Disturbing teen behavior not prosecuted: Good

Sixth graders posting a "cartoon" on YouTube about "six ways to kill" another girl in their peer group. The girl's mother was understandably horrified and called the police. The police later said they won't pursue charges, the Tacoma (Wash.) News Tribune reports, because they don't believe malice or hate were involved, also telling the News Tribune that "the girls called the victim’s mother crying and upset after the incident." Wise police. Technically, this could be considered criminal behavior, but this is also adolescence. The executive part of the brain that understands the implications of actions isn't developed until people's early-to-mid-20s. Kids "just don't think" a lot of the time, so parents need to be engaged and asking questions about why, for example, a child's spending so much time in an animation program - what kind of animation is she creating? Lines of communication must be kept open so kids are less reluctant to answer those questions, which can help prevent cruel behavior from happening. From the coverage I've seen of this incident, both law enforcement and school handled it as a teachable moment for the benefit of individuals and community - to their credit, if that was the case. I love how middle-school principal Nancy Flynn in Minnesota handled a cyberbullying incident, turning it into a teachable moment for all the girls involved (note, too, the helpful, informed comments below her account). See also "The Net effect" - how the Internet affects age-old adolescent behavior. [Thanks to Anne Bubnic in California for pointing Flynn's post out.]

Undercover Mom in Poptropica, Part 1: Virtual World with educational elements

By Sharon Duke Estroff

I chose Poptropica.com as the site of my latest undercover mom investigation because of its first-place ranking in the 5-to-10-year-old bracket. With 20 million unique accounts and counting, it is indeed a heavy hitter in the burgeoning children’s virtual world market.

But I was also intrigued by the Poptropica's educational spin. The site's parent company is Family Education Network (FEN), developers of one of my favorite teaching resources, Funbrain.com. As worthy a site as Funbrain may be, however, it’s not the kind a kid would visit voluntarily without the urging of a parent, educator, or academic tutor. Could a children’s Web site as hopping as Poptropica possibly be on the same educational plain as Funbrain? I was determined to find out what kind of fare this populous virtual world was really serving up.

What I Liked About Poptropica

Underlying Storylines. In contrast to some children's virtual worlds that are essentially animated chatrooms, Poptropica consists of a collection of uniquely themed islands with equally unique underlying storylines. Shark Tooth Island, for example, has a distinctly reggae-like feel and is being tormented by a vicious shark. Time Tangled Island is set 50 years in the future (complete with a wrinkled, decrepit version of your avatar) and revolves around a malfunctioning time machine that has distorted history.

Overlying Purpose. Whatever the island's particular problem may be, it's up to you, the kid, to find the solution. Such active quests engage children from the get-go while minimizing boredom-induced troublemaking behaviors such as cyberbullying. I was also pleased to find a virtual world where kids' ultimate purpose was something besides getting and spending money.

Helpful, Directive Avatars. Logging onto a virtual world for the first time can be a confounding and oddly isolating experience. Poptropica takes good care of its "newbies" by sending out resident avatars to greet kids and give them the skinny on the particular mission at hand. These avatars also provide players with clues and props to assist in their mystery-busting endeavors.

Drop-Down Q&As. Unlike many virtual worlds that offer the option of free (albeit monitored) chat, Poptropica conversation is limited to a series of pre-selected drop-down questions and answers. While such constraints might feel like a straitjacket in more schmoozing-focused virtual worlds, it works nicely in Poptropica. Kids’ interactions remain positive and upbeat while the pre-set choices teach children how to engage in socially appropriate conversation in virtual worlds at large.

Educational Undertones. I was happy to discover that Poptropica does indeed boast an admirable educational dimension. Kids travel back in time and meet historical figures like Leonardo daVinci and Thomas Edison. They traipse through Aztec Ruins and learn about the dorsal fins of Great White sharks. Children who want to learn more about a particular subject can click a button that links them directly to more info at FEN's FactMonster.com.

Next week: What I'm not so crazy about in Poptropica.

Screenshots

Online chat, Poptropica-style

Me 'n' Leonardo Davinci

Solving mysteries for the betterment of mankind (kinda)

For an index of the complete Undercover Mom series to date, please click here.

COPPA 2.0 isn't kids' privacy 2.0

Remember COPPA, the Children's Online Privacy Protection Act of 1998? It was designed to protect the privacy of children under 13. According to Berin Szoka and Adam Thierer, who just completed a paper for policymakers on current efforts to change COPPA, "the law was intended primarily to 'enhance parental involvement in a child’s online activities' as a means of protecting the online privacy and safety of children." What's happening is, lawmakers in five or six states are considering extending COPPA's requirement for obtaining verifiable consent from parents of under-13s to parents of all minors, as Thierer explained in an audio interview at CNET with ConnectSafely co-director Larry Magid. There are significant potential problems with that, Thierer suggests, not least of which is that a law intended to protect children's privacy could, with such revision, actually put it at greater risk. Under-13s and people 13-17 are very different developmentally, so there is also the important question of whether it's appropriate or even constitutionally sound to require verifiable parental consent from everyone up to the age of 18 to be allowed to register in any site with social-networking functionality? Do check out the CNET interview for more on this.

A student and a principal on books & tech

Take a 2 min. break from whatever and consider this cute video snapshot of how a book might look to a digitally fluent teen. The students in the video are at Philadelphia's Science Leadership Academy, a three-year-old "inquiry-driven, project-based high school focused on 21st century learning and formed by a partnership between the School District of Philadelphia and The Franklin Institute. Note what its principal, Chris Lehmann, recently said in a brief interview right after he spoke to this year's convention of the National Association of Secondary School Principals: "In too many schools we have this idea that we have the school we've always had plus some computers.... Technology needs to be like oxygen - ubiquitous, necessary, invisible. It's got to be everywhere ... just part of the day-to-day work that we all do." Hmm, kind of like books? [Books are media too, and both tried 'n' true and new media need to be in school. Here's what I last wrote about that.]

Facebook *not* bad for grades: Study

I'm "guilty" too - NetFamilyNews added its headline and a brief post to the mountain of media coverage last month about "a draft manuscript suggesting that Facebook use might be related to lower academic achievement in college and graduate school," as three social-media researchers put it in the latest issue of FirstMonday, an online academic journal. The authors - Josh Pasek, Eian More, and Eszter Hargittai at Stanford University, University of Pennsylvania, and Northwestern University, respectively - published a much more definitive report on this subject, looking at a large sample of undergrads at University of Illinois, Chicago; a "nationally representative cross-sectional sample" of US 14-to-22-year-olds, and a "longitudinal panel" of US 14-to-23-year-olds. "In none of the samples do we find a robust negative relationship between Facebook use and grades," the report. "Indeed, if anything, Facebook use is more common among individuals with higher grades. We also examined how changes in academic performance in the nationally representative sample related to Facebook use and found that Facebook users were no different from non-users" in terms of academic performance.

Kids' virtual-world numbers: Update

Some 8 million US kids and teens spent time in virtual worlds on a regular basis last year, according to eMarketer, which expects that figure to grow to 15 million by 2013. The market research firm estimates that 37% of kids 3-11 play in virtual worlds at least once a month, and 54% will by 2013. According to conference organizer Virtual Worlds Management, as of this past January, there were 112 virtual worlds aimed at people under 18, with another 81 in development. Here's a comprehensive look at a new one aimed at that full under-18 age range, Free Realms, by master moderator of kids' virtual worlds, Izzy Neis.

Porn attack on YouTube

YouTube, which just announced its users upload 20 hours of video every minute, was attacked by an anime community that uploaded hundreds of videos that looked like they were aimed at young people but had porn edited into them, the BBC reports. "The material was uploaded under names of famous teenage celebrities such as Hannah Montana and Jonas Brothers. YouTube owner Google said it was aware and addressing the problem." The BBC says it spoke with one of the raiders, a man whose YouTube profile (since disabled by YouTube) said he's 21 and lives in Germany. The man said the attack was by an online group called 4Chan focused on Japanese manga and anime. He said he uploaded some of the porn videos as part of a 4Chan raid "because YouTube keeps deleting music." As for the 20 hours of video upload every minute, YouTube announced that in its blog on May 20. That's up from 15 hours of video a minute in January, which YouTube says equates to "Hollywood releasing over 86,000 new full-length movies into theaters each week." To understand the YouTube phenomenon a little better, see "Watch this video, parents" and other YouTube coverage at NetFamilyNews.

What does increase teen girls' risk online

A new study in the medical journal Pediatrics found that "a history of childhood abuse and use of a provocative online identity increase the risk that girls will be victimized by someone they meet on the Internet," CNN reports, and a key factor in reducing risk is "the presence and influence of caregivers." and a key factor in reducing risk is "the presence and influence of caregivers." Nothing unprecedented about these findings, but they confirm what the full body of online-safety research, gathered by last year's Internet Safety Technical Task Force, shows. This study, led by Jennie G. Noll of the Cincinnati, Ohio, Children's Hospital Medical Center, is one of the first I've seen to add avatar appearance to screennames as a way people can intentionally or inadvertently indicate sexual interest to people they "meet" online. As CNN put it, "girls are more likely to experience online sexual advances or have offline encounters if they have previously been abused or have a provocative avatar." The study "looked at 104 abused [those who had suffered neglect, physical abuse or sexual abuse] and 69 non-abused girls ages 14 to 17," 54% white and 46% minorities. Among these girls, 40% "reported experiencing sexual advances online" and 26% "reported meeting someone offline after getting to know the person on the Internet. Abused girls were much more likely to have experienced both, the authors found." Pew/Internet senior researcher Amanda Lenhart later commented that the study in Pediatrics confirmed previous research but left out some other risk trouble spots we need to be aware of - that kids with histories of mental illness and family conflict are equally at risk online. Thanks to the National Center for Missing & Exploited Children for pointing this study out.

Predators: Parents really can worry less

Be alert, certainly be engaged, but let's be realistic, is my takeaway from an interview Lenore Skenazy - syndicated columnist and author of Free Range Kids: Giving Our Children the Freedom We Had Without Going Nuts With Worry - gave Salon.com. I'm going to quote a chunk about predators in full because it's good to hear a prominent voice correctly citing the research for a change. Her comment could be mapped to the findings of last year's Internet Safety Technical Task Force.

Salon asked her, "What's your take on Internet sexual predators?" Skenazy: "The world online turns out to be not very different from the world offline. There are some really seedy neighborhoods where you wouldn't want your kids hanging out, especially if they were wearing high-heeled shoes and fishnets stockings at night. If your kids don't go there, then your kids are not going to be stalked by predators just looking up prom pictures on Facebook. David Finkelhor, the head of the Crimes Against Children Research Center, has discovered pedophiles don't want to waste their time just flipping through MySpace pages or Facebook pages. It's as futile as trying to call up random numbers from the phonebook and trying to get a date. It's just a waste of time. They would rather go for the low-hanging fruit: young people hanging out in sexually suggestive chat rooms presenting themselves in a sexual way.... If your kid is just texting his friends, or posting pictures on Facebook or AIM'ing, it's no more dangerous than them talking to each other as they walk down the sidewalk, or at the mall." But don't miss the whole interview about raising kids in an alarmist society. [For more on the latest research from Dr. Finkelhor and colleagues, see this.]

Debating cyberbullying legislation

It's called the Cyberbullying Prevention Act of 2009, but some are calling it the "Censorship Act of 2009." The bill, introduced in the House of Representatives by Rep. Linda Sanchez (D-CA), "is designed to prevent cyberbullying, making it punishable by a fine and up to two years in prison," FOXNews.com reports. One critic of the bill, UCLA law Prof. Eugene Volokh, said that - if the law were passed - he could go to jail for what he's blogged about the law! And my co-director at ConnectSafely, Larry Magid, told Fox News that "you can't legislate against meanness." MSNBC columnist Helen A.S. Popkin suggests that, with laws like this, legislators seem to be clear on principles but not on where the Internet comes in, as a reflection of humanity good and bad. "You know how shutting down the 'erotic services' section on Craigslist won't stop sex workers, or eliminate their higher probability of becoming crime victims by the marginalized nature of the trade? Similarly, outlawing meanness on the Internet won’t prevent hectors from preying on the weak on the Internet or turn jerks into saints in any aspect of their lives." And here's what really resonates with me: "Unfortunately, sensation rallies a mob more efficiently than adequate research and dissemination of critical information: how to recognize dangerous behavior, mental illness and suicide risk in teenagers, no matter the stressor," Popkin writes. Representative Sanchez defended her bill in the Huffington Post.

A 'Glympse' of your kid's whereabouts

Glympse is a new geolocation tool that's very different from the "social mapping" services I've seen so far. You download it to a cellphone the way you do Loopt and Google's Latitude, but the key difference is the tracking times out. You track the phone only for a session set by the phone's owner. That's why it's called "Glympse." I like this concept because it requires parent-child communication. Here's what I mean: A kid's going to a game in the next town. The parent wants to be sure she gets there ok. The parent asks the child to send him a Glympse, and he can track her for the time they've decided it should take her to get there. He can track her progress on a Web page, courtesy of Google Maps, and even tell how fast she's driving. Once the session's over - say 45 minutes later - she's no longer being tracked. Dad can always call her up again in a few hours and request a Glympse that tracks her home. I'm not saying parents should use this service, and certainly not constantly, but I like that it 1) affords a young person some measure of privacy if her safety's somehow of concern (maybe it's used as a repercussion rather than all the time!) and 2) promotes conversation (rather than mere control, I hope). As TechCrunch blogger Jason Kincaid puts it, it's tracking without the social network (TechCrunch has photo). Here's an audio interview my ConnectSafely co-director Larry Magid did with Glympse CEO Bryan Trussel at CNET. [Glympse, loopt, and Google are supporters of ConnectSafely.org, which I co-direct.]

Harassed online, teen star bites back

Miley Cyrus, aka Disney's Hannah Montana, has tweeted against cyberbullies. She "posted an angry tirade on her Twitter page following a flurry of criticism about her weight after she joked about her thighs jiggling," Reuters reports. She told her harassers to stop calling her fat, writing, "I don't even like the word. Those remarks that you hateful people use are fighting words, the ones that scar people and cause them to do damage to themselves or others." She suggested that people who spend a lot of time gossiping should "read their Bible" and articles about how cyberbullying affects people. Reuters adds that, over the past 10 years, 37 US states have adopted laws requiring schools to implement anti-bullying policies.

YouTube's new profanity filter

YouTube, where billions (yes, billions) of videos are viewed each month, has a new feature for users not interested in verbal abuse. If you want to read the text comments under a video and don't care to see swear words, lewd comments, or racial slurs, you can "bleep" them out with "Filter W*rds." Just go to any video and look for "Text Comments" under it. Under "Options" just to the right, check "Filter W*rds" (you can also just hid all the comments). YouTube's parent, Google, says it knows this is a small step and not a parental-control tool or anything. The aim is just to give users more control over their experience on YouTube. So far, Filter W*rds only works for English words. Here's the page about this in YouTube's Help section. Meanwhile, Americans viewed 14.5 billion online videos just during the month of March, according to comScore (the latest figure available), up 11% over February. YouTube provided about 41% of those video views (5.9 billion). The No. 2 online video provider is Fox Interactive (with about 3% of video market share, or 437 million views), and No. 3 is Hulu at about 2.6%, or 380 million views.

Criticism of, changes at Craigslist

Apparently responding to criticism that it was facilitating prostitution, online classified ads giant Craigslist is making some changes. It "will replace its 'erotic services' section with a new adult category that will be more closely monitored, the Washington Post reports. Craigslist, which gets "an estimated 20 billion page views worldwide a month" for a huge variety of ads, says every ad in the new category will be reviewed by a person, and there will be no sex-for-money ads or pornographic images. On the one hand, that doesn't stop people from placing inappropriate ads in other categories; on the other hand that would make such ads harder to find in a medium where there are many sites dedicated to adult content and services. Police cited in a separate article in the Post caution against (anyone) using the Web to arrange in-person meetings and going alone without notifying anyone. Later this week Craigslist sued South Carolina Attorney General Henry McMaster, "asking a judge to stop him from threatening to prosecute [the company's] executives ... on prostitution or obscenity charges," the Boston Herald reports. CEO Jim Buckmaster wrote in the Craigslist blog that "many prominent companies, including AT&T, Microsoft, and Village Voice Media, not to mention major newspapers and other upstanding South Carolina businesses feature more 'adult services' ads than does Craigslist, some of a very graphic nature," according to a report in the San Jose Mercury News.

School & social media: Uber big picture

When I think about how the book, enabled by Gutenberg's press, was pretty controversial back in the day (15th c.) and probably didn't make it into "school" for a while (though it fueled the Renaissance and the Reformation), maybe I understand why there's resistance to using today's media - called social media - in school. But things are moving a little faster these days, and students are actively using social media anyway outside of school (books were less accessible to students in the 15th and 16th centuries than the participatory Web is today). Social media researchers tell us some amazing informal learning is going on in this out-of-school use (see the MacArthur Foundation-funded Digital Youth research findings), but what about the formal learning part - the potential for student engagement in school (and community, government, etc.) if media so compelling to students could be used in schools nationwide - not to mention the potential for schools themselves, and for the advancement of American education as a whole in this shrinking world, where the US ranks 15th in terms of per capita broadband penetration, as the Financial Times reports?

Books and literature were made so meaningful to me in AP English - in school - way back before social media. Now social media, e.g., Teen Second Life, can help schools help make literature more meaningful to students. I watched a presentation by New York educator Peggy Sheehy at NECC (the National Educational Computing Conference) last summer, showing how the courtroom scene in Steinbeck's Of Mice and Men was acted out by students (playing judge, jury members, DA, court reporter, etc.) in a virtual world. She said they mined that book, read every word, so they could play their roles intelligently. Here's what an educator in Connecticut writes about what's happening at Peggy's school. Other prime examples are what Global Kids is doing for students in and after school in New York City and what Digitales' digital storytelling workshops are doing for students in schools around the country (e.g., this one). The work of these educators and the visionary administrators and superintendents behind them is key to school's relevance to students as well as to American education's competitiveness in the developed world (see Appendix B of the New York-based Joan Ganz Cooney Center's study "Pockets of Potential" for classroom mobile social-media projects in 7 other countries).

But that's not all. These educators know how to increase the value of social media for youth by making new media as meaningful and enriching for them as my AP English teachers made books for me. That's a lifelong gift to students as well as to a society that can't afford to lose the engagement of its youth. Renewed relevance is also a gift to schools, of course.

Team of Rivals author Doris Kearns Goodwin tells us Abraham Lincoln was desperate to get his hands on books - any book. Today's youth probably have a comparable level of interest in all forms of social media: virtual worlds, social sites and technologies, online games, vertical-interest online communities, and all of the above on phones as well as on the Web. That presents schools with an opportunity as much as a challenge. Maybe parents, law enforcement, and policymakers can help schools shift the focus more toward the opportunity side so that school can seem less like the "prison house" referred to by British educator John Gibson (see the BBC). New media are a little scary to anyone who doesn't understand them. But then there's the promise they hold. In a way, we're back at the beginning of the Renaissance.

Schools as 'prison houses': Misunderstanding media

I'm not sure what the game of "conkers" is like but, at the gut level, UK Independent Schools Association chair John Gibson certainly resonates, probably with most parents, when he says that playing outside "as a child and taking part in activities such as putting an oily chain back on a bike, or playing conkers, exposes children to emotions such as disappointment which prepare them for adulthood," as the BBC reports. He told the Association's annual conference that "many children are living in a 'prison-like environment' surrounded by technology," according to the BBC. Part of that makes some sense - and echoes UK clinical psychologist Tanya Byron's suggestion that "kids are being raised in captivity" (see this) - but what Gibson says about technology is way too simplistic, if not incorrectly dismissive. He said, "When your life is lived through images constructed by a technical genius from Silicon Valley played on a high definition screen I just feel it will be more difficult to experience those important rehearsals for adult life." Equating virtual worlds, et al as images on a HD screen reflects a basic misunderstanding of social media as mere technology, an add-on to "real life," while social media are people's real-life producing and socializing 1) appearing on a screen and 2) extended onto the Web - not much like TV! The very "prison houses" of school and home Gibson refers to (and made so because of the fearful adult society Byron refers to) are what have made social media so compelling to youth!

Gibson told his audience, heads of independent schools in England and Wales, that they should offer children a diversity and excellence of experience to challenge the culture of technology in which they live outside school. Absolutely. But maybe word it a bit differently: to enrich, rather than "challenge," the cultures and interest groups they're participating in with the help of technology. Seems to me that, if schools could use social technologies to help teach social media literacy and citizenship, they will contribute to and enrich children's positive participation in participatory culture and society (moving full-steam ahead right now, largely without our education system). Just as school has helped make the use of books and other conventional media meaningful for youth for centuries, it can do so now with new media. [Meanwhile, the debate about whether the evolving Internet is hurting our children continues - see "Social networking infantilizing kids' brains?"]

House rules for teen texting

I really like MomHouston's "10 rules for tween texting", but I recommend that - before they're unveiled (ideally in a family discussion) - parents have repercussions in mind for when rules are not followed, as well as for who pays when a phone's dropped in a tub or pool! Most of these are great for teens too, especially "No texting after bedtime," "Answer me when I'm texting you," and "More than 10 texts in a row and it's time to pick up the phone" (some of these fall under the "Get a life" category, or in the Think About the Message Behind the Text Department). So much of this is common sense and courtesy, which stand us all in good stead regardless of age or the technology or device being used. For example, "Don't text while fighting" is just the cellular version of "If you're angry, sleep on it" (before you write, call, comment, email, blog, etc., etc.). This is about parenting, not technology! As we model this phone behavior for our kids, fewer rules are needed. A couple of MomHouston's rules are more like pet peeves, which is fine - one size never fits all where kids' tech use is concerned. One minor point where I differ with her: I'm not entirely sure I'd want my kids to turn off the ringer - sometimes it's good to hear how much they're texting, especially when they're supposed to be focused on something else, such as homework or what Grandma's saying! Lord knows their phones are on vibrate and they're in stealth mode enough of the time. But tell me if you disagree with any of this (in comments here or in our ConnectSafely forum. For more on ageless cellphone etiquette for everybody, see this in the Washington Post.

Teens, age segregation & social networking

"Kaitlyn" doesn't use Facebook to hang out with school friends because it's "for old people!" she told danah boyd. She and her friends use MySpace, but Kaitlin does mix it up with her own relatives (grownups) in Facebook. "She sees her world as starkly age segregated and she sees this as completely normal," danah writes. "'Connor,' on the other hand, sees the integration of adults and peers as a natural part of growing up." They're three years apart in age (Kaitlyn 14, Connor 17) and Connor's in a slightly higher economic bracket, but in her blog post about her conversations with the two, danah writes that "the biggest differences in their lives stem from their friend groups and the schools they attend.... [Connor] told me that in Atlanta, most schools are 60% or more black but his school was only 30% black. And then he noted that this was changing, almost with a sense of sadness. Kaitlyn, on the other hand, was proud of the fact that her school was very racially diverse. She did complain that it was big, so big in fact that they had created separate 'schools' and that she was in the school that was primarily for honors kids but that this meant that she didn't see all of her friends all the time. But she valued the different types of people who attended.... Connor's friends are almost entirely white and well-off while at least half of Kaitlyn's friends are black and most of her friends are neither well-off nor poor." So Kaitlyn appreciates ethnic and racial diversity, Connor age diversity. Are these differences reflected in social network sites? To some degree, and we all wonder which is more causative offline socio-economic and -cultural differences or online ones (how much of a factor is Facebook's origin in an elite Ivy League school?). danah also wonders about inclinations or aversions to age segregation: "There's nothing worse than demanding that teens accept adults in their peer space, but there's a lot to be said for teens who embrace adults there, especially non-custodial adults like youth pastors and 'cool' teachers. I strongly believe that the healthiest environment we can create online is one where teens and trusted adults interact seamlessly. To the degree that this is not modeled elsewhere in society, I worry." I agree with her - and worry that efforts by adults not following social-media research to impose age verification will create an artificial age divide on the social Web. For a broader sweep of observations on teen social-media users, see danah's response to questions in Twitter mostly from adults.

Digital risk, digital citizenship

It's becoming increasingly clear that - in a highly participatory environment such as the fixed and mobile social Web - risk and citizenship are directly related. Risk-prevention experts show how online community mitigates risk. Inner thoughts are expressed outwardly, and peers notice a friend in crisis and get help by any means possible. Online social networks are powerful tools for peer help and protection. The National Suicide Prevention Lifeline has data back several years showing how effective social network sites are as sources of referral (see a post of mine from back then, "The social Web's 'Lifeline'").

Helping one another is one vital aspect of digital citizenship. Researchers such as Harvard education professor Howard Gardner (second link below) are now turning up important findings on how youth function in digital communities. Their work is the kernel of the digital citizenship instruction and practice that will increase safety and trust in an environment that increasingly mirrors the "real" world (for youth, the fixed and mobile social Web is not something separate from "real life"). How will digital citizenship increase online safety? It includes the ethics, civility, empathy, social norms, and community awareness that can mitigate aggression and other results of online disinhibition. We know from the work of the Crimes Against Children Research Center at UNH, for example, that "youth who engage in online aggressive behavior by making rude or nasty comments or frequently embarrassing others are more than twice as likely to report online interpersonal victimization" (see their analysis in Archives of Pediatrics and Adolescent Medicine). In any case, digital citizenship by definition teaches the community awareness that protects individuals, enables collaboration, and promotes civic engagement.

Both of these features illustrate the clearer definition of "online safety" that has emerged since the end of last year, with the help of the Internet Safety Technical Task Force. The ISTTF's report, which summarized all online-safety research to date, showed that 1) not all youth are equally at risk online, 2) the youth most at risk offline - of sexual exploitation, self-harm, suicide, eating disorders, etc. - are those most at risk online, and 3) young people's psychosocial makeup and family and school environments are greater predictors of real-life risk than the technologies they use. Now we're finding that the use of those social technologies is not only not the best predictor of risk, it can be 1) an avenue to help both immediate and enduring and 2) a means for learning and practicing good citizenship.

In other words, yes, dysfunctional, anti-social behavior is acted out online as well as offline but so is the exact opposite behavior - and the latter can be reinforced for the well-being of individuals and society (see "Geeking out for democracy" at media scholar Henry Jenkins's blog.

The two features:

"A summit for saving lives"

"Learning how to navigate virtual communities: Key to digital citizenship"

Nokia wants to help family communication

If you're interested in how a mobile phone maker is thinking about how to improve family communication, listen to Rafael Ballagas at the Nokia Research Center in Palo Alto describe what his group - which does research for implementation 5-10 years out - is finding. They're looking at current family practices with an eye toward "promoting a stronger sense of family," Ballagas said. One thing they've found is that a lot of families still use standard voice calls, while children, particularly around 7 or 8, "have a lot of different difficulties communicating on cellphones," from cognitive (e.g. holding a phone up to their heads in a sustained way, pointing at things the listener can't see) to social (such as the give-and-take of voice conversations) to motivational (getting kids to stay engaged in audio-only conversations).

Zillions of social network sites

There are now more than 1 million social network sites. Some may hear that and think, "Wow, a million+ Facebook- and MySpace-type sites?!" Well, sorta. What Mashable's actually reporting on with that figure is Ning's explosive growth. In the fewer than four years since Ning's launch, more than a million mini-MySpaces have sprung up on its network. These are smaller, more narrow-interest social network sites - from those focused on a particular celebrity to cooking to a conference to a local club - with all the same features (video, photos, groups, blogs, comments, etc.). This is different from MySpace and Facebook, which are huge and general - more social utilities than nings. Just another sign of the diversification of fixed and mobile social-Web use (see "Where will online teens go next?"). Meanwhile, here are very recent rankings of the big "stand-alone" social network sites from Hitwise and Nielsen at SocialNetworkingWatch.com.

Sexting repercussions: Update

Here's a sampler of sexting cases (in three states) in the news this past week: Two Ohio 15-year-olds pleaded guilty to "contributing to the delinquency of a minor" and have been sentenced, the boy to 30 days' house arrest and the girl to writing a research paper for the court on the dangers of sexting and both to 100 hours of community service and no cellphones for 30 days, WHIO Radio reports. Investigators from the Palm Beach County Sheriff's Office showed up at the homes of five Florida teens aged 14-16 with search warrants and "seized their cell phones and home computers, in a stunning sexting investigation," a Fox TV station there reports. As of Tuesday they had not been arrested, but the stakes are high in Florida if they are (see "FL teen a registered sex offender for sexting"). And in Nebraska, a 15-year-old high school freshman has been convicted and sentenced to 12 months' probation for sending nude photos to a 13-year-old girl, the first sexting conviction of a minor in that part of the state, the North Platte Bulletin reports. See also "Sending of Explicit Photos Can Land Teens in Legal Fix" in the Washington Post and our "Tips to Prevent Sexting" at ConnectSafely.org. You might also appreciate this meaty conversation on sexting on Capitol Hill, offering three important perspectives: that of law enforcement, from Monique Roth, senior counsel at the US Justice Department; Donna Rice Hughes, president of Enough is Enough, on the sexualized media environment; and Ting-Yi Oei, assistant principal of Freedom High School in Loudoun County, Va., on sexting incident at his school (see also "Asst. principal tells his own story").

Deal with cyberbullying in laws?

It's a perfectly normal reaction to the cases of cyberbullying that make it into the news: "there oughta be a law!" But when you read about thoughtful debates on the subject such as the one at the Paley Center for Media in New York this week (see this Wall Street Journal blog), you begin to wonder what new legislation based on the most extreme cases would accomplish - especially since MySpace and Facebook, for example, provide the identities of cyberbullies to law enforcement when they get subpoenas to do so (without a subpoena, they're required by federal law to protect users' privacy). Protecting users' privacy and free speech while at the same time protecting them from libel, defamation, and physical harm is complicated, these debates show. Advocates of new legislation argue that "Internet providers ask for something beyond what other outlets, such as newspapers and magazines, ask, since they are liable for what they publish," according to a debater cited in the Journal blog. But that is the argument of those who doesn't understand the difference between social-media companies and mass-media publishing. Though no analogy's perfect, a slightly better comparison is social-network sites and phone companies. People are libelous on the phone, but the phone company isn't held responsible. In other words, the source of the libel is the person being mean, not the environment. Another lawyer cited by the Journal blogger said that "the Yahoos and Craigslists of the world are serving a different function, serving as community hubs rather than sources themselves." What complicates this, of course, is that - in social media - the libelous person's statement can be seen by others. This hybrid of the phone-company and publishing-company models is keeping legal scholars and legislators on their toes! So we will all stay tuned. [For some of the most thoughtful coverage of cyberbullying litigation and law, see Kim Zetter's "Threat Level" blog at Wired.]

Learning how to navigate virtual communities: Key to digital citizenship

"Once you enter digital media - whether through email, social networking, blogging, or playing a game - you simply don't know how wide a community you're part of, you can't control that.... This is unprecedented in human history," Howard Gardner told Education Week in this video. He went on to explain that, in the past, we all "evolved to deal with groups of 50 or 100 people whom we knew, they knew us, and our morality - how we treated them - was based on everyday [in-person] experience." And those circles would widen as we grew up. "What's unique about digital media and our era," he continued, "is you can be as young as 7 or 8 and participate ... in some kind of a social network site or game and you are in touch potentially with thousands and thousands of other people, and so the former lag between behaving morally toward people you know and behaving ethically toward people in the community who you don't know - that's been lost. To me that's a very, very striking finding.... Once they go into digital media, people will be parts of much larger communities, and the only question then is, do they behave as good citizens or not?"

This is the psychologist and Harvard University professor of education who famously taught us about multiple intelligences. Gardner has been studying ethics and citizenship in American society for many years and most recently "Young People, Ethics, and the New Digital Media," part of his MacArthur Foundation-funded GoodPlay Project. The project's researchers asked five questions about ethics in digital media: "what is your sense of identity and how do you portray yourself to the rest of the world; what's your stance on privacy - your own and how you should relate to others' privacy; the issue of ownership and authorship (should that be respected or ignored in digital media?); issues of trust and credibility - whom you should trust and why you should be trusted; and what does it mean to belong to a digital community." Gardner said that last question turned out to be the most important question of all.

I think of this work as the kernel of the study of digital citizenship, which - along with social media literacy - represents the bulk of what's needed for "online safety" education by the vast majority of online youth going forward, those not already at risk offline (see "A new online safety: The means, not the end"). Listening to Gardner, I wonder how the two can possibly be separated - how can children learn to function appropriately and ethically in virtual communities without instruction also in media literacy? On the social, user-driven Internet, media and community have melted into each other.

A summit for saving lives

I learned so much last week at a two-day gathering in Washington called a "Summit to Save Lives." SAMHSA, the US government's Substance Abuse & Mental Health Administration, brought together activists in the areas of suicide prevention, healthcare, social media, online safety, and government to develop strategies for growing the presence in all social media of information and help for anyone thinking about or affected by suicide. And this was not just about prevention, but online intervention and postvention (e.g., help for survivors) as well. [Please see the links list below for a sampler of the amazing people and organizations present.]

Here is just a partial list of info and insights:

The need: Some 33,000 people in the US took their own lives in 2006 (the latest figure available) - 91 people a day. And last year there was a 436% increase in the number of online suicide crises (people in suicidal crisis reaching out online), the reason for great interest at SAMHSA in social media. The normal range of dark thoughts in human beings is deeper and wider than most people know, I learned, and people need to be reassured of that - in many cases they don't have to believe they're in crisis and act that out.

Help on the social Web: The SAMHSA-funded National Suicide Prevention Lifeline (800.273.TALK) has 2,000 friends in MySpace, 1,100 fans in Facebook, and has had 16,000+ views through the YouTube Abuse and Safety Center, but that and other projects aren't enough....

More help coming: SAMHSA and others in the fields of mental health and suicide prevention want to be everywhere - all online spaces - where there are people even thinking about suicide as well as friends who can help them. Because of social media, the range and number of helpers are growing. And even though the very social-network sites where they want to reach out are blocked at SAMHSA and other government agencies, the summit showed their determination to get past bureaucratic resistance. [Fortunately, they can use their cellphones at work - they recognize text-messaging as an important channel too.]

Users make the difference, Chris Le, CEO of Emotion Technology in Austin, told us. And Gallup, which has been doing research for SAMHSA, told us that "thousands of social-network-site users are active in educating and supporting fellow users to prevent suicide."

Other key risk prevention: I learned that RAINN (Rape, Abuse, Incest National Network), the US's largest anti-sexual assault organization, now has a national sexual-assault online hotline that goes to great measures to protect callers' anonymity and privacy. Why online? Because teens and 20-somethings are online, and 80% of all rape victims are under age 30. Why anonymity? Because the vast majority of sexual exploitation involves people the victims know, and it's vital that abusers don't know when victims are calling for help. Also: "More teens use the Web to find health information than to download music (75% vs. 72%)," RAINN told us. Other risk-prevention communities: Summit participants represented work with soldiers and veterans, youth, gay and lesbian youth, and native Americans and other ethnic communities.

To Write Love On Her Arms: You have to read this organization's story, really, to understand what it's about, because it's based on the story of a young woman in crisis, as written by someone who helped her - and who founded this organically growing organization on that story of hope. I saw heads around the room nodding as founder Jamie Tworkowski illustrated how people respond to honest messages of hope and inspiration (see NBC News).

Non-conventional media: I have been involved with social media for so long that I forget how revolutionary new media like social networking, tweeting, and texting are and how mysterious they can seem to those who, like me, didn't grow up even with email. I realized many people think...

1) social media are complex, sort of interactive conventional mass media in which people "get the message [or education] out" rather than the more appropriate approach: create a space and be an unintrusive, caring, credible, presence that people find, "friend" or "follow" and send friends to if or when needs arise
2) online community is somehow something in addition to and separate from people's offline social groups, instead of a visual representation of people's offline social networks
3) messaging has to be perfect before it's published, rather than - in the more spontaneous and social nature of new media - put out there as a kernal developed in collaboration with users. Social media is about creative networking and social producing, not the we're-the-experts, unidirectional style of mass media.

Next steps: As I listened, immersed for two days in a culture and language new to me, it occurred that these organizations had already taken the biggest next step. They were right then engaged in social-media development. As they spoke and acknowledged each other's work, they were networking as individuals, organizations, and interest areas. And just as "social networkers" do on the Web, it's just a matter of giving digital representation to the networks that are already in place. The Lifeline's pages in MySpace and Facebook are perfect examples. Now they can include links to, e.g., RAINN, The Trevor Project, the Hispanic Communications Network, Indian Health Service, Active Minds, the US Department of Veterans Affairs, and other sources of help. In social media, ideas and work grow organically - we learn as we go as individuals and organizations. There's something unnatural about ideas being preplanned and presented perfectly right out of the gate, as in old mass media. And there's safety and help in approaching both the medium and each other in this humble, open, authentic way - one that's based on and represents the respect and trust already in place in the "real world" network. Thank you, SAMHSA!

Related links

National Suicide Prevention Lifeline - 1.800.273.TALK

American Foundation for Suicide Prevention

RAINN (mentioned above)

SAVE.org (Suicide Awareness Voices of Education)

JeffreyJohnston.org (honoring a boy who committed suicide by raising awareness)

TheTrevorProject.org, which operates "the only nationwide, around-the-clock crisis and suicide prevention helpline for lesbian, gay, bisexual, transgender and questioning youth"

JedFoundation.org, "preventing suicide and emotional distress" among college and university students

To Write Love on Her Arms (mentioned above) - first online presence was on MySpace here

CopeCareDeal.org - "a mental health site for teens" from the Annenberg Foundation

ActiveMinds.org - "changing the conversation about mental health," with chapters on more than 200 college and university campuses

SPANUSA.org (for "Suicide Prevention Action Network")

The Melissa Institute for Violence Prevention and Treatment

Inspire, which started 10 years ago in Australia, is now "creating opportunities for young people to change their world" in the US

In the federal government: Veterans Affairs, Indian Health Service, and SAMHSA

Undercover Mom in Stardoll, Part 3: A+ for creativity

By Sharon Duke Estroff

As I’ve devoted my last two posts to illuminating the darker sides of Stardoll, I’m going to dedicate today’s entry to spotlighting what I consider to be the site’s crowning glory: its design center.

A few weeks back, while investigating Club Penguin, I described my experience in the pizza parlor, where dozens of kids/penguins pretending to be waiters and waitresses took my order for food that was never delivered. At first, I’d found the scene to be a charming example of virtual pretend play but, the more time I spent in there, the less charming it seemed to be.

When I was a kid, playing “restaurant” meant creating something out of nothing – taking a cardboard box and turning it into an elegantly set table; turning inanimate dolls and stuffed animals into lively customers; creating our own recipes out of random ingredients we’d swiped from the kitchen. I didn't see anything of the sort taking place on Club Penguin. Graphic designers - not kids' imaginations - built the pizzeria, where the extent of children's imaginary play was asking a roomful of already animated penguins what they wanted to eat – and leaving them virtually to starve at the table.

In the Stardoll design center, the scene is quite different. Children can create their own fabrics, choosing from dozens of colors and decorative shapes and adjusting for the size and repetition of the print. They can then use that custom fabric to sew tablecloths, curtains, and rugs, even uniforms for their restaurant staff.

In the scenery design area, kids can create backdrops - themes span from a Parisian café to a creepy castle dungeon - and jazz up the interior with kitschy furniture and accessories (some of these perks require a paid Super Star membership). As in most virtual worlds, including Club Penguin, Stardoll players can also decorate their home spaces with items they’ve “purchased” using the site’s currency.

Another clever Stardoll creative activity is the “Print Your Tee” concept. Kids can select from a dozen or so shirt styles in a rainbow of colors, and personalize them with decorative designs and self-created slogans. With the help of a credit card, the tee can be catapulted across the digital divide and arrive at the real world front door several days later. Yes, it's a ruthless money-making ploy, but a brilliant one, don't you think? Besides, what aspiring designer wouldn’t thrill to the chance to strut her own designs on the school playground? [I am slightly unsettled by the “maternity” shirt style choice, as Stardoll says most of its clientele are girls 7-17.]

Another feather in Stardoll's hat is the personal album feature, which allows kids to compile a portfolio of their design work. In addition to displaying images of their work (some of which require a Super Star membership to save and post), the album also offers creative-writing opps, enabling children to add captions and storylines to their designs.

So if I were to sum up my stint in Stardoll, I’d have to call it a blend of parenting pros and cons - a fast-moving, materialistic, slightly-slutty, anorexic-ish virtual world, where imagination abounds and the potential for creative expression in children is far greater than anything I’ve seen in my undercover travels.

Screenshots

Design your Stardoll's environment too

Design your own fabric (for apparel or décor)

Sewing is part of clothing design

Virtual but (to users) very real Design Center

Design as well as writing opportunities, with the possibility of instant feedback from fellow designers

Stardoll users can also model their clothing designs in real life

For an index of the complete Undercover Mom series to date, please click here.

Games' popularity: Computer-security tipping point?

Online games and virtual worlds - more than social networking or any technology before it - could be where computer-security ed really hits home with users. Why? Because online games and worlds like World of Warcraft and Second Life have whole economies in which users buy and sell virtual goods "to the tune of $1 billion a year" industry-wide, CNET reports, citing game security experts speaking at the RSA 2009 security conference in San Francisco recently. So it just may be true that money talks. Two examples they gave occurred in Second Life and WoW. In one hack created just to prove it could be done, a security expert figured out how to "filch Second Life users' virtual currency - which is directly convertible to US dollars - [and] ... credit card information and then use it to buy more of the currency to trade in." In WoW, a security expert wrote a bot (software code that automates certain actions and that's "almost universally prohibited" in games and worlds), which "allowed his character to stay safe from attack from the rear, while also luring in loot-bearing enemies to kill. Once killed, the enemies would be regenerated by the bot, allowing Hoglund's character to kill them and pick off all their loot over and over again, a process that netted him significant profit," according to CNET.

Gen F's workplace

Not sure why, but this is the first reference I've seen to "Generation Facebook" - though it could be used interchangeably with "Gen Digital." But whatever they're called, but the point being made in this Wall Street Journal blog is that the people who've never known life without the Internet will be changing the workplace, which means the workplace will be very different for their younger siblings when they're ready to enter it - and on and on - parental and school "control" of social media notwithstanding. Baby boomers might call some of these 12 features "written into the social DNA of Generation F" subversive, but what's subversive now will soon be normative. You've got to read blogger Gary Hamel's descriptions of all of them, but some of the 12 are: "Intrinsic rewards matter most," "Users can veto most policy decisions," "Power comes from sharing information, not hoarding it," "Resources get attracted, not allocated," "Intrinsic rewards matter most," and "Hierarchies are natural, not prescribed."

100 million+ Spore creatures

Timely news, in light of the very viral "pig sniffles" subject, as CNET put it: Thanks to the Spore Creature Creator there are now more than 100 million such creatures in the wild. And the Creature Creator launched less than a year ago, USATODAY's Game Hunters report. If you want to do your own fact checking, go to Sporepedia for the exact number.

Where 160-character texts (& tweets) come from

A year ago, US cellphone users (not just teenaged ones, who sent a lot more) sent an average of 357 texts per month versus an average of 204 voice calls, the Los Angeles Times reports, but how did they arrive at 160 characters for the max length of text messages? Well, it was an interesting thought, research, and experimentation process that started with a guy in Bonn, Germany, named Friedhelm Hillebrand back in 1985, when "the guys who invented Twitter were probably still playing with Matchbox cars." Hillebrand was "chairman of the nonvoice services committee within the Global System for Mobile Communications (GSM), a group that sets standards for the majority of the global mobile market." That group decreed that "all cellular carriers and mobile phones ... must support the short messaging service (SMS)," the Times reports. Hillebrand, it adds, was also the man who discovered the pipe or channel for all those texts, "a secondary radio channel that already existed on mobile networks."

The role of betrayal in sexting

Well put: "A brokered trust leads to broken trust when those photos are sent into the ether," writes Ellen Goodman in a column about sexting in the Boston Globe. The vast majority of those naked photos are sent to romantic partners, experts say, with "a guy saying, 'You don't trust me? You won't send me a naked picture?'" And what happens later that can lead to serious psychological and legal trouble (the wider sharing of those photos) is often about betrayed trust. Little of this is new - photography (remember Polaroids at parties?), brokered and betrayed trust in relationships, sexism (betrayed girls get called sluts while the betrayer gets to go ruin someone else's reputation). What is new is the *extra* unintended exposure (party Polaroids could possibly be obtained, ripped up, and tossed). That exposure is mostly bad. Goodman led with the bad part - high-profile cases of teens being subjected to truly nasty peer behavior or overzealous prosecutors or both (Vermont, Utah, and Ohio are all trying to reduce the possibility of criminal charges for sexting, the Globe reports). But the one ray of light is that there's a national discussion about the need to "Trust but verify," adjust laws and apply them appropriately, and "raise the social penalty for being a certified creep."

Texting sex education

"Why do guys think it’s cool to sleep with a girl and tell their friends?" is one of the (easier) questions North Carolina teens have texted to the Birds and Bees Text Line, a project of the Durham-based Adolescent Pregnancy Prevention Campaign of North Carolina. "Within 24 hours, each will receive a cautious, nonjudgmental reply, texted directly to their cellphones, from a nameless, faceless adult at the Campaign," the New York Times reports. The answer - from staff member James Martin, 31, married and dad of a toddler - was: "Mostly it’s because they believe that having sex makes them cool. Most guys outgrow that phase." The Times cites epidemiologists and public health experts as saying that sex education in the classroom is "often ineffective or just insufficient," and North Carolina has the 9th-highest teen pregnancy rate in the US. Certainly, teens are much more engaged in education delivered through their cellphones! But of course the program is not without controversy (though the Campaign hasn't received complaints from parents yet) - some opposing organizations recommend that parents turn off texting altogether on their kids' phones so they can't access the hotline. Pls see the Times for details, info on other such programs in the US, and examples of much tougher questions, among them: "If I was raped when I was little and just had sex was it technically my first time when I was raped or when I recently had sex?" James Martin got it while getting ready for bed. "He read it and sat down abruptly. His wife asked what was wrong. He wrote three drafts. An hour later, he texted back: 'Your first time is whatever you make it. There is no ‘right’ answer: I believe your first time can be many things (good, bad, fun, embarrassing, wonderful) but it should never be nonconsensual. Your first time is the first time you choose to have sex, not when some horrible person forces you.'"

Ed campaign on sexting in Oz

Not at all surprising (because what are borders or continents, where social technology's concerned), the New South Wales government is educating its teens about the risks of sexting too. "The government has produced a fact sheet for schools, parents and young people to warn about the possible lifetime consequences of the growing practice," the Sydney Morning Herald reports. The NSW minister of community services told the Morning Herald that her department "had received reports of girls as young as 13 sending sexually explicit images to their boyfriends' mobiles, which are then passed on to other friends." Like in the US, youth are being warned that the practice is illegal. Interestingly, there's nothing in either the article or the Community Services Department's Fact Sheet on Sexting about the risk to children of being convicted for producing, possessing, or distributing child pornography, as can happen in the US (though there are efforts in some US states to take criminal prosecution off the table). The NSW Fact Sheet refers to the risks of "public humiliation, cyberbullying, or even sexual assault." For US-style info on sexting, check out our tips at ConnectSafely.org. Meanwhile, the Australian federal government has appointed a Youth Advisory Group of 305 11-to-17-year-olds to "advise the Government on strategies to tackle online bullying," NEWS.com.au reports.

Where will online teens go next?

Some of us are watching to see if, now that so many parents are joining Facebook, teens will migrate somewhere else (see this post, suggesting that mobile texting might be a sign of diversification vs. mass migration). In her YPulse blog, Anastasia Goodstein just asked a good (related) question: "Should Large Social Networks Give Teens Their Space Back?" Teens have always needed to have hangouts of their own, away from parents (online too, now). I posted a comment to that effect at YPulse but want to blog about this too because I think the social network space is in a bit of a transition right now, and parents and teens might want to think together about and weigh in on this.

Where online socializing's concerned, I can see merit to both sides of the debate - on one hand, that teens deserve their own space and should have their own social network sites and, on the other, that it's more "normal" or reflective of the "real world" for sites, worlds, and games such as MySpace, Facebook, and World of Warcraft not to age-segregate.

Some social sites and services - such as YourSphere.com, Teen Second Life, and a forthcoming service called "My Secret Circle" - make segregation an actual safety feature, but I think segregation for safety will slowly be replaced by segregation by interest - people sharing interests such as fairies (as in Disney's PixieHollow), slopestyle skiing (as in NewSchoolers), or teens who aspire to be professional writers (as one teen told me is her reason for spending time on YourSphere). Segregation by interest brings a measure of safety with it, I believe, but you may be asking why I think segregation for safety is losing steam....

Because it's a response to the predator panic teens and parents have been subjected to in US society, not to the realities of youth on the social Web. What nearly a decade of peer-reviewed academic research shows is that peer-to-peer behavior is the online risk that affects many more youth, the vast majority of online kids who are not already at-risk youth offline (see the 12/08 Internet Safety Technical Task Force report's Executive Summary). Segregating teens from adults online doesn't address harassment, defamation, imposter profiles, cyberbullying, etc. It may help keep online predators away from kids (even though online predation, or abuse resulting from online communication, constitutes only 1% of overall child sexual exploitation, according to UNH's Crimes Against Children Research Center), which is a great outcome, but it's not enough unless all that parents are worried about is predators. A long-winded way of explaining why I think age segregation is losing steam: the facts are emerging, and parents, schools, policymakers, and businesses will increasingly respond to reality rather than hyperbole (call me an idealist, but isn't this the way it works?) - please post if you disagree.

So my vote's with diversification. Teens will simultaneously: 1) continue to diversify their platforms and channels for socializing (social sites have lost a percentage of teens' social/leisure time to texting on phones, but I think also to a lesser degree to massively multiplayer online games and gaming communities like Xbox Live and Sony Home); 2) stay in the giant, general-interest social network sites just because that's where everybody is and these really are social utilities that for teens have replaced email, chat, IM, etc. as separate social tools; and 3) also increasingly hang out together in vertical sites and other quiet corners of the Web where parents aren't around.

As for Anastasia's question about whether the giant sites should give teens their space back? I don't know about should because I'm sure she'll agree the business question is would they? And the answer is no, because their massive-traffic business models won't allow it. The logical question is where the social Web's natives and early adopters will choose to go not just to hang out, but to do the amazing array of things they use the fixed and mobile social Web for: keeping in touch, comparing class notes, designing, software writing, fiction writing, commentary writing, video producing, being entertained, job seeking, marketing, activism, solidarity - generally just the digital version of living. The answer to that, necessarily, is a vast and growing number of social media and technologies. I don't think it's going to be a giant monolithic thing like social networking again. But I definitely could be wrong about that. Please tell me if you disagree, especially if you know what the next big thing is!

Related links

"Living and learning with social media: Many American youth are embracing a wide array of social media as part of their everyday lives," a talk given by social media scholar danah boyd at Pennsylvania State University

For some background on social networking in general: "The Life and Death of the Social Network: The Glory Days Are Over"