Abstract:

This article explores the role of Social Media Networks (SMN) in the lives of school children in Mexico City. The subjects of the study are children between 10 and 13 years of age, who according to Erikson’s Development Theory are reinforcing their sense of autonomy and industriousness [1]. Physically, they are maturing, while socially they are preparing for participation in the adult world. Essentially, they receive socialization guidelines from parents and school, but friends also play an essential role in identifying emotions through social interaction.

Within this social media scenario, the title friendships on demand imply connecting instantly with real or potential friends -through Snapchat, Instagram, WhatsApp- or vicariously with YouTubers who make kids laugh and provide them with companionship. Vivian [2] described this social function of media, as the illusion of belonging to an extended group, that learns about the life and activities of real or fictitious characters or media celebrities, whom youngsters feel as knowing personally and that are definitely part of their lives. Therefore, central questions of the study are: What needs do young people in Mexico City seek to gratify from social media? and What can educators derive from these experiences to create a more effective and engaging learning culture? A mixed methods research was conducted by analyzing both qualitative and quantitative data, because as suggested by Maxwell [3] a combination of research strategies leads us to a better understanding of the meanings and context under investigation.

Results show that the students in the study use social media to communicate with friends, but also as means of self-expression by creating and curating content (texts, images, videos, and memes). The most used SMN is YouTube for watching influencers, whom they perceive as cool friends to relax with, and that give them advice. Although imperfect friendships, YouTubers' main quality is to be always available providing them with instant gratification by satisfying needs for affection, relaxation and providing a sense of belonging to kids that feel isolated, but also could disconnect them from trying real friendships they cannot control. Learning also occurs since students look specifically for skills, information and tutorials. However, even if incidental learning occurs, teachers are essential to balance a responsible and safe use of SMN, since the school provides the context where social media consumption can get guidance, compass, and citizenship.
The study explains why educators should welcome SMN platforms into the classroom in order to enhance their benefits and reduce their risks. For this purpose several pedagogical strategies are discussed in the paper that could help students understand the role of SMN while improving their creativity, communication and digital literacy skills. As Sonia Livingstone declared [4], technology is supposed to enhance youngsters self confidence not control their lives.

References:
[1] E.H. Erickson, Identity: Youth and crisis. New York: Norton,1968.
[2] J. Vivian, The media of mass communication. New York: Pearson Education,2017.
[3] J.A. Maxwell, Qualitative research design. An interactive Approach. Thousand Oaks, California: Sage Publications, 2007
[4] S.M. Livingstone, Children and the Internet: Great Expectations, Challenging Realities.Cambridge Polity Press, 2009.

Keywords:

Social media, Mexican schoolchildren, social interaction, learning challenges.