Shawn Lee, a high school social studies teacher in Seattle, wants to see lessons on internet akin to a kind of 21st Century driver's education, an essential for modern life. Lee has tried to turn his classroom into a laboratory for that kind of education, with lessons about the need to double-check online sources, to diversify your newsfeed and to bring critical thinking to the web. He's also created an organization for other teachers to share resources. "I remember back in the day when we would call young people the digital natives, right? That we didn't need to teach them because they could figure it out because they were somehow born into this space, and so they'd be able to figure it out. Well, that didn't really pan out. We still need education in that space," Lee said. Lee's efforts are part of a growing movement of educators and misinformation researchers working to offset an explosion of online misinformation about everything from presidential politics to pandemics. So far, the U.S. lags many other democracies in waging this battle, and the consequences of inaction are clear. But for teachers already facing myriad demands in the classroom, incorporating internet literacy can be a challenge — especially given how politicized misinformation about vaccines, public health, voting, climate change and the war in Ukraine has become. The title of a talk a recent gathering of Lee's group? “How to talk about conspiracy theories without getting fired.” New laws and algorithm changes are often offered as the most promising ways of combating online misinformation, even as tech companies study their own solutions. Teaching internet literacy, however, may be the most effective method. New Jersey, Illinois and Texas are among states that have recently implemented new standards for teaching internet literacy, a broad category that can include lessons about how the internet and social media work, along with a focus on how to spot misinformation by cross-checking multiple sources and staying wary of claims with missing context or highly emotional headlines. Media literacy lessons are often included in history, government or other social studies classes, and typically offered at the high school level, though experts say it's never too early — or late — to help people become better users of the internet. Finnish children begin to learn about the internet as toddlers, part of a robust anti-misinformation program that aims to make the country's residents more resistant to false online claims. Finland has a long history of combating propaganda and misinformation spread by its neighbor, Russia, and expanded its current efforts after Russia's 2014 invasion of Crimea set off prompted another wave of disinformation. In Finland the lessons don't end with primary school. Public service announcements offer tips on avoiding false online claims and checking multiple sources. Additional programs are geared toward seniors, who can be especially vulnerable to misinformation compared to younger users more at home on the internet. In the U.S., attempts to teach internet literacy have run into political opposition from people who equate it to a thought control effort. Lee, the Seattle teacher, said that concern prevents some teachers from even trying. Several years ago, the University of Washington launched “MisinfoDay,” which brought high schoolers and their teachers together for a one-day event featuring speakers, exercises and activities focused on media literacy. Seven hundred students from across the state attended one of three MisinfoDays this year. Jevin West, the University of Washington professor who created the event, said he's heard from educators in other states and as far as Australia who are interested in creating something similar. "But what we haven't done a good enough job with, I think, in the education system or we can at least always get better at is teaching them to be critical thinkers when they see this. But also not to be so cynical of everything they see that they're not believing anything. So we have this fine line that we try to to walk," West said. The driver's education analogy comes up a lot when talking to media literacy experts. Automobiles first went into production in the early 20th century and soon became popular. But it was nearly three decades before the first driver's education courses were offered. What changed? Governments passed laws regulating vehicle safety and driver behavior. Auto companies added features like collapsible steering columns, seat belts and air bags. And in the mid 1930s, safety advocates began to push for mandated driver's education. That combination of government, industry and educators is seen as a model by many misinformation and media literacy researchers. Any effective solution to the challenges posed by online misinformation, they say, must by necessity include an educational component.