Browsing by Author "Ljungberg, Julia"

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    BARN, BUBBLAN OCH BUDSKAPEN. En kvalitativ intervjuanalys om hur barn resonerar kring information på sociala medier
    (2025-07-30) Ljungberg, Julia; Göteborgs universitet/Institutionen för journalistik, medier och kommunikation; Göteborg University/Department of Journalism Media and Communication
    This study aims to find out how children in the age 6 to 12 reason abaut information on social media, with a significant focus on their media literacy, perception of message and assessment of reliability. Through qualitative semi- structured interviews with two groups of children in different age categories, this study analyzes how children perceives platforms, creators and messages´ on social media. To carry out this study I mainly used Vygotsky’s and Piaget’s theories of children’s cognitive development and through these I was able to create a connection between age and practical experience in relation to their reasoning about information on social media. Piaget’s theory (Piaget, 1953) highlights the fact that age is a central component in a child’s cognitive development and is crucial for their ability to critical thinking and understanding of society. Vygotsky’s theory (Vygotsky, 1978) claims that children’s critical thinking and cognitive development is made by social interactions with others, such as a parent or a teacher, that already possesses these skills. The study shows that the younger age group (group 1, age 6-7) exhibits basic strategies for source criticism, by asking adults for guidance when coming across content that is questionable, while the older age group (group 2, age 11-12) exhibits more evolved strategies and reasons around the credibility of platforms, creators, and content, as well as the effect of algorithms. The study found that there is a clear difference between the age groups in how they reason about social media platforms, creators and messages´. Children in Group 1 had limited experience and mostly used YouTube and occasionally TikTok, making their reasoning focus on content rather than platforms. Their trust was based on visual and auditory cues, such as tone and appearance. Group 2 had more experience across different social media platforms and therefor a more advanced reasoning. They ranked platforms by trustworthiness, liking credibility to user age and content seriousness, as well as accounts´ that were verified. They also showed greater awareness of digital manipulation and used specific strategies like cross- referencing with news sites or asking adults to verify information. While both groups emphasized the importance of evidence when judging a messages credibility, Group 2 applied a more critical, abstract level of thinking, consistent with Piaget’s theory of cognitive development. Their media literacy was more developed, shaped by both cognitive maturity and digital practices. The study also suggests that children’s media literacy evolves as children grow older and their cognitive abilities develops. It also suggests that their digital practices help develop a deeper understanding for social media and promote their media literacy in ways that enable them to question, interpret and reflect on the content they encounter, as well as distinguish between reliable information and manipulation or misinformation. This points to the fact that younger children may not be ready to handle the information that they are provided with on social media. These insights emphasize the importance of further research within this field, particularly in relation to children’s digital practices, critical thinking development, and the evolving nature of online platforms. By continuing these types´ of research, there is a possibility to identify shortcomings and missing aspects so that their digital experience can be safer, and their critical thinking better equipped to navigate today’s social media landscape.