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Concerns over the harmful effects of social media have directed public attention to media literacy as a potential remedy. Current conceptions of media literacy are frequently based on mass media, focusing on the analysis of common content and evaluation of the content using common values. This article initiates a new conceptual framework of social media literacy (SoMeLit). Moving away from the mass media-based assumptions of extant approaches, SoMeLit centers on the user's self in social media that is in dynamic causation with their choices of messages and networks. The foci of analysis in SoMeLit, therefore, are one's selections and values that influence and are influenced by the construction of one's reality on social media; and the evolving characteristics of social media platforms that set the boundaries of one's social media reality construction. Implications of the new components and dimensions of SoMeLit for future research, education, and action are discussed.

This experiment (N = 1,241) investigates the impact of code-mixing, defined as the use of more than one language, on processing fluency, narrative engagement, and cross-cultural attitudes. Using a sample of native English speakers located in the United States, we found that narratives that include code-mixing, a common feature of intercultural communication, felt more difficult to process and, in turn, led to more negative out-group bias and less narrative engagement. These findings integrate and extend intercultural communication and narrative theory and consider the challenges and opportunities that accompany diverse representations of characters in storytelling. Rather than highlight these challenges, however, we consider theoretically based strategies to improve audiences' reception to cross cultural content and, in doing so, hope to inform communication practices that lead to a greater regard for others.