Relationships between Dutch Youths’ Social Media Use and School Writing

Abstract

Abstract Many youths are hooked on social media nowadays. Because computer-mediated communication (CMC) often deviates from standard language norms, it is feared to hurt literacy. A large-scale empirical study was conducted to examine whether social media affect school writings. 400 Dutch youths of different educational levels and ages participated; the data of 338 youths were used. We analysed whether relationships could be found between their self-reported social media use, as measured via extensive questionnaires, and the writing quality of their essays. We found more positive than negative associations between participants’ CMC use and their school writing. Results revealed that passive engagement with CMC, by heavy reliance on mobile phone and consumption of social media messages, might hinder writing skills, but active and creative language production in CMC – via various genres, from an early age, with many people, and including textisms – might help develop writing skills. Educational level turned out to be a relevant demographic factor in relationships between CMC and literacy: (pre-)vocationally or ‘lower’ educated youths’ school writing was most at risk of being affected, but could also benefit most from social media. The present study thus suggests that social media are not merely negatively associated with school writing.