Early school leavers’ attitudes towards online self-presentation and explicit participation

Moekotte, Paulo; Brand‐Gruwel, Saskia; Ritzen, Henk; Simons, P.R.J.

doi:10.1016/j.chb.2015.01.047

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…The age range 13–18 was important to us because the purpose of this review is to understand what is known about the social media practices of adolescents ages 13–18, so we might further research to better support students and teachers in secondary education. We had to cut a substantial number of articles from both the education technology and literacy because the research included participants over 18 in their study (see literacy: Saal & Gómez, 2020; Tucker-Raymond et al, 2017; and educational technology: Moekotte et al, 2015; Yang et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Similar to the conflation of social media and websites, many articles studied in and out of school practices as one construct. While we recognize the literacy skillsets taught in school likely have an impact on literacy practices outside of school, it is well known that students engage with literacy practices differently in school versus out of school (Hull & Schultz, 2001; Moje et al, 2004). Thus, it is important to bound studies of adolescent social media information literacy practices to out of school contexts rather than conflating them with in school practices.…”

Section: Discussionmentioning

confidence: 99%

“…We chose to investigate out of school environments specifically because the literacy practices of adolescents are different outside of school than in school (Hull & Schultz, 2001; Moje et al, 2004). Also, adolescents may use social media differently in school than out of school because school policy may limit the use of social media at school, and the non-academic use of social media, which is it most often used for, may be not be allowed at school (Rutledge et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

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

Wusylko

Boehm

Dawson

et al. 2022

Journal of Educational Technology Systems

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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.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

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

Wusylko

Boehm

Dawson

et al. 2022

Journal of Educational Technology Systems

View full text Add to dashboard Cite

show abstract

“…Moreover, digital media permits many people previously unwilling or unable to communicate the ability to communicate with others. Social media proficiency has influenced interactive and interpersonal skills (Moekotte et al, 2015). The mastery of digital skills means that individuals have more adequate social networking skills and can better communicate with others.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

How Digital Skills Influence on Digital Participation in China? The Mediating Roles of Online Interpersonal Communication and Online Immersion

Zhang,

Cao,

Zhang

et al. 2023

Sage Open

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This study examined the influencing factors of digital participation, including digital skills, interpersonal communication, online immersion and mediating roles of online interpersonal communication and online immersion. This study selected 1,204 samples from the 2017 Chinese General Social Survey. Amos 26.0 was used to test the theoretical model using the structural equation model (SEM). The study found that digital skills positively affect digital participation, digital skills positively affect online interpersonal communication and online immersion, and online interpersonal communication and online immersion positively affect digital participation. Online interpersonal communication and online immersion were found to significantly mediate the nexus between digital skills and digital participation. Moreover, income was found to be no longer a significant factor in the relationship of digital skills on digital participation. This study found the mediating roles of online interpersonal communication and online immersion between digital skills and digital participation, which was not available in previous studies. This result proved that the interaction between participants and the subjective immersive experience via the network are crucial for digital participation, and that the close information communication with different populations and an immersive network environment can facilitate the interactive expression of participants in cyberspace. The study also found that at least in China, the income gap is no longer a major factor affecting the relationship between digital skills and digital participation.

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“…They favor leisure network activities and lack the skills to present themselves strategically in online networks (Van Deursen & Van Dijk, 2012). They also lack the ability to reflect on their social media use and are not aware of social media's relevance and potential for social and economic participation (Moekotte, Brand-Gruwel, Ritzen, & Simons, 2015).…”

Section: Participationmentioning

confidence: 99%

Participatory perspectives for the low skilled and the low educated: how can media literacy influence the social and economic participation of the low skilled and the low educated?

Moekotte

Brand‐Gruwel

Ritzen

2017

RELA

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Early school leavers’ attitudes towards online self-presentation and explicit participation

Cited by 5 publications

References 37 publications

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

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

How Digital Skills Influence on Digital Participation in China? The Mediating Roles of Online Interpersonal Communication and Online Immersion

Participatory perspectives for the low skilled and the low educated: how can media literacy influence the social and economic participation of the low skilled and the low educated?

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