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Social media literacy: A conceptual framework.

Hyunyi Cho1, Julie Cannon2, Rachel Lopez1

  • 1The Ohio State University, USA.

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This study introduces social media literacy (SoMeLit), a new framework focusing on user self-construction and platform dynamics, moving beyond traditional media literacy for understanding social media

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Digital mediamass mediamedia literacyperceived realitysocial media

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Area of Science:

  • Digital Media Studies
  • Communication Theory
  • Psychology of Technology

Background:

  • Growing concerns about social media's negative impacts.
  • Existing media literacy models are insufficient for social media environments.
  • Need for a new framework to address unique social media challenges.

Purpose of the Study:

  • To propose a new conceptual framework for social media literacy (SoMeLit).
  • To shift focus from mass media analysis to user-centric social media engagement.
  • To explore the dynamic interplay between users, messages, networks, and platform evolution.

Main Methods:

  • Conceptual analysis and framework development.
  • Critique of traditional media literacy assumptions.
  • Identification of key components for social media literacy.

Main Results:

  • SoMeLit centers on the user's self and its dynamic relationship with social media choices.
  • Key analytical foci include user selections, values, and the construction of online reality.
  • The evolving nature of social media platforms is recognized as a boundary condition.

Conclusions:

  • SoMeLit offers a novel approach to understanding and navigating social media.
  • This framework has implications for future research, educational practices, and user interventions.
  • Emphasizes the self's active role in shaping social media experiences and realities.