How Social Media Complicates Practicing Information Literacy

Lee, Song Mi

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https://hdl.handle.net/2142/117355 Copy

Description

Title

How Social Media Complicates Practicing Information Literacy

Author(s)

Lee, Song Mi

Issue Date

2023-03-13

Keyword(s)

• Information literacy
• Social media and Design intervention

Abstract

How can we re-imagine social media design to support in- formation literate behavior? This poster outlines a research agenda that examines the psychosocial influences of social media design on practicing information literacy—for both information consumers and producers— and seeks design-oriented interventions. Reviewing the literature in be- havioral research, social media studies, and other related fields, I illus- trate a conceptual model of information literate behavior under three key design features of the social media stream (i.e., feeds): (1) algorithmic content curation, (2) normative cues including identity cues and social reactions, and (3) attention economy. Each affects personal agency, per- ceived social norms, attitudes, and ultimately intentions, with regard to practicing information literacy on social media. I propose potential re- search areas and design interventions to promote purposeful and reflec- tive social media use and discuss implications for information literacy campaigns and policies.

Publisher

iSchools

Series/Report Name or Number

iConference 2023 Proceedings

Type of Resource

• Other
• text

Language

eng

Handle URL

https://hdl.handle.net/2142/117355

Copyright and License Information

Copyright 2023 is held by Song Mi Lee. Copyright permissions, when appropriate, must be obtained directly from the author.

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