Level 6 Children/Family Work students, Youth Work students (bear in mind Ali – policies…) 1.5 hours
So today we’re going to look at a few issues, but concentrating particularly upon questions of ….
Can find all this online…
You’re looking to provide information, engage in dialogue, listen to your audience … build a community who will be interested in the other things that you do ..
EXERCISE: Stand up if you… (discuss) THINK WHICH MOST APPROPRIATEHave a Facebook account (is it personal/work?)Check a social media site before you greet your partner in the morningHave a Twitter account (is it personal/work – are these overlaps acceptable?)Have tweeted in the last hourTweeted from the wrong Twitter accountHave decided to ignore a particular social media site for a specific reasonUsed a digital camera?Watched a YouTube video?Read a newspaper in the past week?A fan of social mediaAre NOT a fan of social mediaHave considered talking down a competitor instead of talking up yourself (on a social media site)If you chose a particular URL shortener for a reason rather than picking randomlyLove what you/your work stands for.Have any form of social media strategy in place? 10 minutes
Activity: Find someone you don’t know & in 30 seconds each way, exchange as much as possible about interests – see if you can find any in common… This is what much of SOCIAL media is about –about finding something in common… using that as a starting point to build relationships… why you’ll hear me and many others tend to emphasise QUALITY of relationships rather than QUANTITY.
Online/offline = REAL – not the same, but real! In the same way as you may emphasize different parts of your personality with different people – with your parents, your friends, your kids… online you may emphasise different aspects of your personality in different spaces… but at the centre of it all you are YOU!
It’s not uncommon for a pastor to live in an entirely different neighborhood or community than the people in their church. So, if there’s little opportunity for face-to-face interaction throughout the week, it’s only natural for pastor(al team) to find ways to immerse themselves in the online communities that their congregation is spending so much time in. Zuckerberg – community
Qualman – 4 mins (business focused, but worth thinking about…)
If you want to see what people have enjoyed in the past year … what will people watch?! Yes,… cats… no we’re not going to look!!
Ever seen this? Quite old now (last year!), but quite helpful in demonstrating the purpose of different spaces online and which aspects you may emphasise.. E.g. on Twitter looking to build relationships around common interests, whereas Facebook to develop those you already have – will change the kind of things that you can say…
A doc that I adapt for various purposes – the most recent this summer – gives an idea of what each tool online is … and what it might be useful for….
Talk about VALUES want to stand for – and how many need to help others understand them…
What does it mean to be a disciple in the digital age – e.g. the frape example… good exercise to get kids to come up with 10 commandments of social media – they take ownership & can sign up to it… we hope that good models will influence others…
This was kinda summed up at a recent conference…
Within the church we need to think about how we engage more - this is the model many churches have now… (as a educational developer, I note that many teachers do this too….)
Within education we talk a lot about personal learning, and opportunities to work WITH the positive & unique characteristics of kids… technology can allow us to allow more space to express ourselves… so long as we don’t block that kind of opportunity…
We instruct parents also… We make ‘moral judgements’ on parents … we’re a culture that emphasises individual responsibility – I am known to do so too… certainly think parents have to take some responsibility, but what can we, as a society do to help… Those of us who work online tend to emphasise collaboration and collective working – though certain individuals are still deified…
Can we move towards something more like this – what does this mean for church leaders, especially you as youth leaders…?
With that in mind – again want you to take a couple of minutes to think about what YOU are aiming to do as a youth leader… and start to think about what this looks like in the digital space… Lead by example – all new technology provides constraints/affordances…
What do you want people to DO when they are engaging with you online…
As you’ll see from that link, there’s a decent amount of information online already – please don’t spend hours reinventing the wheel –make use of the information online – not just about this kind of stuff (safeguarding) – but sharing activities that we can do – we all want to move kids journies forward – if we use other’s materials we can think how to apply more personally…
Know your stuff – keep tabs on content related to your course, etc… e.g. Google Alerts via keywords…
Note that all this material is raised in the context of discussion as to the possibilities, there’s no legal guidance offered or implied.
Digital literacy is NOT about trying to do everything digitally … but INCLUDESlearning how to live with(in) the digital age. Often say never lived without digital tools – but don’t necessarily know how to use them well!
These are the kind of arguments that are typically raised AGAINST use of digital technology…
Typical example includes e.g. the function of e.g. Blackberry Messenger in the London Riots…
Again, that theme of working with their friends …
I tend to refer to ‘human nature amplified’ … so this section from a book just released ‘The Parent App’ is interesting … as one might expect - bad things happen online because they can happen anywhere (the technology is incidental)… but also many of the kind of stats that are highlighted demonstrate that society is safer for children than it ever has been… She notes that technology may have introduced new risks – but also new ways of negating those risks… e.g. educate children to check in with parents on mobiles, etc. if they are worried about someone, etc…
Good example of that is that social media was used far more for the big clean up…
Think about how the nature of the web has changed over the few years its been online:Web 1.0 was passiveWeb 2.0 is more activeWeb 3.0 is immersive
See Jake, used to sharing through peer-to-peer networks
No fixed answers = to think about! Just 2 mins to discuss, then feed in briefly! Just taking mobile phones as an example… could also discuss the introduction of paper – can be seen as ‘disruptive’ … people can doodle & not pay attention when you’re talking… E.g. thinking we make more flexible plans, cancel more … what happens when your battery runs out? Do you feel lost/relieved, etc.?
In 2009, at a JISC event – these traits for upcoming students (aka 18 yr olds) were anticipated… previously “youngsters” would have been introduced to a widening world by adults slowly, but these days they are interacting globally with little guidance… now the whole world is at their fingertips & can’t necessarily just say “you can’t have”… they will just access in someone else’s house! Can we encourage them to understand how to use it well [parents need this too – hence book writing!]
The expectations of the younger generation may be different (although much also the same – forget ‘digital natives’) – but the nature of the technology has also changed, and the better we understand that – the more we are capable of using it well – and encouraging all of our community to use it well: 1) Material is persistent by default – difficult to remove2) Material is easy to change, replicate & share – making it difficult to distinguish between originals/replicas3) An isolated prank can go viral … may not be what the original person chose – but what the community chooses to amplify4) Anyone can be found/identifiedCan we think of activities that will encourage children to think about this…
The best way to understand a community is to engage with it … with social media, it’s OK to ‘lurk’, watch and understand …
Basic essentials – don’t give away too much info, trust too many downloads/other people who they say they are, keep parents in the loop…
Look for SIMPLE changes that you can make – e.g. the suggestion from research amongst the Youth & Children’s team at the Methodist Church is that you don’t friend any of your youth group (and I never friended students) .. Others would argue that it’s more transparent & traceable/permanent than e.g. a phone call and that you can be a strong role model in that space…Learn the privacy settings… what are YOU comfortable with? Ensure you have the right POLICIES in place … Police may check this if there’s an issue… Thoughts?
Remember that anything that you write online – even in private messages, etc. are easy to copy & paste – and out of your control onve you write them down… quite a good benchmark is thinking of these people who might read it … it may place limitations on what you write – being open and authentic does not mean shove it all out without filters!!
If you’re going to have a policy, have something like this – v. simple. Example with Damaris…
Think about what is possible with this – one of the benefits of not seeing someone’s face is can be easier to speak out against some more difficult things… ask more difficult questions, etc.. If can encourage people to encourage each other, check in, note that they’re praying for each other, etc. (normalising their faith also..)
We do need to think about how we’re going to deal with particular cases of cyber-bullying, and “cries for help” – have to be taken seriously but can’t put the responsibility all on one person... Again, this is a developing area, but I would look for churches to think about what they would do in such situations, and have specific people to contact (should be part of their overall policy, but social media maybe makes it easier for people to engage in these activities).
Cyber-bullying is one of the things that raises most fears … again, need to talk to kids about what constitutes bullying, etc. Raise awareness, give space to speak out – being aware that this can spread much faster, and invade the home in ways that previously bullying couldn’t….
Schools can do this, but what could youth clubs do with this – raise opportunities for discussions with parents and the kids… understand what it looks like, and what possibilities there are for e.g. blocking spiteful Skype messages, etc. and the importance of not giving away passwords, etc…
Listen to them – debunk digital native idea – may not know, know how to use well, or want to … But listen out for problems… etc.
1 minute… what about YouthWork sessions encouraging them to share experiences and learn from each other… you can learn too!
Work WITH the tech, rather than against it… don’t’ see it as something separate but work it into what you are already doing… it’s about the right tool for the right time … sometimes the right tool will be pen/paper, sometimes the technology..
Encourage healthy activities – take them out exploring the area.. Encourage them to think can they e.g. use this for some sort of getting people to think?
Produce something that people would like to engage with – my students did something like this – and spotted at #CNMAC12 last weekend – simple idea – be photographed like this – put it on your Facebook page & be tagged! May be issues with kids – but get pics of people prepared to STAND WITH!
Get them to follow, talk about, people that inspire them…?
Help them uncover who they are … without giving away TOO much information –e .g. about their geographical information…
Encourage them to e.g. see - 2 mins..
Final word – remember – there is always a human being at the other end of the keyboard… think before you type…Questions?
Transcript of "Young People & Media: Oasis College"
Media: The Impacton Children &Young PeopleDr Bex Lewis, Digital Fingerprint
What’s in the box today? http://www.sxc.hu/photo/626323
• 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 http://bit.ly/9NoI1Z
• ‘Moral judgements’ on parenting in an individual society. • What about the collective duty?6-8%
• 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. http://www.guardian.co.uk/media/2008/mar/27/digitalmedia. childprotection1 , http://www.guardian.co.uk/technology/gamesblog/2008/mar/ 27/byronreviewreleased
http://www.sxc.hu/photo/1389026 REINVENTING THE WHEEL?
• 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
• 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."http://www.guardian.co.uk/society/2012/aug/07/young-people-guidance-threats-social-media
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)
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?
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
“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.”http://oro.open.ac.uk/34100/2/4B5D6CE3.pdf
• God• Your Mum• ‘The kids’• The newspaper• Your worst energyWho might read it?
• 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.http://www.methodist.org.uk/ministers-and-office-holders/technology-and-church/social-media-guidelines
http://www.sxc.hu/photo/1354895SOCIAL MEDIA & PASTORAL CARE
“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.”http://network.youthworkonline.org.uk/profiles/blogs/how-to-help-children-who-are-being-cyberbullied
• http://bigbible.org.uk/abo ut-2-2/policies/image- policy/• http://pinterest.com/pin/ 39265827972908434/• All images in this presentation are screenshots, from Royalty free sites, or have been paid for.• http://www.etre.com/tool s/accessibilitycheck/Images/Accessibility