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Safe Ways to Talk
about Digital
Transgression
Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island USA
• 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
European children
experience risk online
EU Kids Online, 2013
N = 25,142 children ages 9 – 16 in 25 countries
European children
experience risk online
European children
experience risk online
EU Kids Online, 2013
N = 25,142 children ages 9 – 16 in 25 countries
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
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
Internet Safety Curriculum
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.
http://www.youtube.com/watch?v=P_y8RdJ0HzY
http://www.youtube.com/watch?v=TyOr9RAMzmM
http://www.youtube.com/watch?v=aQff6yj6vWA
The „Maze Game“ on Youtube
http://www.youtube.com/watch?v=W2R9YTXJeWE
http://www.youtube.com/watch?v=q-MAR7n3qrQ
Scary Maze Prank the Original
27,113,068 views as of January 27, 2014
This made me feel ___________________
because __________________________.
Representational Ethics
Representational Ethics
Consent
Free Will
Intentionality
Consequences
Social Good
Spectatorship
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?
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?
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?
Representational Ethics
Child Victim Experiences Distress
Child Victim Experiences Distress
Scary Maze Game Pranks Take Many Forms
Teen Victim with Family Pranksters
Peers Pranking Each Other
Scary Maze Game Pranks Take Many Forms
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.
Engage
Online Videos: What we like and dislike
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?
Transition: The Scary Maze Game Videos
Basic facts and student familiarity
Sharing our reactions
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?
Learn and Discuss
A Social Taboo Becomes Normalized
Audiences are Implicated in
Media Ethics
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?
LULZ
LULZ without Consequences
• 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
www.mediaeducationlab.com
Professor Renee Hobbs
EMAIL hobbs@uri.edu
Twitter: @reneehobbs

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Teaching about Transgression

  • 1. Safe Ways to Talk about Digital Transgression Renee Hobbs Harrington School of Communication and Media University of Rhode Island USA
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  • 3.
  • 4.
  • 5. • 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
  • 6. European children experience risk online EU Kids Online, 2013 N = 25,142 children ages 9 – 16 in 25 countries
  • 8. European children experience risk online EU Kids Online, 2013 N = 25,142 children ages 9 – 16 in 25 countries
  • 9. 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
  • 10. 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
  • 12.
  • 13. 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.
  • 14. http://www.youtube.com/watch?v=P_y8RdJ0HzY http://www.youtube.com/watch?v=TyOr9RAMzmM http://www.youtube.com/watch?v=aQff6yj6vWA The „Maze Game“ on Youtube http://www.youtube.com/watch?v=W2R9YTXJeWE http://www.youtube.com/watch?v=q-MAR7n3qrQ
  • 15. Scary Maze Prank the Original 27,113,068 views as of January 27, 2014
  • 16. This made me feel ___________________ because __________________________.
  • 19. 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?
  • 20. 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?
  • 21. 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?
  • 23. Child Victim Experiences Distress Child Victim Experiences Distress Scary Maze Game Pranks Take Many Forms
  • 24. Teen Victim with Family Pranksters Peers Pranking Each Other Scary Maze Game Pranks Take Many Forms
  • 25. 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.
  • 26. Engage Online Videos: What we like and dislike
  • 27. 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?
  • 28. Transition: The Scary Maze Game Videos Basic facts and student familiarity Sharing our reactions
  • 29. 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?
  • 30. Learn and Discuss A Social Taboo Becomes Normalized
  • 31. Audiences are Implicated in Media Ethics
  • 32. 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?
  • 33. LULZ
  • 35. • 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
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  • 37. www.mediaeducationlab.com Professor Renee Hobbs EMAIL hobbs@uri.edu Twitter: @reneehobbs