Social media, gaming and teenagers–can we embrace this phenomenon, or should we be very, very afraid? This is a dilemma facing schools and families around the country in 2022, intensified by the global pandemic, and one that is hotly debated by parents, psychologists and educators alike. In the last 10 years, social media use among the general population, and especially teens, has exploded. Educators are now in the unique position of determining how to leverage the increasing popularity of both social media and gaming toward better engagement and student learning outcomes.
A 2015 PEW study indicated that “71% of teens spend time with friends on social media; 23% do so every day.” and “52% of all teens spend time with friends playing video games; 13% play with
friends daily.” These numbers indicate that the vast majority of teens are engaging with social media and/or gaming on a daily basis, and it’s a trend that is exceedingly unlikely to reverse course. I will take the position, in this essay, that we must strike a balance between fearing social media/ gaming, and embracing them as new opportunities to engage and motivate young people.
To begin with, let’s take a look at the pitfalls and potential benefits of social media. Social media is a relatively new phenomena that has virtually exploded within the last ten years, where everything from Twitter to Instagram to TikTok have changed the entire landscape of how people, especially teens, interact. According to the PEW research, “teen friendships are strengthened and challenged within social media environments” (PEW p.5). This suggests that social media can play a pivotal role in student social development in both positive and negative ways. In the positive light, social media can be a place where young people meet new friends and engage with their existing ones. “For today’s teens, friendships can start digitally: 57% of teens have met a new friend online. Social media and online gameplay are the most common digital venues for meeting friends…the most common spots for meeting friends online are social media sites like Facebook or Instagram” (PEW, p. 2). The New York Times breaks down the PEW research further in order to provide a theory for some of the data, in the article “Teenagers leading happy, connected lives online”, by KJ Dell’Antonia, dated August 2015. A source in the article states, “the online space is a way of expanding teenagers’ ability to be with friends when they aren’t able to be with them in person.” Presumably, this means that online friendships are filling in the social gaps when teens might have otherwise been isolated, particularly during the covid pandemic. In this regard, social media can encourage different ways of interacting and help fend off loneliness and isolation, to some degree.
On the flip side, as most of us are already aware, social media can be distracting and even damaging to student self-esteem, can invite bullying, and in some cases can exacerbate social isolation. According to an article by McClean Hospital from January of this year, social media has physical as well as psychological dangers. “A 2018 British study tied social media use to decreased, disrupted, and delayed sleep, which is associated with depression, memory loss, and poor academic performance. Social media use can affect users’ physical health even more directly. Researchers know the connection between the mind and the gut can turn anxiety and depression into nausea, headaches, muscle tension, and tremors.” (https://www.mcleanhospital.org/essential/it-or-not-social-medias-affecting-your-mental-health).
Similarly, gaming has its fair share of plusses and minuses. To begin with, on the minus side, gaming can be addictive and violent, and at the very least can serve as a distraction from learning. A 2009 article by the Dana Foundation (a brain research organization) states that “studies reporting that games with violent content increase aggressive thoughts, feelings and behaviors suggest that these violent tendencies can extend into real-life situations. “ ((https://dana.org/article/video-games-affect-the-brain-for-better-and-worse/)
However, like social media, there is a positive side to gaming and, not surprisingly, it has to do with increased social connections, collaboration and networking. According to the PEW report, “78% of teen online gamers say when they play games online it makes them feel more connected to friends they already know” and “fully 72% of all teens ages 13 to 17 play video games on a computer, game console or portable device. Teen gamers play video games in a variety of ways and with a variety of companions; 83% play with others in person and 75% play with others online.” (PEW pp. 16,18).
These data indicate that young people are finding interesting ways to connect with other kids and, in fact, maintain social connections over sustained periods of time via gaming and social media. Additionally, the Dana 2009 report found that “in one study, 161 college students were randomly assigned to play one of several violent games, neutral games, or pro-social games (in which helpful behavior was required). After playing, the students completed a task in which they could either help or hurt another student. Those who had played the violent games were more hurtful to other students, whereas those who had played the pro-social games were more helpful.” (https://dana.org/article/video-games-affect-the-brain-for-better-and-worse/). This suggests that the type of game matters, too. Thus, as educators we must be aware of the different types of games students are playing, and encourage them to engage with more collaborative, less violent games whenever possible.
In informal interviews with my own students, I discovered that they are eager to share their thoughts on the positive effects of gaming and social media. Several students indicated that gaming helps them “learn new math skills” and that they have to “read a lot when playing online games to know what to do, so it helps with reading skills too”. Students report that they keep up with their friends and “have fun together” when playing games collaboratively online. These same students did also indicate that they felt that certain games are not appropriate for younger kids (i.e. Grand Theft Auto, Call of Duty).
So the question remains, how do we strike a balance between the negative and positive effects of social media and gaming? And what is the role of the Library Media Specialist in helping students navigate the good and the bad? It’s clear that we must first know our audience. We need to engage in ongoing, open and honest discussions with teens about using social media and gaming. We have a duty to provide them with the tools to navigate both safely, and to encourage opportunities for social media and gaming to serve as collaborative tools, a place where new ideas can grow.
I’d like to propose a series of action steps to help us better leverage the potential benefits of social media, and maintain a balance between the benefits and pitfalls:
Get to know the games and social media: ask questions, explore, try out the games with students. Having your own access points is an excellent way to engage with the students at a basic level.
Collaborate with students to create library social media accounts (or your own) where you can showcase books, highlight library events, and connect with students. The more we involve students in the process, the more agency they will have over library social media content.
Review your internet use policies and procedures manuals, and teach a series of lessons on: responsible internet use, intellectual freedom, fake news, etc. and be clear about the expectations and rules.
Use social media to connect with students by conducting interactive activities, surveys, opportunities for feedback on books, etc.
Use your expertise as a Media Specialist to educate and inform parents and the school community about ways to engage teens and leverage technology as an opportunity (rather than a hindrance) for interaction.
Works cited:
Boyd, Danah. It's Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press, 2014.
Dana Foundation: https://dana.org/article/video-games-affect-the-brain-for-better-and-worse/
Dell-Antonia, KJ. "Teenagers Leading Happy Connected Lives Online.” New York Times, August 6, 2015.
[PEW] Lenhart, A., Smith, A.., Anderson, M., Duggan, M., Perrin, A., “Teens, Technology and Friendships.” Pew Research Center, August, 2015.
https://www.mcleanhospital.org/essential/it-or-not-social-medias-affecting-your-mental-health
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