Paradoxical Perceptions: How 6th Graders Make Sense of Social Media
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| Title: | Paradoxical Perceptions: How 6th Graders Make Sense of Social Media |
|---|---|
| Language: | English |
| Authors: | Christine Wusylko (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2026 70(1):69-79. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Grade 6 Intermediate Grades |
| Descriptors: | Elementary School Students, Middle School Students, Grade 6, Student Attitudes, Social Media, Media Literacy, Media Education, Teaching Methods, Algorithms, World Views, Time on Task, Critical Literacy |
| DOI: | 10.1007/s11528-025-01126-5 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | Social media utilizes machine learning algorithms to keep users engaged, but these mechanisms can push users down rabbit holes and exacerbate negative health outcomes in teens. While nearly all teens use social media, they struggle to critically use these platforms. In this study, we explore the perceptions of 6th graders who participated in a social media literacy curriculum. The curriculum drew upon critical perspectives to help young people understand and reflect on algorithmic mechanisms that drive creation and consumption of information on social media. We found that students held a number of paradoxical views which were (1) and perceived the mechanisms that govern social media as both creepy and useful, (2) these mechanisms can both narrow and expand their worldview, and (3) the impact of spending time on social media can be both helpful and problematic. We found that young people can be critical of these spaces, and we argue these paradoxes can be a starting place balance instruction between negative and positive aspects of social media and help young people develop more nuanced, critical perspectives. We also suggest future instruction and research should adopt a balanced approach which considers and includes the benefits and potential dangers of social media. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505855 |
| Database: | ERIC |
| Abstract: | Social media utilizes machine learning algorithms to keep users engaged, but these mechanisms can push users down rabbit holes and exacerbate negative health outcomes in teens. While nearly all teens use social media, they struggle to critically use these platforms. In this study, we explore the perceptions of 6th graders who participated in a social media literacy curriculum. The curriculum drew upon critical perspectives to help young people understand and reflect on algorithmic mechanisms that drive creation and consumption of information on social media. We found that students held a number of paradoxical views which were (1) and perceived the mechanisms that govern social media as both creepy and useful, (2) these mechanisms can both narrow and expand their worldview, and (3) the impact of spending time on social media can be both helpful and problematic. We found that young people can be critical of these spaces, and we argue these paradoxes can be a starting place balance instruction between negative and positive aspects of social media and help young people develop more nuanced, critical perspectives. We also suggest future instruction and research should adopt a balanced approach which considers and includes the benefits and potential dangers of social media. |
|---|---|
| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-025-01126-5 |
