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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 0000-0003-3449-9391), Xiaoman Wang, Angela Kohnen
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
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  Data: Paradoxical Perceptions: How 6th Graders Make Sense of Social Media
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  Data: <searchLink fieldCode="AR" term="%22Christine+Wusylko%22">Christine Wusylko</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3449-9391">0000-0003-3449-9391</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoman+Wang%22">Xiaoman Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Angela+Kohnen%22">Angela Kohnen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TechTrends%3A+Linking+Research+and+Practice+to+Improve+Learning%22"><i>TechTrends: Linking Research and Practice to Improve Learning</i></searchLink>. 2026 70(1):69-79.
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  Data: 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/
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1007/s11528-025-01126-5
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  Data: 8756-3894<br />1559-7075
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  Data: 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.
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      – SubjectFull: Grade 6
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      – SubjectFull: Social Media
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      – SubjectFull: Algorithms
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      – SubjectFull: World Views
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      – SubjectFull: Time on Task
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