Assembling Visuality: Social Media, Everyday Imaging, and Critical Thinking in Digital Visual Culture

2013 ◽  
Vol 39 (2) ◽  
pp. 13 ◽  
Author(s):  
Knochel
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Visual Culture ◽  
Digital Visual Culture

scholarly journals Post-internet Verfremdung

2021 ◽  
pp. 285-298
Author(s):  
Helena Björk
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Visual Culture ◽  
Visual Language ◽  
The Internet ◽  
Vital Part ◽  
A Site ◽  
School Assignment

AbstractThe ease of uploading images on Instagram has meant that a whole generation grows up paying closer attention to visual language. At the same time, Instagram and other social media have come to dominate visual culture to the extent that we need to make an effort to unlearn what they have taught us. Here the internet is seen not only as a vital part of visual culture but also as a site of learning. This chapter presents a school assignment as a possible approach to online visual culture. By creating Instagram fiction, we can understand how social media operate both visually and socially. Parody and estrangement, or the Brechtian Verfremdungseffekt, are examples offered to examine a phenomenon and activate critical thinking.

Examining the Benefits of Integrating Social Media Into the Classroom

2018 ◽  
pp. 1-11
Author(s):  
Elisha Wohleb ◽  
Leane B. Skinner ◽  
Maria Martinez Witte
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Citizenship ◽  
Communication Research

Technology is ever-changing in the society we live in. Social media is one of the most popular technologies used fervently among our youth. Educators must recognize the opportunity to utilize familiar resources to engage our students in the learning process. In addition, social media can enhance collaboration, communication, research, discussion, and critical thinking skills. Furthermore, social media can provide educators the opportunity to model and teach the importance of digital citizenship. This chapter supports the benefits of integrating social media into the classroom as well as provides information on how to overcome concerns associated with implementing social media.

Visual Culture and Islam in Kazakhstan: The Case of Asyl Arna’s Social Media

2016 ◽  
Vol 3 (4) ◽  
pp. 301-329
Author(s):  
Wendell Schwab
Keyword(s):  
Social Media ◽  
Middle Class ◽  
Visual Culture ◽  
Division Of Labor ◽  
Television Channel ◽  
Gendered Division Of Labor ◽  
The Social ◽  
Authority Figures ◽  
Simple Rules ◽  
Media Company

Asyl Arna is the most popular Islamic television channel in Kazakhstan and the dominant Islamic media company in Kazakhstan. This article examines how images on the social media pages of Asyl Arna create a way of understanding and engaging in contemporary Islamic life in Kazakhstan. I examine four kinds of images: lists, portraits of authority figures, illustrations or photos of the Qur’an, and images related to a middle-class life with a strongly gendered division of labor. The visual culture of Asyl Arna’s social media promote Islam as an achievable part of a middle-class lifestyle that can provide simple rules for a pious, economically successful life and a connection to the numinous through the Qur’an.

scholarly journals Who Believes in Conspiracy Theories about the COVID-19 Pandemic in Romania? An Analysis of Conspiracy Theories Believers’ Profiles

Societies ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 138
Author(s):  
Raluca Buturoiu ◽  
Georgiana Udrea ◽  
Denisa-Adriana Oprea ◽  
Nicoleta Corbu
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
News Media ◽  
Perceived Usefulness ◽  
Conspiracy Theories ◽  
Critical Thinking Disposition ◽  
News Consumption ◽  
The Media ◽  
Thinking Disposition

The current COVID-19 pandemic has been accompanied by the circulation of an unprecedented amount of “polluted” information, especially in the social media environment, among which are false narratives and conspiracy theories about both the pandemic and vaccination against COVID-19. The effects of such questionable information primarily concern the lack of compliance with restrictive measures and a negative attitude towards vaccination campaigns, as well as more complex social effects, such as street protests or distrust in governments and authorities in general. Even though there is a lot of scholarly attention given to these narratives in many countries, research about the profile of people who are more prone to believe or spread them is rather scarce. In this context, we investigate the role of age, compared with other socio-demographic factors (such as education and religiosity), as well as the role of the media (the frequency of news consumption, the perceived usefulness of social media, and the perceived incidence of fake information about the virus in the media) and the critical thinking disposition of people who tend to believe such misleading narratives. To address these issues, we conducted a national survey (N = 945) in April 2021 in Romania. Using a hierarchical OLS regression model, we found that people who perceive higher incidence of fake news (ß = 0.33, p < 0.001), find social media platforms more useful (ß = 0.13, p < 0.001), have lower education (ß = −0.17, p < 0.001), and have higher levels of religiosity (ß = 0.08, p < 0.05) are more prone to believe COVID-19-related misleading narratives. At the same time, the frequency of news consumption (regardless of the type of media), critical thinking disposition, and age do not play a significant role in the profile of the believer in conspiracy theories about the COVID-19 pandemic. Somewhat surprisingly, age does not play a role in predicting belief in conspiracy theories, even though there are studies that suggest that older people are more prone to believe conspiracy narratives. As far as media is concerned, the frequency of news media consumption does not significantly differ for believers and non-believers. We discuss these results within the context of the COVID-19 pandemic.

scholarly journals The Effect of Critical Thinking on Social Media Use, Tolerance, and Self-Assessment of Adolescents in Tulungagung, Indonesia

2021 ◽  
Vol 26 ◽  
pp. 303-313
Author(s):  
Agus Zaenul Fitri
Keyword(s):  
Social Sciences ◽  
Social Media ◽  
Critical Thinking ◽  
Major Influence ◽  
Self Assessment ◽  
The Social ◽  
Close Relationship ◽  
The Difference ◽  
Use Of Social Media ◽  
Taking Action

This study aims to examine and measure the influence of the effect of critical thinking on the use of social media, tolerance, and self-assessment of adolescents at school. Critical thinking has become a necessity for everyone in the era of the digitalization of technology. In dealing with the problems of adolescent life, critical thinking is one of the bases for taking action. Everyday teenagers are faced with very complex problems, such as addiction to the use of social media, lack of tolerance, and inaccurate self-assessment. Lack of literature that discusses the importance of critical thinking in dealing with these problems, researchers are interested in examining the effect of critical thinking on the use of social media, tolerance, and self-assessment of adolescents. This research was a quantitative method, by taking 206 adolescents aged 17-18 years as the research sample. The Statistical Package for the Social Sciences (SPSS) 25 software was used to conduct a one-way Multivariate Analysis of Variance (MANOVA) to determine the difference in effect on the dependent variable showing that there is an effect of critical thinking on the use of social media, tolerance, and self-assessment of adolescents. A percentage of the influence of critical thinking on self-assessment is higher than the use of social media or tolerance. Critical thinking and self-assessment have a very close relationship, so they have a higher influence. It turns out that critical thinking has a major influence on adolescent self-assessment, which is followed by the use of social media and a tolerant attitude. This research is expected to reinforce the importance of critical thinking in adolescents at schools.

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