Examining vulnerability in youth digital information practices scholarship: What are we missing or exhausting?

Subramaniam, Mega; Pang, Natalie; Morehouse, Shandra; Asgarali-Hoffman, S. Nisa

doi:10.1016/j.childyouth.2020.105241

Cited by 6 publications

(5 citation statements)

References 74 publications

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“…Understanding learners' digital literacy level has resulted in the successful design and integration of internet-based applications in language classrooms in some world universities [ 39 , 42 ]. Much more, some notable authors in their recent studies have reiterated that previous studies perceive learners as digitally literate while present studies have debunked this narrative [36] . Overall, there are calls for the use of learner-friendly technologies fora classroom teaching [27] .…”

Section: Introductionmentioning

confidence: 54%

Navigating learners towards technology-enhanced learning during post COVID-19 semesters

Ironsi

2022

Trends in Neuroscience and Education

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Section: Introductionmentioning

confidence: 54%

Navigating learners towards technology-enhanced learning during post COVID-19 semesters

Ironsi

2022

Trends in Neuroscience and Education

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“…We speculate that the types of influences that these peers have on social media use can be much more prosocial and proactive, motivated by positive intentions and role modeling. The potential for youth to learn and improve these practices is contrary to common misperceptions and deficit-based assumptions by adults that youth are not equipped to handle responsible social media decision-making (Subramaniam et al , 2020) or that must peers have stereotypically negative influence on adolescents, particularly in the arena of social media use.…”

Section: Discussionmentioning

confidence: 86%

The role of parents, other adults, peers and informal learning communities in shaping positive social media use in adolesent girls

Charmaraman

Delcourt

Durrani

et al. 2022

ILS

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Purpose This study aims to introduce the concept of communities of social media practice where more experienced users provide guidance to female novice users, enacting a form of legitimate peripheral participation to “onboard” newcomers. Design/methodology/approach Through surveys with 968 early adolescents (average age was 13), the authors quantitatively explored sources and types of guidance for young social media users, popularity of conversation themes related to this guidance and how these conversations are associated with positive social media engagement. The authors qualitatively documented a case study of how a summer workshop of 17 students promotes positive social media use through a community of practice. Findings Although early adolescent girls reported that they more frequently talked to their parents about a wider range of social media topics, same-age peers and younger family members (e.g., siblings, cousins) were also frequent sources. Surprisingly, the authors also found that the source most strongly associated with positive social media use was the peer group. This case study of an intentional community of practice demonstrated how peers go from “peripheral” to “centered” in socializing each other for more positive social media use. Originality/value Unlike most prior scholarship on mediating social technology use, this study focuses on a critical developmental period (e.g. early adolescents), sources of guidance other than exclusively parents, explore the specific conversation topics that offer guidance and document an informal community of practice for girls that provides the training ground for peers and adult facilitators to codesign more positive social media spaces.

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“…A range of complex issues are raised when considering young people's digital participation using social media (Willoughby, 2019), including questions of consent and the capacity of young people to do so, particularly given the developmental nature of being a minor. While such considerations may be justified, a perspective of deficit can suggest an assumed vulnerability, including for young people with communication disability (Subramaniam et al., 2020). Additionally, parents may have strong feelings about their child's participation in online spaces: How prepared are SLTs to advocate for our client's use of social media, if parents have reservations?…”

Section: Discussionmentioning

confidence: 99%

Do speech–language therapists support young people with communication disability to use social media? A mixed methods study of professional practices

Shelton

Munro

Keep

et al. 2022

Intl J Lang & Comm Disor

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Background: Social media is increasingly used by young people, including those with communication disability. To date, though, little is known about how speech-language therapists (SLTs) support the social media use of young people with communication disability. Aims:To explore what services SLTs provide to facilitate the social media use of young people with communication disability, including what these services look like, and the factors that impact SLTs' professional practices. Methods & Procedures: A sequential mixed methods approach was employed including an online survey and in-depth semi-structured interviews. Participants were qualified practising SLTs in Australia with a caseload that included clients aged 12-16 years. Quantitative data were analysed with SPSS. A thematic analysis of qualitative data was conducted with NVivo.Outcomes & Results: Survey responses from 61 SLTs were analysed. Interviews were conducted with 16 participants. Survey data indicated that SLTs do not systematically assess or treat young people's use of social media as part of their professional practice. Interview data revealed that where SLTs do support young people's use of social media, they transfer knowledge and practices typically used in offline contexts to underpin their work supporting clients' use of social media.In terms of factors that affect SLTs' practices, three major themes were identified: client/family factors, SLT factors, and societal factors.Conclusions & Implications: While young people with communication disability may desire digital participation in social media spaces, SLTs' current professional practices do not routinely address this need. Professional practice guidelines would support SLTs' practices in this area. Future research should seek the opinions of young people with communication disability regarding their use of social media, and the role of SLTs in facilitating this.

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Examining vulnerability in youth digital information practices scholarship: What are we missing or exhausting?

Cited by 6 publications

References 74 publications

Navigating learners towards technology-enhanced learning during post COVID-19 semesters

Navigating learners towards technology-enhanced learning during post COVID-19 semesters

The role of parents, other adults, peers and informal learning communities in shaping positive social media use in adolesent girls

Do speech–language therapists support young people with communication disability to use social media? A mixed methods study of professional practices

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