ERIC Number: EJ1218063
Record Type: Journal
Publication Date: 2019
"Yes, and … *": Continuing the Scholarly Conversation about the Dark Side of Social Media. Forum: The Dark Side of Social Media
Rudick, C. Kyle; Dannels, Deanna P.
Communication Education, v68 n3 p393-398 2019
It is hard to remember a time when social media usage was not a ubiquitous part of U.S. culture. Social media's reach into almost every facet of U.S. life--from entertainment to politics--signals a revolution on par with the invention of Guttenberg Press or the television. Social media's prevalence and reach on campuses and its use (and potential misuse) by all members of the campus community, warrants its status as a wicked problem. Despite parents' and legislators' fear that social media use would produce a generation of socially and physically stunted youth, research has shown contradictory or inconsistent support for simply unplugging from social media. Higher education is both target for many of these issues as well as a site to potentially address them. Cyberbullying, racial hostility, and toxic romantic relationship behaviors are all issues that students struggle to navigate within higher education. Simultaneously, organizations, such as Russia's Internet Research Agency and, propaganda sites such as Turning Point U.S.A., Campus Reform, and Breitbart pose external threats to the research and teaching of faculty across the United States. Higher education must reckon with how to navigate social media in ways that promote a vision of solidarity and community; addressing the issues that students may navigate, and withstanding attacks from groups who would see higher education plundered, weakened, or destroyed. The respondents to this forum offer some insights into actualizing these goals.
Descriptors: Social Media, Risk, College Students, Computer Mediated Communication, Inclusion, Mass Media Use, Mass Media Effects, Technology Uses in Education, Student Behavior, Antisocial Behavior, Information Dissemination
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A