Title: Social Media Literacy as an IEP Intervention for Social and Emotional Learning
Author Name: Amy Kargus
Selected Case (Published Article):
Probst, D. (2017). Social Media Literacy as an IEP Intervention for Social and Emotional Learning. Journal of Media Literacy Education, 9(2), 45-57. doi:10.23860/JMLE-2019-09-02-04
1. Introduction
Integrating social media literacy into social and emotional learning (SEL) frameworks within special education presents a unique opportunity to enhance outcomes for students with disabilities. In today’s educational landscape, traditional approaches to SEL are evolving to include digital literacies as critical components of Individualized Education Plans (IEPs). This shift acknowledges digital media’s significant role in shaping social interactions and emotional well-being.
Widespread exposure to social media has led neurotypical students to experience issues such as impulse control, depression, anxiety, self-esteem challenges, bullying, and concerns related to sexuality and body image. Many of these issues can be mitigated through media literacy training. However, neurodivergent students—such as those with autism spectrum disorders and emotional and behavioral disorders—face additional challenges that require specialized attention.
While traditional SEL methods have been a staple in IEPs for neurodivergent populations, integrating social media literacy training offers a potentially more effective approach as it provides real-life learning scenarios that are relevant and engaging to the students. This integration addresses these students’ unique social and emotional deficiencies and equips them with essential life skills for the modern world in a way that traditional methods cannot. For example, students with autism may not understand why posting certain things, such as strangers’ photos, may be inappropriate. In this context, social media literacy is not merely about the safe and responsible use of digital platforms but about leveraging these platforms to enhance social and emotional competencies among students with special needs.
2. Overview of the Case
Donnell Probst’s investigation is a foundational study examining the convergence of media literacy and special education. It specifically addresses the enhanced difficulties encountered by students diagnosed with Autism Spectrum Disorders and Emotional and Behavioral Disorders in both traditional and digital social arenas. The study is set in a homeschool environment with the researcher, a developing expert in media literacy, and an advocate for special education serving as both the parent and educator of the participant, a 16-year-old female diagnosed with an autism spectrum disorder, ADHD, and anxiety. This research touches on the potential for broader application of its findings in diverse educational settings. By tackling the dual hurdles of social integration and digital proficiency, Probst lays the groundwork for incorporating media literacy into special education curricula more extensively.
3. Solutions Implemented
Probst presents a framework integrating the National Association for Media Literacy Education’s (NAMLE) Key Questions with the competencies developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This synergy forms the core of a curriculum to cultivate critical thinking regarding digital media. The intervention documented in the case study starts by having the student select 3 Instagram photos deemed “provocative selfies” of their choosing. The student responded to a set of inquiries derived from NAMLE’s key questions, followed by a summary of their analysis of additional images and the results of these subsequent interventions. These inquiries work to enhance media literacy and foster Social and Emotional Learning (SEL) skills like empathy, self-awareness, and ethical decision-making. The curriculum can equip students with hands-on, relevant skills that extend beyond the classroom and prepare them for digital interactions by employing examples from well-known social media platforms.
4. Outcomes
Preliminary results from Probst’s research indicate that the student engaged in the social media literacy curriculum showed marked improvements in social awareness and decision-making capabilities in digital environments. She exhibited increased empathy and a heightened understanding of the impacts of their online actions. While these findings are encouraging, they also highlight the necessity for ongoing research to confirm and refine the educational methods proposed. The possibility of incorporating media literacy into special education holds considerable promise, suggesting that its widespread adoption could notably enhance both academic performance and the digital citizenship of students with disabilities.
Probst’s research underscores the value of a social media literacy curriculum for students with autism by targeting challenges such as interpreting social signals and understanding the effects of their actions in digital environments. Through guided exploration of social media scenarios, these students can practice recognizing emotions, tone, and intent in online interactions, leading to improved social awareness and more meaningful real-world interactions. The curriculum also enhances decision-making skills by encouraging students to critically evaluate potential responses to online messages or posts, such as discerning the difference between sharing content that promotes kindness versus something potentially harmful. Additionally, structured lessons on the consequences of online actions, such as the impact of cyberbullying or oversharing, help students develop empathy by understanding how their behavior affects others emotionally. Furthermore, by teaching responsible online behaviors—respecting privacy, avoiding harmful content, and fostering positive digital communities—students with autism can strengthen their digital citizenship, becoming more confident and ethical participants in the digital world.
5. Implications
The ramifications of embedding media literacy in special education are significant. By providing students with disabilities the resources to navigate and critically interact with digital media, educators offer more than mere academic competencies; they impart vital life skills increasingly pivotal in our digital landscape. Nonetheless, the study’s constraints, including its limited scope and homeschool context, underscore the imperative for additional empirical investigation. Additionally, it is difficult to distinguish the effectiveness of this study due to the researcher’s relationship with the learner and the difficulty in isolating the impact of the curriculum from other variables in a homeschool setting. Future research should encompass a more varied demographic and examine the curriculum’s scalability across different educational frameworks. The potential for such studies to affect educational policies and practices is substantial, heralding a more inclusive and productive educational approach in the digital era.
Conclusion
Incorporating social media literacy within special education denotes a progressive educational strategy that acknowledges the evolving dynamics of communication and learning. As we continue to explore the connection between technology and education, we must remain dedicated to adapting our educational methodologies to accommodate the ever-changing needs of all students, especially those with disabilities, while preparing them for real-world experiences. By adopting these innovative practices, educators can more effectively prepare students for the complexities of the digital age, nurturing a more inclusive and capable generation of learners.
References
Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? [Fact sheet]. https://casel.org/
National Association for Media Literacy Education. (2013). Key questions to ask when analyzing media messages. https://namle.net/resources/key-questions-to-ask-when-analyzing-media-messages/
Probst, D. (2017). Social media literacy as an IEP intervention for social and emotional learning. Journal of Media Literacy Education, 9(2), 45–57. https://doi.org/10.23860/JMLE-2019-09-02-04