Adolescence and identity in the twenty-first century: social media as spaces for mimesis and learning

Reyero García, DavidPattier Bocos, DanielGarcía-Ramos, DavidMuñoz-Rodríguez, José Manuel2024-05-282024-05-282022-01-01Reyero, D., Pattier, D., & García-Ramos, D. (2022). Adolescence and Identity in the Twenty-First Century: Social Media as Spaces for Mimesis and Learning. En Identity in a Hyperconnected Society: Risks and Educative Proposals (pp. 75-93). Springer International Publishing. https://doi.org/10.1007/978-3-030-85788-2_6978-3-030-85788-2978-3-030-85787-510.1007/978-3-030-85788-2_6https://hdl.handle.net/20.500.14352/104480Bibliografía: • M. McLuhan, in The International Encyclopedia of Linguistic Anthropology, ed. by J. Stanlaw, (Wiley-Blackwell, Hoboken, 2020) • M. Castells, Internet y la sociedad red [Internet and net society]. La factoría 14(15), 1–13 (2001) • A. Vannucci, E.G. Simpson, S. Gagnon, C.M. Ohannessian, Social media use and risky behaviors in adolescents: A meta-analysis. J. Adolesc. 79, 258–274 (2020) • M.D. Griffiths, D. 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En Profesorado. Revista de Currículum y Formación de Profesorado 21(2), 171–190 (2017) • A. Del Prete, S. Redon Pantoja, Las redes sociales on-line: Espacios de socialización y definición de identidad. En Psicoperspectivas 19(1), 86–96 (2020) • J.M. Twenge, T.E. Joiner, M.L. Rogers, G.N. Martin, Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Clin. Psychol. Sci. 6(1), 3–17 (2018)The object of this chapter is to explore the role that online social networks or so-called social media play in the formation of identity among twenty-first-century teenagers. McLuhan in a now famous phrase said that “We shape our tools and afterwards our tools shape us” (M. McLuhan, in The International Encyclopedia of Linguistic Anthropology, ed. by J. Stanlaw, (Wiley-Blackwell, Hoboken, 2020)). In that sense, social media, which function as a new tool for establishing interpersonal relations, are not merely a handy and neutral element among the several that form adolescent identity but mark that identity through their use. Having a handful of medium- to high-intensity relationships with friends that one sees periodically is not the same as having hundreds of relationships with persons with whom contact takes place only online and which absorb a great amount of time and preoccupation. The demands and codes of the latter are different from those required by face-to-face relationships, and the self-image that they help form is also different.engAttribution-NonCommercial-ShareAlike 4.0 InternationalAdolescence and identity in the twenty-first century: social media as spaces for mimesis and learningbook parthttps://doi.org/10.1007/978-3-030-85788-2_6https://produccioncientifica.ucm.es/documentos/647346ddc0b3b1384998847fhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85159005611&origin=resultslisthttps://link.springer.com/book/10.1007/978-3-030-85788-2restricted access308316.635159.992.8159.923.2159.953.537.01337.015.3371.333Social mediaTeenagersIdentityMimesisLearningRedes socialesAdolescenteIdentidadAprendizajeCiencias SocialesAprendizajePsicología de la educación (Educación)Psicología de la educación (Psicología)PedagogíaMétodos de enseñanza58 Pedagogía