The Internet and social media today provide huge opportunities: access to communities and networks, online information and learning, business and entertainment. However online connected technologies can also present challenges for children and young people and other vulnerable groups who may not have the critical digital literacies and life skills to recognise risk, or the resilience to manage online stresses and challenges. This presentation highlights some of the themes to address when developing the digital literacies and digital well-being of children and young people, and those who work with or support them.

1. 1
Promoting Digital Literacy and Digital
Well-being for Children and Young
People - Dr Sangeet Bhullar
3rd of July 2019
CILIP Conference 2019
What the Internet Facilitates
Virtual worlds,
gaming, social
networks,
forums,
messenger
services…
Diverse spaces,
services &communities
Opportunities for self-
expression, global
conversation; connection,
friendship, learning
Ephemeral
Messaging
More ways to chat
and stay connected
Copyright © WISE KIDS 2019. All Rights Reserved.
YouTubers

2. 2
Analogy of a City
Visualising the Internet
 Social Media and Communication
Technologies
 Other Collaborative and Content
Creation Technologies
 Networking and Showcasing
Technologies
 Software - free or affordable tools
Access to content, services, people,
communities, networks, businesses,
software (as a creator or consumer)
Internet –
Like a Global City
Text Copyright © WISE KIDS 2019. All Rights Reserved.

3. 3
The Internet
and digital
technologies
are transforming
the way we access
information,
learn, interact, network,
socialise
These are not passive
technologies – they present
opportunities and challenges
Text Copyright © WISE KIDS 2019. All Rights Reserved.
Digital Transformation 2019 – Eric Qualmann
https://www.youtube.com/watch?v=6k_G_h41ZaQ

4. 4
Cyberbullying/
Trolling/ Hate
Speech/ Libel
Plagiarism
Addiction
‘Nudes/
sexting’
Sextortion/
Blackmail
Life
Balance
Over Sharing
Scams, Fraud
Identity Theft,
eCrime
Revenge Porn
Reputation
Management
Radicalisation
Pro -self-harm/
suicide material
Examples of Online Safety Risks and Challenges
Dangerous
Content
Fake News
CSAE
Body Image
Pressures
Grooming
Peer Pressure
UK Legal FrameworkRacial and Religious
Hatred Act 2006
Criminal Justice Act 2003
Sexual Offences Act 2003
Communications Act 2003 (section 127)
Data Protection Act 1998
The Computer Misuse Act 1990 (sections 1 - 3)
Malicious Communications Act 1988 (section 1)
Copyright, Design and Patents Act 1988
Public Order Act 1986 (sections 17 — 29)
Obscene Publications Act 1959 and 1964
Protection from Harassment Act 1997
Regulation of Investigatory Powers Act 2000
Criminal Justice and Immigration Act 2008
Education and Inspections Act 2006
The Serious Crime Act 2015 Section 67
Practitioners, children and young people need to understand laws
online
UK Legal FrameworkRacial and
Religious Hatred Act 2006
The Counter-Terrorism and Security Act
Protecting Children from Anti-
Radicalisation:
https://www.gov.uk/government/publi
cations/protecting-children-from-
radicalisation-the-prevent-duty
Some content taken from the Kent e-
Safety Policy Template:
http://www.kenttrustweb.org.uk/UserFiles/CW
/File/Childrens_Services/Childrens_Safeguards
_Service/esafety/e-
Safety_policy_template_2012.pdf

5. 5
Review of existing provision – closing loop holes
 Revenge Porn Law
https://www.gov.uk/government/uploads/system/uploads/attachment_data/fil
e/405286/revenge-porn-factsheet.pdf
 Crown Prosecution Service Guidance on Social Media Use
http://www.cps.gov.uk/legal/a_to_c/communications_sent_via_social_media/
 Dealing with Sexting Incidents – Guidance from CEOP:
Wales: https://www.thinkuknow.co.uk/professionals/guidance/sexting-
guidance-wales/
England:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/fil
e/551575/6.2439_KG_NCA_Sexting_in_Schools_WEB__1_.PDF
Other UK Initiatives
Copyright © WISE KIDS 2019. All Rights Reserved.
What is Fake News?
Copyright © WISE KIDS 2019. All Rights Reserved.
https://www.bbc.co.uk/news/topics/cjxv13v27dyt
/fake-news

6. 6
Fake News – Misinformation/ Disinformation
(taken from https://www.telegraph.co.uk/technology/0/fake-news-exactly-has-really-had-influence )
Comes in multiple variants, from different actors and with different motives.
These include but are not limited to:
Commercially-driven sensational content: Stories that are not ideologically driven, but very often have
absolutely no grounding in fact. Their key goal is to drive web traffic and, as a result, generate advertising
income. Pop-up websites run by Macedonian teenagers fall into this category.
Nation state-sponsored misinformation: The goal here isn't revenue, but influence. Outlets in Russia or
elsewhere might produce content to swing public opinion, sow division or give the illusion of support for a
particular candidate or idea, either domestically or abroad. Fabricated stories can often be mixed with true
or sensationalised ones.
Highly-partisan news sites: These can conflate fact and opinion, are nakedly supportive of one political
viewpoint or party, and often position themselves as alternatives to the mainstream media.
Social media itself: Swarms of Twitter bots posting doctored or misleading photos, adverts on Facebook paid
for by Russian intelligence outfits, videos on YouTube claiming terrorist incidents are hoaxes. These are not links
outside of social media but are part of the social networks themselves.
Satire or parody: Light-hearted publications such as The Onion and Daily Mash have existed well before fake
news was seen as a problem.
Examples: How videos and photos are used to spread Fake
News
https://www.wired.com/2016/12/photos-
fuel-spread-fake-news/
https://www.theverge.com/tldr/2018/4/17/1
7247334/ai-fake-news-video-barack-
obama-jordan-peele-buzzfeed
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7. 7
7/11/2019
So how do we
prepare and
support children
and young
people?
For full article, see: https://eprints.soton.ac.uk/273226/
….We suggest that the common classification of the UN
Convention on the Rights of the Child into Provision,
Protection and Participation rights (Cantwell, 1993) can
provide the basis for such strategies, in which the
protection of children and young people, the provision
of appropriate services, spaces and support, and the
participation of children and young people in shaping
opportunities and managing their own safety…..
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UNCRC – 3Ps – Protection, Provision, Participation
Rethinking responses to children and young people’s online lives
Davies, Timothy G, Bhullar, Sangeet and Dowty, Terri (2011)
At EU Kids Online 2 - Final Conference EU Kids Online 2

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1. Disconnect between home
and school use
2. The inspiration gap / changing
role of educator and learner
3. Encouraging critical inquiry,
deep learning
4. Rethinking risk, developing
digital literacy, practising
digital citizenship
WISE KIDS Generation 2000 Research
See: http://wisekids.org.uk/wk/generation-2000-research-findings
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MOOCS
YouTube for
showcasing Twitter for
learning,
networking,
discovering
new contacts
Snapchat
for
socialising
with friends
eHealthBig DataInternet of Things
A balanced response: addressing the opportunities
The key: conscious, informed, ethical,
creative and responsible use

9. 9
Three Key Strands:
Digital Literacy Digital Citizenship Character & Well-being
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Creating a Whole-Organisation Culture of Digital Citizenship
Refers to the critical understanding, knowledge and skills needed to be an
effective and empowered digital citizen, able to find, assess, create,
consume and share online content critically and effectively; also able to
communicate and participate online effectively.
Being digitally literate goes beyond having functional skills. It must
encompass an understanding of information flow, networks, trust and
privacy across a diverse range of communities, services and platforms
connected globally - often with differing agendas, cultures, economic
and political systems. Being digitally literate means one is able to use
digitally connected platforms proficiently, insightfully in ways that bring
benefit.
@sangeet
What We Mean by Digital Literacy
(and the importance of defining what we mean)

10. 10
Michael Wesch – Professor at
Kansas University and expert on
the effects of new media on
culture and society
http://mediatedcultures.net/news/michael-wesch-its-a-
pull-pull-world ]
“We have to recognize in our society that the new media we see in our
environment are not just new means of communication, not just tools ….”
“Media change what can be said, how it can be said, who can say it, who can
hear it, and what messages will count as information and knowledge.”
Picture from http://comm563.wordpress.com
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Digital Literacy – Why it Matters
Resilience for the Digital World Report (Jan 2016) see:
http://www.youngminds.org.uk/digitalresilience
Sarah Brennan, Chief Executive of Young Minds, said:
“Our research shows that children and young people understand the online world a lot better than
most adults, they are active creators of content, and are discerning when it comes to navigating
social media. They’re more likely to listen to other young people, including older siblings, than
adults warning them about the dangers of the online world.”
“It’s important to encourage children to stay safe, but we should also encourage them
to create positive content, to offer support to others who are struggling, to build
empathy and responsibility, to identify and deal with challenging content, and to
explore how to balance their lives online and offline.”
Young Minds & ‘Digital Resilience’

11. 11
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Re-envisioning the role of librarians with young
people, families, communities in a digital age
How can you promote media literacy and well-being?
How can you inspire young people to use digital tools and
environments creatively and positively?
What activities/ workshops can you co-create with young people to
develop critical thinking, discernment and a healthy level of
scepticism; but also wellbeing (kindness, empathy, resilience,
compassion) so that they are able to deal with challenges online?
How can you embed digital and media literacy in ways that are
relevant, for example, whether dealing with detecting online scams,
or being blackmailed by a boyfriend online?
What activities can young people lead on?
Copyright © WISE KIDS 2019. All Rights Reserved.
Librarians - Digitally Connected and Inspired
Keep up to date on digital technologies and issues;
be responsive and evidence -based; also develop
staff digital confidence, proficiency and digital literacy.
Use a balanced approach which asks “how do I equip
young people for their digital now and future?”
Developments must recognise both Functional Skills as well
as Emotional / Digital Resilience.
Develop authentic listening, inquiry and co-creation with
young people.
• Knowledge, understanding, critical thinking
• Well-being
• Agency
• Values like kindness, empathy, respect

12. 12
 My Privacy and Data Online, a Toolkit from the LSE
http://www.lse.ac.uk/my-privacy-uk
 BBC resources on Fake News
https://www.bbc.co.uk/news/topics/cjxv13v27dyt/fake-news
 Myth vs Reality
https://www.childnet.com/resources/pshe-toolkit/myth-vs-reality
 Howard Rheingold’s Crap Detection Course
http://rheingold.com/2013/crap-detection-mini-course
 Full Fact https://fullfact.org/toolkit
 BBC Fact Check https://www.bbc.com/teach/skillswise/fact-or-opinion/z4r7cqt
 Media Smart UK https://mediasmart.uk.com
Copyright © WISE KIDS 2019. All Rights Reserved.
Useful Links – Critical Digital Literacy
 LSE Parenting for a Digital Future
https://blogs.lse.ac.uk/parenting4digitalfuture
 Common Sense Media
http://www.commonsensemedia.org app reviews & more
 App information from NSPCC https://www.net-aware.org.uk
 CEOP www.ceop.gov.uk and https://www.thinkuknow.co.uk
 Net Family News www.netfamilynews.org
 Vodafone Parents Guide http://vodafonedigitalparenting.co.uk/
 WISE KIDS www.wisekids.org.uk
 UK Safer Internet Centre http://www.saferinternet.org.uk/
Copyright © WISE KIDS 2019. All Rights Reserved.
Useful Links – General Online Safety Resources

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Copyright © WISE KIDS 2019. All Rights Reserved
Get in touch: sangeet@wisekids.org.uk
Website: www.wisekids.org.uk
Twitter: @sangeet
Thank you!
WISE KIDS Work
 Training Programmes/ Workshops: Children &
Young People, Teachers, Librarians,
Youth Workers, Social Workers, Parents, Foster Carers, CAMHS, Police,
School Nurses, GPs, RCN, Charities, Community Groups etc.
 Research: Generation 2000 (with the Children’s Commissioner for Wales,
S4C, Logicalis); Wales Coop on their ‘My Digital Life’ project
 Conferences: WISE KIDS Multi-stakeholder Conferences: e.g..
http://www.wisekidssummit.uk
 Resource Creation: e.g.. Welsh Government, Royal College of Nurses etc.
Copyright © WISE KIDS 2019. All Rights Reserved.

14. 14
Training Programmes for Capacity Building
 Digital Leader Short Courses for schools, librarians and youth organisations:
Promoting Digital Competence, Digital Citizenship and Well-being
 School INSET Days
 WISE KIDS ‘Digital Kindness & Digital Citizenship Ambassador Programme’
for primary and secondary pupils
 WISE KIDS Digital Leaders in Education Award Programme for Teachers –
piloted in Caerphilly; http://digleadersinedu.blogspot.co.uk/
(shortlisted for an ISPA award)
Copyright © WISE KIDS 2019. All Rights Reserved.
WISE KIDS Training Programmes
Image on slide 2 from: https://www.flickr.com/photos/sjcockell/4684828794/
Creative Commons License (CC BY- 2.0)
Image on slide 15 from: http://www.flickr.com/photos/tengrrl/8575254025;
Creative Commons License (CC BY-SA 2.0)
Images on slide 16 from: https://emilyjoypr.files.wordpress.com/2013/06/mass-relevance-power-of-social-
media_0.jpg
Image Credits