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PT. Pela primeira vez, mais da metade dos idosos acessam a internet no Brasil. A inclusão digital dessa faixa etária, entretanto, levanta problemas sobre o consumo de informação entre os maiores de 60 anos. Estudos indicam que idosos tendem a compartilhar mais conteúdos falsos do que os mais jovens. Com o propósito de combater a desinformação entre os idosos, o Comprova – pool de fact-checking com mais de 40 veículos de imprensa brasileiros – lançou o curso “Não passe vergonha nos grupos – aprenda a identificar boatos nas redes”, com postagens e vídeos enviados pelo WhatsApp. Os vídeos são ancorados pelos experientes jornalistas Lilian Witte Fibe e Boris Casoy, ambos com vasta trajetória no telejornalismo brasileiro. O objetivo deste artigo é verificar se as videoaulas do curso atendem aos requisitos da media literacy, information literacy e social media literacy, com base em metodologia desenvolvida por Cerigatto (2020) para desvendar as fake news e de Cho et al (2022) para identificar as dimensões para o letramento em mídias sociais. Como metodologia complementar, o jornalista Boris Casoy foi entrevistado sobre o papel do curso no letramento de idosos. Os resultados indicam que as aulas estimulam competências da media literacy, mas contribuem pouco para desenvolver habilidades da information literacy. Demonstram também que o curso não cumpre com os requisitos da social media literacy, uma vez que negligencia a dimensão “contribuição”, que deveria capacitar os usuários a produzirem e compartilharem ativamente mensagens com fins cívicos. *** EN. More than half of all elderly people in Brazil have access to the Internet. However, the digital inclusion of this segment of the population raises issues regarding the consumption of information by people over the age of 60. Studies show that older people tend to share more false content than younger people. To combat misinformation among the elderly, Comprova - a fact-checking group comprising over 40 Brazilian media outlets - has launched the course "Don’t make a fool of yourself in groups - learn to identify rumors on social networks", using messages and videos sent via WhatsApp. The videos are presented by journalists Lilian Witte Fibe and Boris Casoy, both of whom have extensive experience in Brazilian television journalism. The aim of this article is to verify whether the course's video lessons meet the requirements of media literacy, information literacy and social media literacy, based on the methodology developed by Cerigatto (2020) to detect fake news and by Cho et al (2022) to identify the dimensions of social media literacy. As a complementary methodology, journalist Boris Casoy was interviewed on the role of the course in the digital literacy of older people. The results show that the course does stimulate media literacy skills, but does little to develop information literacy skills. They also show that the course does not meet the requirements of social media education, as it neglects the "contribution" dimension, which should enable users to actively produce and share messages for civic purposes. *** FR. Aujourd’hui, plus de la moitié des personnes âgées ont accès à Internet au Brésil. L'inclusion numérique de ce segment de la population soulève toutefois des problèmes liés à la consommation d'informations chez les plus de 60 ans. Des études indiquent ainsi que les personnes âgées ont tendance à partager davantage de contenus erronés que les jeunes. Afin de lutter contre la désinformation chez les personnes âgées, Comprova - un groupe de vérification des faits regroupant plus de 40 organes de presse brésiliens - a lancé le cours "Ne vous ridiculisez pas dans des groupes - apprenez à identifier les rumeurs sur les réseaux sociaux", à l'aide de messages et de vidéos envoyés via WhatsApp. Les vidéos sont présentées par les journalistes Lilian Witte Fibe et Boris Casoy, qui ont tous deux une grande expérience dans le journalisme télévisé brésilien. L'objectif de cet article est de vérifier si les leçons vidéo du cours répondent aux exigences de l'éducation aux médias, de l'éducation à l'information et de l'éducation aux médias sociaux, sur la base de la méthodologie développée par Cerigatto (2020) pour détecter les fausses nouvelles et par Cho et al (2022) pour identifier les dimensions de l'éducation aux médias sociaux. Comme méthodologie complémentaire, le journaliste Boris Casoy a été interrogé sur le rôle du cours dans l'alphabétisation numérique des personnes âgées. Les résultats indiquent que les cours stimulent bien les compétences en littératie médiatique, mais ne développent guère les compétences en littératie informationnelle. Ils montrent également que le cours ne répond pas aux exigences de l'éducation aux médias sociaux, car il néglige la dimension "contribution", qui devrait permettre aux utilisateurs de produire et de partager activement des messages à des fins civiques. *** ES. Por primera vez, más de la mitad de las personas mayores tienen acceso a Internet en Brasil. La inclusión digital de esta franja etaria, sin embargo, plantea problemas sobre el consumo de información entre los mayores de 60 años. Los estudios indican que las personas mayores tienden a compartir más contenidos falsos que los jóvenes. Con el objetivo de combatir la desinformación entre las personas mayores, Comprova —una alianza de verificación de datos de más de 40 medios de prensa brasileños— ha lanzado el curso “No pase vergüenza en los grupos: aprenda a identificar noticias falsas en las redes”, con publicaciones y videos enviados vía WhatsApp. Los videos están conducidos por los periodistas veteranos Lilian Witte Fibe y Boris Casoy, ambos con una vasta trayectoria en el teleperiodismo brasileño. El objetivo de este artículo es verificar si las lecciones de video del curso cumplen los requisitos de alfabetización mediática, alfabetización informacional y alfabetización en materia de redes sociales, basándose en la metodología desarrollada por Cerigatto (2020) para descubrir noticias falsas y por Cho et al (2022) para identificar las dimensiones de la alfabetización en redes sociales. Como metodología complementaria, se entrevistó al periodista Boris Casoy sobre el papel del curso en la alfabetización de las personas mayores. Los resultados indican que las clases estimulan las aptitudes de alfabetización mediática, pero contribuyen poco al desarrollo de aptitudes de alfabetización informacional. También muestran que el curso no cumple los requisitos de la alfabetización en medios sociales, ya que descuida la dimensión de “contribución”, que debería capacitar a los usuarios para producir y compartir activamente mensajes con fines cívicos. ***

Social media plays a significant role in adolescents' lives, with both positive and negative effects. Implementing interventions to mitigate the negative aspects and enhance the positive ones could improve adolescents' well-being. Unfortunately, there is a scarcity of evidence-based interventions available. To fill this gap, we have developed a schoolbased program based on combining evidence-based and consensus-based approaches, incorporating input from adolescents, school personnel, researchers, and municipal advisers. This paper describes the program's content and principles, and presents the results from a pilot evaluation, which assesses feedback from pupils and teachers, thereby informing potential enhancements and the program's overall significance. The intervention description encompasses theoretical perspectives, behavior change techniques, and procedural details. Pupils (n = 266; 16+ years) evaluated the program concerning satisfaction, relevance, importance, and usefulness through a questionnaire. Additionally, exploratory focus group interviews were conducted with seven teachers and eleven pupils to gather their perspectives on the program's relevance, impact, and potential changes to the theme-based teaching. Results from the pilot showed an average score of 7.3/10 for overall satisfaction with the program. Sub-questions assessing perceived relevance, engagement, and usefulness averaged between 6.7 and 7.5. Gender differences were observed, with boys tending to rate the program lower than girls. In focus group interviews, the pupils expressed increasing awareness of their own and others' social media use, that the topic was important and exciting, and that the program generally worked well. The pupils' evaluation indicates the need for this kind of program described in this study. [ABSTRACT FROM AUTHOR]

This quantitative study aims to determine and describe social media literacy in adolescents in Langkat regency. The study sample consisted of 88 teenagers. Data collection techniques were collected using online questionnaires prepared using individual competence indicators such as media use, critical thinking, and communication. The results showed that there still needs to be more social media literacy in the essential aspect of thought, namely repeated examination of information circulating on social media by adolescents. The recommendation of the results of this study is the importance of providing education by related parties such as the school environment and families so that it can help adolescent social media literacy

Background: The term infodemic refers to the proliferation of both accurate and inaccurate information that creates a challenge in identifying trustworthy and credible sources. Among the strategies employed to mitigate the impact of the infodemic, social media literacy has emerged as a significant and effective approach. This systematic review examines the role of social media literacy in the management of the infodemic. Methods: Six databases, including SID, Magiran, Scopus, PubMed, Google Scholar and Web of Science were systematically searched using relevant keywords. We included the relevant publications between 2012 and 2023 in our analysis. To ensure a qualitative assessment of the studies, we used the STROBE and AMSTAR checklists as evaluation tools. The Preferred Reporting Items for Systematic Reviews (PRISMA) guideline was used for the design of this review study. Finally, we organized the studies into groups based on similarities and retrieved and analyzed evidence pertaining to the challenges and opportunities identified. Results: Eleven papers were included in this study after reviewing the retrieved studies. Five of them examined the effect of social media literacy and health literacy on acceptance of health behaviors. Four studies investigated the role of media literacy in managing misinformation and fake news related to health. Two studies focused on infodemic management and promoting citizen engagement during health crises. Results showed that health-related infodemics are derived from the users' lack of media knowledge, distrust of government service systems, local influencers and peers, rapid circulation of information through mass media messages, weakness of solutions proposed by health care providers, failure to pay attention to the needs of the audience, vertical management, and inconsistency of published messages. Conclusion: The findings of this study highlight the importance of increasing social media literacy among the general public as a recognized strategy for managing the infodemic. Consequently, it is recommended that relevant organizations and institutions, such as the Ministry of Health, develop targeted training programs to effectively address this need. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic heightened concerns about health and safety, leading people to seek information to protect themselves from infection. Even before the pandemic, false health information was spreading on social media. We conducted a review of recent literature in health and social sciences and proposed a theoretical model to understand the factors influencing the spread of false health information. Our focus was on how false health information circulated before and during the pandemic, impacting people's perceptions of believing information on social media. We identified four possible strategies to counteract the negative effects of false health information: prebunking, refuting, legislation, and media literacy. We argue that improving people's social media literacy skills is among the most effective ways to address this issue. Our findings provide a basis for future research and the development of policies to minimize the impact of false health information on society. [ABSTRACT FROM AUTHOR]

While there is a growing body of literature on information privacy suggesting different mechanisms of how people's privacy concerns might be impacting their attitudes and behaviour when using social media, recent questionable data use practices by social media platforms and third parties call for a renewed validation of existing information privacy models. The objective of this research is to re-examine the variables predicting why people disclose information on social media. Building on previous work, this paper puts forward a comprehensive Privacy Concerns and Social Media Use Model (PC-SMU) and evaluates it in a specific cultural and legal environment (social media users from a single county, Canada). The study delves into the privacy paradox and shows that the benefits of using social media are the main driver of self-disclosure, and that self-disclosing behaviours are nuanced by the users' information privacy protection strategies. We also find that higher levels of social media literacy, and concerns about organisational threats to a lesser extent, lead to higher levels of information privacy management, emphasizing the importance of educating users about how to use the different privacy and security features provided by social media platforms. [ABSTRACT FROM AUTHOR]

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Background Objectives Methods Results and Conclusions Gender differences in the use of educational environments and social media platforms have been a topic of interest in research. Several studies have examined the disparities between female and male participants in terms of participation, engagement, and motivations in either educational or social media platforms. On this end, this study proceeds to explore gender disparities in an innovative educational environment that sees the incorporation of an educational component within a simulated social media environment.Driven by a dual objective, this study aims to first investigate the impact of gender on skills development in an educational social media platform, and second, to explore the behavioural differences between female and male adolescents social interactions within the platform.The study involved 142 high school students in Barcelona and utilised an ad‐hoc questionnaire to assess students' skills. To explore students' behaviour within the platform, actions such as likes, comments, publishing, visiting profiles, and viewing images, were recorded using the Experience API.Our study's findings indicate that both female and male students benefited from the intervention implemented within the educational social media platform. Moreover, the results revealed distinct interaction patterns between female and male participants. These findings provide valuable insights into how adolescents of different genders interact within an educational social media platform. Additionally, the design principles outlined in this study can inform the development of future educational social media interventions that effectively engage the preferences of both genders. [ABSTRACT FROM AUTHOR]

Background: Recent years have seen the proliferation of online courses that have been initiated either in accordance with the natural rhythms of educational technology growths or in force majeure situations. This adds complexity to understanding the influence of potential factors on online student engagement. Objectives: The present study conducted an essential inspection to explore the relationship between student social media literacy and their engagement in online learning settings. Methodology: A sample of 1015 undergraduate students participated in this study and the partial least squares structural equation modelling (PLS‐SEM) was chosen for evaluating the research model. In addition, to provide more information on the prioritization of strategic actions, the importance‐performance map analysis (IPMA) was also performed. Results: In a two‐factor construct, social media literacy was found to have a significantly positive relationship with aspects of student engagement in the online learning environment. The influence of technical competence is still undeniable, but the effect of cognitive competence on online student engagement is more significant. In addition, appearing in the fourth quadrant (low performance ‐ high importance) in all IPMA presentations, the anticipatory reflection is the construct that should be prioritized for improvement to augment student engagement in online learning. Lay Description: What is already known about the subject matter: It is widely acknowledged that student engagement plays a pivotal role in the success of online learning.Computer self‐efficacy was also considered as a significant predictor of online student engagement.The use of social media can encourage active learning and promote the exchange of ideas and information. What this paper adds: Confirming that, in a two‐factor structure, technical competence reflected by technical usability indicator and cognitive competence organized as a second‐order construct with three dimensions (content interpretation, content generation, and anticipatory reflection), social media literacy positively influences aspects of online student engagement.Revealing that the influence of technical competence is still undeniable, but the effect of cognitive competence on online engagement is more significant.Indicating that anticipatory reflection, content interpretation, and content generation are located in the fourth quadrant of the importance‐performance maps, where they exhibit low performance but high importance. Implications for practice and/or policy: For an effectual online learning setting where students put down a robust engagement, more supports and opportunities need to be unleashed to help students develop skills for communicating and staying connected in their own critical voices.The instructions of the online course must be designed in such a way as being able to catch up and call up as much of the student's cognitive competence as possible.Anticipatory reflection should be prioritized for improvement to augment online student engagement. [ABSTRACT FROM AUTHOR]

Jürgen Habermas is a second generation Frankfurt critical theory thinker who offers a new paradigm of critical theory, namely communication. He made an important contribution to the democratic life of complex and pluralistic contemporary society through his theory of communicative action. It offers a procedure for communicating through rational discourse to reach an intersubjective agreement. In a modern democratic country, public space becomes a forum where public opinions and aspirations are conveyed through rational argumentation as a form of control by citizens over the government. This public space is independent and free from state or market control. This article is an analysis of social media and its potential role as a public space, using Habermas’ theoretical framework. Social media has the potential to become a political public space because of its participatory character. Even though implementing social media as a public space is still difficult, social media still has a big influence on democracy and social change. Therefore, social media users need to have and develop their social media literacy which is based on the principles of solidarity, criticality and caution. [ABSTRACT FROM AUTHOR]

BackgroundThe term infodemic refers to the proliferation of both accurate and inaccurate information that creates a challenge in identifying trustworthy and credible sources. Among the strategies employed to mitigate the impact of the infodemic, social media literacy has emerged as a significant and effective approach. This systematic review examines the role of social media literacy in the management of the infodemic.MethodsSix databases, including SID, Magiran, Scopus, PubMed, Google Scholar and Web of Science were systematically searched using relevant keywords. We included the relevant publications between 2012 and 2023 in our analysis. To ensure a qualitative assessment of the studies, we used the STROBE and AMSTAR checklists as evaluation tools. The Preferred Reporting Items for Systematic Reviews (PRISMA) guideline was used for the design of this review study. Finally, we organized the studies into groups based on similarities and retrieved and analyzed evidence pertaining to the challenges and opportunities identified.ResultsEleven papers were included in this study after reviewing the retrieved studies. Five of them examined the effect of social media literacy and health literacy on acceptance of health behaviors. Four studies investigated the role of media literacy in managing misinformation and fake news related to health. Two studies focused on infodemic management and promoting citizen engagement during health crises. Results showed that health-related infodemics are derived from the users' lack of media knowledge, distrust of government service systems, local influencers and peers, rapid circulation of information through mass media messages, weakness of solutions proposed by health care providers, failure to pay attention to the needs of the audience, vertical management, and inconsistency of published messages.ConclusionThe findings of this study highlight the importance of increasing social media literacy among the general public as a recognized strategy for managing the infodemic. Consequently, it is recommended that relevant organizations and institutions, such as the Ministry of Health, develop targeted training programs to effectively address this need.

Social media literacy is assumed to protect adolescents from negative social media effects, yet research supporting this is lacking. The current three-wave panel study with a four-month interval among N = 1,032 adolescents tests this moderating role of social media literacy. Specifically, we examine between- vs. within-person relations of exposure to the positivity bias on social media, social comparison, envy, and inspiration. We find significant positive relations between these variables at the between-person level. At the within-person level, a different pattern of results occurred: higher exposure to others' perfect lives on social media was related to increased inspiration, and higher social comparison was related to increased envy, yet both associations only occurred in one of the two time intervals. Additionally, no within-person associations between exposure to positive content and envy were significant, nor between exposure and social comparison or social comparison and inspiration. These results thus seem more complex than traditional paradigms of selective and transactional media effects assume. Furthermore, multiple group tests showed that the within-person cross-lagged relation between social comparison and envy only occurred for adolescents with low affective social media literacy. The moderating role of social media literacy was not supported in any other instances. The results overall point at the need to instruct affective social media literacy to help adolescents navigate positively biased social media platforms in a healthy way. [ABSTRACT FROM AUTHOR]

This study investigates to what extent a language learners-as-ethnographers (LAE) approach utilizing social media helped English language learners (ELLs) become fuller participants in a face-to-face target language community. The pedagogical design of this LAE project was based on bridging activities and legitimate peripheral participation in situated-learning principles. The instruction was designed to develop awareness of social media literacy as a means for community practice in ELLs' target language. The study was conducted through analysis of students' narratives, post-task questionnaires, and individual interviews, including 36 ELLs' experiences engaging in local communities and their journey from peripheral toward fuller participation. The findings suggest that being exposed to authentic language and situated learning contexts by using social media in an LAE approach helped ELLs gain knowledge in (1) information literacy, (2) target language culture, and (3) sociocultural learning in both online and in-person environments. This study contributes to the current literature by proposing a conceptual model for increasing participation in online contexts based on these three key knowledge and skills, emphasizing the potential of these factors in enabling ELLs to become fuller participants within the face-to-face target language community. [ABSTRACT FROM AUTHOR]

When being online, young users are often confronted with insulting, hateful, or misleading messages. To handle these dark forms of participation, it is essential to equip them with resources that support their social literacy in today's complex online environments. In the present article, we deployed a previously established scale on self-perceived participatory-moral literacy and conducted a broad online survey study with 1,489 adolescents and young adults aged 16–22 years (M = 19.74; SD = 1.65; 51% female) across eight different European countries (Austria, France, Germany, Hungary, Italy, Poland, Slovakia, and the United Kingdom). The results provided a configural identical model of participatory-moral abilities, motivation, and behavior across the considered European countries. We could confirm weak invariance, satisfactory psychometric qualities, and convergent validity of the scale across the different countries. Implications for digital literacy research are discussed. [ABSTRACT FROM AUTHOR]

Although social media can pose threats to the public health by spreading misinformation and causing confusion, they can also provide wider access to health information and opportunities for health surveillance. The current study investigates the ways in which preventive health behaviors and norms can be promoted on social media by analyzing data from surveys and experiments conducted in the U.S. and South Korea. Survey results suggest that the pathway from social media use for COVID-19 information to mask-wearing behavior through mask-wearing norms emerges only among individuals with strong perceived social media literacy in the U.S. Experimental findings show that wear-amask campaign posts on social media foster mask-wearing norms and behavioral intention when they come with large (vs. small) virality metrics (e.g., Likes, shares) in both the U.S. and South Korea. Additionally, American users are more willing to engage with posts that come with supportive (vs. mixed) comments by Liking, sharing and commenting. The results highlight the need to cultivate social media literacy and opportunities for exploiting social media virality metrics for promoting public health norms and behaviors. [ABSTRACT FROM AUTHOR]

This study aims to measure the social media literacy level of primary school students in Baku. 60 randomly selected primary school students were interviewed, and the data were analyzed by the use of the content analysis technique. The results revealed that participants use social media to attend online classes, to gather information for doing their homework, to communicate with their friends, and to play games by using mobile phones, tablets, PCs and smart TVs. 68% of students take precautions to ensure their safety, 57% are aware of the potential risks and harms of social media, and 93% of them do not communicate with people they do not know personally. It is highly suggested that social media literacy education can be given to the students at the schools and the universities can educate the parents about being social media literate as part of their social responsibility to their communities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic heightened concerns about health and safety, leading people to seek information to protect themselves from infection. Even before the pandemic, false health information was spreading on social media. We conducted a review of recent literature in health and social sciences and proposed a theoretical model to understand the factors influencing the spread of false health information. Our focus was on how false health information circulated before and during the pandemic, impacting people’s perceptions of believing information on social media. We identified four possible strategies to counteract the negative effects of false health information: prebunking, refuting, legislation, and media literacy. We argue that improving people’s social media literacy skills is among the most effective ways to address this issue. Our findings provide a basis for future research and the development of policies to minimize the impact of false health information on society.

Perkembangan teknologi digital dalam dunia pendidikan adalah sebuah keniscayaan yang tidak dapat dipisahkan dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan analisis literasi media sosial pada siswa SMA di wilayah Samosir dan wilayah Belawan. Subjek penelitian adalah 50 siswa yang dipilih sesuai dengan kebutuhan penelitian. Penelitian ini dilakukan pada minggu pertama bulan Januari 2023 sampai dengan minggu kedua bulan Maret 2023. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Adapun teknik pengumpulan data dalam penelitian ini adalah dengan menggunakan angket dan menyebarkannya kepada responden penelitian. Hasil penelitian menunjukkan bahwa para siswa di masing-masing sekolah tidak hanya menggunakan internet sebagai sarana mencari informasi namun juga digunakan sebagai sarana pembelajaran. Terdapat perbedaan cukup signifikan dari pernyataan konten media yang banyak dilihat yakni sebanyak 50% responden SMA di Samosir memilih konten pendidikan sebagai media sosial yang paling sering diakses dan 38% responden SMA di Belawan memilih konten hiburan yang sedang viral. Perbedaan terhadap pilihan konten media sosial yang paling sering diakses oleh siswa pada akhirnya dapat mengarah pada pilihan hidup yang akan ditentukan oleh siswa.

Social media platforms rely on algorithms to filter and select content, thereby personalizing every individual's social media experience. Many use social media without awareness of this personalization and its impact, pointing to a need to both understand and improve literacy among active social media users. This qualitative study addresses adolescents' social media literacy through an investigation of their experiences with personalization on social media, aiming for a nuanced perspective of their outcomes. A thematic analysis of eight focus group interviews with 47 students aged 15–19 years uncovered two main themes: (1) diverse levels of adolescents' awareness and familiarity with personalization and (2) positive, negative, and mixed emotions toward personalization. Theme one uncovered that although the adolescents were largely unfamiliar with the terminology, when prompted, most of them could provide examples of personalization, whereas theme two revealed that adolescents appreciated relevant content and yet were uneasy about certain features. [ABSTRACT FROM AUTHOR]

Introduction and Objective. Research to date indicates that student competencies in various dimensions of social media use vary depending on, for example, the field of study or stage of education. The aim of the study was assessment of social media literacy in a group of undergraduate nursing students, based on the year of study. Materials and method. Respondents: 679 nursing students from 11 Polish medical universities who began or continued their education during the COVID-19 pandemic. First-year students (N = 397, 58.73%) and women (N = 589, 87.13%) constituted the largest group. The Perceived Social Media Literacy Scale was used. Statistical analysis used the Kruskal-Wallis one-way analysis-of-variance-by-ranks to analyse differences in PSML scores, and Dunn's test to analyse differences in PSML scores between individual years of study (α= 0.05). Results. The level of social media literacy between students differed significantly (p < 0.001). Students rated their technical competency the highest (H = 29.722, p < 0.001), social relationships (H = 20.946, p < 0.001) and informational awareness (H = 21.054, p < 0.001) the lowest. The lowest scores in the self-assessment of social media literacy were noted among first-year students (M = 55.85, Max = 70.0; p < 0.001), and the highest among second-year students (M = 60.99, Max = 70.0; p < 0.001). Conclusions. Nursing students rated their competency lowest in the sphere related to verifying the content of messages appearing on social media, which may have a significant impact on their professional competencies. Differences in the level of social media literacy among students of different years of study should be taken into account when designing training in this field. [ABSTRACT FROM AUTHOR]

Online participatory cultures (e.g. social media) present a number of opportunities and challenges for language learners. Learners can collaborate with like-minded peers in online affinity spaces or get crowd-sourced information from the locals of a target culture, but they also run the risk of getting lost in the overwhelming amount of noise and disruption in these 'wild' environments. This proliferation of user-generated content requires new forms of information literacy, so that everyone has equal access and ability to participate in modern social environments. English language learners (ELLs) may require extra training in using English-based social media effectively, but to date little research has examined this area. This study investigated the characteristics and trends of ELLs' use of social media, how language abilities and previous social media experience affect ELLs' perceptions of anonymous user-generated content in an online discussion website (Reddit), and the strategies learners use to overcome the challenges they encounter in these online environments. The results indicate the importance of adding a sociocultural pragmatics component into the framework of social media literacy and were used to inform recommendations for future social media training programs. [ABSTRACT FROM AUTHOR]

The research explored the social discourse of fake news in the French language and the French government’s efforts to overcome it with digital media literacy through social media. Fake news was getting more intense with the existence of social media as an instrument of dissemination. The fake news data were observed first, then selected according to the intensity of its distribution, and taken through social media platforms with the most users in France, namely Facebook and Twitter. Then this data set was verified and confirmed through the official fact-checking platform to ensure that the data text was fake news. This data verification method also practiced techniques socialized by the French government through a digital media literacy program. All data were analyzed qualitatively using a critical paradigm, particularly critical sociolinguistics, and post-truth theory. The analysis results show a relationship between language practice through fake news texts circulating on social media and the practice of government propaganda discourse through digital media literacy. These two practices also give rise to certain social practices and movements in French society. This also shows that digital media literacy efforts alone are ineffective enough to overcome the problems caused by fake news in society.

This paper reports on findings from a survey administered to a sample of 290 parents of children aged 0-12 living in the United States, focusing on parents’ intra- and extra-systemic governance strategies adopted to steward their children’s privacy online when adults post about them on social media, here intended as a proxy for social media literacy. Intra-systemic strategies are aimed at controlling parents’ own sharing behavior when sharing about their children; extra-systemic strategies the behavior of people from surrounding systems (i.e., relatives). Based on descriptive statistics and results of a series of logistic regressions, this work reports on factors influencing the adoption of privacy-protective behaviors for digital-footprint management in the mediatized domestic milieu and advances considerations to promote educational and social media literacy interventions for parents.

While much research has explored the impacts of social media use, less is known about what factors drive use. The present study examined the relationships between potential drivers of social media use; namely social media literacy, motivations, and internalisation of appearance ideals, and determined whether they work in combination or individually to predict a range of social media uses and behaviours over time, including intensity, frequency, exposure to fitness and celebrity content, photo editing, appearance comparisons, and types of use. Australian adolescent girls (n = 704) and boys (n = 938) aged 11-16 years completed online surveys at baseline and 6-month follow-up. Bivariate correlations and multiple regressions were performed separately by gender. Results revealed weak associations between drivers and found they uniquely contributed to social media behaviours, though this was dependent on use outcome. Thin- and muscular-internalisation were related to some appearance-focused use (e.g., comparisons, following celebrity and fitness accounts) among girls and boys, respectively. Critical thinking was associated with lower Snapchat use among boys and motivations were related to intensity and type of use (i.e., viewing, posting). These findings suggest multicomponent holistic interventions targeting numerous drivers may be most appropriate in modifying social media behaviours among adolescents., Competing Interests: Declaration of Competing Interest The authors have no known conflict of interests to disclose., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Current literature indicates that adolescent girls are more likely than their male counterparts to identify with social media figures and to use social media for peer comparison and feedback-seeking. Among adolescent girls, YouTube and Instagram comprise two of the most widely-used social media platforms and, thus, function as prominent forces for influencing adolescent culture and identity formation. Given social media's capacity to facilitate prosocial behaviors, as well as its potential to generate negative self-concepts among users, this article aims to (a) highlight current social media trends; (b) examine the impact of social media on adolescent girls in the United States; (c) outline a psychoeducational activity intended to help adolescent girls process and recontextualize the idealized images of beauty commonly portrayed on social media. [ABSTRACT FROM AUTHOR]

Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment ("data from the classroom"), and 2) n = 3552 participants on the internet ("data in the wild"). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning. • Transforming learners' understanding of new knowledge into actual actions is the key to achieve better learning outcomes. • Actions taken throughout reflective observation, abstract conceptualization and active experiment phases are instrumental. • Minimizing the distracting posts and facilitate learners' targeted actions can potentially increase knowledge retention. [ABSTRACT FROM AUTHOR]

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• Theories of social media literacy as protective for body image are described. • Measurement of social media literacy related to appearance images is reviewed. • Some empirical support exists for the protective role of social media literacy. • Supportive evidence is found in girls and young women but not boys or young men. • More research is needed into relations between social media literacy and body image. Exposure to idealized appearance images on social media is recognized as having a damaging effect on body image. Identifying and harnessing protective factors are, therefore, important research foci. Building on traditional media literacy concepts, one proposed protective factor is social media literacy, that is, the application of a critical analysis of motivations behind social media posts and the constructed, generally unrealistic nature of images, when viewing appearance-focused images on social media. This article describes theoretical models of social media literacy and current measurement approaches. In addition, it examines empirical support for a protective role for social media literacy, before considering directions for future research. It was concluded that, although there is still much that needs to be understood, there is modest preliminary support for a protective role for social media literacy, especially in girls and young women. [ABSTRACT FROM AUTHOR]

The school library is a library organized in a school, managed, entirely by the school concerned, with the main objective of supporting the implementation and achievement of school goals and educational goals in general. The school library is a central source of knowledge and information in schools, both at the elementary level to the secondary level. The main objective of this paper is to know the improvement of school library based on accreditation. The subjects of this research are teachers who have a concern about school library, and the object of this research is the school library accreditation. The research method used is quantitative method. This research is divided into two levels, namely library as a building and library as a services. The results show that there are positive and significant results between the part of school library accreditation and the improvement of library as a building and there are positive and significant results between the part of school library accreditation and the improvement of library as a services. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, social advertising is one of the powerful means of influencing society. Civilized countries have long used the opportunities of this type of advertising to minimize or even eradicate the negative phenomena that exist in every country and do not have the best impact on the lives of citizens. Television advertising due to its mass has a significant impact on various segments of society. The article is devoted to the study and research of social advertising on television. In this work there were studied concept of "social advertising" and its features, the specifics of social advertising on TV channels, the role of social advertising in the solving the problems of the population. It was analyzed social advertising in the EU, as well as formulated recommendations for improving social advertising in Ukraine. The topic of social advertising in Ukraine is also eradicated, examples of successful social advertising campaigns in Poland, Latvia and the Czech Republic are depicted. On this base Recommendations for improving social advertising and increasing its impact on the social media literacy of viewers are offered. [ABSTRACT FROM AUTHOR]

Although current literature has extensively discussed media literacy processes, few theories exist explaining the role of social media literacy. Social media are used daily by a substantial number of young people and may exert an important influence on its users' well-beings. Considering media literacy, media effects, social psychology, interpersonal communication and educational literature, a novel theoretical framework called the Social Media Literacy (SMILE) model is introduced. This framework was formulated to explain (1) how to conceptualize social media literacy, (2) how social media literacy can change the dynamics between social media and its users and (3) how participatory mediation processes result into social media literacy. The SMILE-model is illustrated against the background of the social media positivity bias. Ultimately, the newly developed guiding framework aims to stimulate more theory-driven research into the scholarly understanding of social media literacy in well-being. Such insights may especially be useful for research in the field of children, adolescents and the media. [ABSTRACT FROM AUTHOR]

Mobil teknolojinin hızla gelişmesi, günlük hayatımıza yeni medya araçlarının girmesine olanak sağlamıştır. Sosyal ağlar aracığıyla zaman ve mekân fark etmeksizin ağa bağlanma durumu, yeni medya araçlarını yaşamımızın merkezine taşımıştır. Yeni iletişim teknolojilerindeki değişim özellikle çocuklar ve gençler için birtakım riskler barındırmaktadır. Sosyal medyadaki iletileri doğru çözümlemek, değerlendirmek ve yorumlamak bu açıdan önem taşımaktadır. Bu durum medya okuryazarlığı kavramının, içine sosyal medyayı da alacak şekilde genişlemesine yol açmıştır. Çalışmanın amacı, başta çocuk ve gençler olmak üzere bireylerin bir medya tüketicisi olarak sosyal medya mesajlarını eleştirel bir şekilde değerlendirmeleri konusunda bilinçlenmelerine katkı sağlayarak, sosyal medyanın yarattığı riskler konusunda farkındalık oluşturmaktır. Sosyal medya okuryazarlığının öneminin ortaya konması amaçlanan çalışmada literatür taraması ile mevcut durum tespit edilerek, konu eleştirel bakış açısıyla ele alınmaktadır.

Background: As future professionals, nursing students are expected to exhibit online professionalism and to be responsible users of social media. However, the rapid sharing of information on social media exposes nursing students to the risk and danger of spreading unprofessional behaviors like breaches of privacy and confidentiality. Objective: This study looked into the nursing students’ perceptions and attitude toward responsible use of social media. Methods: A descriptive cross-sectional research design was utilized and participated by 298 nursing students in a College of Nursing in Iloilo City, Philippines. The Responsible Use of Social Media Attitude Scale (RUSMAS) created by the researchers was used to collect the data. Results: Findings indicated that nursing students widely use social media and that nursing students had good perceptions and had positive attitude toward responsible use of social media. A significant difference was found in the attitude of nursing students when grouped according to year level. Conclusion: Social media continue to gain interest among nursing students and using it responsibly must be continuously upheld. Academic nursing institutions should develop approaches promoting social media literacy in nursing education.

The present study addresses the increased merging of adolescents' online and social practices and provides a broad and developmental conceptualization, operationalization, and empirical investigation of social media literacy as a central resource in their everyday lives. Using a newly developed standardized instrument, the study investigated how different components of adolescents' social media literacy (knowledge, abilities, and motivation) and aspects of their immediate social contexts (family and peers) influence their level of socially competent online behavior. In an initial empirical study, a large sample of 1,508 secondary school students in Germany (ø 14 years, 66% females) was surveyed in a classic paper-and-pencil setting. The findings confirmed that adolescents' knowledge, abilities, and motivation positively predicted a higher level of participatory-moral, communicative, and educational behavior, with behavioral motivation playing the most influential role. Moreover, perceived parental mediation and peer communication pressure significantly influenced adolescents' social behavior online, showing different effects for participatory-moral behavior versus communicative-integrative behavior with friends. The findings reveal that it may be challenging for young users to reconcile different social requirements online. Implications for a preventive promotion of media literacy are discussed. [ABSTRACT FROM AUTHOR]

Frequent exposure to appearance ideal social media is associated with body dissatisfaction. We hypothesised that commercial and peer social media literacy would protect against the negative impact of exposure to social media appearance ideal images on young adults’ body image. The study was presented as an investigation of alcohol promotion on social media. Participants were 187 women ( M age  = 24.6, SD  = 3.7) and 187 men ( M age  = 22.8, SD  = 3.9) who viewed gender-matched alcohol-related appearance ideal social media images or control images containing alcohol only. Social media literacy was assessed prior to image exposure and body satisfaction measured before and after exposure. A negative effect of ideal image exposure on body satisfaction was observed in both women and men. In women only, commercial-social media literacy moderated the negative effect of exposure, independent of internalization or body comparison. Inclusion of social media literacy skills in prevention interventions is supported. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Media literacy and special education communities have largely ignored the impact of digital media use on special education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for improving the social and emotional learning outcomes of students with disabilities. Using the example of a "provocative selfie" as a form of media production and consumption, this paper provides a framework for using the NAMLE key questions to teach specific CASEL Social and Emotional (SEL) competencies and address IEP goals and objectives of students with social and emotional deficits. By using the key questions of media literacy to teach the CASEL competencies, educators can provide special education students with strategies for analyzing, evaluating, creating, and acting responsibly in the digital world while remediating poor social and emotional skills commonly associated with many social, emotional, and behavioral disorders. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purposes of the paper are, first, to investigate financial literacy in university students and to determine the relationship between basic and advanced financial literacy; second, to present a positive association between social media usage and financial literacy; third, to examine demographic factors consistent with previous studies; and, fourth, to assess students' confidence in their knowledge. We surveyed 1,119 university students and found that advanced literacy and basic literacy are significantly related and some of advanced literacy can be explained by basic literacy. Following the pages or accounts of famous economists, benefiting from economics, and gaining exposure to finance course materials, and posting financial and economic issues increase advanced financial literacy. Financial literacy differs on the basis of age, class, and major areas of study. University students are overconfident in their ability to interpret financial and economic news and data. [ABSTRACT FROM AUTHOR]