Phenomenological Exploration of Young Adults' Perceptions and Media Literacy Experiences in Identifying Disinformation: Emotional and Social Impacts

Abstract

Media literacy has emerged as a critical tool in addressing the challenges posed by disinformation, especially in the context of social media. While previous studies have focused on knowledge acquisition and behavior change, the lived experiences of individuals engaging with media literacy programs remain underexplored. This study addresses the gap in understanding how young people internalize and apply the lessons learned in media literacy programs to identify and combat disinformation. Using a phenomenological approach, we explore how participants' subjective experiences influence their ability to navigate disinformation and their perceptions of media content. Through in-depth interviews with 15 young adults who have participated in media literacy programs, the study reveals that participants demonstrated increased critical thinking skills, emotional engagement with the issue of disinformation, and a heightened sense of social responsibility. These findings highlight the importance of addressing not just cognitive skills, but also the emotional and social dimensions of media literacy. The results suggest that media literacy programs can have a profound impact on individuals' media consumption habits and their role in mitigating the spread of misinformation. These insights contribute to the broader discourse on media literacy and offer implications for future research aimed at exploring the long-term effects of media literacy education.