Adolescents’ critical, multimodal analysis of social media self-representation
Journal article
Veum, Aslaug, Burgess, Marthe Øidvin and Mills, Kathy A.. (2024). Adolescents’ critical, multimodal analysis of social media self-representation. Language and Education. 38(3), pp. 482-501. https://doi.org/10.1080/09500782.2023.2287508
Authors | Veum, Aslaug, Burgess, Marthe Øidvin and Mills, Kathy A. |
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Abstract | In a digital society, adolescents’ lives are heavily influenced by various multimodal texts published on social media platforms. Digital texts challenge conventional forms of literacy teaching while requiring new forms of critical media literacy. Previous research has shown that teachers require professional development and support to include critical media literacy in the classroom. In this article, we report the findings from a study of two lower secondary school teachers and their students (n = 43; ages 13–14) in Norway. The study explored a framework for increasing students’ understanding of multimodal texts and meaning making on social media. Drawing on theories of social semiotics, multimodality, and critical literacy, the study explored how students developed meta-semiotic competence to scaffold their ability to critically deconstruct, challenge, and produce multimodal, digital texts. The study indicates that multimodal analysis and production of self-representations can be an effective framework for developing critical media literacy in the classroom. The study demonstrates that students can compose intricate texts that are distinct from social media images when supported to understand the meanings behind the symbols they employ. It highlights specific kinds of semiotic understandings that must be introduced to students to enable them to approach social media texts analytically and critically. |
Keywords | adolescent literacy; critical literacy; digital media; identity texts; multimodality; social media |
Year | 01 Jan 2024 |
Journal | Language and Education |
Journal citation | 38 (3), pp. 482-501 |
Publisher | Informa UK (Taylor & Francis) |
ISSN | 0950-0782 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/09500782.2023.2287508 |
Web address (URL) | https://www.tandfonline.com/doi/full/10.1080/09500782.2023.2287508 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 482-501 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 27 Nov 2023 |
Publication process dates | |
Accepted | 05 Nov 2023 |
Deposited | 05 Sep 2024 |
Additional information | © 2023 The Author(s). Published by Informa |
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | |
The project is financed by The Research Council of Norway (NFR). Project number 301347. | |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/90xx4/adolescents-critical-multimodal-analysis-of-social-media-self-representation
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Publisher's version
OA_Mills_2023_Adolescents’_critical_multimodal_analysis_of_social.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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