Social media literacy in L2 environments: navigating anonymous user-generated content

Abstract

Online participatory cultures (e.g. social media) present a number of opportunities and challenges for language learners. Learners can collaborate with like-minded peers in online affinity spaces or get crowd-sourced information from the locals of a target culture, but they also run the risk of getting lost in the overwhelming amount of noise and disruption in these ‘wild’ environments. This proliferation of user-generated content requires new forms of information literacy, so that everyone has equal access and ability to participate in modern social environments. English language learners (ELLs) may require extra training in using English-based social media effectively, but to date little research has examined this area. This study investigated the characteristics and trends of ELLs' use of social media, how language abilities and previous social media experience affect ELLs' perceptions of anonymous user-generated content in an online discussion website (Reddit), and the strategies learners use to overcome the challenges they encounter in these online environments. The results indicate the importance of adding a sociocultural pragmatics component into the framework of social media literacy and were used to inform recommendations for future social media training programs.

Keywords:

• social media literacy
• sociocultural pragmatics
• anonymity
• digital wilds

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ellen Yeh

Ellen Yeh, PhD, is an Assistant Professor in English and Creative Writing Department and serves as Director of English for an Additional Language Program at Columbia College Chicago. She holds a Ph.D. in Curriculum and Instruction with a specialization in second language education from Ohio University. She also holds a TESOL Certificate and CALL Certificate. Her research interests include media literacy in teacher education, social media literacy, Computer Assisted Language Learning (CALL), intercultural communication, and family diversity in education. Her recent publications include peer-reviewed articles titled “Testing the waters: Developing interlanguage pragmatics through exploration, experimentation, and participation in online communities,” and “Social media for social inclusion: Barriers to participation in target-language online communities.” In addition, her article titled “Media Literacy Education and 21st-Century Teacher Education” was collected in the International Encyclopedia of Media Literacy.

Nicholas Swinehart

Nicholas Swinehart is a Multimedia Pedagogy Specialist at the University of Chicago. His research interests include blended synchronous learning environments and language learner participation in online communities. His previous publications include articles in the CALICO Journal, the Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning and the Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development.