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Social Media Literacy: The
Need of a New Paradigm
Pieter Verdegem, Ghent University (Belgium) &
EMSOC
EMSOC, the project

• EMSOC (http://www.emsoc.be)
  – “User Empowerment in a Social Media Culture”
  – IWT project, 4-year
  – 3 main research foci: 1) Inclusion, 2) Literacy &
    3) Privacy
  – Empowerment = “Enabling people to control their own lives
    and to take advantage of opportunities” (Van Der Maesen,
    2002)
• Our focus: Measuring social media literacy
Triple Revolution
(Rainie & Wellman, 2012)

1) Social Network Revolution
    2) Internet Revolution
    3) Mobile Revolution
Social media literacy?
“A group of Internet-based applications that build on the
ideological and technological foundations of Web 2.0 and that
allow the creation and exchange of User-Generated-Content”
(Kaplan and Haenlein, 2010, p.61)




“Media literacy is the ability to access, analyse, evaluate and
create messages across a variety of contexts” (Livingstone,
2004, p.39)
Theoretical Framework

• Social theory of Pierre Bourdieu
  • Cultural capital = “subtle modalities in the
    relationship to culture and language” (Bourdieu,
    1977, p. 82)
  • Social media literacy = a new type of cultural
    capital? (Cultural capital 2.0)
  • The educational system: central role in
    enhancing young people’s social media
    literacy
Social media literacy in
education: Why do we need a
      new paradigm?

           2 central questions:
    1) How can social media literacy be
integrated in the educational setting?
    2) How can we measure the success of this
    integration (i.e. measuring social media
literacy)?
Changing faces of media
       literacy


             ACCESS
Changing faces of media literacy:
    converging approaches


                       Media literacy




                    Information literacy
The implications of the
participatory social media culture
          (Jenkins et al)
(1) Applicability of approaches on media literacy to the
participatory social media culture

(2) Differences between the use of social media and other
    media

(3) Shift from an exclusive focus on the receiver to a focus
    on the interaction between the media (content) and the
    active user
Towards a conceptual framework
    of social media literacy
Cognitive competences
Practical competences
Affective competences: Attitudes
           towards …
Social media literacy in the
         educational setting
 Communicate                Create
                            content




Search for information    Commodification
Concluding remarks
• The Triple Revolution is confronting us with new
  challenges
• Cultural capital is unequally distributed in society
• Misunderstanding that all young people have extensive
  social media competences
• More attention needed for cultural capital 2.0 (new skills
  & competences)
• Central role for the educational system
• Question is how? New paradigm hopes to support
  teachers in their duty to educate young people to
  empowered citizens
• Our work: measuring social media literacy
Thanks!




E-mail: Pieter.Verdegem@UGent.be

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M&L 2012 - Social media literacy - The need of a new paradigm - by Pieter Verdegem

  • 1. Social Media Literacy: The Need of a New Paradigm Pieter Verdegem, Ghent University (Belgium) & EMSOC
  • 2. EMSOC, the project • EMSOC (http://www.emsoc.be) – “User Empowerment in a Social Media Culture” – IWT project, 4-year – 3 main research foci: 1) Inclusion, 2) Literacy & 3) Privacy – Empowerment = “Enabling people to control their own lives and to take advantage of opportunities” (Van Der Maesen, 2002) • Our focus: Measuring social media literacy
  • 3. Triple Revolution (Rainie & Wellman, 2012) 1) Social Network Revolution 2) Internet Revolution 3) Mobile Revolution
  • 4. Social media literacy? “A group of Internet-based applications that build on the ideological and technological foundations of Web 2.0 and that allow the creation and exchange of User-Generated-Content” (Kaplan and Haenlein, 2010, p.61) “Media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts” (Livingstone, 2004, p.39)
  • 5. Theoretical Framework • Social theory of Pierre Bourdieu • Cultural capital = “subtle modalities in the relationship to culture and language” (Bourdieu, 1977, p. 82) • Social media literacy = a new type of cultural capital? (Cultural capital 2.0) • The educational system: central role in enhancing young people’s social media literacy
  • 6. Social media literacy in education: Why do we need a new paradigm? 2 central questions: 1) How can social media literacy be integrated in the educational setting? 2) How can we measure the success of this integration (i.e. measuring social media literacy)?
  • 7. Changing faces of media literacy ACCESS
  • 8. Changing faces of media literacy: converging approaches Media literacy Information literacy
  • 9. The implications of the participatory social media culture (Jenkins et al) (1) Applicability of approaches on media literacy to the participatory social media culture (2) Differences between the use of social media and other media (3) Shift from an exclusive focus on the receiver to a focus on the interaction between the media (content) and the active user
  • 10. Towards a conceptual framework of social media literacy
  • 14. Social media literacy in the educational setting Communicate Create content Search for information Commodification
  • 15. Concluding remarks • The Triple Revolution is confronting us with new challenges • Cultural capital is unequally distributed in society • Misunderstanding that all young people have extensive social media competences • More attention needed for cultural capital 2.0 (new skills & competences) • Central role for the educational system • Question is how? New paradigm hopes to support teachers in their duty to educate young people to empowered citizens • Our work: measuring social media literacy