About this Research Topic
Since social media has become a political arena for citizens, research has presented mixed evidence about whether users can gain new political knowledge using these communication technologies. Learning outcomes from this use, however, can be manifold: For instance, users might gain new political knowledge in terms of processing and internalizing new political information. But it also seems conceivable that they develop new skills to scrutinize questionable information sources; to form informed viewpoints based on user-generated content; to handle algorithms that shape their personalized news landscape; and to debate with others about politically relevant questions. Likewise, when using social media, individuals might learn more about themselves, form their political self-identities, develop a sense of agency, and gain skills to mobilize themselves and others. However, it is yet to be examined under which circumstances using social media can help individuals to sustainably develop skills that allow them to participate in the political processes.
To date, research has not provided a systematic assessment of the potential of social media to shape users’ political literacy. Evaluating the educational value requires a systematic analysis that uncovers 1) various types of social media behavior, 2) relevant cognitive, emotional, and behavioral political outcomes of social media use, and 3) the psychological processes at work. For instance: how do users evaluate and process political information curated by filtering algorithms? When do users gain actual political knowledge and when do they develop just the subjective sense of increased political knowledge? Do users create new techniques to express themselves on political issues? Which forms of social media and political literacy do users need to facilitate their political participation?
Considering these unresolved questions, this Research Topic is intended to assemble original theoretical and empirical research specifically targeting the efficacy of social media in shaping users’ political literacy. It considers both formal and informal ways to acquire political literacy and is open to effects on manifold individuals and groups, including various age groups.
We welcome submissions covering topics such as (but not limited to):
• Cognitive mechanisms underlying political knowledge gains
• Cognitive processes of engagement with news in social media
• Inequalities regarding the access and the acquisition of political knowledge/skills through social media
• The interplay of cognitive, emotional, and/or motivational processes when evaluating political information
• Social media affordances that support political learning processes
• Social media literacy, political literacy
• Algorithmic literacy in the area of political communication
• Effects of political communication on the communicator, e.g., self-persuasion, self-mobilization
• Evaluation of manipulative sources/actors
• Fostering political interest through incidental exposure
• Strategic use of social media features for political engagement
• Interventions to enhance political literacy and political participation
Please note that we encourage submissions from different disciplines such as (but not limited to) psychology, communication studies, political science, sociology, computer science as well as interdisciplinary studies.
To date, research has not provided a systematic assessment of the potential of social media to shape users’ political literacy. Evaluating the educational value requires a systematic analysis that uncovers 1) various types of social media behavior, 2) relevant cognitive, emotional, and behavioral political outcomes of social media use, and 3) the psychological processes at work. For instance: how do users evaluate and process political information curated by filtering algorithms? When do users gain actual political knowledge and when do they develop just the subjective sense of increased political knowledge? Do users create new techniques to express themselves on political issues? Which forms of social media and political literacy do users need to facilitate their political participation?
Considering these unresolved questions, this Research Topic is intended to assemble original theoretical and empirical research specifically targeting the efficacy of social media in shaping users’ political literacy. It considers both formal and informal ways to acquire political literacy and is open to effects on manifold individuals and groups, including various age groups.
We welcome submissions covering topics such as (but not limited to):
• Cognitive mechanisms underlying political knowledge gains
• Cognitive processes of engagement with news in social media
• Inequalities regarding the access and the acquisition of political knowledge/skills through social media
• The interplay of cognitive, emotional, and/or motivational processes when evaluating political information
• Social media affordances that support political learning processes
• Social media literacy, political literacy
• Algorithmic literacy in the area of political communication
• Effects of political communication on the communicator, e.g., self-persuasion, self-mobilization
• Evaluation of manipulative sources/actors
• Fostering political interest through incidental exposure
• Strategic use of social media features for political engagement
• Interventions to enhance political literacy and political participation
Please note that we encourage submissions from different disciplines such as (but not limited to) psychology, communication studies, political science, sociology, computer science as well as interdisciplinary studies.
Keywords: political learning, political education, social media education, political knowledge, political
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
