shaping citizenship & safety in digital spaces

1. what do we know?
how do we know it?
what do we need to do ?
how will we do it?
shaping
citizenship &
safety in
Image: NSW Dept Ed. digital spaces
exploring Cyberia go figure Nov 2011
technology is my life
extends my creativity & curiosity
technology is an extension of
who I am
technology is all about learning
challenges opportunities

2. finding the balance
cybersafety 'To teach our children this new
citizenship, we need to fold their
or digital tools into the general flow of
school.
digital citizenship
J Ohler. Character Education in the Digital Age. ASCD. 20010
We need to not only help students learn to
use these tools in smart, productive ways,
but also help them place these tools in the
larger context of building community,
behaving responsibly, and imagining a
healthy and productive future... both locally
and globally."

3. crossing the line
where are you?
Teens: Kindness & Cruelty on SNS
what behaviours would you expect to see on the
+ side
95% of US 12-17 years online
80% use SNS
what behaviours would you expect to see on the
- side 69% say peers mostly kind to each other
20% say peers mostly unkind
why did he choose to stay on the + side?
11% ‘it depends’
‘I’m not moving..where are you?’
15% report being target of mean or cruel behaviour
how hard is it to stay on the + side? 88% have witnessed others being mean or cruel
November: 2011 Pew Internet Research Centre
1 in 5 teens say they were bullied last
year. 55% of teens who witness cruel behaviour frequently
Mostly in person. F2F see others ignore it
27% frequently see others defend victim
20% frequently see others tell person being mean to
stop
19% frequently see others join in the harassment

4. EU Kids Online Study Key Findings
21 October 2010
23,420 Internet users ages 9-16 years old + one of their
parents
50% of all children said they find it
easier to be themselves online than in
The survey asked about these online risks:
o pornography
real life.
o bullying
o receiving sexual messages
o contact with people not known face to face
o offline meetings with online contacts
o potentially harmful user-generated content and
o personal data misuse
.
Lead author: Sonia Livingstone.
London School of Economics and Political Science.
Key Findings: Parents Key Findings: Parents
52% of parents whose child has received sexual
messages say that their child has not;
61% of parents whose child has met offline with an
online contact say that their child has not.
41% of parents whose child has seen sexual images
online say that their child has not seen this;
Although the incidence of these risks affects a minority of children
56% of parents whose child has received nasty or in each case, the....
hurtful messages online say that their child has not; level of parental underestimation is more
substantial.
Key findings.
95% of middle school students (years 7 to 10) have
Teenagers used SNS.
Legal Risks and 93% use Facebook is the most popular SNS,by
Social Networking Sites 27% use MySpace
Authors
Melissa de Zwart The majority of surveyed students update
David Lindsay
Michael Henderson information on their SNS at least every day, and
Michael Phillips
over a quarter update their SNS profile
Published 2011 several times a day.
1004 middle school students Years 7-10
204 middle school teachers
49 parents of middle school students.
Focus group interviews were conducted with 58 middle school students and 21 middle school teachers.

5. Key findings. Surveyed students felt that SNS were safer than did their
teachers and parents.
46% reported that they did not talk with their 49% of students recognised that there was some
element of risk in using SNS,
parents about SNS use
28% thought that SNS were safe.
75% reported that they did not talk with their
teachers about SNS use!
20% of students were ambivalent about risk,
essentially reporting that the degree of risk was
The majority of teachers who were surveyed on irrelevant to them as it is “just what everyone
the issue indicated that they were generally does”.
aware of risks, including legal risks, of teachers
using SNS.
Key Recommendations
The potential disparities in the approaches to, and
understandings of, legal risks associated with SNS use between
parents, teachers and students ..
suggests that there is some need for education and training of
teachers and parents.
There is a pressing need for research and policy work
to be undertaken in determining the extent of the
‘duty of care’ owed by teachers in any interactions
with students via SNS.
Cyberbaiting is when students irritate or
‘bait’ a teacher until the teacher gets so
frustrated they ‘lose it.’
Students are ready for the teacher to
crack and film the incident on mobile
phones so they can later post the
footage online.

6. e-safety
The five highest rated aspects are:
• Administrator responsibilities (3.24) – provisions managing relationships
Policy and Leadership
• Technical security (3.17) – Technical
Infrastructure
self review managing/shaping
• Digital literacy education for students
(3) - Education The five lowest rated aspects are: reputations
• Disciplinary action policy (3) – Policy • Staff training (1.44) - Education
and Leadership • Reporting policy (1.44) - Policy
• Mobile device policy (2.9) – Policy and Leadership
and Leadership
• Personal data security (1.57) –
Technical Infrastructure
• Evaluate and adjust policy (1.6) -
E-Safety Accountability
• Website, online education,
external communications policy
(2) - Policy and Leadership
The challenge for young people today is how to manage
their lives in a world where the Internet..
records everything and forgets nothing
where every online photo, status update, Twitter post
and blog entry by and about individuals can be stored
forever.
NY Times 2010

7. Google Alerts
know what’s being said about your school
"#
Shaping a Positive Online Image
managing content
Be selective about what you
put online
Posting is permanent
Private is never private
Monitor regularly
Seek help
Fences are not sufficient
too sexy too soon
"Girls are being shown in images that are almost like
soft porn...The effect is to severely restrict girls'
To be safe around all water, we options, including the way they choose to portray
teach children to swim themselves....in the online world, girls are reflecting
back the images they see”
commonsensemedia.org/advice-for-parents

8. too sexy too soon
‘Young people naturally experiment with identity as they
mature.
Being raised in a world that increasingly sexualises them,
they begin to view themselves as objects for other
people's sexual attention.
sexting
No one asks them or teaches them how to think critically or
about these images.’ Tolman
youth‐produced sexual images
commonsensemedia.org/advice-for-parents
The authors suggest using the term “youth‐
produced sexual images,” defined as....
2% of youth had appeared in or created nude or nearly nude pictures or
images created by minors (age 17 or videos
younger) that depict minors and that are or Reduced to 1%when the definition is restricted to only include images
could be considered child pornography that were sexually explicit (ie, showed naked breasts, genitals).
under criminal statutes.!!! 7% had received nude or nearly nude images of others
6% reported receiving sexually explicit images.
Few youth distributed these images.
Source:! Wolak, J., Finkelhor, D., Mitchell, K., Ybarra, M.! (2008) Kimberly J. Mitchell, PhD, David Finkelhor, PhD,
Lisa M. Jones, PhD, and Janis Wolak, JD
Crimes Against Children Research Center, University of
New Hampshire, Durham, New Hampshire
Good Kids
do
Bad Things
on the
Internet
Source: Dr. Linda Young
!"#$%&'()*+&,,-./01&-.$*2334 incredibleinternet.com

9. easy & fast easy & fast
strong emotions can be released at
the speed of a keystroke but the part of the brain that is in charge of
ripple effects can last much longer impulse control and long term
consequences not fully developed
common for teens to post whatever until 20-25 years
they are feeling, thinking, or doing
whenever the impulse takes them
illusion of privacy
paradox of parental expectations
invisible audience
no one is all good or all bad
bedrooms a digital cocoon
living up to being ‘good’ creates pressure to
conform to these expectations in ‘real’ life
can’t see the ‘whites of someone’s
eyes’
lack of non-verbal cues
= lack of empathy
emotional & physical distance
paradox of parental expectations child who bullies or harasses online
doesn’t witness the emotional and
physical reaction of the target
resentment/frustration until opportunity
for privacy & anonymity difficulty in feeling compassion or
empathy
Internet outlet for expression of ‘bad’
thoughts offender safer from physical
retaliation
e.g if bullied offline becomes bully
online

10. loss of self awareness
fallout from ‘super’ parenting
&
‘groupthink’ showered with attention & ‘things’
an anon member of a large group of young people have a stronger sense
supporters feels less responsible for of entitlement and weaker sense of
their actions responsibility
less likely to question whether allows them to think they can get
behaviour is appropriate or out of away with bad behaviour
control
’bad’ group behaviour can seem like
the right thing to do
.
15 min of fame
so what? now what?
model behaviour that gets attention
and peer acknowledgement
bad behaviour ‘celebrated’ in reality
TV
infamy, tasteless & derogatory
behaviour gets more attention than
acts of kindness
delicious.com/cybersafekids ikeepcurrent.org

11. commonsensemedia.org
Y6-8 Digital Citizenship
Scope and Sequence
film & app reviews
digitalcitizenshiped.com

12. thatsnotcool.com
young people as researchers
ethical thinking skills
Striving to understand the motives
and goals of multiple
stakeholders in online
Perspective Taking
communities.
e.g friends, peers, creators,
owners online of content
when.....
presenting oneself in an online
Roles
community; sharing information
&
about self or others;taking action
Responsibilities
in an online game, responding to
something troubling
..to communities.
Choices include:
Potential Benefits
conduct
&
speech
Harms
privacy
credibility

13. Secondary Curriculum
5 Units
you decide
Scenarios & Dilemmas
Core Themes
The aim of the Norwegian project is to
increase young people's knowledge of
Participation privacy and to raise their consciousness
about the choices they make when
Identity they use digital media such as the
Internet and mobile phones.
Privacy
Authorship & Ownership
Credibility
dubestemmer.no
teacher resource
13-17 years of age
parent education
what do they need to know?
the parent-teacher-student conference went OK.....
what do they need to do?

14. complex solution
to parenting FB teens
creating
conversations
parent forums
led by students
Why do young people use Facebook?
Why do young people use Facebook?
For as many reasons as adults do. The research of psychologists and
sociologists shows us that they use social networking sites for:
Collaborating on school work
Socializing or “hanging out” with their friends, for
the most part friends at school Validation or emotional support
Day-to-day news about their friends, Self-expression and the identity
acquaintances, relatives, and peer groups
exploration and formation that occurs
in adolescent development

15. No matter how disorganised or
messy a social-networking website
looks, it can be divided neatly into
three main activities:
Identity: creating an identity or a
personality online
Communication: with friends online
Sharing: photographs, videos, music,
information on hobbies and interests
To use a social-networking website is
to be part of a community.
To use a social-networking website
is to be part of a community.
Connecting Generations
“Discovering the digital world
together safely”.
robyn treyvaud
e. robyn@ikeepsafe.org.au
m. 0402 064 039
twitter. rtreyvaud
delicious.com/cybersafekids
w. cybersafekids.com.au
student voices