社群媒體傳散新冠肺炎（COVID-19）風險，本研究旨在探討大學教師轉化媒體多元素養的反思性教學經驗，並詮釋社群媒體與教室相遇時，如何在創作中相互吸引。研究方法採取行動研究，以「媒體倫理」課程內23名修課的大學生作為研究參與者，其中8組創作作品為代表研究案例。結果呈現學生在任務中，以熟悉的虛假訊息為主題，將其轉化為反思的創作形式。學生能在教室之外，溝通反思關於新冠肺炎的虛假資訊，在社群媒體中分享其重新設計之反思訊息。對教育工作者來說，社群媒體可能提供營造參與性與創造性的環境，允許反思訊息的交流並創立新的網絡，進而為災疫議題提供創造性的教育空間。在涉及具爭議性新冠肺炎虛假訊息的創作裡，能幫助學生發展批判性思考與科學媒體素養，以及在日常生活裡有能力應用多模式素養並與他人分享。本研究貢獻顯示多元素養如同跨領域媒介，幫助學習者喚起創造性的學習技巧與跨領域理解，讓師生在共創反思訊息中改善專業知識與能力，在此貢獻下進一步給藝術本位跨領域教育研究有所啟發。

Social media spreads risk awareness about COVID-19. This study aimed to explore the experience of a college professor in incorporating media multiliteracies, reflecting teaching and learning as well as interpret how to make connections between social media and in-class activities during creations. Applying action research as the research method, twenty-three undergraduate students who took “media ethics” class participated in the study, with eight works created. The results show that students identified themes of familiar misinformation as mission, transforming them into a form of reflective creation. Students could communicate the reflective disinformation on COVID-19 through sharing of redesigned messages on social media beyond the classroom. For educators, social media might foster a participatory and creative environment that allows for exchange of information and creation of new networks and organizations, thereby providing a creative educational space for discussing topics related to disasters and pandemics. Creations involving controversial COVID-19 disinformation helped students develop critical thinking and science media literacy. Moreover, students developed the ability to apply multiliteracy in daily life and share their reflections with others. The contribution of this study shows that multiliteracies as mediums indeed helped the learners raise art-based learning skills and cross-disciplinary understanding, and the teacher and students were provided opportunities to improve their professional knowledge and competence about reflective information in a co-create process. Based on these contributions, some suggestions were proposed for further art-based cross-disciplinary education research.