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Teaching about Transgression



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Exploring issues of freedom and responsibility in digital authorship.

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Teaching about Transgression

  1. 1. Safe Ways to Talk about Digital Transgression Renee Hobbs Harrington School of Communication and Media University of Rhode Island USA
  2. 2. • 11% received experienced online harrassment in the past year • 23% of youth reported unwanted exposure to sexual material in the past 12 months in 2010 • 13% saw violent sexual porn in the past year • 16% of youth report at least one stress symptom as a result of exposure N = 1560 children and youth ages 10 – 17 Crimes Against Children Research Center, University of New Hampshire American children experience risk online
  3. 3. European children experience risk online EU Kids Online, 2013 N = 25,142 children ages 9 – 16 in 25 countries
  4. 4. European children experience risk online
  5. 5. European children experience risk online EU Kids Online, 2013 N = 25,142 children ages 9 – 16 in 25 countries
  6. 6. In the past 12 months have you seen or experienced something on the Internet that has bothered you in some ways? For example, made you feel uncomfortable, upset, or feel that you shouldn’t have seen it? 17% of European children have been bothered, uncomfortable or upset by something online in the last year EU Kids Online, 2013 N = 25142 children ages 9 – 16 in 25 countries European children experience risk online
  7. 7. In the past 12 months have you seen or experienced potentially harmful user-generated content? 31% of European children aged 13 - 14 have seen or experienced potentially harmful user-generated content EU Kids Online, 2013 N = 25142 children ages 9 – 16 in 25 countries European children experience risk online
  8. 8. Internet Safety Curriculum
  9. 9. Humor is Transgressive Humor in general consists of a play with meaning, openness to the possibility of a meaningless world, and introduction of disorder. It implies surprise, loss of control, openness to novelty and ambiguity, and disengagement with regard to truth, morality, and affection.
  10. 10. The „Maze Game“ on Youtube
  11. 11. Scary Maze Prank the Original 27,113,068 views as of January 27, 2014
  12. 12. This made me feel ___________________ because __________________________.
  13. 13. Representational Ethics
  14. 14. Representational Ethics Consent Free Will Intentionality Consequences Social Good Spectatorship
  15. 15. Consider the Subject Subject • Consent. Did the subject consent in the making of the video? • Free Will. Did the subject exercise free will in choosing to participate in the game? Or was there coercion, where the subject was not truly free to refuse to participate?
  16. 16. Consider the Author Author • Consequences. Did the author consider the consequences of their actions on the subject? On the audience? • Social Good. Does the effect of their actions contribute to furthering healthy social relationships and a good society? • Intentionality. Did the author act with good will towards the subject? Towards the audience?
  17. 17. Consider the Audience Audience • Intentionality. Did the viewer/reader/audience have good will towards the author? Towards the subject? • Spectatorship in a Relational World. Does the viewer/reader/audience consider the consequences of their actions as a spectator? On self? On others? On society?
  18. 18. Representational Ethics
  19. 19. Child Victim Experiences Distress Child Victim Experiences Distress Scary Maze Game Pranks Take Many Forms
  20. 20. Teen Victim with Family Pranksters Peers Pranking Each Other Scary Maze Game Pranks Take Many Forms
  21. 21. Learning Outcomes: Students will • recognize different ways to categorize online videos by personal pleasure, genre, purpose, author, and audience response. A Lesson for Grades 6 – 7 - 8Exploring Online Videos • gain knowledge about the research method of content analysis. • strengthen discussion, listening, speaking and analytic skills. • use comparison-contrast to identify patterns in media messages. • reflect on the ethical relationship between the author, subject and audience.
  22. 22. Engage Online Videos: What we like and dislike
  23. 23. How to Categorize Internet Video? • Videos I Like – Videos I Dislike • Music Video – Movies – Sports – Reality, etc. • Amateur – Professional • Information – Entertainment – Persuasion • Socially Acceptable – Controversial Analyze WHY IS IT IMPORTANT TO THINK ABOUT THESE WAYS OF CATEGORIZING INTERNET VIDEOS?
  24. 24. Transition: The Scary Maze Game Videos Basic facts and student familiarity Sharing our reactions
  25. 25. Analyze: Create a Chart Content Analysis A systematic approach to examining patterns in the content of media messages WHAT PATTERNS IN SCARY MAZE VIDEOS CAN YOU FIND? URL WHO IS THE VICTIM? HOW DOES THE VICTIM REACT? WHO IS THE PRANKSTER? HOW DOES THE PRANKSTER REACT?
  26. 26. Learn and Discuss A Social Taboo Becomes Normalized
  27. 27. Audiences are Implicated in Media Ethics
  28. 28. Reflect Reflecting on ethical issues and on our social responsibilities as authors, subjects and audience members Subject (Victim) Author (Prankster) Audience Write about it: Imagine your best friend asks you to upload a scare prank video of his little sister to YouTube. What would you do?
  29. 29. LULZ
  30. 30. LULZ without Consequences
  31. 31. • Middle-school children are creating images to represent their play and learning • Images stand in for experience • Images embody complex social power relationships • Children are not born with the ability to understand the cultural meanings of images Media Literacy is Essential
  32. 32. Professor Renee Hobbs EMAIL Twitter: @reneehobbs