Developing Digital Literacy and Content Creation Skills Through a Content Creator Workshop for Adolescents of St. Ignatius Danan Parish Wonogiri

Abstract

This community service activity aimed to provide adolescents with practical opportunities to practice digital literacy and content creation skills through a content creator workshop conducted at St. Ignatius Danan Parish, Wonogiri. The activity involved 56 participants consisting of 28 junior high school (SMP) students and 28 senior high school (SMA) students. The one-day workshop was conducted on March 29, 2026, using a participatory training approach that combined interactive material delivery, hands-on practice, presentation, reflection, and qualitative evaluation. The training covered digital literacy, content ideation, product photography, short-form video production, copywriting, personal branding, and the use of accessible applications such as Canva and CapCut. TikTok and Instagram were introduced as platforms for content distribution. A distinctive component of the activity was the introduction of digital content creation as a means of supporting local Micro, Small, and Medium Enterprise (MSME) promotion through a crispy mushroom product. Observations during the activity indicated active participation and willingness to experiment with content production. Senior high school participants generally demonstrated greater familiarity with editing applications, while junior high school participants showed strong enthusiasm for visual exploration and required more intensive guidance. Participants practiced transforming everyday products into digital content concepts and were introduced to the relationship between digital communication, content creation, and local product promotion. Overall, the workshop provided opportunities for participants to practice digital literacy, creativity, communication, and introductory digital entrepreneurship skills. Because the activity did not employ standardized pre-test and post-test instruments, the findings are presented as qualitative observations rather than statistical evidence of learning improvement. Future activities should incorporate structured assessment instruments and follow-up mentoring to provide stronger evidence of learning outcomes and sustainability.