Famous online

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Presentation given to students at a local high school about how to create a positive digital footprint.

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  • What are some tools you use?
  • Google Bethany Smith as an example – what assumptions will you make about this person. Have all students take 10 minutes and Google themselves. Show them how to Boolean search correctly for themselves and their city.
  • How do you control your identity now?
  • Famous online

    1. 1. Famous Online: You & Social Media Dan Bulatek Bethany V. Smith
    2. 2. Your Digital Footprint
    3. 3. Making Tracks: Your Footprint <ul><ul><li>Social Media </li></ul></ul><ul><ul><li>Blogging </li></ul></ul><ul><ul><li>Texting </li></ul></ul><ul><ul><li>Web authoring </li></ul></ul>
    4. 4. What does Google say about you?
    5. 11. How do you control this?
    6. 12. Think before you post PSA?
    7. 14. Do you know what companies are doing with your info?
    8. 15. Terms of Service <ul><ul><li>http://www.facebook.com/terms.php </li></ul></ul>
    9. 16. You own all of the content and information you post on Facebook, and you can control how it is shared through your privacy and application settings . In addition: For content that is covered by intellectual property rights, like photos and videos (&quot;IP content&quot;), you specifically give us the following permission, subject to your privacy and application settings : you grant us a non-exclusive, transferable, sub-licensable, royalty-free, worldwide license to use any IP content that you post on or in connection with Facebook (&quot;IP License&quot;). This IP License ends when you delete your IP content or your account unless your content has been shared with others, and they have not deleted it.
    10. 17. When you publish content or information using the &quot;everyone&quot; setting, it means that you are allowing everyone, including people off of Facebook, to access and use that information, and to associate it with you (i.e., your name and profile picture).
    11. 20. Tagging and Untagging
    12. 21. Cyber Bullying  
    13. 22. Ricardo's Story
    14. 23. Do you think Ricardo is a cyberbully?
    15. 24. What does Ricardo mean when he says that information “gets around really quick”?
    16. 25. Ricardo thinks that harassing others on the Internet, rather than in person, appeals to some teenagers because they can’t be attacked physically. What do you think?
    17. 26. Have you ever encountered online cruelty?  How do you think someone might feel after being the target of it?
    18. 27. Key Vocabulary <ul><ul><li>Target: A person who is the object of an intentional action </li></ul></ul><ul><ul><li>Offender: A person who has malicious intent to hurt or damage someone </li></ul></ul><ul><ul><li>Bystander: A person who does nothing when they witness something happening </li></ul></ul><ul><ul><li>Upstander: A person who supports and stands up for someone else </li></ul></ul><ul><ul><li>Escalate: To increase or make more intense </li></ul></ul><ul><ul><li>De-escalate: To decrease or make less intense </li></ul></ul>
    19. 28. Stacey's Story
    20. 29. How Targets and Upstanders Can De-escalate Online Cruelty
    21. 30. Ignore and block the bully. Offenders often want attention. Take it away and they may give up.
    22. 31. Save the evidence. You may need it later for documentation.
    23. 32. Change your privacy settings. Allow only people you trust to see or comment on your pages.
    24. 33. Tell trusted friends and adults. Create a support network.
    25. 34. Upstanders: <ul><ul><li>Stand up to the offender when appropriate. If you see something negative, say something. Make it clear that you think online cruelty is wrong, and tell the offender to back off. (It may be easier to do this if you have good standing with the offender.) </li></ul></ul><ul><ul><li>Point out the bully ’s motivation to the target. Comfort the target by explaining that many offenders act cruelly just to gain control, power, or status. </li></ul></ul><ul><ul><li>Help the target advocate. Help the target find friends and school leaders who can help de-escalate the situation. It ’s easier to stand up to cruelty when you are not alone. </li></ul></ul>
    26. 35. Have you or a friend ever experienced a situation similar to Stacey ’s ? How might the strategies in the chart have helped you in that situation?
    27. 36. Dial It Down Maps <ul><ul><li>Pair Up </li></ul></ul><ul><ul><ul><li>One Student Left-Column </li></ul></ul></ul><ul><ul><ul><li>One Student Right-Column </li></ul></ul></ul><ul><ul><li>Use elements such as size and color to indicate escalation and de-escalation, and arrows to show the flow of events </li></ul></ul>
    28. 37. Wrap Up
    29. 38. All images are Creative Commons licensed and available at  http://www.delicious.com/bethanyvsmith/pp_photo

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