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Young People & Media: Oasis College

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Presentation for 20th December 2012...

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Young People & Media: Oasis College

  1. 1. Media: The Impacton Children &Young PeopleDr Bex Lewis, Digital Fingerprint
  2. 2. What’s in the box today?
  4. 4. IdentityPurchased from iStockphoto
  5. 5. Consistency
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  14. 14. Craig von Buseck, Netcasters, 2010
  15. 15. • Instead of trying to mass- produce children who are good at taking tests and memorizing things, schools should emphasize personal development, Robinson said. Not all kids are good at the same things, and the education system shouldnt pretend they Why teaching is not like making motorcars’, by John D. Sutter, CNN, should all turn out the March 17, 2010 7:00 a.m. EDT same, he said. Ken Robinson Sir
  16. 16. • ‘Moral judgements’ on parenting in an individual society. • What about the collective duty?6-8%
  17. 17. Photo from iStockPhoto LEAD BY EXAMPLE
  19. 19. March, 2008
  20. 20. • New codes of practice to regulate social networking sites, such as Bebo and Facebook, including clear standards on privacy and harmful content;• A gold standard for the use of console games, including clear set- up guidance for parents on issues such as pin codes and locks;• Better information for parents on how to block children accessing some websites. Byron has been struck that the technology exists to impose timers and filters, but there has been little take-up, knowledge or development of the technology;• A new law based on a 2006 Law Commission recommendation making it unlawful to assist suicide on the internet;• A national council to implement her strategy, with a fixed timetable for industry experts; a parents panel and child development experts to implement her recommendations. childprotection1 , 27/byronreviewreleased
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  28. 28. ••• ng.aspx••• parenting••• engage.html• keeping-your-child-safe-using-mobile-internet/• arentsTeensAndPrivacy.pdf••
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  32. 32. • Digital media • Taking away abilities to do things they could do before, or do things they shouldn’t do • Ruining people’s ability to make meaning precisely/accurately with language • Social relationships – becoming isolated or meeting up with ‘the wrong kind of people’ • Changing the way that people think – easily distracted – unable to construct/follow complex arguments. • Social identities - are these Jones & ‘genuine’, and how much do you have Hafner control over? Understand ing DigitalTechnological Dystopianism? Literacies 2012, p11
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  34. 34. • Over the year, many of the young people I worked with wanted to talk about the events of last summer [Riots]. Would they be tempted to respond to a message such as: "Its all kicking off at PC World – where r u?" I asked them. "It depends on who sent it," was the reply. But who would they turn to for advice if things started going wrong: teachers? Parents? Police? ChildLine? To which the almost unanimous response was: "No way, wed only be able to talk to our mates, theyre the only ones who would understand."
  35. 35. Bad thingscan happenanywhere
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  38. 38. Jake‟s Story… • “Jake told the executive that he never goes directly to a brand like this man‟s newspaper or even to blogs he likes. ... he reads a lot of news – far more than I did at his age. But he goes to that news only via the links from Digg, friends‟ blogs, and Twitter. He travels all around the internet that is edited by his peers because he trusts them and knows they share his interests. The web of trust is built at eye-level, peer-to-peer.” (Jarvis, p.86, my emphasis)
  39. 39. DISCUSS• All technologies offer AFFORDANCES, CONSTRAINTS and change SOCIAL PRACTICES• What has been made possible with the introduction of mobile phones?• How have mobile phones limited our activities?• How have our social practices/habits, etc. changed since mobile phones?
  40. 40. Expectations?own YouTube• Global (Used creating their videos, and expecting a quick response – from anywhere in the world!)• Responsive (Used to rapid response/feedback, 3 week guarantee “too long”)• Flexible (Used to having more than one starting point)• Interactive (Looking for a relationship of trust, staff/student partnership: The teacher has a role of leader, but needs „distributed leadership‟)• Often facile or trivial
  41. 41. • Persistence • Perpetual Beta • Scalability • Searchability@6% 360/6636
  42. 42. “Based on their studies of practice-basedcommunities, Lave and Wenger (1991) observed hownovices in the community may start at the periphery of acommunity, by watching and observing others, a processthey term „legitimate peripheral participation‟. Overtime, they learn and develop expertise and become morecentral to the community and its activities. For Wenger(1998) being a member of a community of practice notonly develops a participant’s expertise in the practiceon which the community is focused; learners’identities are also shaped by their engagement andrelationship with the community.”
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  45. 45. Facebook Groups!
  46. 46. • God• Your Mum• ‘The kids’• The newspaper• Your worst energyWho might read it?
  47. 47. • The Methodist Church social media policy:• Be credible. Be accurate, fair, thorough and transparent.• Be consistent. Encourage constructive criticism and deliberation.• Be cordial, honest and professional at all times. Be responsive. When you gain insight, share it where appropriate.• Be integrated. Wherever possible, align online participation with other communications.• Be a good representative of the Methodist Church. Remember that you are an ambassador for Christ, the Church and your part of it. Disclose your position as
a member or officer of the Church, making it clear when speaking personally. Let Galatians 5:22–26 guide your behaviour (fruits of the spirit).• Be respectful: respect confidentiality. Respect the views of others even where you disagree.
  49. 49. Cries for Help?
  51. 51. “Schools can run ongoing educationprogrammes to make children aware ofthe issues, how to respond and reportbullying and how to be good digitalcitizens; by being accountable for theirown actions, respecting and being awareof the feelings of others.”
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  54. 54. LISTEN!Purchased from iStockphoto
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  56. 56. PART OF THE MIXPurchased from iStockphoto
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  59. 59. Inspiring People?
  60. 60. UNIQUEPurchased from iStockphoto
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  64. 64. More Infographics:
  65. 65. • ut-2-2/policies/image- policy/• 39265827972908434/• All images in this presentation are screenshots, from Royalty free sites, or have been paid for.• s/accessibilitycheck/Images/Accessibility
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  67. 67. @drbexl @digitalfprint @bigbible