Adolescent Social Media Information Literacy outside of School: A Scoping Review of the Literacy and Educational Technology Literature

Autor/inn/en	Wusylko, Christine; Boehm, Shelby; Dawson, Kara; Kohnen, Angela
Titel	Adolescent Social Media Information Literacy outside of School: A Scoping Review of the Literacy and Educational Technology Literature
Quelle	In: Journal of Educational Technology Systems, 51 (2022) 1, S.629-647 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wusylko, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395221110567
Schlagwörter	Adolescents; Social Media; Information Literacy; Literature Reviews; Literacy Education; Educational Technology + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Medien; Informationskompetenz; Unterrichtsmedien
Abstract	The information literacy practices of adolescents on social media outside of school are worth considering, since adolescents use social media near ubiquitously and must grapple with all types of content they encounter incidentally or intentionally. This scoping review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) to examine the extent and nature of scholarship on this topic from the perspective of educational technology and literacy scholarship, as both fields are uniquely poised to collaborate on this interdisciplinary topic. Surprisingly, only four articles fit the scope of our review. The literature found, and not found, revealed several themes. These themes were the imprecise use of keywords across scholarship, use of social media for community support, exposure to incidental information, evidence for different literacy practices on social media, and the need for addressing social media information literacy in school. Opportunities for future work and collaborative research between both fields is also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01