In this week’s podcast, we focused on the impact social media has on upcoming generations and its larger effect on society as a whole. In our discussion, we dive into 3 main topics: different social media platforms, how social media affects mental health, and the different affordances and constraints that come with living in the age of social media. Social Media encompasses a lot of different aspects, both positive and negative, which we are excited to talk about with you today!
References
Faverio, M. (2025, April 22). Teens, social media and mental health. Pew Research Center. https://www.pewresearch.org/internet/2025/04/22/teens-social-media-and-mental-health/
Lorenz, T. (2024, April 12). Is social media destroying kids’ mental health? // Power User podcast [Video]. YouTube. https://www.youtube.com/watch?v=XXXXXXXXX
Orlowski, J. (Director). (2020). The Social Dilemma [Film]. Netflix. https://www.netflix.com/watch/81904443
Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. Learning, Media and Technology, 47(1), 1–14. https://doi.org/10.1177/20427530211032302
Weaver, J. (2020, September 27). What Netflix’s The Social Dilemma gets wrong about Big Tech. CBC News. https://www.cbc.ca/news/entertainment/netflix-social-dilemma-tech-1.5740351
In this episode, hosts Kayla and Kelly dive into the digital mess that is Disinformation. While discussing disinformation, we explore our experiences with disinformation, why it happens, who spreads it, and how we can combat it. We reference Bulger and Davison’s article, “The Promises, Challenges, and Futures of Media Literacy” as well as, Samuel Spies’, "Producers of Disinformation”. Our discussion emphasizes the importance of media literacy and how it can be integrated into core subjects in schools. We address the harmful impacts of spreading disinformation and some advice for students growing up in the digital age.
References
Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1–21. https://doi.org/10.23860/jmle-2018-10-1-1
Hobbs, R., Moen, M., Tang, R., & Steager, P. (2022). Measuring the implementation of media literacy statewide: A validation study. Educational Media International, 59(3), 189–208. https://doi.org/10.1080/09523987.2022.2136083
Spies, S. (2020, October 27). Defining “disinformation.” Social Science Research Council, MediaWell. https://mediawell.ssrc.org/literature-reviews/defining-disinformation
The Misinformation podcast, hosted by Aleah and Dana, explores how misinformation has become more present in our everyday lives than ever before. We've included soundbites and other references to enrich the discussion. Our conversation begins with a reflection on how people communicated before the internet. We then introduce several theories, touching on concepts like echo chambers, filter bubbles, selective perspective, and the liar’s dividend. Finally, we offer suggestions for educators, including games and activities that can help students build awareness around these issues.
References
Australian Broadcasting Corporation. (n.d.). Spotting misinformation + disinformation – ABC Education. https://games.abc.net.au/education/interactive-lessons/misinformation-disinformation/
Brashier, N. M., & Schacter, D. L. (2020). Aging in an era of fake news. Current Directions in Psychological Science, 29(3), 316–323. https://doi.org/10.1177/0963721420915872
Gusmanson. (n.d.). Bad News – Play the fake news game! [Browser game]. https://www.getbadnews.com/en
PBS NewsHour. (2025, June 18). How misinformation spread after Minnesota lawmaker’s murder [Video]. YouTube. https://youtu.be/r5a6zUms3dU?si=mwAtfCgTB4gcvp7u
In this episode, we will discuss Teaching with AI by José Antonio Bowen and C. Edward Watson (2024), focusing on Chapter 3, “AI Literacy,” and Chapter 4, “Reimagining Creativity.” The conversation explores how artificial intelligence is reshaping both the way we think and the way we create. Through a reflective dialogue, the hosts unpack what it means to be truly AI literate, not just technically skilled, but critically thoughtful, curious, and reflective. They consider how AI can serve as both a collaborator and a challenge to human creativity, echoing Bowen and Watson’s idea that literacy and creativity are interconnected. The discussion also weaves in insights from Kevin Roose’s New York Times article, “Everyone Is Using A.I. for Everything. Is That Bad?” (2024), which raises important questions about overreliance on AI and the need to preserve the human element in art, learning, and innovation. Ultimately, this episode invites listeners to reflect on their own relationship with technology and asks: How can we stay human in an increasingly artificial world?
References
Bowen, J. A., & Watson, C. E. (2024). Teaching with AI: A practical guide to a new era of human learning. Johns Hopkins University Press.
Roose, K. (2024, April 8). Everyone is using A.I. for everything. Is that bad? The New York Times. https://www.nytimes.com/2024/04/08/technology/artificial-intelligence-everywhere.html
Eliana and Jess, explore remix culture beyond music, spanning literature, games, social media, and even food. From Shakespeare’s adaptations to TikTok trends and Cronuts, remixing is everywhere. Tune in to learn how remixing sparks creativity, builds 21st-century skills, and lets anyone put their own spin on the world.
References
Abdul, P. (1989). Cold hearted [Song]. On Forever your girl [Album]. Virgin Records.
Bobbybass. (2023). Hoist the colors [Video]. TikTok. https://www.tiktok.com/@the.bobbybass/video/7456889954203979054
Bowers, K. (2024, June 13). Bridgerton main title (Soundtrack from the Netflix series) [Video]. YouTube. https://www.youtube.com/watch?v=SVzfMk2NkG8
Columbia Pictures. (2016, February). Pride and prejudice and zombies: Official trailer #1 [Video]. YouTube. https://www.youtube.com/watch?v=syjfmdvLu9c
Eilish, B. (2019). Bad guy [Song]. On When we all fall asleep, where do we go? [Album]. Darkroom/Interscope Records.
Hair of the Dog. (2001). American pie [Song]. On At the parting glass [Album]. October Eve Records.
Hannah, H. [@hannnahhv]. (2025, September 22). My autumn Spotify playlist rotation [Video]. TikTok. https://www.tiktok.com/@hannnahhv/photo/7545306508637130039
James, K. (2020). Remixing worlds: Player creativity and hybrid culture in EVE Online. In Digital play and culture (pp. 45–68). Routledge.
Jay-Z. (1998). Hard knock life (ghetto anthem) [Song]. On Vol. 2... Hard knock life [Album]. Roc-A-Fella Records.
Knobel, M., & Lankshear, C. (2008). Digital remix: The interplay of old and new literacies. Media International Australia, 129(1), 61–72. https://one2oneheights.pbworks.com/f/KnobelLankshear2008RemixEndless+HybridizationAdolescentAdult+Literacy.pdf
Meat Loaf. (1993). I’d do anything for love (but I won’t do that) [Song]. On Bat out of hell II: Back into hell [Album]. MCA Records.
Murphy, W., & The Big Apple Band. (1976). A fifth of Beethoven [Song]. On A fifth of Beethoven [Album]. Private Stock Records.
Seal. (1994). Kiss from a rose [Song]. On Seal II [Album]. Sire Records.
Shakespeare, W. (n.d.). Romeo and Juliet (Act 2, Scene 2) [LibriVox audio recording]. In Favourite scenes from Shakespeare. LibriVox. https://ia801301.us.archive.org/1/items/favouritescenesshakespeare_1603_librivox/favouritescenes_18_shakespeare_64kb.mp3
Tanz, J. (2020, May 7). Memers are taking over TikTok. The New York Times. https://www.nytimes.com/2020/05/07/style/memers-are-taking-over-tiktok.html
The Notorious B.I.G., Puff Daddy, & Mase. (1997). Mo money mo problems [Song]. On Life after death [Album]. Bad Boy Records; Arista Records.
In this episode, hosts Taye and Margaret delve into the realm of multimedia learning. They discuss the daily interaction with digital content, from blog posts to Zoom meetings, and emphasize the practical application of multimedia principles. The conversation highlights the cognitive load theory and personalization principle, referencing Richard Myers' 1997 research. The hosts discuss the evolution of digital content, the growing importance of visuals in education, and the shift away from traditional text-based media. They also touch on the implications of visual stimuli in learning, accessibility, and the persistence of foundational multimedia principles in modern teaching.
References missing
In this premiere episode of The Class Act Podcast, hosts Mike Lombardo and Aaron Hung dive into multimodal literacy and what it means for today’s classrooms. They explore multimodality in education, drawing on ideas from Kress, Gardner, and include an in depth discussion on visual literacy and digital media. The discussion highlights how images, video, sound, and design have become central to communication and learning, challenging schools to expand their traditional definition of literacy. Through examples like Instagram and web design, this episode discusses how and why teachers should help students engage with visuals, and explores methods for teaching multimodality.
References
Association of College & Research Libraries. (2011). Visual literacy competency standards for higher education. American Library Association. https://www.ala.org/acrl/standards/visualliteracy
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. Basic Books.
Kress, G. (2003). Literacy in the new media age. Routledge.
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.
Lemke, J. L. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). Routledge.
Leaver, T., Highfield, T., & Abidin, C. (2020). Instagram: Visual social media cultures. Polity Press.
Murphy, C., Dudley, E., & Pachy, N. (Hosts). (2023, March 15). Multimodal literacy (No. 12) [Audio podcast episode]. In C. Jones (Producer), Talking ELT. Oxford University Press. https://www.youtube.com/watch?v=9fvnbR6lqKc
In this episode, Alyssa, Kahmari, and Giovanna explore the intricacies of virtual communities on TikTok. They discuss various scholarly articles and personal insights into how virtual communities function as communities of practice, the impact of algorithms, and the role of influencers. Key points include the positives and negatives of TikTok's algorithm, the spread of misinformation, and the sense of community built around shared interests and influencers. They conclude that TikTok, despite its challenges, remains a significant platform for community building and learning.
Click here to view the episode transcript.
References
Ito, M., Martin, C., Salen Tekinbaş, K., Odgers, C., Soep, E., Reich, J., Livingstone, S., & Ito, M. (2020). Connected learning: How the academic and social lives of teens intersect. The MIT Press.
Malik, Z., & Haidar, S. (2023). Online community development through social interaction—K-pop Stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1805773
Patel, N. (Host). (2023, October 24). Harvard professor Lawrence Lessig on why AI and social media are causing a free speech crisis for the internet [Audio podcast episode]. In Decoder. The Verge. https://www.theverge.com/23929233/lawrence-lessig-free-speech-first-amendment-ai-content-moderation-decoder-interview
Social media is a huge part of our everyday lives. From creating connections, building up careers, and just pure entertainment. However, as social media has its pros there are also its cons which go much deeper than its typical technological capabilities. Isabella, Kayla, and Mohammad go in depth on the major effects social media has on one’s mental health ranging from children, teens and adults.
Click here to view the episode transcript.
References
Eyal, N. (2019). Indistractable: How to control your attention and choose your life. BenBella Books.
Lorenz, T. (Host). (n.d.). Is social media destroying kids’ mental health? [Audio podcast episode]. In Taylor Lorenz Podcast.
Orlowski, J. (Director). (2020). The social dilemma [Film]. Netflix.
Parrish, S. (Host). (n.d.). Nir Eyal: Mastering your attention in a world of distraction [Audio podcast episode]. In The Knowledge Project Podcast. Farnam Street.
Pew Research Center. (2024, December 12). Teens, social media and technology: 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and-technology-2024/
World Health Organization. (2022). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
In this episode, Ryan and Michelle dive into the critical topic of disinformation, explaining its distinction from misinformation. They explore the historical context of disinformation, its modern amplification through technology like generative AI and DeepFakes, and the real-world impacts these technologies have already had. The discussion highlights the complexities of identifying and combating disinformation, the role of media literacy, and the importance of structural changes and educational reform. The episode underscores the necessity for vigilance, critical thinking, and informed consumption of information in the digital age.
Hop into the echo chamber of misinformation-information with Cassidy, Evelyn, and Isaak to learn about some common examples of bias controlling our interpretations of events. Whether in media, the news, or just everyday occurrences, your personal world view can shape how you understand something that seemingly has a definite meaning. In this episode, Cassidy, Evelyn, and Isaak discuss echo chambers created when discussing television and social media events, talking about how separate groups of people watch in a way that confirm their own beliefs. The conversation later brings in the fact that they consume political events very similarly to the aforementioned entertainment examples, leading to more damaging examples of misinformation. Be sure to tune in to see if your bias changes how you interpret their conversation!
Click here to view the episode transcript.
References
Harford, T. (2021). Remember that misinformation can be beautiful, too. In The Data Detective : Ten Easy Rules to Make Sense of Statistics (pp. 187–205). Penguin Publishing Group.
Spies, S. (2019, October 22). Contexts of Misinformation. Mediawell. https://mediawell.ssrc.org/research-reviews/contexts-of-misinformation/
Spies, S. (2020, July 30). How Misinformation Spreads. Mediawell. https://mediawell.ssrc.org/research-reviews/how-misinformation-spreads/
Mitchell et al (2018, June 18). Can Americans Tell Factual From Opinion Statements in the News? Pew Research Center’s Journalism Project. https://www.pewresearch.org/journalism/2018/06/18/distinguishing-between-factual-and-opinion-statements-in-the-news/ (external source)
In this episode, Bevin, Givana, and Luke discuss the concept of remixes in pop culture and media, inspired by Kirby Ferguson's YouTube video 'Everything is a Remix.' They explore how social media platforms like TikTok, Instagram, and YouTube borrow features from each other, and how this concept extends to music, art, and television. They also delve into the implications of remixing for originality and creativity, touching on the legal and ethical aspects. The conversation includes discussions on AI's role in creative processes and the potential future of remix culture.
Ryan and Emily introduce the world of virtual communities that span the vast range of social media and networking platforms that so many of us frequent every day. They talk about what exactly is a virtual community, what are they all about, what helps them function, and how they have impacts that go beyond the screen. Emily and Ryan also share some personal experiences they have with virtual communities they have been a part of and what role those communities played in their lives.
Click here to view the episode transcript.
Resources
Ito, M., Arum, R., Conley, D., Guttiérez, K., Kirshner, B., Livingstone, S., Michalchik, V., Penuel, W., Peppler, K., Pinkard, N., Rhodes, J., Tekinbaş, K., Schor, J., Sefton-Green, J., Watkins, S., & Blum, A. (2020). The Connected Learning Research Network: Reflections on a decade of engaged scholarship (pp. 53–62). Connected Learning Alliance.
Jiang, J. (2018, November 28). Many teens say they’re constantly online – but they’re no less likely to socialize with their friends offline. Pew Research Center. https://www.pewresearch.org/short-reads/2018/11/28/teens-who-are-constantly-online-are-just-as-likely-to-socialize-with-their-friends-offline/
Malik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773
Lorenz, T. (2024, April 12). Is social media destroying kids mental health? [Video]. YouTube. https://www.youtube.com/watch?v=TS1wax3KjnA
Ünlüsoy, A., Leander, K. M., & de Haan, M. (2021). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. https://doi.org/10.1177/20427530211032302
In this podcast episode on digital literacy, hosts Nicole, Jasmine, and Alyssa discuss about how social media has changed over the years, from Myspace to today’s AI-powered platforms. They explain how social media moved from a place to connect with friends to a main source of news, where algorithms push popular content even if it’s misleading. The hosts share personal stories to show how easily people of all ages can believe false information, especially with AI creating custom feeds that reinforce what users already think. They also discuss how these platforms create “echo chambers,” where users see more of the same ideas. In the end, they stress the need for being smart online and understanding the impact of these tools.
Click here to view the episode transcript.
References
Ceylan, G., Allen, S. (2023, March 31). How social media rewards misinformation. Yale Insights.
McNeil, T. (2024, February 23). How misinformation and disinformation spread, the role of AI, and how we can guard against them. TuftsNow.
Pew Research Center. (2024, September 17). Social media and news fact sheet.
Pfeifer, J. (2024, October 2). Research finds simple corrections can slow spread of misinformation online. Davidson College.
Simon, F., Altay, S., Mercier, H. (2023, October 18). Misinformation reloaded? Fears about the impact of generative AI on misinformation are overblown. Harvard Kennedy School (HKS) Misinformation Review.
This is a recap of the last episode, Disinformation and Dysfunction: What Makes It a Lie, hosted by Liberty and Lina.
In this episode, Liberty and Lina as they explore the intricate world of disinformation, highlighting its impact during the 2020 US election and the role of social media in spreading falsehoods. They discuss the importance of media literacy, cybersecurity education in schools, and the collective responsibility of parents, students, and companies. The conversation also tackles the polarizing effects of echo chambers and the decline of neutrality in news reporting, offering insights into the broader implications and evolving landscape of media consumption.
Click here to view the episode transcript.
References
Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.
Mackenzie, A. & Bhatt, I. (2018). Lies, bullshit, and fake news: Some epistemological concerns. Postdigit Sci Educ, 2, 2-13. https://doi.org/10.1007/s42438-018-0025-4.
Spies, S. (2020, January 22). Producers of Disinformation. MediaWell Research Review. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/
This is a recap of the last episode, Media, Monsters, and Misinformation, hosted by Cassondra and Dani.
In this podcast episode on digital literacy, hosts Dani and Cassondra discuss the concepts of misinformation and disinformation. They explain the difference between the two, emphasizing that misinformation is false information shared unintentionally, while disinformation is deliberately false. The discussion includes how the human brain processes information via selective perception and confirmation bias, citing Manjoo's work. They also touch on how age and social media usage influence the spread and debunking of misinformation. Examples like the depiction of Frankenstein in media illustrate how information can be altered and misconstrued over time.
Click here to view the episode transcript.
References
American Psychological Association. (n.d.). Misinformation and disinformation. American Psychological Association. https://www.apa.org/topics/journalism-facts/misinformation-disinformation
Manjoo, F. (2008). True enough: Learning to live in a post-fact society. Hoboken, NJ: Wiley.
Shelley, M. (2012). Frankenstein. London, UK: Penguin Classics.
This is a recap of the last episode, The Power of Remix: Transforming Education and Media, hosted by Adriana, Divya, and Kat.
In this episode of the Remix Podcast, hosts Divya, Adriana, and Kat explore the concept of remixing in education and media. They discuss how remixing original content can create fresh, engaging, and effective learning experiences. The conversation touches on the importance of adapting to technological advances, the impact of social constructivism and the politics of representation in media, and the ethical considerations of data extraction. They conclude with real-world examples and insights on how remixing can foster inclusivity and better connections in the classroom.
Click here to view the episode transcript.
References
The Propwatch Project. (2021b, April 14). The need for critical media literacy. [Video] Youtube. https://www.youtube.com/watch?v=QKqvItx0Ipw