Introducing the Social Media Literacy (SMILE) model with the case of the positivity bias on social media. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: Schreurs, Lara; Vandenbosch, Laura
• Is Part Of: Journal of children and media. Volume 15:Issue 3(2021)
• Page Start: 320
• Page End: 337
• Publication Date: 2021-07-03
• Subjects: Social media literacy -- the positivity bias on social media -- empowerment -- development; Mass media and children -- Periodicals; Mass media -- Social aspects -- Periodicals; Mass media and youth -- Periodicals; 302.23083
• DOI: 10.1080/17482798.2020.1809481
• Languages: English
• ISSNs: 1748-2798

Abstract

ABSTRACT: Although current literature has extensively discussed media literacy processes, few theories exist explaining the role of social media literacy. Social media are used daily by a substantial number of young people and may exert an important influence on its users' well-beings. Considering media literacy, media effects, social psychology, interpersonal communication and educational literature, a novel theoretical framework called the S ocial M edi a L ite racy (SMILE) model is introduced. This framework was formulated to explain (1) how to conceptualize social media literacy, (2) how social media literacy can change the dynamics between social media and its users and (3) how participatory mediation processes result into social media literacy. The SMILE-model is illustrated against the background of the social media positivity bias. Ultimately, the newly developed guiding framework aims to stimulate more theory-driven research into the scholarly understanding of social media literacy in well-being. Such insights may especially be useful for research in the field of children, adolescents and the media.