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 Social Media Literacy (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.

摘要

尽管当前的文献已经广泛讨论了媒体素养过程，但很少有理论可以解释社交媒体素养的作用。大量年轻人每天都在使用社交媒体，社交媒体可能对其用户的福祉产生重要影响。考虑媒介素养，媒介效果，社会心理，人际沟通和教育文献，一个新的理论框架称为小号ocial中号编我一个大号它ëracy (SMILE) 模型被引入。该框架旨在解释（1）如何概念化社交媒体素养，（2）社交媒体素养如何改变社交媒体与其用户之间的动态以及（3）参与式调解过程如何导致社交媒体素养。在社交媒体积极性偏见的背景下说明了 SMILE 模型。最终，新开发的指导框架旨在激发更多理论驱动的研究，以促进对社会媒体素养的学术理解。这些见解可能对儿童、青少年和媒体领域的研究特别有用。