Siram Anathan: Digital Bridges: Harnessing Social Media for Social and Cultural Unity in Disaster Recovery

This manuscript investigates the role of social media as “digital bridges” which link individuals, groups, and organizations within a community in post-disaster recoveries. By synthesizing research from disaster studies, social capital theory, and digital communication literature, the paper draws on empirical evidence on social media supporting situational awareness, community mobilization, digital storytelling, and cross-cultural solidarity. Simultaneously, it also examines the problems of fake news, social media apartheid, surveillance dystopia, and the fleeting nature of online solidarity. Instead of a general literature review, the article provides an integrative conceptual synthesis that connects theory to policy and practice. It concludes with concrete suggestions for policymakers, platform designers, and recovery specialists who want to leverage social media’s connecting power while reducing its separating dangers.

D.Thangam, P. K.Shinde, D. K.Muniyanayaka, et al., “Digital Bridges: Harnessing Social Media for Social and Cultural Unity in Disaster Recovery,” Journal of Critical Infrastructure Policy7 (2026): e70022, https://doi.org/10.1002/jci3.70022.

Sriram Ananthan
Matthew Dunleavy wearing a pink and purple polka-dot shirt under a grey blazer with red-framed glasses and a long reddish-brown beard smiling into the camera
Matthew Dunleavy

Senior Educational Developer, Faculty Excellence and Development

Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.