tradition in the Nordic countries. In Norway, for instance, there is a long history of including competency-building exercises and material for learners in school curricula. However, conversations with young people in Norway show that in online environments, there are different reasons for sharing content. Notably young people often share content for fun.. This chapter explores how youth reflect on the intentional and unintentional sharing of fake news. By examining these insights, we are able to better understand their choices and behaviour online.
