Warat KaruchitPrapaporn Ratano2019-04-232019-04-232018b204598http://repository.nida.ac.th/handle/662723737/4361Dissertation (Ph.D.(Communication Arts and Innovation))--National Institute of Development Administration, 2018The objective of this study to examine the social media usage for the visually impaired youths in terms of digital competence and digital literacy, the result of social media using and create guidelines for the development of digital literacy in social media usage for visually impaired youths. This research utilized the mixed methods research methodology. The quantitative study or survey used the questionnaire as the data collection tool to collect data from a sample of 260 high school or equivalent and undergraduate students. The qualitative study utilized the in-depth interview and focus group. The results indicate that the visually impaired youths used social media in particular YouTube and Facebook. They used social media for chat and clicking “like” on content at a high level. The results of the hypotheses demonstrated that types of visual impairment, starting session and length of social media usage significantly affected digital literacy at .05 level. Digital competence significantly correlated with the results of social media usage at the .01 level. Moreover, digital competence in information management and communication also significantly influenced in digital literacy at the .01 level. It is also found that the positive result of using social media include ease, speed, and convenience in accessing information together with maintaining relationships. Social media is also a place to showcase their personal talents and exploring new experiences. The negative result of using social media include poor time management and reduced concentration at the neutral level. In addition experts are concerned that social media might results in sexual harassment, legal, and security risks. The guidelines for the development of digital literacy in social media usage for visually impaired youths includes (1) create understanding of the social media usage of visually impaired youths; (2) create knowledge in terms of digital literacy, including social media usage, critical, legal knowledge, content creation, and creating engagement; (3) the knowledge has to be transformed into action through activities in the curriculum and extra curricular engaging their senses. The activities should use the SATI concept for developing both online and offline activities led by teachers, friends, and family; and (4) supporting factor should be provided by government agencies, private sector, civil groups, educational institutions, and persons with disabilities organizations to ensure that visually impaired youths can participate in social media safely, reducing inequality, and creating an inclusive society. 149 leavesapplication/pdfengThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.e-Thesisความสามารถทางดิจิทัลการรู้เท่าทันสื่อดิจิทัลเยาวชนพิการทางการเห็นtext--thesis--doctoral thesis10.14457/NIDA.the.2018.33