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Introduction

Generations, when applicable, are defined by the catastrophic event(s) that happen in their lifetime. This is shown in “The Greatest Generation” who grew up during World War 2, Millennials who experienced the 9/11 terrorist attacks, and now Generation Z, both growing up and coming into adulthood during the COVID-19 pandemic. The accessibility of fake news, along with readily available Internet access, shows the importance of teaching media literacy, having depolarized discussions with older youth, and curating information for them to understand the pandemic.

Connection to STS Theory

The Importance of Teaching Media Literacy

Learning media literacy is necessary for adolescents and young adults living in the 21st century so they can recognize and process potential fake news and negative messages they encounter daily. Media literacy provides a foundation to interact with messages across various forms of media and builds comprehension of the effect of technology in the

world (Media Literacy: A Definition and More). According to the theory of social constructivism, new knowledge is built upon previous knowledge through social interaction and leadership. If older youth are building their new knowledge off biased, old knowledge and fake news, they are being set up for failure and misconception. Media literacy, as a skill, among role models and older youth is tremendously important to counter the effect of fake news and biased media.

Having Depolarized Discussions

A mentor must be able to recognize bias and how that may affect surrounding ears. Biased media played a significant role in causing the American public to overcompensate or to downplay the danger of Coronavirus. For example, Fox News during Covid-19, known to be biased towards the Republican party, reported  in favor of conspiracies and speculations, therefore discouraging their viewership to take preventative steps to protect their community. This is a harmful environment for a young adult, who may think of a pandemic as a political opportunity because of the politicization of Covid-19, and therefore be more susceptible to rumors and fake news.

Curating Resources for Older Youth

Youth leadership and development resources are necessary for young adults and teens living through Covid-19 to build their knowledge and understanding of the current world so that the mental, physical, and emotional toll can be reduced. Though different age groups process Covid-19 differently, they feel the same emotions as adults- whether it be fear, anxiety, skepticism, and/or confusion. By responding and teaching in a helpful way, the mental, physical, and emotional toll on the older youth can be reduced. DeLong uses their knowledge from the HIV pandemic in, “From HIV to COVID-19,” to further reflect and determine the most successful steps to help older youth, from ages fifteen to twenty-one, affected by Covid-19 in three different approaches. These approaches include data collection and disaggregation, harm-reduction, and engagement, all of which gave the best results for youth during the HIV pandemic (DeLong, From HIV to COVID-19… Adolescents and Young Adults During the Pandemic).

Conclusion

In high school and even college, rumors spread like wildfire. Like rumors, biased information and fake news can corrupt a young adult’s perspective on Covid-19 and generate an inappropriate amount of stress and anxiety, or even disregard for such. As it is important that adults develop sound media literacy, it is a necessity for teens and college students growing up in the 21st century. To cater to this necessity, adults in a leadership role have a responsibility to educate high school and college students on safe internet usage, provide the proper resources for education during and about Covid-19, and engage in emotional and mental support. As a form of caregiver, by working to provide ample means of support, the older youth of the current generation will not be defined by Covid-19, instead of being defined as able to overcome such an unprecedented circumstance.

References

“What Is Social Constructivism.” IGI Global, IGI Global, 2020, www.igi-global.com/dictionary/social-constructivism-as-a-theoretical-foundation-of-cross-cultural-mentoring-for-foreign-born-faculty/27309. Source includes multiple sources of definitions on social constructivism.

“Media Literacy: A Definition and More.” Media Literacy: A Definition and More | Center for Media Literacy | Empowerment through Education | CML MediaLit Kit ™ |, Center for Media Literacy, 2020, www.medialit.org/media-literacy-definition-and-more.

“Fake News.” Dictionary.com, LLC, 2010, www.dictionary.com/browse/fake-news.

Hart, P. Sol, et al. “Politicization and Polarization in COVID-19 News Coverage.” Science Communication, vol. 42, no. 5, Oct. 2020, pp. 679–697, doi:10.1177/1075547020950735.

Jacobson, Rae. “Supporting Kids During the Coronavirus Crisis.” Child Mind Institute, Child Mine Institute, 15 May 2020, www.childmind.org/article/supporting-kids-during-the-covid-19-crisis/.

DeLong, Stephanie M., et al. “From HIV to COVID-19: Focusing on and Engaging Adolescents and Young Adults During the Pandemic.” American Journal of Public Health, vol. 110, no. 11, Nov. 2020, pp. 1650–1652. EBSCOhost, doi:10.2105/AJPH.2020.305915.

Images

Image 1: “Student Holding iPhone Photo” by Matthew Henry is in the Public Domain, CC0