Social media sites are where life happens for many of today's young people, so it is important to teach them to use these sites safely and effectively. Many youth receive classroom education on digital literacy topics, but have few chances to build actual skills. Social Media TestDrive, an interactive social media simulation, fills a gap in digital literacy education by combining experiential learning in a realistic and safe social media environment with educator-facilitated classroom lessons. The tool was piloted with 12 educators and over 200 students, and formative evaluation data suggest that TestDrive achieved high levels of engagement with both groups. Students reported the modules enhanced their understanding of digital citizenship issues, and educators noted that students were engaging in meaningful classroom conversations. Finally, we discuss the importance of involving multiple stakeholder groups (e.g., researchers, youth, educators, curriculum developers) in designing educational technology.

Bystander intervention can reduce the amount of cyberbullying victimization on social media, but bystanders often fail to act. Limited accountability for their behavior and a lack of empathy for the victim are frequently cited as reasons for why bystanders do not act against cyberbullying. We developed design interventions that aimed to increase accountability and empathy among bystanders. In Study 1, participants were experimentally exposed to three social media posts with different types of empathy nudges. Empathy nudges embedded into social media posts displayed the potential to motivate empathy. In Study 2, participants took part in a 3-day experiment that simulated a social media experience. Results suggested that increased social transparency on social media promoted accountability through heightened self-presentation concerns, but empathy nudges did not encourage greater bystander empathy. Both accountability and empathy predicted bystander intervention, but the types of bystander actions promoted by each mechanism differed. We consider how these results contribute to theories of bystander behavior and designing social media to promote prosocial behaviors.

People often share emotions with others in order to manage their emotional experiences. We investigate how social media properties such as visibility and directedness affect how people share emotions in Facebook, and their satisfaction after doing so. 141 participants rated 1,628 of their own recent status updates, posts they made on others' timelines, and private messages they sent for intensity, valence, personal relevance, and overall satisfaction felt after sharing each message. For network-visible channels-status updates and posts on others' timelines-they also rated their satisfaction with replies they received. People shared differently between channels, with more intense and negative emotions in private messages. People felt more satisfied after sharing more positive emotions in all channels and after sharing more personally relevant emotions in network-visible channels. Finally, people's overall satisfaction after sharing emotions in network-visible channels is strongly tied to their reply satisfaction. Quality of replies, not just quantity, matters, suggesting the need for designs that help people receive valuable responses to their shared emotions.