Digital Literacy Education in Responding to Controversial Content: A Case Study of Alleged Blasphemy on Social Media

Navigating Social Media in #Ophthalmology

Social media has changed the way people communicate and share information, opening up great opportunities as well as challenges such as hoaxes and polarization. In Indonesia, these platforms have become important spaces for public discussion, especially in politics. Wise management is needed for social media to support transparency, accountability and democracy. The purpose of this study is to analyze the role of social media in constitutional dispute resolution, identify challenges that arise, and provide recommendations for wise management so that social media can support transparency, accountability, and democratic principles. This research uses a normative method. Social media has a major role in constitutional disputes, both as a tool for information dissemination and a space for public discussion. On the one hand, social media helps transparency, participation, and community mobilization in constitutional issues. However, on the other hand, it also poses challenges such as disinformation, hoaxes, and political polarization that can escalate conflicts. Regulation and supervision are needed to address the misuse of social media without compromising freedom of expression. Digital literacy education is also important to encourage responsible use of social media, so that it can be a tool to support democracy and peaceful dispute resolution. Social media can worsen the political situation through hoaxes and hate speech. Therefore, clear regulations are needed to prevent abuse without reducing freedom of speech. Policy reforms that balance surveillance and freedom of expression are important, with collaboration between the government, platforms and communities to create a safe digital space. Digital literacy also needs to be improved so that people can sort out information and support political stability.

BackgroundUnderstanding social media use and digital literacy among young Canadian children is an increasing area of concern, given the importance of digital inclusion for full and informed participation in evolving educational, civic, corporate, social, and economic spaces.ObjectiveThe aim of this study was to explore internet and social media knowledge as well as social media use among Canadian children aged between 6 and 10 years.MethodsWe conducted interview surveys with 42 children aged between 6 and 10 years who participated in an after-school health promotion program in an urban community in Southwestern Ontario to understand their digital literacy skills and social media use. The data were analyzed using both quantitative and qualitative methods.ResultsOf the 42 children who participated in this study, 24 (57%) reported that they used social media, specifically YouTube (19/24, 79% reported use), Snapchat (16/24, 67% reported use), and Facebook (8/24, 33% reported use). While using social media, children reported sharing personal information, including videos or pictures of themselves (12/24, 50%), videos or pictures of others (8/24, 33%), and their birthday (12/24, 50%), whereas only one-third (9/24, 38%) of the children believed that only close family and friends had access to the content they shared. When reporting on the quality of life in the context of using social media, most (17/24, 71%) children never felt sad, half (12/24, 50%) never had difficulty making new friends, and nearly one-third (7/24, 30%) indicated that they never had difficulty wanting to play outside.ConclusionsOwing to the rapidly evolving uptake and use of social media among young Canadians, the implementation of childhood digital health literacy education is vital to best support digital inclusion and well-being in Canada. The findings of our study highlight the need for future research to understand where children receive their digital literacy knowledge from and whether this knowledge is gained through self-directed social media use or observation from other actors, such as parents, siblings, or friends.

Social media is one of the products of human intellect whose influence has permeated nearly all levels of society, including students at SMP Negeri Hamar. While these students benefit from positive aspects such as broader social networks and access to various forms of knowledge, they are also increasingly exposed to adverse effects such as reduced academic concentration, the spread of misinformation, and unrestricted access to pornographic content, which may pose significant risks to their character and moral development. In response to these challenges, the Public Service Team of Cristo Re Polytechnic, in close collaboration with SMP Negeri Hamar, carried out a public service program focused on promoting responsible use of social media among junior high school students. The primary objective was to foster students' understanding of the nature of social media, its potential benefits, and the negative impacts that may affect their personal growth and future. This activity was held on April 18, 2025, at the Stasi Watumerak Chapel and employed the Contextual Teaching and Learning (CTL) approach using audiovisual media. The program aimed to (1) raise students' awareness of the rapid development of social media in today's world; (2) encourage responsible and ethical use of social media; (3) highlight the importance of protecting personal data; (4) promote ethical communication in online interactions; and (5) help students manage their social media usage so it does not interfere with study and rest time. The interactive and engaging implementation of the CTL method encouraged active student participation and critical reflection, leading to the discovery of positive values in social media that can support their personal development. This awareness is expected to guide students toward the wise and responsible use of social media as a tool for building social relationships and developing essential digital competencies for the future.

Recommendations for Social Media Use in Hospitals and Health Care Facilities

Social media is part of almost everyone's daily life. Its networking facilities redefines the way people connect and interact with each other. However, social media is reported being misused in different ways, especially the millennials. There is a need to elevate the teens' level of empowerment on the responsible use of social media. Other technological innovations like augmented reality (AR) and digital gamification provides pedagogical benefits. Digital gamification in the classroom is a teaching strategy that translates content and delivery into a game using digital technology. On the other hand, AR is an emerging technology to enlarge real-life situations in multimedia. Research shows both technologies increase interactivity well as attention span among the learners. Additionally, these technologies, including social media, are among the many useful tools in teaching twenty first century learners once correctly used. With this, a game-based mobile application was developed to advocate responsible use of social media among teens. The learning content was gamified in augmented reality to provide an innovative teaching and learning way at Silliman University. This paper describes the gamification design of the learning trail on the topic of responsible use of social media. Specifically, it presents the publishing process of the augmented reality mobile application about responsible use of social media. Kuhlmann's 3C Model (Challenge, Choices, Consequences) was utilized to formulate the learning content. It also demonstrates the design phases, game mechanics, and the general evaluation of the learning application. Four challenges were developed. These are (a) be familiar with security and privacy policies, (b) do not express concerns about others, even if you think you are anonymous, (c) respond to digital offenders, (d) do not tell the world about an upcoming vacation. These challenges were translated into graphics and animations. The animated material was compiled, programmed, and published to a server of the mobile application. The gamified learning trail on responsible use of social media is accessible through QR codes leading to the augmented reality interface. The design was validated and found to be relevant and engaging.

Aims: This study investigated the relationship between levels of digital literacy (data literacy, information literacy, media literacy, visual literacy, and meta literacy) and social media netiquette among Senior High School students. Study Design: A descriptive-correlational research design was employed to explore the possible associations among the variables. Place and Duration of Study: The study was conducted at San Isidro College, Malaybalay City, Bukidnon, Philippines, during the academic year 2024–2025. Methodology: A total of 153 Senior High School students from Grades 11 to 12 were selected through stratified random sampling. Data were gathered using a researcher-made questionnaire that measured digital literacy in terms of data literacy, information literacy, media literacy, visual literacy, and meta literacy, as well as the students’ social media netiquette. Descriptive statistics were used to describe student levels, while Pearson correlation analysis was conducted to determine relationships among variables. Results: The results revealed that the students have high levels of digital literacy across the dimensions of data literacy (M = 3.85, SD = 0.87), information literacy (M = 4.03, SD = 0.83), media literacy (M = 4.05, SD = 0.84), visual literacy (M = 3.98, SD = 0.82), and meta literacy (M = 3.98, SD = 0.83), having an overall mean of 3.97 (SD = 0.02). Additionally, students social media netiquette also resulted as high (M = 3.97, SD = 0.83). However, the Correlation analysis revealed no significant relationship between digital literacy and social media netiquette, with data literacy (r = -0.315, p = 0.253), information literacy (r = -0.281, p = 2.273), media literacy (r = -0.175, p = 0.501), visual literacy (r = -0.024, p = 0.927), and meta literacy (r = -0.413, p = 0876) all showing very weak and non-significant correlations. non-significant. Conclusion: The Senior High School students showed high levels of digital literacy and social media netiquette. However, these variables did not significantly correlate with each other. This implies that improvements in digital literacy do not necessarily lead to better adherence to social media netiquette among students, suggesting that there is no mutual influence between these two variables. Further research could expand the sample size or investigate other factors influencing digital literacy and social media netiquette, providing a more comprehensive understanding of how students carry themselves in this digital era. Additionally, this study offers a unique contribution by demonstrating understanding that teaching digital literacy alone may not be sufficient to cultivate appropriate social media conduct among the students, as high levels of digital literacy result does not equate to responsible social media use. While many studies concentrate on technical skills and information retrieval this research underscore the importance of ethical and respectful communication in digital environment. Moreover, this opens avenues for further research on to the factors that influence social media behavior among digitally literate students it raises question about what additional skills or knowledge might be necessary to ensure that students not only know how to use technology but also understand the implication of their online actions. These findings underscore the need for educators and policymakers to consider factors beyond digital literacy, such as emotional intelligence or personal values, when designing programs to improve online conduct.

Researchers investigate the relationship between social media activities and civic involvement in today's digital environment by using mediation-moderation analytical approaches. Today's social media platforms Facebook Twitter and Instagram deliver transformative communication tools that support civic participation by empowering voting and supporting volunteering and advocacy endeavors. Users connect emotionally on social media which translates into civic participation through Online Political Efficacy as the mediating factor. Digital literacy functions as a tuning element that helps users improve their online information assessment and navigation skills thus, they gain better results from social media engagement in civic activities. Study authors bridge existing research gaps through their consolidated model which analyzes Online Political Efficacy together with digital literacy. This study analyzed the relationship between social media usage patterns and civic engagement levels using responses from 200 university student participants and active social media users through dedicated questionnaires. Among the research findings are sizeable positive correlations establishing Online Political Efficacy and digital literacy as fundamental influences. Online Political Efficacy increases social media usage's relationship to civic participation according to mediation results and digital literacy stands out as a primary factor according to moderation results. The study presents real-world advice designed to improve civic engagement through investments in digital literacy education and emotionally compelling content creation for policymakers. Educators join forces with social media platforms to put this guidance into action. The research extends knowledge about social media through its inspection of societal participation barriers such as misinformation and digital inequality.

The COVID-19 pandemic has led to significant changes in the education system, including in Indonesia, with the implementation of online learning. This condition has encouraged an increase in internet and social media use among teenagers. Student activities on social media, especially Instagram, have increased significantly, but have not been balanced with adequate digital literacy skills. This Community Service activity aims to provide education to students of SMK Islamiyah Serua Ciputat about the wise and responsible use of social media, as well as encourage the involvement of teachers and parents in the online mentoring process. The implementation method includes initial observation, interactive counselling, positive Instagram content visualisation training, and practical assistance involving lecturers, teachers, and students. The results of the activity showed that students experienced an increase in understanding related to social media ethics, skills in creating positive content, and awareness of the importance of critical thinking before sharing information on social media. Additionally, teachers and school staff play an active role in supervising student activities both during and after the event. This program is expected to be the first step in forming a smart, critical, and responsible digital generation on social media.

One of the most important things in handling the false information circulation (hoax) in the post-truth era is increasing digital literacy. The goal is to give more control to the audience in interpreting messages in digital media. This paper will address the urgency of digital literacy, how it affects, and how to improve its skills in an attempt to overcome tricks. This research uses literature research methods in elaborating various literature in the form of books, journals, magazines, and literature relevant to the theme of writing. In this study, adjustments will be made to change the ecology of the media to encourage the novelty of previous studies, especially media literacy. Developing the definition of media literacy coined by W. James Potter, the author tries to divide the definition of digital literacy into three similar categories (by substituting media objects into digital technology) ie umbrella definition, process definition, and destination definition. Differences in level of literacy will affect the differences of individual control in the process of interpretation of existing information, especially information circulating in social media. On the one hand, social media can be seen as a step closer to democracy on the internet, and closing the digital divide between developing and developed countries. Access to information and social support can increase. But on the other hand, some negative cases are found in the realm of freedom of expression as the use of intense social media in society. Based on data from Diskominfo Jabar 2012, 92.4% of hoax news distribution channels are found through social media. Therefore, the digital literacy relationship with the effort to overcome the deceit cases need to be more excavated, especially in the social media group with the most deceitful cases of microblog types (Twitter) and SNS (Facebook and Instagram). First, digital literacy as a necessity in the life of communication will be reviewed from the theoretical concepts to its importance. Secondly, this paper will discuss the relationship of digital literacy with the prevention of deceit in the post-truth era. Third, the digital literacy skill enhancement mechanism will be presented as a preventive measure. The relationship of digital literacy in the fight against false news lies in the role of the cognitive ability of the audience in the process of verifying information. In fact, to a higher level, digital literacy can help individuals provide alternative information about incorrectly confirmed information. When the control of social media content is difficult for media owners, governments, or other groups, digital literacy becomes the best solution. By promoting digital literacy, self-control over the use of social media can be done optimally. Increased digital literacy as a form of self-control into a solution to prevent the case of false information circulation (hoax) becomes more and more repetitive. Digital literacy can be an effective way to tackle false information (hoaxes) in the post-truth era, by introducing false news alerts, information verification procedures, and following up on the phenomenon of hoax information.
 
 Keywords: digital literacy; hoax; post-truth era; Potter’s media literacy.

Cooperative Mentorship: Negotiating Social Media Use within the Family

BackgroundSocial media have become a popular communication system that has transformed communication from the traditional to the Web-based model. Because social media use has no limitations to place and time, it is now used extensively at clinical facilities. Social media use is becoming a popular activity amongst students at Nursing Education Institutions (NEI) in South Africa. However, lack of accountability and unethical use of social media by nursing students in South Africa has been reported.ObjectivesThe aim of the study was to explore and describe the perceptions of nursing students regarding responsible use of social media.MethodsA qualitative, descriptive, explorative and contextual research design was used to explore and describe the perceptions of nursing students regarding the responsible use of social media. Twelve nursing students registered for the undergraduate nursing degree were purposely selected and interviewed individually using a semi-structured interview method.ResultsThe results of this research study demonstrate that nursing students use social media irresponsibly. Nursing students experience blurred boundaries between personal and professional lines and lack accountability when using social media.ConclusionThe extensive use of social media in the clinical environment, by healthcare students, requires a joint effort by Nursing Education Institutions and healthcare facilities to ensure that social media are used in an ethically acceptable manner. The implementation of the recommendations of this research study could positively influence legally and ethically acceptable use of social media at healthcare facilities.

Social media refers to a variety of technologies that facilitate the sharing of ideas and information among their users. The study adopted descriptive survey research designed to explore empowering students through collaborative learning on social media platforms: enhancing knowledge sharing in higher education. The study was carried out in Rivers State, Port Harcourt, Nigeria. The population of the study is 168 students from University of Port Harcourt and Ignatius Ajuru University of Education. A sample size of 84 was used for the study. A stratified sampling technique was used for the study. The instrument used for the study was a structured questionnaire titled empowering students through collaborative learning on social media platforms: enhancing knowledge sharing in higher education (ESCLSMPKHE) with 20 items. Face and content validity was used for the study, and reliability co-efficient of 0.82 was obtained. Mean and Z-test were the statistical tools used for the study. The study found that social media platforms eliminate geographical barriers, enabling students from different universities and regions to work together on joint research projects, academic discussions, and even virtual classrooms, which further enhances the learning experience. Based on the findings, the researchers recommended that universities should implement formal training programs to improve students' digital literacy, focusing on the effective and responsible use of social media for academic purposes.

Recent and ongoing advances in information technology present opportunities and challenges in the practice of medicine. Among all medical subspecialties, psychiatry is uniquely suited to help guide the medical profession's response to the ethical, legal, and therapeutic challenges--especially with respect to boundaries--posed by the rapid proliferation of social media in medicine. Ironically, while limited guidelines exist for other branches of medicine, guidelines for the responsible use of social media and information technology in psychiatry are lacking. To collect data about patterns of use of electronic communications and social media among practicing psychiatrists and to establish a conceptual framework for developing professional guidelines. A structured survey was developed to assess the use of email, texting, and social media among the active membership of the Group for the Advancement of Psychiatry (GAP) to gain insight into current practices across a spectrum of the field and to identify areas of concern not addressed in existing guidelines. This survey was distributed by mail and at an annual meeting of the GAP and a descriptive statistical analysis was conducted with SPSS. Of the 212 members, 178 responded (84% response rate). The majority of respondents (58%) reported that they rarely or never evaluated their online presence, while 35% reported that they had at some time searched for information online about patients. Only 20% posted content about themselves online and few of these restricted that information. Approximately 25% used email to communicate with patients, and very few obtained written consent to do so. Discipline-specific guidelines for psychiatrists' interactions with social media and electronic communications are needed. Informed by the survey described here, a review of the literature, and consensus opinion, a framework for developing such a set of guidelines is proposed. The model integrates four key areas: treatment frame, patient privacy, medico-legal concerns, and professionalism. This conceptual model, applicable to many psychiatric settings, including clinical practice, residency training, and continuing medical education, will be helpful in developing discipline-wide guidelines for psychiatry and can be applied to a decision-making process by individual psychiatrists in day-to-day practice.

Background: As future professionals, nursing students are expected to exhibit online professionalism and to be responsible users of social media. However, the rapid sharing of information on social media exposes nursing students to the risk and danger of spreading unprofessional behaviors like breaches of privacy and confidentiality. Objective: This study looked into the nursing students’ perceptions and attitude toward responsible use of social media. Methods: A descriptive cross-sectional research design was utilized and participated by 298 nursing students in a College of Nursing in Iloilo City, Philippines. The Responsible Use of Social Media Attitude Scale (RUSMAS) created by the researchers was used to collect the data. Results: Findings indicated that nursing students widely use social media and that nursing students had good perceptions and had positive attitude toward responsible use of social media. A significant difference was found in the attitude of nursing students when grouped according to year level. Conclusion: Social media continue to gain interest among nursing students and using it responsibly must be continuously upheld. Academic nursing institutions should develop approaches promoting social media literacy in nursing education.