Abuse of the Social Media Brain: Implications for Media Producers and Educators

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Author(s): Fritz Kohle (University of Edinburgh, UK)and Sony Jalarajan Raj (MacEwan University, Canada)
Copyright: 2015
Pages: 16
Source title: Implications of Social Media Use in Personal and Professional Settings
Source Author(s)/Editor(s): Vladlena Benson (Kingston Business School, Kingston University, UK)and Stephanie Morgan (Kingston Business School, Kingston University, UK)
DOI: 10.4018/978-1-4666-7401-1.ch005

Keywords: Information Science Reference / Media & Communications / Social Computing / Social Networking

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Abstract

Despite the criticism in the mainstream press regarding the use and abuse of digital and social media, its use has been increasingly encouraged and supported in schools and universities. This chapter examines the social media behaviour of techy-savvy undergraduate students at NHTV, University of Applied Sciences, Breda, The Netherlands, from the perspective of an independent documentary producer and educator, to determine whether any correlation between the amount of time spent online and the use of cognitive functions exists. Media producers require an audience capable of critical thought, and teachers educate future audiences to acquire the necessary cognitive skills. Hence, the chapter analyses how the viewer's cognitive functions impaired by the use of social and digital media affects the reception of media products. This further leads to a more critical concern about the educators' response to the challenges provided by social and digital media.

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Abuse of the Social Media Brain: Implications for Media Producers and Educators

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