Social Media Content Moderators

Question: Are Social Media Content Moderators Necessary?

For my visual essay, I want to explore the in a working, restrictions and rules that moderators on social media are hired for and how they decide if a flagged piece of content should be removed/blocked from the general public to see, and evaluate the effectiveness of moderators and if they are necessary.

Social media companies like Facebook, Instagram and Twitter have always governed themselves, with little to zero government regulation on how their business and practices are run. This can be seen in how they moderate their users’ content from videos, photos and self-expression that are posted to their platforms. DASELER, G. (2019) states “The First Amendment to the Constitution protects Americans from government censorship. But private companies like Twitter, Facebook, and YouTube have the right to post or prohibit what they please on their platforms, just as scores of other companies have before them.” Promotes the question of these private companies.

Though there are two sides to social media one being the sharing of positivity and kindness throughout the world it also comes with its negatives through online trolls and extremeness groups aloud to spread hate and falsified information to the general population. With the forever expanding and exponential growth of the internet with more user’s gaining access to social media and uploading and sharing content of their own. DASELER, G. (2019) overserved that “Facebook having 200 million monthly users in the United States alone, or about three fifths of the U.S. population. In a single minute, the site receives 500,000 new comments, 293,000 new statuses, and 450,000 new photos. In the same amount of time, 400 hours of video are uploaded to YouTube, and 300,000 tweets are posted to Twitter.” Which in suits the issues of content being mistakenly or purposefully judged for being negative as alike the c pages and posts being deleted for sharing their concerns and ideas being silenced while politicians are blatantly racist or spreading misinformation on the same social media platform are being allowed to with little to no consequences.

I also want to further my knowledge on how moderators are trained as well as the guidelines that they are inhibited to obey by and how this impacts their specific social media pages. With my initial research I have discovered a journal where they gave a two-hour training to moderators of a blog forum to have a proactive approach to reduce the risk to adolescents with depression or anxiety where they found in C, Clair, M, Long, C, Boyle, L & Radovic, A n.d.,  “study, after examining the role of the moderator in a Web-based intervention for adolescents with depression or anxiety, we found that moderating such an intervention was feasible and resulted in no safety concerns. Additionally, moderators exhibited various approaches that may impact user engagement.”

For the first source that I decided to include in this visual essay pitch is an article from EBSCOhost  DASELER, G. (2019) as my first intentions of this project was to gather a further understanding of how social media works and find the positives and negatives to using humans in moderating content.

As for my second key source in my initial research for this project was another journal article Windler, C, Clair, M, Long, C, Boyle, L & Radovic, A n.d., which provided myself with a greater understanding into how moderators are trained to respond to specific content and the comments that are contained within them, in the goal to reduce teen depression and anxiety on social media.


DASELER, G 2019, ‘Web of Lies: The challenges of free speech in the age of social media’, American Conservative, vol. 18, no. 4, p. 43, viewed 18 May 2020, <;.

Windler, C, Clair, M, Long, C, Boyle, L & Radovic, A n.d., ‘Role of Moderators on Engagement of Adolescents With Depression or Anxiety in a Social Media Intervention: Content Analysis of Web-Based Interactions’, JMIR MENTAL HEALTH, vol. 6, no. 9, viewed 19 May 2020, <;.

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