Social Media Literacy as an IEP Intervention for Social and Emotional Learning

Abstract

Media literacy and special education communities have largely ignored the impact of digital media use on special education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for improving the social and emotional learning outcomes of students with disabilities. Using the example of a "provocative selfie" as a form of media production and consumption, this paper provides a framework for using the NAMLE key questions to teach specific CASEL Social and Emotional (SEL) competencies and address IEP goals and objectives of students with social and emotional deficits. By using the key questions of media literacy to teach the CASEL competencies, educators can provide special education students with strategies for analyzing, evaluating, creating, and acting responsibly in the digital world while remediating poor social and emotional skills commonly associated with many social, emotional, and behavioral disorders.

Review Analysis of Video Blogging, Ethnoscience and Social Media Literacy in the Era of the Industrial Revolution 4.0

“…Besides being suitable for researching ethnoscience topics, qualitative descriptive methods are also widely used to describe social media literacy. In line with research conducted by Nwafor et al (2016), Probst (2017), and Anwar et al (2020). There are also many literature review articles on social media literacy, such as articles from Nagle (2018), Magolis & Briggs (2016), Manca et al (2020), andCappello (2017).…”

“…The same study on ethnoscience was also driven Fidan & Debbag (2018) in Bartin, Turkey, assigns students to create a Vlog; Combe & Codreanu (2016) in France, which focuses on the potential use of Vlogs to develop language speaking skills and intercultural exchange between users. Social media literacy is also becoming a trend in other countries such as (Suleiman, 2017) in Ghana; (Cappello, 2017) in Italy; (Choi et al, 2018) in Korea; (Probst, 2017) in California; (Manca et al, 2021) in Italy and USA; (Magolis & Briggs, 2016) in the Bloomsburg United States; and (Nagle, 2018) in London, Ontario, Canada.…”

How Media Literacy Education through Multimedia Tools Can Empower Learners with Autism

“…When using media in a classroom, educators need to start small (e.g., start with familiar music or movie), provide clear links between the media and lesson to help students connect the information, consciously choose the media, where appropriate use subtitles for all audio and visuals materials, learn to select and operate educational and assistive technologies to meet the learning style (i.e., needs, interests, or preferences) of diverse learn- ers; in addition, they should evaluate the lesson, assess students' learning, and maintain integrity and fair use of media resources to role model appropriate behaviors (Mateer et al, n.d.). Educators can enhance ASD students' learning by combining different strategies (e.g., UDL, SEL) to support social and emotional skills and critical thinking skills through class activities such as simulated job interviews, analysis of presidential debates, writing letters to legislatures or educational leaders, or developing a video campaign on the rights of ASD people that can be posted on You-Tube for public consumption (Festa, 2017;Leach, 2017;Probst, 2017;Siegel, 2017).…”

Mapping the Inclusion of Children and Youth With Disabilities in Media Literacy Research

“…Nevertheless, research also seems to acknowledge the role of media literacy education (Cheung, 2016). Besides Cheung (2016), other sources emphasized the negative conceptualizations of this intersection, including the likelihood of students with disabilities engaging in behavior that will receive rejection feedback that develops into social media prejudice (Probst, 2017). Friesem (2017) extended this premise by emphasizing how training in journalism and mass communication is influenced by this, based on the case of the negative portrayals of speech disabilities in textbooks, usually framed as a handicap.…”

“…On the other hand, the positive conceptualizations of this intersection also emerged in the sample's articles, closely linked to the potential of media literacy, namely based on critical media analysis. This included exploring the benefits for youth of using social media, specifically in promoting cognitive and affective empathy (Probst, 2017). Also, media seems to have a strong role in validating the existence of children and youth with disabilities by providing them with representations with which they can empathize, including paralympic athletes, artists, politicians, and scientists with disabilities (Kasap & Gürçınar, 2017).…”