When Misinformation Becomes Identity: Why Media Literacy Needs Social-Emotional Learning
Some teachers feel unsure how to approach the topic of media literacy in the classroom, especially in polarized environments. Photo by Allison Shelley for EDUimages
The Integrity Project
At the 2025 SXSW EDU conference, a panel of experts discussed the evolving importance of media literacy education amid rising misinformation and political polarization. Steve Saltwick, who works with Braver Angels—a national nonprofit that works on healing the wounds of political polarization—shared his own experience being misled by a fake video, emphasizing the ease with which even informed individuals can be deceived.
Panelists—including Saltwick, Tanner Higgin of WestEd, and digital educator Kiera Beddes—argued for a proactive, inclusive approach to media literacy that integrates real-world media analysis, supports respectful dialogue, and promotes character development. They highlighted practical strategies for educators, such as using authentic media, encouraging cross-perspective engagement, and embedding media literacy into existing curriculum rather than treating it as an add-on. The goal is to equip students not only with fact-checking skills but with the emotional and critical faculties to navigate today's complex media landscape.
This growing awareness of the emotional and psychological dynamics of misinformation reflects a deeper challenge: today, misinformation doesn’t just spread—it attaches itself to who we are and becomes us.
The Emotional Pull of Misinformation
In our social media-driven world, misinformation thrives not just because it's persuasive or cleverly disguised, but because it evokes strong emotions—fear, outrage, pride—that bypass critical filters. A well-known study by the Massachusetts Institute of Technology found that false news stories are 70% more likely to be retweeted than truthful ones, largely due to their emotional salience. These reactions can affirm and intensify a person’s worldview, making misinformation more than a misunderstanding—it becomes part of an individual’s identity.
Tanner Higgin captured this perfectly at SXSW EDU: “False belief systems, conspiracy theories, can fuse to people’s identities now. And that is something that any number of skills can’t unwind.” This insight reframes media literacy as not merely an academic exercise but a deeply human one that must consider the emotional underpinnings of belief.
How Technology Reinforces Identity-Based Misinformation
The way technology delivers information is not neutral. Algorithms curate content based on past behavior, creating echo chambers where individuals are rarely challenged by alternative viewpoints. Platforms like Facebook, TikTok, and YouTube don’t just deliver the news—they shape it to fit what the user is most likely to engage with. As Prof. Robert Atkinson of Arizona State University and other scholars have noted, this creates a feedback loop: the more you interact with content reinforcing a belief, the more of it you’re shown—whether it's scientifically grounded or dangerously false.
This personalization heightens what media scholar Whitney Phillips has called the "oxygen of amplification," where content isn’t just consumed—it becomes a mirror reflecting and reinforcing the self. For young people still forming their identities, the effect is especially potent.
Why Media Literacy Must Include Social-Emotional Learning (SEL)
Given the emotional and identity-based fusion of misinformation, traditional media literacy—focused on checking sources or identifying bias—is no longer sufficient on its own. Educators and researchers alike are calling for a new model that incorporates social-emotional learning (SEL) into media education.
Social-emotional competencies—such as self-awareness, empathy, and emotional regulation—are crucial in helping students process how information makes them feel, why they might be drawn to certain narratives, and how to engage in respectful dialogue when beliefs clash.
Initiatives like ASU’s News Co/Lab and the News Literacy Project’s SIFT framework promote not only fact-checking but emotional reflection. At the classroom level, this could mean giving students tools to notice when a post triggers strong reactions, using sentence stems to practice curiosity over conflict, or reflecting on how media reinforces in-group/out-group thinking.
Saltwick’s "Walk a Mile in My News" activity—where students swap media sources and discuss their reactions—is a clear example of how SEL and media literacy can converge to deepen understanding and reduce polarization.
Beyond Skills, Toward Character
As misinformation becomes more emotionally and socially entangled, media literacy must evolve. It must move from being just a toolkit for evaluating sources to becoming a framework for understanding ourselves and others. Integrating SEL into media literacy equips young people not only to ask “Is this true?” but also “Why do I believe this?” and “How can I stay open to learning more?”
The future of media literacy isn’t just about producing smarter media consumers—it’s about fostering wiser, more empathetic citizens.
In that spirit, we invite you to continue the conversation in the comments and tell us how you feel your social-emotional intelligence skills fare when you are online.
ADDITIONAL INFORMATION AVAILABLE AT KQED / NATIONAL PUBLIC RADIO
ADDITIONAL NEWS FROM THE INTEGRITY PROJECT
