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Anxiety about the effects of social media on young people has risen to such an extreme that giving children smartphones is sometimes equated to handing them a gram of cocaine. The reality is much less alarming.
A close look at social media use shows that most young texters and Instagrammers are fine. Heavy use can lead to problems, but many early studies and news headlines have overstated dangers and omitted context.
Researchers are now examining these diverging viewpoints, looking for nuance and developing better methods for measuring whether social media and related technologies have any meaningful impact on mental health.
The Debunking Handbook, a guide to debunking misinformation, is now freely available to download. Although there is a great deal of psychological research on misinformation, there's no summary of the literature that offers practical guidelines on the most effective ways of reducing the influence of myths. The Debunking Handbook boils the research down into a short, simple summary, intended as a guide for communicators in all areas (not just climate) who encounter misinformation.
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Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
R. Hobbs. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy, (2010)