Abstract Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills), and those that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired), and those that are situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a tool, as a process, as collaboration, and as participation. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. In addition, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.

中文翻译：

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“全球思考，本地行动”：社交媒体素养发展的全球本地化方法

摘要 尽管有大量研究在教学和学习环境中调查社交媒体，但社交媒体素养的主题仍然是一个研究不足的领域。本研究采用新扫盲研究的理论视角，为调查社交媒体扫盲提出了一个综合视角。这种观点既考虑了跨越不同社交媒体的社交媒体技能（全球技能），也考虑了与特定社交媒体平台相关的社交媒体技能（本地技能）。它考察了去情境化的实践（识字是要获得的东西），以及那些情境化和依赖于情境的实践（通过参与识字）。为了绘制当前对社交媒体技能的研究，进行了系统的文献综述。根据教科文组织 DLGF 数字扫盲能力框架，对 54 份出版物进行了分析，并使用了基于四个比喻的批判视角，即出于学习目的，社交媒体被视为一种工具、一种过程、一种协作和参与。结果表明，大多数研究都考虑了全球社交媒体技能，而只有少数研究针对特定社交媒体平台的技能集。此外，大多数确定的技能都与去语境化实践有关，很少有研究强调培养情境社交媒体实践的重要性。我们得出的结论是，该领域需要更广泛的理论阐述，并为调查、理解、