Abstract
Current conceptualizations of media literacy do not explicitly state that users should be able to identify and reject hateful, manipulative far-right content. We highlight important principles of relational developmental systems metatheory that are integral to our proposed model of anti-oppressive social media literacy. We critique current theories of digital media literacy for their political neutrality or lack of active opposition and offer a value- and action-based anti-oppressive framework for social media literacy in pursuit of social justice. We propose a model of anti-oppressive social media literacy in which we outline three potential orientation outcomes: rejection, endorsement, and ambivalence. We describe the implications and potential developmental pathways of each of these orientations in response to far-right content. We also highlight multiple layers of bidirectional mutually influential individual-context relations that may influence the development of social media users’ orientation to far-right content online. In conclusion, we discuss strengths, limitations and future directions for studying our proposed theory of anti-oppressive social media literacy.
Journal Section:
ARTICLE
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Drug Dosage: The authors and the publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accord with current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any changes in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new and/or infrequently employed drug.
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