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  • Multiple functions produce multiple, often competing, demands on the chart.
  • UMLS is the major developmental tool for medical vocabulary

Transcript

  • 1. Youth, Social Networking, and Intellectual Freedom Presented by Amanda Gallineau, Meghan Marong, and Patricia Powers LIS 580 Intellectual Freedom University at Buffalo November 2, 2010
  • 2. What is social networking?
    • Connecting
    • Mutual bonds
    • Communication
    • Sharing
  • 3. Popular social networking sites
    • Facebook
    • MySpace
    • Twitter
    • Blogger
    • Delicious
    • Flickr
  • 4. The purpose of social networking sites
    • Finding long lost schoolmates
    • Connecting family members
    • Long distance communication
    • Escape from reality
    • Community environment
    • Business marketing tool
  • 5. Questions concerning social networking
    • What criteria defines a “friend” on a social network?
    • What does it means to out in “public” on the Net?
    • What personal items should be exposed? (i.e. videos, pictures, status, etc.)
    • How safe are you on a social networking site?
    • Are social network users taken for granted?
    • Are social network sites doing enough to control access to the privacy of users’ information?
  • 6. Intellectual freedom factors of social networking
    • Potential employers’ access to personal profiles on social networking sites – affects one’s career future
    • Public access to immediate family information
    • Open window into one’s personal beliefs
    • DOPA: Deleting Online Predators Act
    • Political perceptions: Concept of social networking as defined by liberals or conservatives
  • 7. Technological and Legal Challenges of Social Networking for Libraries
  • 8. Deleting Online Predators Acts (DOPA)
    • DOPA was a legislative bill that was brought before the U.S. House of Representatives in 2006.
    • If passed, the bill would require every school and library that receives E-rate funding to protect minors from sexual predators.
    • The E-rate funding would go towards filtering and blocking social networking sites.
    • DOPA was passed from the House to the Senate, and was never voted on.
  • 9. ALA vs. DOPA
    • The American Library Association asked its members to vote against the Deleting Online Predators Act.
    • Former ALA President Michael Gorman said:
      • “ We know that the best way to protect children is to teach them to guard their privacy and make wise choices. To this end, libraries across the country offer instruction on safe Internet use.”
  • 10. Roles of librarians in social networking
    • Our role is not to censor or filter, but to educate.
      • We cannot change the safety of social networking, but we can help parents and individuals to protect themselves.
      • We can be active in learning the risks of social networking and share the information with our users.
  • 11. What can we provide for our users?
    • Inform users on the dangers of social networking:
      • Pamphlets
      • List of valid online resources for parents and kids
      • Free online social network safety classes
      • Classes available to public in library
        • Mandatory class before users access the internet?
  • 12. Resources
    • Online:
      • ikeepsafe Internet Safety Coalition
        • http://www.ikeepsafe.org
      • Federal Trade Commission: Facts for Consumers
        • http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec14.pdf
      • Social Networking Safety - Microsoft Protect
        • http://www.microsoft.com/protect/parents/social/socialnet.aspx
  • 13. Social networking safety questions
    • Think about what information you are sharing
      • Full name? Address? Phone number? Email?
    • What are your privacy settings?
      • Who is able to view your page?
        • Friends
        • Friends of friends
        • Anyone?
    • Who is looking at your page?
      • Is your page being looked at people other than friends?
        • Parents
        • Employers
        • Students
  • 14. Social networking safety questions (continued)
    • Do you have pictures of yourself posted?
      • Again, who is looking at the pictures?
    • Does your status tell too much?
      • Are you broadcasting information that reveals too much?
        • Away on vacation
        • Where you are going to be
        • Home alone
        • “ Vulnerable situations”
  • 15. Social networking safety questions (continued)
    • Who are you “friends” with?
      • Are you really friends with your “friends”?
      • Do you talk (face-to-face) with the people you are friends with on social networking?
    • Stranger Danger
      • Be careful chatting online with strangers.
      • Do not give out information to people you do not know.
      • Do not trust meeting online strangers in person.
  • 16. Social networking in libraries
    • Is there any room for social networking in public or school libraries?
      • MySpace or Facebook accounts to keep students/users informed
      • Librarian blog
        • New materials in library
        • Book lists/book talks
  • 17. Issues Concerning Youth, Social Networking, and Intellectual Freedom
  • 18. Issue #1
    • Social networks are often described as “objectionable” and “age inappropriate” in terms of young people.
      • Your role as an intellectual freedom advocate: Help all patrons distinguish between hype and concern about social technologies. Rather than labeling a technology as inappropriate, help people to make informed decisions about them.
      • https://www.myfamily.com/
      • http://www.kids.getnetwise.org/safetyguide/technology/socialnetworking
  • 19. Issue #2
    • While school and public libraries must adhere to laws such as CIPA, COPPA, and DOPA, these laws tend to restrict access based on technology rather than content.
      • Your role as an intellectual freedom advocate: Comply with the laws, but review your institution’s use policies and filtering software to examine how to best use social networks to educate instead of simply limiting access.
      • http://www.imbee.com/
      • http://teen.secondlife.com/
  • 20. Issue #3
    • When young people participate in online communities, they may come into contact with strangers who have malicious intent.
      • Your role as an intellectual freedom advocate: Instruct young people about how to balance the desire for interaction with the importance of personal safety. Help students makes distinction between information they might post on private and public sites.
  • 21. Issue #4
    • Limitations on Web access for young people may decrease the chance of contact with dangerous people, but it also denies students the opportunity to publish intellectual work for a wider audience.
      • Your role as an intellectual freedom advocate: Build your students’ social technology skills through experiences with open and closed social systems.
      • http://moodle.org/
      • http://pbworks.com/content/edu+overview
      • http://www.schooltube.com/
  • 22. Issue #5
    • Information professionals who serve young people should update their collection, selection, and reconsideration policies to reflect emerging technologies such as social networks.
      • Your role as an intellectual freedom advocate: Ensure that your library policies are current and reflect the unique attributes of social networking.
      • http://www.pearlharborstories.org/index.php
  • 23. Conclusions
    • The best practice for addressing harassment and bullying of young people is not to further restrict their intellectual freedom by applying filters to technology, but rather to advise them on how to be mindful of the consequences of statements and behaviors online.
    • When awareness of cyber-bullying and online predators is recognized by young people, their curiosity will be a first step to prevention.
  • 24. References American Library Association, (2006). ALA Podcast Script: Online Social Networks. Retrieved October 17, 2010, from American Library Association Web site: http://www.ala.org/ala/aboutala/offices/oif/ifissues/issuesrelatedlinks/podcastnetworking.cfm Barnes, S.B. (2006). A Privacy Paradox: Social Networking in the United States. Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/ fm/article/viewArticle/1394/1312%23note4   Hamilton, S. (2003). Freedom of access to information and freedom of expression: the Internet as a tool for global social inclusion. Library Management , 24(8/9), 407-416. Retrieved October 17, 2010 from Emerald Gate Database. Hinduja, S., Patchin, J.W. (2010). Changes in adolescent online social networking behaviors from 2006 to 2009 Computers in Human Behavior. Retrieved from Google Scholar.  
  • 25. References   Lamb, A. (2007). Intellectual freedom for youth: social technology and social networks. Knowledge Quest, 36 (2), 38-45. Mezrich, Ben. (2009). Friends and foes: The Accidental Billionaires: The Founding of Facebook: A Tale of Sex, Money, Genius and Betrayal. The Economist, Retrieved November 1, 2010 from, http://www.economist.com/node/14164433 . Mitchell, K.J., Finkelhor, D., Jones, L.M., Wolak, J. (2010). Use of Social Networking Sites in Online Sex Crimes Against Minors: An Examination of National Incidence and Means of Utilization. Journal of Adolescent Health, 47, 183-190.   Pempek, Tiffany. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology , 30, 227-238. Retrieved October 17, 2010 from, doi:10.1016/j.appdev.2008.12.010.
  • 26. References Smith, William P, Deborah L. Kidder. (2009). You’ve been tagged! (Then again, maybe not): Employers and Facebook . Business Horizons, 53, 491-499. Retrieved October 17, 2010 from Science Direct Database. Snow, G.M. (2010). Online Privacy, Social Networking and Crime Victimization. Testimony before the FDCH Congressional. Retrieved from MasterFILE Premier.   Young Adult Library Services Association (2006). DOPA Information Packet: A Resource for Librarians and Library Workers. Retrieved from http://www.ala.org /ala/mgrps/divs/yalsa/profdev/DOPAInfoPacket.pdf