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Social Web privacy: A new kind of social contract we're all signed onto
1993: In a famous New Yorker cartoon, a dog at a computer says to his canine buddy looking up from the floor, "On the Internet, nobody knows you're a dog." Fast-forward 13 years....
2006: "On the Internet, everybody knows you're a dog," declares the subhead to a Michael Kinsley essay in which he wondered at how narcissistic the social Web was (before it became a cliché). Fast-forward only four years this time....
2010: Although Internet industry CEOs have recently declared the death of privacy (see security expert Bruce Schneier's blog), "privacy is not dead," said social media researcher danah boyd in her keynote at the SXSW conference in Austin last month. "People of all ages care deeply about privacy. And they care just as much about privacy online as they do offline.... Wanting privacy is not about needing something to hide. It’s about wanting to maintain control."
Furthermore, boyd said, privacy and publicity are a mashup. Web meets reality. We all intuitively know there are many gradients between totally private and totally public – some people online know you're a dog, some don't; the numbers vary, based on how you use the Web, who you are, and how you live your life. The Web increasingly mirrors all of "real life." Technology didn't just start interacting with user privacy. Remember "Don't tell anyone who calls that your mom and dad aren't home"? "Will I sound too eager if I pick up after one ring?" Or even: "Who will see me reading this radical book?" Buzz, email, Facebook chat, tweets, texts, etc. are used in the contexts of our real-life relationships and situations just as much. Which is why it's absurd to think privacy is dead, or ever will be.
"Think about a cafe that you like to visit," said boyd. Compare your Facebook page to that public space in real life. "There's a possibility that you’ll intersect with all sorts of different people, but there are some people who you believe you are more likely to interact with than others. You have learned that you're more likely to run into your neighbors and you'd be startled if your mother popped in, since she lives 3,000 miles away. You may have even chosen this particular cafe in the hopes of running into that hottie you have a crush on or avoiding your ex who lives in a different part of town. You have also come to understand that physics means that there's a limit on how many people will be in the cafe. Plus, you'd go completely bonkers if, all of a sudden, everyone from your childhood magically appeared at the cafe simultaneously. One coincidence is destabilizing enough; we can't really handle a collapse in the time-space continuum."
The difference between my old landline and book examples and today's media and communications environment is the speed at which we communicate and socialize and the speed at which new technologies and products become available (the latter are digital, so they can be made available to all users simultaneously and globally within seconds). So we need to think carefully and a lot – in proportion to the speed of technological change, I'd say.
Who needs to think carefully and a lot? Everybody involved, together not in silos – users, companies, educators, policymakers. But let's just consider the two most important stakeholders, which – in the current new user-driven media environment – are really parties to a new, global social contract that's emerging right now, one that I think Secretary of State Hillary Clinton spoke to in her 21st-Century Statecraft" speech early this year. Those two parties are:
1. Internet industry, users are unprecedentedly your bread and butter. They supply all the "content" on your services. You need to bake consideration of the privacy and safety impacts of their doing so into your product development. For example, when you mash services up together, such as email and social-network updates, you need to think about how one tool is very private and the other very public. People use them differently. So combining people's email address books and social-network friends lists instantly without preparing them can create a lot of cognitive dissonance and bad will. "In digital worlds, people need to be eased into a situation, to understand how to make sense of the setting," boyd said. Companies need to poll their users or at least do focus groups before they make significant changes to the user experience, and after product or feature release, do more consumer education.
Users & providers are "dance partners." "When you moved from Web1.0 to Web2.0," boyd said to "the technologists in the room," "you moved from thinking about designing and deploying software to creating living code. You learned to dance with your users, to evolve with them." That's a powerful metaphor: Social-media companies and users are dance partners like never before. Users are much more than mere customers or consumers, and they may increasingly exercise that inherent power.
2. Users, we don't need to become conspiracy theorists, but we need to be serious about paying attention to our privacy settings – and go over them each time our favorite social tools announce a new social feature (such as Facebook's just-announced new Like button and Instant Personalization). Consumer awareness and self-protection are essential to exercising our power in a user-driven or participatory media environment.
Parents and teachers, kids know they don't want others to have power over them. Help them see that that's what privacy settings are about – having control over their own information and public image. When it's put this way, they know they don't want to let peers, companies, or anyone else do whatever they want with their info, reputations, and digital creations. You can help them see a) that it's reciprocal: their friends feel the same way – privacy and safety are necessarily collaborative in this media environment (see this); and b) that honoring this new reality is protective to all concerned – oneself, one's friends, one's community, and ultimately society. It's all interconnected and interdependent now. Mindful, collaborative behavior is baseline online and cellphone safety as well as privacy (see "Social norming: *So* key to online safety" and "From users to citizens").
Other key points in boyd's talk:
PII and PEI are intermeshed. We hear a lot about personally identifiable information (PII) but not as much about personally embarrassing information (PEI), which is every bit as important to users. Boyd said: "Because most people are interacting online with people they know, they expect to make PII available. They do so because they want to be found by friends. But they also want to keep PEI hidden, at least to those that might go out of their way to use it maliciously. Unfortunately, it's hard to be visible to some and invisible to others." The reality online as well as offline, she said, is that "when people make information available, they make themselves vulnerable." Product developers need to think about that as much as users.
It's complicated, like life. "Just because something is publicly accessible doesn't mean people want it to be publicized," boyd said. Adults, such as Slate's Kinsley, often conflate the two when they talk about the "solipsistic social Web." They're forgetting to ground social-media use in real life, instead somehow thinking technology is layered on top of life as an add-on. For example, you're "publicly accessible" to others when you're at Starbucks, but you're probably not publicizing your presence, though there are times when you might. You might sometimes use Foursquare so that everybody who follows you on Twitter knows you're there. But the reasons for that aren't necessarily narcissism but maybe rather hoping your local friends notice your shoutout and meet you there or, since Foursquare's a game you play, you may be aiming to become "mayor" of that Starbucks. You're probably not thinking that there's a slim chance a burglar is following you on Twitter and – noting that you're at Starbucks – robs your house, which is why social-media companies need to help educate users about that very slim possibility. Digital media use is about as complicated, changeable, and individual as living.
No magic formula. "Unfortunately, online environments are not nearly as stabilized as offline ones. While the walls in the streets may have ears, digital walls almost always do," boyd said. The environments (Twitter, Facebook, etc.) aren't stable, nor is our use of them. There's little common sense around their use yet, like the old "Don't let anybody know Mom and Dad aren't home" – though most youth privacy features in social network sites (see this). "There's no magical formula ... no easy algorithm to implement. Privacy and publicity are living things.... They are fundamentally processes grounded in needs, desires, and goals, situated in contexts and transformed by technology." Of course some needs and rights haven't changed, such as constitutional and legal ones for Internet users and providers in each country, though laws need to embrace and adjust to new-media conditions.
Because privacy's a living thing that's functioning in a new, rapidly evolving media environment, everyone's a stakeholder in supporting it. We need to 1) stay informed and help our children see the importance of doing so and 2) keep revisiting our privacy settings in light of new conditions. Companies need to keep thinking about the impacts on users of the new conditions, bake that thinking into the products they create, and educate users about new conditions. Policymakers need to understand that 1) users want both privacy and publicity as well as the means to calibrate them and 2) need education as much as tools for intelligent privacy management. And we all need to see that – because of the unstable, collaborative nature of everybody's wellbeing in digital media – privacy and safety are an ongoing negotiation, not a one-size-fits-all, once-and-for-all solution.
So I'd like to hear from you: Do you see it this way too, that a new kind of (multi-party) social contract is now in place, not imposed on us by any single power-holder but by changing conditions in which we are all invested (the social Web, or a user-driven, social/behavioral media environment )? If so, it seems to me that, under this contract, it benefits all parties not only to protect their own interests but to understand those of all other parties and protect them too. Otherwise, misguided "solutions," bad laws and lawsuits, and other signs of dysfunction will continue to distract us from hammering out real solutions together. Sorry to end on such a negative note, but that's what I see. Tell me what you see – via anne[at]netfamilynews.org, in this blog, or in the ConnectSafely forum!
Important related links
"Youth, Privacy & Reputation" by Alice E. Marwick, Diego Murgia, Diaz, John Palfrey, and the Youth and Media Policy Working Group Initiative – a thorough review of research on the subject which has been published in the US, Canada, the UK, and the EU (released 4/12/10)
"How Different are Young Adults from Older Adults When it Comes to Information Privacy Attitudes and Policies?" (released 4/14/10), by Chris Jan Hoofnagle, Jennifer King, Su Li, and Joseph Turow. Their conclusion: "that young-adult Americans have an aspiration for increased privacy even while they participate in an online reality that is optimized to increase their revelation of personal data.... Public policy agendas should therefore not start with the proposition that young adults do not care about privacy and thus do not need regulations and other safeguards. Rather, policy discussions should acknowledge that the current business environment along with other factors sometimes encourages young adults to release personal data in order to enjoy social inclusion even while in their most rational moments they may espouse more conservative norms."
Security expert Bruce Schneier blogging about both of the above 2 surveys
Consumer privacy experts: the Center for Democracy & Technology and the Future of Privacy Forum
"Young Adults Do Care About Online Privacy" in the Washington Post
"Keeping Personal Info Private," one of 8 lessons from Cablevision's "Power to Learn" project for grades 4-8 (thanks to educator Anne Bubnic for pointing this out)
2006: "On the Internet, everybody knows you're a dog," declares the subhead to a Michael Kinsley essay in which he wondered at how narcissistic the social Web was (before it became a cliché). Fast-forward only four years this time....
2010: Although Internet industry CEOs have recently declared the death of privacy (see security expert Bruce Schneier's blog), "privacy is not dead," said social media researcher danah boyd in her keynote at the SXSW conference in Austin last month. "People of all ages care deeply about privacy. And they care just as much about privacy online as they do offline.... Wanting privacy is not about needing something to hide. It’s about wanting to maintain control."
Furthermore, boyd said, privacy and publicity are a mashup. Web meets reality. We all intuitively know there are many gradients between totally private and totally public – some people online know you're a dog, some don't; the numbers vary, based on how you use the Web, who you are, and how you live your life. The Web increasingly mirrors all of "real life." Technology didn't just start interacting with user privacy. Remember "Don't tell anyone who calls that your mom and dad aren't home"? "Will I sound too eager if I pick up after one ring?" Or even: "Who will see me reading this radical book?" Buzz, email, Facebook chat, tweets, texts, etc. are used in the contexts of our real-life relationships and situations just as much. Which is why it's absurd to think privacy is dead, or ever will be.
"Think about a cafe that you like to visit," said boyd. Compare your Facebook page to that public space in real life. "There's a possibility that you’ll intersect with all sorts of different people, but there are some people who you believe you are more likely to interact with than others. You have learned that you're more likely to run into your neighbors and you'd be startled if your mother popped in, since she lives 3,000 miles away. You may have even chosen this particular cafe in the hopes of running into that hottie you have a crush on or avoiding your ex who lives in a different part of town. You have also come to understand that physics means that there's a limit on how many people will be in the cafe. Plus, you'd go completely bonkers if, all of a sudden, everyone from your childhood magically appeared at the cafe simultaneously. One coincidence is destabilizing enough; we can't really handle a collapse in the time-space continuum."
The difference between my old landline and book examples and today's media and communications environment is the speed at which we communicate and socialize and the speed at which new technologies and products become available (the latter are digital, so they can be made available to all users simultaneously and globally within seconds). So we need to think carefully and a lot – in proportion to the speed of technological change, I'd say.
Who needs to think carefully and a lot? Everybody involved, together not in silos – users, companies, educators, policymakers. But let's just consider the two most important stakeholders, which – in the current new user-driven media environment – are really parties to a new, global social contract that's emerging right now, one that I think Secretary of State Hillary Clinton spoke to in her 21st-Century Statecraft" speech early this year. Those two parties are:
1. Internet industry, users are unprecedentedly your bread and butter. They supply all the "content" on your services. You need to bake consideration of the privacy and safety impacts of their doing so into your product development. For example, when you mash services up together, such as email and social-network updates, you need to think about how one tool is very private and the other very public. People use them differently. So combining people's email address books and social-network friends lists instantly without preparing them can create a lot of cognitive dissonance and bad will. "In digital worlds, people need to be eased into a situation, to understand how to make sense of the setting," boyd said. Companies need to poll their users or at least do focus groups before they make significant changes to the user experience, and after product or feature release, do more consumer education.
Users & providers are "dance partners." "When you moved from Web1.0 to Web2.0," boyd said to "the technologists in the room," "you moved from thinking about designing and deploying software to creating living code. You learned to dance with your users, to evolve with them." That's a powerful metaphor: Social-media companies and users are dance partners like never before. Users are much more than mere customers or consumers, and they may increasingly exercise that inherent power.
2. Users, we don't need to become conspiracy theorists, but we need to be serious about paying attention to our privacy settings – and go over them each time our favorite social tools announce a new social feature (such as Facebook's just-announced new Like button and Instant Personalization). Consumer awareness and self-protection are essential to exercising our power in a user-driven or participatory media environment.
Parents and teachers, kids know they don't want others to have power over them. Help them see that that's what privacy settings are about – having control over their own information and public image. When it's put this way, they know they don't want to let peers, companies, or anyone else do whatever they want with their info, reputations, and digital creations. You can help them see a) that it's reciprocal: their friends feel the same way – privacy and safety are necessarily collaborative in this media environment (see this); and b) that honoring this new reality is protective to all concerned – oneself, one's friends, one's community, and ultimately society. It's all interconnected and interdependent now. Mindful, collaborative behavior is baseline online and cellphone safety as well as privacy (see "Social norming: *So* key to online safety" and "From users to citizens").
Other key points in boyd's talk:
Because privacy's a living thing that's functioning in a new, rapidly evolving media environment, everyone's a stakeholder in supporting it. We need to 1) stay informed and help our children see the importance of doing so and 2) keep revisiting our privacy settings in light of new conditions. Companies need to keep thinking about the impacts on users of the new conditions, bake that thinking into the products they create, and educate users about new conditions. Policymakers need to understand that 1) users want both privacy and publicity as well as the means to calibrate them and 2) need education as much as tools for intelligent privacy management. And we all need to see that – because of the unstable, collaborative nature of everybody's wellbeing in digital media – privacy and safety are an ongoing negotiation, not a one-size-fits-all, once-and-for-all solution.
So I'd like to hear from you: Do you see it this way too, that a new kind of (multi-party) social contract is now in place, not imposed on us by any single power-holder but by changing conditions in which we are all invested (the social Web, or a user-driven, social/behavioral media environment )? If so, it seems to me that, under this contract, it benefits all parties not only to protect their own interests but to understand those of all other parties and protect them too. Otherwise, misguided "solutions," bad laws and lawsuits, and other signs of dysfunction will continue to distract us from hammering out real solutions together. Sorry to end on such a negative note, but that's what I see. Tell me what you see – via anne[at]netfamilynews.org, in this blog, or in the ConnectSafely forum!
Important related links
Tuesday, April 27, 2010
Facebook to meet with Sen. Schumer on privacy
Facebook's announcements last week about making the Web even more social caught the eye of Sen. Charles Schumer (D-NY), who has since been "publicly pushing the social networking site to change its privacy policy," ComputerWorld reports. In an open letter, a private letter to Facebook, a press conference, and his press release, the senator called on the Federal Trade Commission "to provide industry guidelines for social networking sites and require full disclosure of how sites use private information." Schumer was joined at today's press conference and in signing the private letter by Sens. Michael Bennet (D-CO), Al Franken (D-MN), and Mark Begich (D-AK). ComputerWorld said Facebook had tried to get a meeting with Schumer over the weekend and was successful in setting one up today. The time of the meeting is not disclosed. Here's Advertising Age's coverage, with more from analysts.
Supreme Court to consider CA videogame law
The Supreme Court will consider whether a 2005 California state law banning the sale of violent videogames to minors is unconstitutional, the San Francisco Chronicle reports. The law would bar the sale of any videogame to anyone under 18 if, the Chronicle says, it "was so violent it was 'patently offensive' according to prevailing community standards for minors, and lacked literary, artistic, political or scientific value." It was never enforced. A federal appeals court in San Francisco last year struck it down on constitutional grounds. "Federal courts have overturned similar laws in Oklahoma, Louisiana, Minnesota, Michigan, Illinois and the cities of St. Louis and Indianapolis," which is probably why the Supreme Court has taken on the California case. Here's Reuters's coverage and a collection of past posts of mine on state laws concerning videogames. [See also: "Fresh debate on effect of violence in videogames" and "Play, Part 2: Violence in videogames."]
Monday, April 26, 2010
What the new Facebook features mean to us users
Remember how the word "friends" took on new meaning with the advent of social networking? Well, the same thing might be happening to the word "like." You always liked stuff, but now you "Like" it, as in broadcast that you like it, to the world via Facebook – or just to your Facebook friends, depending on how you've set your privacy settings. FB users, right after logging in today, click on "Learn More" in the box FB has at the top of your page explaining all this (its headline is "Connect with your friends on your favorite websites"). I'm talking about the just-announced latest changes at Facebook, the Like button you'll be seeing in more and more sites and blogs around the Web and "instant personalization," which personalizes your experience of Web services like Yelp, based on the info you've shared about yourself in FB.
Some pundits have actually called these developments "Web 3.0" (though we can't forget the mobile part of Web 3.0, I think). The BBC's headline was "Facebook's bid to rule the web as it goes social" – or, if not to rule, at least make it much more social than ever, or make the whole Web a more socially informed experience. And then maybe, as the BBC put it, "unseat Google" (and all FB's other competitors) to boot. For more on what it means to us mere mortals, check out GigaOm's "Your Mom’s Guide to Those Facebook Changes, and How to Block Them," then talk with your kids about checking those privacy settings again – make sure the settings are just the way everybody wants them under these new conditions. ReadWriteWeb.com goes into great detail about how Facebook's latest moves, announced at the F8 developers conference last week, affects its competitors and Web publishers as well as users. Remember that word "Like" I mentioned above? Well, ReadWriteWeb already replaced "click" with "like," where it says that Facebook's intent is "to get users to Like on the site and post a link to Facebook." [See also the Oregon Daily Emerald (at the University of Oregon) on how Facebook "surpassed Google in hits in the U.S. in one week during March of this year, the first time Google has been out of the top spot since it surpassed MySpace in 2007," and the New York Times on new apps and services illustrating the trend that sharing personal details is the whole point.]
This just in!: The Electronic Frontier Foundation has just posted a video and instructions on how FB users can opt out of "instant personalization" in the Web services with which Facebook has struck deals so far: Microsoft Docs, Yelp, and Pandora.
Some pundits have actually called these developments "Web 3.0" (though we can't forget the mobile part of Web 3.0, I think). The BBC's headline was "Facebook's bid to rule the web as it goes social" – or, if not to rule, at least make it much more social than ever, or make the whole Web a more socially informed experience. And then maybe, as the BBC put it, "unseat Google" (and all FB's other competitors) to boot. For more on what it means to us mere mortals, check out GigaOm's "Your Mom’s Guide to Those Facebook Changes, and How to Block Them," then talk with your kids about checking those privacy settings again – make sure the settings are just the way everybody wants them under these new conditions. ReadWriteWeb.com goes into great detail about how Facebook's latest moves, announced at the F8 developers conference last week
This just in!: The Electronic Frontier Foundation has just posted a video and instructions on how FB users can opt out of "instant personalization" in the Web services with which Facebook has struck deals so far: Microsoft Docs, Yelp, and Pandora.
Friday, April 23, 2010
Sexting primer for parents: In case some basics would help
A lot of sexting numbers have been tossed around the airwaves after four separate national studies. I'd go with the latest (last December) from the Pew Internet & American Life Project: 4% of US 12-to-17-year-olds have sent "sexts," 15% have received one from someone they know (see this for more). Why Pew? Because they focused on the age range and issue of greatest concern due to child-pornography laws in this country: 12-to-17-year-olds and photos – specifically, sexually suggestive nude or semi-nude photos, not sex-related text messages, which other studies included.
It's helpful to remember that there are two sets of concerns, here: legal and social, both deserving of respect.
Legal concerns
First, keep in mind that what can happen legally depends a lot on the jurisdiction you live in and how police and prosecutors are applying the law to this bizarre legal conundrum where a child can be both perpetrator and victim at the same time. For example, students involved in a sexting incident in Perry County, Pa., where Susquenita High School is, received felony charges from their district attorney last year, while students involved in a separate sexting case in neighboring Franklin County, a different jurisdiction, were not prosecuted as felons. There are solid indicators that the tide is turning toward not treating juvenile sexting as a felony crime, but the possibility remains: People involved with creating, sending or even receiving a nude or sexually explicit photo of someone under 18 can be charged with production, distribution, or possession of child pornography.
A spectrum of causes
It's important for adults to keep in mind that sexting can have lots of causes – something that it seems law enforcement is beginning to understand, fortunately. The difference between parents and police is, we start with kids and adolescent behavior; police, rightfully, of course, start from the law. But, in some cases to tragic results, laws haven't caught up with kid behavior in a digital world. Sometimes the law can help, though: for instance if school officials confiscate and search student cellphones in states where a search warrant is required to search a phone as well as a home. The law may apply differently on school grounds, however. [It might be helpful for you or your PTA/PTO to contact your local district attorney and/or school board and find out what the law says about sexting by minors and searching private property, on or off school grounds, in your jurisdiction – just in case.]
The causes of sexting range from developmentally appropriate behaviors like "Truth or Dare" games gone very wrong ("I dare you to send a naked photo of yourself to the boy you like," says one 13-year-old to another at a sleepover – see this) to malicious peer pressure (popular boys pressuring shy girls in a "prank," an incident the mother of one of those shy girls emailed me about (e.g., this) to criminal intent like blackmail (e.g., this). In the Pennsylvania case I blogged about this week, the photo-sharing was all consensual – "among friends" – the girls themselves having taken the photos, I was told. But humiliation did become a factor on the girls' part, sadly; I can only imagine it kicked in very quickly.
The Pew study's "three main scenarios for sexting" are 1) romantic partners sharing images just between the two of them, 2) romantic partners sharing images of themselves outside their relationship (e.g., to show off, get revenge after a fight or breakup, and so on), and 3) the sharing of photo by someone who wants to get involved with the recipient – in a "flirting" or solicitous scenario. Most of this is not criminal behavior. I hope all adults, from schools to parents to police, will come to see that, as we deal with sexting incidents, punishment and prosecution are not the goal, but rather support for any child being victimized and community-wide learning in the areas of critical thinking, ethics, and civility (as well as restoration of order, if needed, so students can get back to being students).
What to tell your kid
What do you tell your child? If a sexting photo gets sent to a kid's phone, in most cases, he or she should just delete it. Certainly tell your child never to forward a "sext." At the very least that's truly mean to and disrespectful of peers; it also amplifies the problem and could potentially be seen as trafficking in child porn. Keep the conversation calm and supportive, get as complete a story as possible, and work through together how to proceed.
If your child came to you, that's great; you want to keep those lines of communication open because he or she may need a lot of love and support. Chances are, you're not the first to hear about the problem, and you need to be able to have as complete a picture as possible to help contain or stop harm to young people, especially the subject(s) of the photos. You may want to talk with the parents of other kids involved, but keep you child part of the process as much as possible. If you're not the first to hear, someone's probably already pretty humiliated, and that's almost certainly enough "punishment" – or better, enough hard lesson learning – for the young people involved. You don't want legal (or criminal) repercussions added on top of that for any child, not in the current legal environment.
By all means, help all kids understand the psychological risks, preferably and if possible before sexting happens, whether they somehow find themselves in disrespectful or abusive relationships or are floating in a "romantic" bubble of denial that says "maybe other people would share these private photos with anyone, but we never would." They must know by now that all digital media can easily be copied and pasted into the permanent searchable archive called the Internet! If not, keep reminding them.
The key social concern
As for the very important social concern: An expert I heard at a conference recently said that, if you peel off all the legal and moral layers in these situations, once photos have been circulated, what you have left is violation of a friend's trust. That's tough for any human being of any age to deal with. Add to that the challenges of teen identity and social development, and these are extremely rough waters for a young person. That's why great care must be taken to support young victims.
This isn't about technology or some new thing under the sun. It's about learning to be respectful of one's self, peers, and community online and offline when surrounded by a pretty sexually charged media environment and tethered by phones and other devices to the 24/7 reality-TV drama of school life.
Related links
To go more in-depth: "Sexting & Youth: Achieving a Rational Response," by Nancy Willard at the Center for Safe & Responsible Internet Use
"We know that for teens the peer network is crucial in terms of their sense of who they are, the communities they build, the people they trust," said University of Texas Prof. S. Craig Watkins in his keynote at the 2010 Digital Media & Learning Conference (at about 45:18 in the video).
"Kids need adults," said Philadelphia high school principal Chris Lehmann. "The world is bewildering.... The flow of information – you know, that drinking-from-the-firehose metaphor, it's happening to kids too. They need people to help them make sense of their world. But to do that we have to be willing to access their world.... If they're willing to let us into that world ... we should go there, and we should help them," Lehmann said in a talk at last month's TEDxNYed conference on the future of education.
ConnectSafely.org's Tips to Prevent Sexting
About the MTV study (released a week or so before Pew's last December), offering important insights on "digital abuse" and sexting
About being tethered to "The Drama" of school life: "Parenting & the digital drama overload" and "Cyberbullying & bullying-related suicides: 1 way to help our digital-age kids"
It's helpful to remember that there are two sets of concerns, here: legal and social, both deserving of respect.
Legal concerns
First, keep in mind that what can happen legally depends a lot on the jurisdiction you live in and how police and prosecutors are applying the law to this bizarre legal conundrum where a child can be both perpetrator and victim at the same time. For example, students involved in a sexting incident in Perry County, Pa., where Susquenita High School is, received felony charges from their district attorney last year, while students involved in a separate sexting case in neighboring Franklin County, a different jurisdiction, were not prosecuted as felons. There are solid indicators that the tide is turning toward not treating juvenile sexting as a felony crime, but the possibility remains: People involved with creating, sending or even receiving a nude or sexually explicit photo of someone under 18 can be charged with production, distribution, or possession of child pornography.
A spectrum of causes
It's important for adults to keep in mind that sexting can have lots of causes – something that it seems law enforcement is beginning to understand, fortunately. The difference between parents and police is, we start with kids and adolescent behavior; police, rightfully, of course, start from the law. But, in some cases to tragic results, laws haven't caught up with kid behavior in a digital world. Sometimes the law can help, though: for instance if school officials confiscate and search student cellphones in states where a search warrant is required to search a phone as well as a home. The law may apply differently on school grounds, however. [It might be helpful for you or your PTA/PTO to contact your local district attorney and/or school board and find out what the law says about sexting by minors and searching private property, on or off school grounds, in your jurisdiction – just in case.]
The causes of sexting range from developmentally appropriate behaviors like "Truth or Dare" games gone very wrong ("I dare you to send a naked photo of yourself to the boy you like," says one 13-year-old to another at a sleepover – see this) to malicious peer pressure (popular boys pressuring shy girls in a "prank," an incident the mother of one of those shy girls emailed me about (e.g., this) to criminal intent like blackmail (e.g., this). In the Pennsylvania case I blogged about this week, the photo-sharing was all consensual – "among friends" – the girls themselves having taken the photos, I was told. But humiliation did become a factor on the girls' part, sadly; I can only imagine it kicked in very quickly.
The Pew study's "three main scenarios for sexting" are 1) romantic partners sharing images just between the two of them, 2) romantic partners sharing images of themselves outside their relationship (e.g., to show off, get revenge after a fight or breakup, and so on), and 3) the sharing of photo by someone who wants to get involved with the recipient – in a "flirting" or solicitous scenario. Most of this is not criminal behavior. I hope all adults, from schools to parents to police, will come to see that, as we deal with sexting incidents, punishment and prosecution are not the goal, but rather support for any child being victimized and community-wide learning in the areas of critical thinking, ethics, and civility (as well as restoration of order, if needed, so students can get back to being students).
What to tell your kid
What do you tell your child? If a sexting photo gets sent to a kid's phone, in most cases, he or she should just delete it. Certainly tell your child never to forward a "sext." At the very least that's truly mean to and disrespectful of peers; it also amplifies the problem and could potentially be seen as trafficking in child porn. Keep the conversation calm and supportive, get as complete a story as possible, and work through together how to proceed.
If your child came to you, that's great; you want to keep those lines of communication open because he or she may need a lot of love and support. Chances are, you're not the first to hear about the problem, and you need to be able to have as complete a picture as possible to help contain or stop harm to young people, especially the subject(s) of the photos. You may want to talk with the parents of other kids involved, but keep you child part of the process as much as possible. If you're not the first to hear, someone's probably already pretty humiliated, and that's almost certainly enough "punishment" – or better, enough hard lesson learning – for the young people involved. You don't want legal (or criminal) repercussions added on top of that for any child, not in the current legal environment.
By all means, help all kids understand the psychological risks, preferably and if possible before sexting happens, whether they somehow find themselves in disrespectful or abusive relationships or are floating in a "romantic" bubble of denial that says "maybe other people would share these private photos with anyone, but we never would." They must know by now that all digital media can easily be copied and pasted into the permanent searchable archive called the Internet! If not, keep reminding them.
The key social concern
As for the very important social concern: An expert I heard at a conference recently said that, if you peel off all the legal and moral layers in these situations, once photos have been circulated, what you have left is violation of a friend's trust. That's tough for any human being of any age to deal with. Add to that the challenges of teen identity and social development, and these are extremely rough waters for a young person. That's why great care must be taken to support young victims.
This isn't about technology or some new thing under the sun. It's about learning to be respectful of one's self, peers, and community online and offline when surrounded by a pretty sexually charged media environment and tethered by phones and other devices to the 24/7 reality-TV drama of school life.
Related links
Thursday, April 22, 2010
NY's e-STOP law: Not sure how much it protects
New York Attorney General Andrew Cuomo recently announced that his state's new "e-STOP" law has "resulted in the removal of accounts associated with at least 4,336 registered sex offenders" (RSOs, some of whom had more than one account) from such social network sites as MyLife (formerly Reunion.com – 2,100 accounts), Tagged (950), hi5 (575), BlackPlanet (570), Bebo (542), Flixster (508), Flickr (448), Friendster (271), eSpin (120), Orkut (113), Stickam (109), Buzznet (18), and Fotolog (12). Without providing any detail, in his press release, General Cuomo also called on more than a dozen kid sites to screen for RSOs, among them BarbieGirls, Build-a-Bearville, Club Penguin, Girlsense, Neopets, and Webkinz. I think this announcement represents progress in the form of more granular understanding of the social Web as something hugely larger and more diverse than MySpace and Facebook. But it's not a particularly protective state law in that 1) it can only affect offenders in that state; 2) if lots of states adopt such a law with lots of different reporting procedures to social sites, the burden on sites to do anything with that data becomes greater and greater, which makes cooperation less likely (e-STOP requires offender compliance, not site cooperation, partly because the sites aren't based in New York); and 3) this would be more effective as federal law, in which case it would provide some protection to minors, but only from convicted and registered sex offenders in social sites, not from those who prey on children in real life, where the vast majority of such abuses occur, presumably most going unreported (even a law enforcement officer I spoke with recently said scrubbing social sites of predators doesn't go very far in protecting children).
Susquenita, PA, sexting case: A parent's view
The day after the above blog post that mentioned the Susquenita sexting case, I heard from the father of one of the eight high school students involved. I'll probably post more perspectives in future, but I'm starting with this one, this week, because 1) I think the perspective of a father – of a teen whose involvement sounds pretty typical of students caught up in such incidents – may be useful to other parents and 2) this is the first case I've seen in the news where school officials are under investigation by a prosecutor for the way they handled the case.
"I am one of the parents involved in this issue," wrote this father of a then-16-year-old. When school administrative staff ["head principal, two assistants, director of curriculum and the possibility of more," he later told me] started their investigation the morning of Sept. 24, 2009, they knew then that they were dealing with students and nude pictures, but they continued this [investigation] all day long before contacting parents and police, even passing these phones around to other staff.... My son was interrogated by the head principal along with the director of curriculum. They called my son a sex offender, told him he would go to prison, and that he would be placed on Megan's [sex offender] list. Then he was contained in the nurse's office for over two hours. Other students were treated basically the same....
"My son along with [seven] other students [three girls and four boys] admitted they had a picture or pictures on their phones, etc. They told school staff who was in the pictures, etc., [but] the staff still went through [the phones].... The principal told us he didn't want to talk to the girl about this issue, saying 'he felt uncomfortable', though he didn't mind viewing her pictures and others' as well." [By the sound of it, the police called in at the end of the school day were the best part of this experience, reportedly respectful and clear about the students' rights and what was and wasn't lawful about the school's investigation – for example, a state trooper told the dad that he would need signed parental consent or a warrant signed by a judge to go through students' cell phones. The law differs from state to state, but that's something parents should ask if they're ever in this position: Do school officials have the legal right to search their children's phones without a warrant on school premises?]
"I have been fighting this battle for these kids since it happened on Sept. 24th," the dad continued. "The district attorney offered a consent decree to all the students, involving probation, fines, and a few classes, and the felony charges were to be expunged when this [process] is completed. However, they still pursued the felony charges [he told me later that it's still not clear the students' records will be completely expunged].... These kids were charged with felonies from a law [meant] to protect minors from adult predators. Pennsylvania doesn't have a teen sexting law, although one is expected to pass soon. There needs to be a change to stop this destruction, not to mention the wrongdoing of the school. My question is, did any adult in this situation, from school to legal system, ever step back to have the best interest of these students at heart? No, they labeled and smeared these kids and families."
When I asked him if there was any malice or bullying involved among the students, he said, "These kids did this willingly, they are friends. Don't get me wrong, I don't condone this, it was stupid, but they were basically keeping this private amongst themselves, meaning no harm.... I couldn't even imagine," he wrote, "being wrongfully charged with the worst type of charge anybody could face: sexual abuse of minors."
All told, these students have experienced public humiliation, arrest (fingerprinting, mug shots, etc.), expulsion hearings before the school board, prosecution as adults, probation, fines, classes, and – as of this writing – the possibility of felony convictions remaining on their records, on top of whatever the students and families have dealt with privately over the past six months. Whatever happened at school last September 24, school officials do not seem to have been a support to them.
Meanwhile, 40 students involved in a sexting incident a week later in the next county over, at Chambersburg High School (involving a different prosecutor), did not receive felony charges (see WGAL.com here and here for background).
"The Pennsylvania District Attorneys Association has pushed legislation that would make sexting a second-degree misdemeanor. If convicted of a felony related to sexting, children can now be forced to register as sex offenders," the Harrisburg Patriot News reported. According to the National Conference of State Legislatures, "In 2009, lawmakers in at least 11 states introduced legislation aimed at 'sexting'." In some of those states, that legislation is aimed at deterring and applying appropriate penalties to teens who engage in sexting, NCSL reports. Let's hope the Pennsylvania legislature passes a teen sexting law soon and that it's retroactive.
Related links
My sexting primer for parents
The best approach for schools to take (see "The goal of any incident investigation" at the bottom)
"Sexting: New study & the 'Truth or Dare' scenario"
"I am one of the parents involved in this issue," wrote this father of a then-16-year-old. When school administrative staff ["head principal, two assistants, director of curriculum and the possibility of more," he later told me] started their investigation the morning of Sept. 24, 2009, they knew then that they were dealing with students and nude pictures, but they continued this [investigation] all day long before contacting parents and police, even passing these phones around to other staff.... My son was interrogated by the head principal along with the director of curriculum. They called my son a sex offender, told him he would go to prison, and that he would be placed on Megan's [sex offender] list. Then he was contained in the nurse's office for over two hours. Other students were treated basically the same....
"My son along with [seven] other students [three girls and four boys] admitted they had a picture or pictures on their phones, etc. They told school staff who was in the pictures, etc., [but] the staff still went through [the phones].... The principal told us he didn't want to talk to the girl about this issue, saying 'he felt uncomfortable', though he didn't mind viewing her pictures and others' as well." [By the sound of it, the police called in at the end of the school day were the best part of this experience, reportedly respectful and clear about the students' rights and what was and wasn't lawful about the school's investigation – for example, a state trooper told the dad that he would need signed parental consent or a warrant signed by a judge to go through students' cell phones. The law differs from state to state, but that's something parents should ask if they're ever in this position: Do school officials have the legal right to search their children's phones without a warrant on school premises?]
"I have been fighting this battle for these kids since it happened on Sept. 24th," the dad continued. "The district attorney offered a consent decree to all the students, involving probation, fines, and a few classes, and the felony charges were to be expunged when this [process] is completed. However, they still pursued the felony charges [he told me later that it's still not clear the students' records will be completely expunged].... These kids were charged with felonies from a law [meant] to protect minors from adult predators. Pennsylvania doesn't have a teen sexting law, although one is expected to pass soon. There needs to be a change to stop this destruction, not to mention the wrongdoing of the school. My question is, did any adult in this situation, from school to legal system, ever step back to have the best interest of these students at heart? No, they labeled and smeared these kids and families."
When I asked him if there was any malice or bullying involved among the students, he said, "These kids did this willingly, they are friends. Don't get me wrong, I don't condone this, it was stupid, but they were basically keeping this private amongst themselves, meaning no harm.... I couldn't even imagine," he wrote, "being wrongfully charged with the worst type of charge anybody could face: sexual abuse of minors."
All told, these students have experienced public humiliation, arrest (fingerprinting, mug shots, etc.), expulsion hearings before the school board, prosecution as adults, probation, fines, classes, and – as of this writing – the possibility of felony convictions remaining on their records, on top of whatever the students and families have dealt with privately over the past six months. Whatever happened at school last September 24, school officials do not seem to have been a support to them.
Meanwhile, 40 students involved in a sexting incident a week later in the next county over, at Chambersburg High School (involving a different prosecutor), did not receive felony charges (see WGAL.com here and here for background).
"The Pennsylvania District Attorneys Association has pushed legislation that would make sexting a second-degree misdemeanor. If convicted of a felony related to sexting, children can now be forced to register as sex offenders," the Harrisburg Patriot News reported. According to the National Conference of State Legislatures, "In 2009, lawmakers in at least 11 states introduced legislation aimed at 'sexting'." In some of those states, that legislation is aimed at deterring and applying appropriate penalties to teens who engage in sexting, NCSL reports. Let's hope the Pennsylvania legislature passes a teen sexting law soon and that it's retroactive.
Related links
Wednesday, April 21, 2010
Citizenship & the social Web mirror in our faces 24/7
I think what A.J. Patrick Liszkiewicz says about citizenship at the beginning and end of a talk (about the social game Farmville, of all things), nails it: He told his audience at State University of New York, Buffalo, that "...democratic citizenship has always been a difficult skill to master.... Citizenship requires cultivation...." At the end of the talk, he adds, "The central task of citizenship is learning how to be good to one another." Exactly. I do think it's that simple and that hard. For *digital* citizenship, you just add the word "online" to the end of that sentence. That's it. Let's do ourselves and our children a favor and not make it one bit more complicated than that.
The thing about this digital age is that it's holding up a very big, society-wide mirror to our faces nearly 24/7, and what we (meaning all of us) see in that mirror of humanity called the social Web is not always pretty. But it's unavoidably in our faces, so we are in effect being forced to think about citizenship – how we treat one another – in school, on phones, in Facebook, in ClubPenguin or WorldofWarcraft, at work, at home, wherever we commune, more than ever before. Because of this mirror in our faces. There are definitely things that need to be fixed at school, at home, in Facebook, but fixing those procedural, policy, and architectural things won't help much if we don't address the behaviors too. The behaviors, good, bad, and neutral, haven't changed all that much (though school bullying has gone down - see this). What's new is that we are being forced to look at them (and the attitudes behind them) so much, and we are overwhelmed, sometimes traumatized, by what we see. What's bad about this reality is that we think technology – the mirror – is creating the problem and keeping us from solving it; what's good is that the need to be good to one another feels more urgent than ever! [As for what Liszkiewicz says about Farmville (as basically the new chain letter) in the bulk of that talk, don't miss it!]
The thing about this digital age is that it's holding up a very big, society-wide mirror to our faces nearly 24/7, and what we (meaning all of us) see in that mirror of humanity called the social Web is not always pretty. But it's unavoidably in our faces, so we are in effect being forced to think about citizenship – how we treat one another – in school, on phones, in Facebook, in ClubPenguin or WorldofWarcraft, at work, at home, wherever we commune, more than ever before. Because of this mirror in our faces. There are definitely things that need to be fixed at school, at home, in Facebook, but fixing those procedural, policy, and architectural things won't help much if we don't address the behaviors too. The behaviors, good, bad, and neutral, haven't changed all that much (though school bullying has gone down - see this). What's new is that we are being forced to look at them (and the attitudes behind them) so much, and we are overwhelmed, sometimes traumatized, by what we see. What's bad about this reality is that we think technology – the mirror – is creating the problem and keeping us from solving it; what's good is that the need to be good to one another feels more urgent than ever! [As for what Liszkiewicz says about Farmville (as basically the new chain letter) in the bulk of that talk, don't miss it!]
iPhone's safety, privacy extras
Kudos to Apple for building extra layers of privacy and safety right into the iPhones of users who use apps that reveal their physical location. "Apple has long provided pop-ups that ask users to approve an app's use of location information before that app can get access," reports New York Times computer security blogger Riva Richmond, but there will be more in the iPhone's new operating system (OS 4). "To make it clearer just how often approved apps are collecting data about users’ physical whereabouts, Apple will display an arrow in the status bar at the top of the screen, right next to the battery-life indicator, whenever a user's location is being tracked." This is on top of any safety features provided by the services themselves (e.g., loopt's frequent privacy reminders and Glympse's see-where-I-am-only-for-the-next-30-minutes timeout feature, explained by ReadWriteWeb). As the Times's Richmond writes, we all love being able to find friends and great places to eat with the geolocation technology on all new phones, but we're not so crazy about letting just anybody track us or telling "a frienemy where the party is"!
Tuesday, April 20, 2010
72% of US teens are daily texters: Study
For US teens, texting beats social networking by far for daily communication with peers, according to a Pew/Internet Project report released today. Nearly three-quarters (72%, up from 51% in 2006) of US teens send text messages daily, and 88% of teen cellphone users do. "Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month," Pew says. I compared that "mere" 1/3 sending 3,000+ texts a month to Nielsen's latest numbers, showing all US teen cellphone users sending and receiving 3,146, thinking Pew's sounded more "reasonable." But note that Nielsen's referring to sending or receiving, not just sending. So Pew's 3,000+ figure is pretty amazing. The sending plus receiving figure for one in three teens could be double, or 6,000, since a single text message is usually just part of a conversation or string of messages.
Pew seems to be saying that girls 14-17 own the space: That "entire cohort" averages 100 messages a day (sending), compared to the third of all teen cellphone users. "The youngest teen boys are the most resistant to texting – averaging 20 messages per day," Pew found. As for texting vs. other forms of communication (we now need to make distinctions between purely communicating and entertainment or socializing, where digital devices are concerned): Though texting is No. 1 for communicating with peers, voice calls are No. 1 for doing so with their parents. Where social networking's concerned, Pew says 25% of all teens contact their friends daily via social network site, vs. 54% of all teens who do so via texting. For 15-year-olds, the preferred communication methods with friends fall in this order: texting (54%), talk face-to-face (42%), calling on a cellphone (41%), social network site (40%, and SNSs have features like IM and email), calling via landline (37%), instant messaging (33%), and email (12%).
And communication is obviously not the all of it. Pew reports that teens use cellphones to (good and neutral activities first): "Share stories and photos ... entertain themselves when they are bored (just like adults) ... micro-coordinate their schedules and face-to-face gatherings ... go online to browse, participate in social networks, and check their emails." Some also use cellphones to "cheat on tests and skirt rules at school and with their parents ... send sexts.... Others are sleeping with buzzing phones under their pillows, and some are using their phones to place calls and text while driving." There's so much more to this report, which draws on both a survey and focus groups (quantitative and qualitative information), including chapters on how parents and schools regulate cellphone use, attitudes toward cellphones, and the fact that 84% of teen cellphone users had slept with their phones on or right next to their beds. For some that's because it's their alarm clock, but staying in touch appears to be the biggest reason: "Teens who use their cell phones to text are 42% more likely to sleep with their phones than cell-owning teens who do not text," Pew says. Here's the Washington Post's coverage.
Pew seems to be saying that girls 14-17 own the space: That "entire cohort" averages 100 messages a day (sending), compared to the third of all teen cellphone users. "The youngest teen boys are the most resistant to texting – averaging 20 messages per day," Pew found. As for texting vs. other forms of communication (we now need to make distinctions between purely communicating and entertainment or socializing, where digital devices are concerned): Though texting is No. 1 for communicating with peers, voice calls are No. 1 for doing so with their parents. Where social networking's concerned, Pew says 25% of all teens contact their friends daily via social network site, vs. 54% of all teens who do so via texting. For 15-year-olds, the preferred communication methods with friends fall in this order: texting (54%), talk face-to-face (42%), calling on a cellphone (41%), social network site (40%, and SNSs have features like IM and email), calling via landline (37%), instant messaging (33%), and email (12%).
And communication is obviously not the all of it. Pew reports that teens use cellphones to (good and neutral activities first): "Share stories and photos ... entertain themselves when they are bored (just like adults) ... micro-coordinate their schedules and face-to-face gatherings ... go online to browse, participate in social networks, and check their emails." Some also use cellphones to "cheat on tests and skirt rules at school and with their parents ... send sexts.... Others are sleeping with buzzing phones under their pillows, and some are using their phones to place calls and text while driving." There's so much more to this report, which draws on both a survey and focus groups (quantitative and qualitative information), including chapters on how parents and schools regulate cellphone use, attitudes toward cellphones, and the fact that 84% of teen cellphone users had slept with their phones on or right next to their beds. For some that's because it's their alarm clock, but staying in touch appears to be the biggest reason: "Teens who use their cell phones to text are 42% more likely to sleep with their phones than cell-owning teens who do not text," Pew says. Here's the Washington Post's coverage.
Monday, April 19, 2010
MD case of middle-schooler sharing 'sexts' for $
Seems kind of like the new "Risky Business" (meaning the 1980s film about the suburban Chicago high school student who turned his house into a weekend brothel to make some money on the side). The digital version of the exploitation – a student selling views of sexy or nude photos of peers, to peers – is less physical but affects more kids and can go on forever (see "The Net effect)." What I'm talking about is a new twist on sexting at an even younger age: a Bethesda, Md., middle school student renting his iPod Touch out to classmates so they can view "images of female classmates and other girls in various states of undress," according to the Washington Post. Pyle Middle School authorities last week turned the investigation over to local police, who are "trying to determine how a middle school boy came to amass such a large collection of provocative images" of 6th-, 7th, and 8th-graders." The Post adds that they want to make sure the girls weren't coerced into sending or posing for the photos, which have reportedly been passed around for months, but neither coercion nor adult involvement seem to be factors so far. The Post links to a message on adolescent development and cellphones Pyle Middle School's principal sent to parents just this month. [For another disturbing angle on the sexting issue, see this report from PennLive.com about school officials in Pennsylvania under investigation for mishandling student sexting photos (thanks to the Center for Safe & Responsible Internet Use for pointing this out.]
Friday, April 16, 2010
What Facebook does with abuse reports
The head of Facebook's international law enforcement group, Max Kelly, Friday revealed more details than I've seen in the news media on how the site detects bad behavior and content, including criminal activity. On the prevention side, The Guardian reports, "Facebook has developed sophisticated algorithms to monitor its users and detect inappropriate and predatory behaviour, bolstering its latest raft of initiatives to improve the safety of its users." For details on what FB does about that behavior, please see the article, which includes pushback from CEOP but also signs of momentum toward a working rather than adversarial relationship. Only the former will help remove layers and redundancies in abuse reporting, as well as help educate the public on where and how to report what. Historians could probably tell us that it took time for the public to know what to report to 911/999 and, for example, what to report to school authorities, and here the system and education will need to be multinational and multicultural. This is a followup to my post last week about the "panic button" problem.
Embarrasing photos in Facebook: What to do
Lots of Facebook news this week! There's loads of information in the site's new Safety Center, with sections aimed at teens, parents, educators, and law enforcement. But if you or your child has the specific problem of Facebook "Photos Gone Wild," Common Sense Media has some great tips including one about a little app called Wisk-it that lets a photo poster airbrush out the face of someone who doesn't want to be seen in a photo s/he posted. You'll note that a lot of this reputation management is a negotiation, which is why the last section in CSM's article on the need to "Be respectful" is so important (see "Collaborative reputation protection"). It's a lot easier to get a photo deleted when poster and complainer are cooperating (often the only way, since FB says in the Safety Center that it "cannot make users remove photos that do not violate our Statement of Rights and Responsibilities").
Thursday, April 15, 2010
No more free nings
I saw a lot of sad tweets tonight about Ning's announcement from tech educators I follow on Twitter – educators who created classroom "nings" (mini, user-created social-network sites), professional-development "nings" and activist "nings." Creating a site on Ning will no longer be free, I read in CNET, "free" being just one of the service's attractions to educators (and a whole lot of other people). I remember last fall hearing a speaker at the Safer Internet Forum in Luxembourg say that soon the country's Education Ministry would be introducing Ning for teachers' social networking nationwide (see this), and tonight Steve Hargadon of Elluminate and Classroom 2.0 blogged that Ning has been "a great springboard" for educational networking. Anyway, the news broke yesterday that Ning would be "cutting 40% of its staff and axing its free, ad-supported service," according to CNET. Wrote TechCrunch's Jason Kincaid, to whom someone apparently sent the internal memo about the staff cuts from Ning's CEO (published in full on that page), "I suspect we’ll see quite a few active networks jump to whatever the cheapest premium option is," which may spell more fundraisers at schools lucky enough to have teachers setting up classroom nings! [Here's my first post about Ning three years ago, "Mini-MySpaces: New phase," with a comment from co-founder Marc Andreeson (even better known as co-creator of the first Web browser, Mosaic)!]
Wednesday, April 14, 2010
Federal court ditches student-free-speech decisions
Philadelphia's federal appeals court has vacated two key decisions of this past February that served to confuse matters. The 3rd Circuit Court "has decided to discard those conflicting decisions and rehear both cases on June 3," Wired reports. "School officials complained the rulings left them unclear on what legal legs they had to stand on when comes to punishing students for their online, off-campus speech." Wired adds that a larger panel of 13 judges – as opposed to the panels of three in February – will be rehearing arguments in the both cases in June and "the decisions, which are likely to be appealed to the Supreme Court, will govern Pennsylvania, Delaware, New Jersey and the Virgin Islands." Here's my post about the February decisions, also linking to Wired's coverage.
Early iPad safety tips
It's something to think about – no filtering or other "parental control" tools for a wi-fi-enabled device that can go anywhere a kid can go. I'm referring to the iPad at the moment (because it's so new, there's no such software available for it), but the wi-fi-enabled mobility part is true of most phones that go with kids to school now (I hear a lot of parents didn't think much about parental-control software before they bought kids iPod Touches for last winter's holidays). Norton Internet Safety Advocate Marian Merritt is a mom who did think about her kids connecting to the Net with her new iPad – a lot (a lot in terms of how much they wanted to use it and a lot of thinking on her part about how to keep their use constructive). Basically, all there is for the iPad so far is the filtered search offered by the major search engines. Check out Marian's advice for that under her "Browsing" subhead, and don't miss what she says about video, apps, and security (YouTube's new parental controls don't work for the iPad yet). See also "Potential iPad glitch for families."
Facebook No. 1 in most Asian countries, but...
...not in India, Japan, South Korea, or Taiwan, where Google's Orkut, Mixi.jp, Cyworld.co.kr, and Wretch.cc are No. 1, respectively (the US version of Cyworld ceased operation this past February). According to comScore's latest Asia-Pacific data (which don't include China), Filipinos are the biggest social networkers in the region, and 50.8 % of the total online population in the region, or 240.3 million people visited a social network site this past February. Nearly 90% of Net users in the Philippines, Australia, and Indonesia engage in social networking, comScore says, and Facebook is No. 1 in all three as well as in Malaysia, Singapore, New Zealand, Hong Kong, and Vietnam.
Tuesday, April 13, 2010
Facebook: Why a Safety Center, not a 'panic button'
The Facebook news in the US today was its new expanded Safety Center. The news in Britain was that Facebook "STILL refuses to install [a] 'panic button'" on its pages, as the UK's Daily Mail put it. However, Facebook also announced today that its UK users will "now be able to report unwanted or suspicious contact directly to CEOP [the UK's Child Exploitation & Online Protection Center] and other leading safety and child protection organizations via its own reporting system," as CNN reported, so CEOP has come very close to getting its wish.
But this "panic button" concept is really problematic – and not just because of the word "panic," which suggests brains in crisis mode, with all rational thought switched off. Here's why it's problematic:
A single reporting mechanism doesn't cut it. In the offline world, we call 911 (or in the UK, 999) about crimes and medical emergencies. But the social Web – especially a fairly basic social utility like Facebook – is a mirror of its users' social lives and networks, of a full spectrum of behaviors, mostly good and, when bad, definitely not just criminal bad behavior. So if you just consider the really negative behavior that might lead to an abuse report, research shows that it's bullying, not predation, that would get reported far more often. Is law enforcement designed to deal with noncriminal but bad adolescent behavior? Fortunately, the new system Facebook put in place sends only reports of criminal behavior to CEOP.
Would a "panic button" have helped Ashleigh Hall? CEOP reportedly has said that the British teen whose murderer was convicted last month (see The Guardian) may have lived if such a button had been in place in Facebook. Ashleigh was reportedly communicating with someone who she thought was a boy, and fear didn't seem to be involved at the time of that FB communication. It isn't a factor when a child is being "groomed" online (see this).
A crime not involving panic. Ashleigh's case was far from typical of Net-related sex crimes. Presenting research from law enforcement files on Net-related child sex crime cases, David Finkelor, director of the University of New Hampshire's Crimes Against Children Research Center (CACRC), said in Washington in 2007, "These are not mostly violent sex crimes ... they are criminal seductions that take advantage of common teenage vulnerabilities" and are characterized as statutory rape. "In 73% of the crimes," he continued, "the youth go to meet the offender on multiple occasions for multiple sexual encounters. The law enforcement investigators described the victims as being in love with or feeling a close friendship for the offenders in half the cases that they investigated" (see this for his "Jenna" profile). Panic buttons in social sites do nothing to mitigate this problem.
Largely the wrong location. The Internet, that is. It's important to remember that the vast majority of sexual abusers of children are people they know in real life, not strangers they meet online, much less predators trolling the social Web. In a much-anticipated 2009 update of its research on Internet predators, the CACRC reported, "There was no evidence that online predators were stalking or abducting unsuspecting victims based on information they posted at social networking sites," and we've seen no reports in this country of convicted sex offenders being arrested for violating parole agreements by contacting minors in social sites. [As for non-Internet-related sex crimes, University of California, Berkeley, law professor Franklin Zimring was recently quoted as saying people are "more likely to get struck by lightning than to get raped and murdered by a stranger," The Press-Enterprise in southern California reported last month.]
Facebook actually tested a similar proposal made by New Jersey's then-attorney general, Anne Milgram, a couple of years ago: the test of a "Report Abuse!" icon involving "at least 1.5 million randomly-selected page impressions" for nearly a year (see MSNBC). What FB found (after running the test longer than MSNBC reported up front, a spokesperson told me today) was that the number of abuse reports was "significantly lower" when there was a special icon in a different location from the rest of the reporting links on a page. Third-party buttons and graphics "intimidate and confuse people," Facebook's European policy director Richard Allen told RedOrbit.com. "We think our simple text link, which gives people the option to report abuse to CEOP as well as to the Facebook team, is a far more effective solution."
A button is not enough. Even the host of Britain's "To Catch a Paedophile," Mark Williams-Thomas, a child-protection expert and former detective, said that "the much called-for report-it button alone does not make using social networking sites any safer, but a coordinated approach providing the additional reporting to CEOP is clearly worthwhile, as is a dedicated phone line for law enforcement." The dedicated line he's referring to is similar to one Facebook has for US law enforcement and part of the safety package it announced this week, including the Safety Center mentioned above and 1 billion public-service ad impressions in the site (which CEOP called "a 5 million-pound [or $7.7 million] investment in education and awareness" in its press release, which was not yet online as of this writing).
Having said all that, everybody can thank all parties to this agreement for an important pilot test we all need to watch. Not before in history has there been a service playing host to the visual socializing of 400 million users in multiple countries, much less developing some sort of reporting system for when something in all that socializing goes wrong – the online version of dial-911 or -999 (UK) but for many more kinds of "wrong" (not just the criminal kind). I don't know about CEOP, but our NCMEC has a CyberTipline.com, a sort of online 911 service, and it still tells people to call their local 911 service in emergencies. Physical proximity is still and always will be a factor when people need help – so just what is the role of a global online service, here? We all – social-Web companies, their users of all ages, parents, educators, law enforcement, risk prevention practitioners, psychologists, etc. – need to figure this out together. It just won't work if the onus is placed only on companies', or law enforcement's, or policymakers' shoulders – not in a highly participatory, grassroots-driven media environment.
But for heaven's sake – or even better, for youth's sake – let's please take the "panic" out of this whole important test. It simply doesn't lend itself to the calm, mutually respectful conversations that help youth develop the critical thinking that protects on the social Web. We had our predator panic on this side of the pond starting in 2006. At the Family Online Safety Institute's annual conference in Washington last fall, the Net-safety field declared it over with a strong consensus that scary messaging is not productive. Why? Because it makes young people less inclined to want to come to us for help. They tend to get as far away as possible from scared, overreacting adults; find workarounds that are readily available to them; and then leave us out of the equation right when loving, steady parent-child communication is most needed. The other reason is, even the research shows fear tactics don't work (see "Let's not create a cyberbullying panic" at CNET).
[Disclosure: Facebook is a supporter of a nonprofit project I help run, ConnectSafely.org, but I so hope you've seen in the above that that's not why I've blogged about this issue.]
Related links
"Why technopanics are bad"
More on why fear tactics don't work
The US's perfect storm of parental concern in 2006: created by MySpace's exponential growth, adults not understanding social networking, news media hyperbole, Dateline's "To Catch a Predator," and a mid-term election (hinted at but not fully described in this Business Week article about MySpace's safety efforts of that time). Now – even after the sanity of the Byron Review and ensuing government-industry-NGO cooperation – the UK is experiencing its own perfect storm, with an election, a tragic crime story, a "To Catch a Paedophile" show, Facebook's rapid growth, and continuing cognitive dissonance over social media. Storms are destructive; these national-level storms in a new-media climate distract us from calmly sorting through complex problems and finding real solutions.
The Congressional Internet Caucus Advisory Committee, which put on the Capitol Hill event where Dr. Finkelhor spoke in 2007
But this "panic button" concept is really problematic – and not just because of the word "panic," which suggests brains in crisis mode, with all rational thought switched off. Here's why it's problematic:
Having said all that, everybody can thank all parties to this agreement for an important pilot test we all need to watch. Not before in history has there been a service playing host to the visual socializing of 400 million users in multiple countries, much less developing some sort of reporting system for when something in all that socializing goes wrong – the online version of dial-911 or -999 (UK) but for many more kinds of "wrong" (not just the criminal kind). I don't know about CEOP, but our NCMEC has a CyberTipline.com, a sort of online 911 service, and it still tells people to call their local 911 service in emergencies. Physical proximity is still and always will be a factor when people need help – so just what is the role of a global online service, here? We all – social-Web companies, their users of all ages, parents, educators, law enforcement, risk prevention practitioners, psychologists, etc. – need to figure this out together. It just won't work if the onus is placed only on companies', or law enforcement's, or policymakers' shoulders – not in a highly participatory, grassroots-driven media environment.
But for heaven's sake – or even better, for youth's sake – let's please take the "panic" out of this whole important test. It simply doesn't lend itself to the calm, mutually respectful conversations that help youth develop the critical thinking that protects on the social Web. We had our predator panic on this side of the pond starting in 2006. At the Family Online Safety Institute's annual conference in Washington last fall, the Net-safety field declared it over with a strong consensus that scary messaging is not productive. Why? Because it makes young people less inclined to want to come to us for help. They tend to get as far away as possible from scared, overreacting adults; find workarounds that are readily available to them; and then leave us out of the equation right when loving, steady parent-child communication is most needed. The other reason is, even the research shows fear tactics don't work (see "Let's not create a cyberbullying panic" at CNET).
[Disclosure: Facebook is a supporter of a nonprofit project I help run, ConnectSafely.org, but I so hope you've seen in the above that that's not why I've blogged about this issue.]
Related links
Monday, April 12, 2010
Help for teaching digital citizenship
"The Internet is where children are growing up," the New York Times reports, citing Kaiser Family Foundation research suggesting that they're online or interacting with digital media just about every hour they're not asleep or in school. So it follows that they really need to learn what it means to be good people online as well as in real life.
Or good digital citizens. More and more parents and educators are asking how we teach digital citizenship, and San Francisco-based media-education nonprofit Common Sense Media has been working on an answer to exactly that question. Its solution is an important step forward: a digital literacy and citizenship curriculum for students in grades 5-8, which will be available for free to all schools next fall. It has already been tested in San Francisco, Omaha, and New York, and "Denver, the District of Columbia, Florida, Los Angeles, Maine and Virginia are considering it," according to the Times. The curriculum's based on the work of the Harvard School of Education's GoodPlay Project on digital ethics and, the Times reports, covers five areas: "identity (how do you present yourself online?); privacy (the world can see everything you write); ownership (plagiarism, reproducing creative work); credibility (legitimate sources of information); and community (interacting with others)." Anyone can get a preview of the privacy section in the Common Sense site now and here's an audio interview on the curriculum with Common Sense Media CEO Jim Steyer by ConnectSafely co-director Larry Magid at CNET.
As for what we teach at home, definitely check out the curriculum for family discussions (and to know what schools will be teaching our kids, hopefully). But also keep it really simple. One basic pointer can go a long way, I think: What we have always taught and modeled for our children – things like civility, respect for self and others, and always treating people the way we want to be treated – now goes for the online part of their our lives too. Just be very clear that there's no distinction between online and offline behavior – no hiding behind real or perceived online anonymity or disinhibition! Given that the average young person spends more than 7.5 hours a day socializing in as well as consuming digital media (see this), this is how our parenting embraces the whole child now, don't you think? Feel free to email me your thoughts via anne[at]netfamilynews.org – or post them here or in the ConnectSafely forum.
Related links
How digital citizenship can be protective: on the "guild effect" and increasing everybody's investment in the wellbeing of the community and fellow members, as well as themselves
Citizenship is a verb!: There are all kinds of communities, online and offline. A classroom is a community, so is a wiki, a wrestling team, a Google doc, a social network, and a family. You can't be a citizen without a chance to practice citizenship in the community where you're supposed to be a citizen, I blogged after talking with Sylvia Martinez, president of Generation Yes.
"From users to citizens: How to make digital citizenship relevant" and an afterthought on that
"A definition of digital literacy & citizenship" (I tried to make it simple by fitting it into one sentence, but is it still to complex? Pls comment!)
Educator Anne Bubnic's amazing collection of links to resources on digital citizenship
Or good digital citizens. More and more parents and educators are asking how we teach digital citizenship, and San Francisco-based media-education nonprofit Common Sense Media has been working on an answer to exactly that question. Its solution is an important step forward: a digital literacy and citizenship curriculum for students in grades 5-8, which will be available for free to all schools next fall. It has already been tested in San Francisco, Omaha, and New York, and "Denver, the District of Columbia, Florida, Los Angeles, Maine and Virginia are considering it," according to the Times. The curriculum's based on the work of the Harvard School of Education's GoodPlay Project on digital ethics and, the Times reports, covers five areas: "identity (how do you present yourself online?); privacy (the world can see everything you write); ownership (plagiarism, reproducing creative work); credibility (legitimate sources of information); and community (interacting with others)." Anyone can get a preview of the privacy section in the Common Sense site now and here's an audio interview on the curriculum with Common Sense Media CEO Jim Steyer by ConnectSafely co-director Larry Magid at CNET.
As for what we teach at home, definitely check out the curriculum for family discussions (and to know what schools will be teaching our kids, hopefully). But also keep it really simple. One basic pointer can go a long way, I think: What we have always taught and modeled for our children – things like civility, respect for self and others, and always treating people the way we want to be treated – now goes for the online part of their our lives too. Just be very clear that there's no distinction between online and offline behavior – no hiding behind real or perceived online anonymity or disinhibition! Given that the average young person spends more than 7.5 hours a day socializing in as well as consuming digital media (see this), this is how our parenting embraces the whole child now, don't you think? Feel free to email me your thoughts via anne[at]netfamilynews.org – or post them here or in the ConnectSafely forum.
Related links
Friday, April 9, 2010
The new media monsters we've created for our kids
In adjusting to a media environment very different from the mass-media one we grew up in, we adults have created some monsters. They're large, intimidating "creatures" that threaten the mutually respectful parent-child and educator-student communication that young people want and deserve in this highly participatory, sometimes overwhelming new media environment.
One of the monsters is the "digital native" – the term, not the child. Coined by author Marc Prensky in 2001, the phrase has its usefulness in helping us adults grasp the major media shift we're experiencing and embrace young people's openness to it. But two leading new-media thinkers – Sonia Livingstone of the London School of Economics and Henry Jenkins at the University of Southern California – both have concerns about the phrase becoming too definitive. Why?
'Digital natives' as alien life forms
In February Dr. Livingstone said in a keynote at a University of California, San Diego, conference that all the hype around "digital natives" suggests that new media "brought into being a whole new species, a youth transformed, qualitatively distinct from anything that has gone before, an alien form whose habits it is our task to understand," when what we need to do is think about and work with children in the context of their full life – home, school, friends, media and cultural environments, etc. – in order "to understand what young people do online," not the other way around.
Dr. Jenkins recently wrote, “As a society, we have spent too much time focused on what media are doing to young people and not enough time asking what young people are doing with media.... Despite a tendency to talk of ‘digital natives,’ these young people are not born understanding how to navigate cyberspace and they don't always know the right thing to do as they confront situations that were not part of the childhood world of their parents or educators. Yes, they have acquired great power, yet they ... don't know how to exercise responsibility in this unfamiliar environment."
By viewing kids as alien life forms called "digital natives," we send the message that children don't need tech-, media-, and social-literacy training to navigate the ocean of information at their fingertips 24/7 and the tricky sometimes harsh waters of digital-media-informed adolescent social development. And by focusing on technology instead of children, we create daunting, new-sounding things to fear like "cyberbullying," directing attention away from the good work already being done against bullying as well as cyberbullying by changing school cultures and teaching and modeling empathy, ethics, and citizenship (at school and online). [This is not to say that cyberbullying isn't a problem, but we need to address it calmly and thoughtfully, not fearfully, and in context. There's a lot of overlap between bullying online and what happens offline at school. And for context, see this in MSNBC.com about research showing that the number of youth aged 2-17 who reported being bullied actually declined between 2003 and '08.]
Let's do some social norming by focusing on the social norming that actually does change behavior in positive ways! (For info on social norming, see the last three Related Links below.)
The paralyzing remove-all-risk monster
Another monster we've created: the "ideal" of a risk-free childhood or media experience. The Internet has become for youth "an escape from [the] offline constraints," as Livingstone put it, that we have put on our children out of fear for their safety in public spaces. "We are raising our children in captivity," UK psychologist and Net-safety expert Tanya Byron famously stated. And yet risk can't be deleted online or offline (and experts tell us risk-assessment is a primary task of adolescence). In her research, Livingstone has found that "the online opportunities and risks, as adults define them, go hand in hand – the more children experience of the opportunities, the more also of the risks.... Children do not draw the line where adults do, so these are often the same activity: making new friends or meeting up with strangers; exploring your sexual identity or exposing your private self; remixing new creative forms or plagiarising/breaking copyright."
That's unnerving for parents, but this is even more so: The risk-removal monster eats away at children's healthy development. "To expand their experience and expertise, to build confidence and resilience, children must push against adult-imposed boundaries: identity, intimacy, privacy and vulnerability are all closely related," Livingstone said. So instead of trying to remove risk, we need to allow our children to figure out how to negotiate it – at home and school, in the very media environments (wikis, social sites, Google docs) where they're already presented with those risks and opportunities, as well as the real-world ones.
Livingstone suggests to the authors of Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (MIT Press, 2009) that, after "geeking out," they tack on a fourth category addressing youth risk assessment: "Playing with Fire." Why? She says "children are not weirdly motivated to take risks online; they are motivated to explore precisely what adults have forbidden, to experiment with the experiences they know to lie just ahead of them, to take calculated risks to test themselves and show off to others." Checking out sites like ChatRoulette (see this) is "not so very new," Livingstone says, when you think back to the time when "young teenage girls told their parents they are staying at a friend’s house but then dare each other to sleep in the street or park instead. Now they play with fire online. It’s evident even from their screen names – Lolita, sxcbabe, kissmequick."
The extremely busy adult-blinding monster
A third very large monster is our own preoccupation with adult life, perspectives, and goals. We have a very hard time seeing past it to understand and respond appropriately to children's best interests. For example, Livingstone asked the question (only lightly considered at the end of a recent piece in The Economist about "the Net generation") of whether the disappointing apparently shallow civic engagement of youth online is because of a lack of interest on their part OR a boring, top-down, adult approach to engaging them online – see p. 9 of her keynote for examples (an example I can think of is the way we impose our mass-media perspective on their media use – see this on the Kaiser Family Foundation study released in January).
What could guide us around and past this hyperactive monster is the approach to youth taken by the researchers who contributed to Hanging Out, Messing Around, and Geeking Out. In the book's introduction, they write: "Adults often view children in a forward-looking way, in terms of 'ages and stages' of what they will become rather than as complete beings 'with ongoing lives, needs, and desires' ... [and] as active, creative social agents who produce their own unique children's cultures while simultaneously contributing to the production of adult societies."
Viewing youth as active agents and stakeholders in their own, their peers', and their communities' well-being (in or out of media, online and offline) will not only defeat the adult-blinding monster, it’s likely also to increase adult-child communication in a media environment where respectful, informed communication is protective. How so? It opens thought to other perspectives and unconsidered solutions, making it less likely that kids will go "underground" for fear of ignorant overreaction, and encourages youth who are being victimized to seek help from adults they can trust, to name only two highly desirable outcomes. Clarity and communication are more important than ever in an unregulated, user-driven, and uncharted new media environment in which children are children so much more than they're "digital natives."
Related links
On parenting these days: "Parenting & the digital drama overload"
On the media sea change we adults are adapting to: "Youth, adults & the social-media shift"
That Economist piece: "The net generation, unplugged," The Economist found some other scholars who find mass generalizations like "digital natives" unhelpful, including Kansas State professor Mike Wesch, who says that "many of his incoming students have only a superficial familiarity with the digital tools they use regularly.... Only a small fraction of students may count as true digital natives.... The rest are no better or worse at using technology than the rest of the population."
"Let's not create a cyberbullying panic," by ConnectSafely co-director Larry Magid at CNET
"Major obstacle to universal broadband & what can help"
"Social norming: So key to online safety"
"Clicks & Cliques, Part 2: Whole-school response needed"
One of the monsters is the "digital native" – the term, not the child. Coined by author Marc Prensky in 2001, the phrase has its usefulness in helping us adults grasp the major media shift we're experiencing and embrace young people's openness to it. But two leading new-media thinkers – Sonia Livingstone of the London School of Economics and Henry Jenkins at the University of Southern California – both have concerns about the phrase becoming too definitive. Why?
'Digital natives' as alien life forms
In February Dr. Livingstone said in a keynote at a University of California, San Diego, conference that all the hype around "digital natives" suggests that new media "brought into being a whole new species, a youth transformed, qualitatively distinct from anything that has gone before, an alien form whose habits it is our task to understand," when what we need to do is think about and work with children in the context of their full life – home, school, friends, media and cultural environments, etc. – in order "to understand what young people do online," not the other way around.
Dr. Jenkins recently wrote, “As a society, we have spent too much time focused on what media are doing to young people and not enough time asking what young people are doing with media.... Despite a tendency to talk of ‘digital natives,’ these young people are not born understanding how to navigate cyberspace and they don't always know the right thing to do as they confront situations that were not part of the childhood world of their parents or educators. Yes, they have acquired great power, yet they ... don't know how to exercise responsibility in this unfamiliar environment."
By viewing kids as alien life forms called "digital natives," we send the message that children don't need tech-, media-, and social-literacy training to navigate the ocean of information at their fingertips 24/7 and the tricky sometimes harsh waters of digital-media-informed adolescent social development. And by focusing on technology instead of children, we create daunting, new-sounding things to fear like "cyberbullying," directing attention away from the good work already being done against bullying as well as cyberbullying by changing school cultures and teaching and modeling empathy, ethics, and citizenship (at school and online). [This is not to say that cyberbullying isn't a problem, but we need to address it calmly and thoughtfully, not fearfully, and in context. There's a lot of overlap between bullying online and what happens offline at school. And for context, see this in MSNBC.com about research showing that the number of youth aged 2-17 who reported being bullied actually declined between 2003 and '08.]
Let's do some social norming by focusing on the social norming that actually does change behavior in positive ways! (For info on social norming, see the last three Related Links below.)
The paralyzing remove-all-risk monster
Another monster we've created: the "ideal" of a risk-free childhood or media experience. The Internet has become for youth "an escape from [the] offline constraints," as Livingstone put it, that we have put on our children out of fear for their safety in public spaces. "We are raising our children in captivity," UK psychologist and Net-safety expert Tanya Byron famously stated. And yet risk can't be deleted online or offline (and experts tell us risk-assessment is a primary task of adolescence). In her research, Livingstone has found that "the online opportunities and risks, as adults define them, go hand in hand – the more children experience of the opportunities, the more also of the risks.... Children do not draw the line where adults do, so these are often the same activity: making new friends or meeting up with strangers; exploring your sexual identity or exposing your private self; remixing new creative forms or plagiarising/breaking copyright."
That's unnerving for parents, but this is even more so: The risk-removal monster eats away at children's healthy development. "To expand their experience and expertise, to build confidence and resilience, children must push against adult-imposed boundaries: identity, intimacy, privacy and vulnerability are all closely related," Livingstone said. So instead of trying to remove risk, we need to allow our children to figure out how to negotiate it – at home and school, in the very media environments (wikis, social sites, Google docs) where they're already presented with those risks and opportunities, as well as the real-world ones.
Livingstone suggests to the authors of Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (MIT Press, 2009) that, after "geeking out," they tack on a fourth category addressing youth risk assessment: "Playing with Fire." Why? She says "children are not weirdly motivated to take risks online; they are motivated to explore precisely what adults have forbidden, to experiment with the experiences they know to lie just ahead of them, to take calculated risks to test themselves and show off to others." Checking out sites like ChatRoulette (see this) is "not so very new," Livingstone says, when you think back to the time when "young teenage girls told their parents they are staying at a friend’s house but then dare each other to sleep in the street or park instead. Now they play with fire online. It’s evident even from their screen names – Lolita, sxcbabe, kissmequick."
The extremely busy adult-blinding monster
A third very large monster is our own preoccupation with adult life, perspectives, and goals. We have a very hard time seeing past it to understand and respond appropriately to children's best interests. For example, Livingstone asked the question (only lightly considered at the end of a recent piece in The Economist about "the Net generation") of whether the disappointing apparently shallow civic engagement of youth online is because of a lack of interest on their part OR a boring, top-down, adult approach to engaging them online – see p. 9 of her keynote for examples (an example I can think of is the way we impose our mass-media perspective on their media use – see this on the Kaiser Family Foundation study released in January).
What could guide us around and past this hyperactive monster is the approach to youth taken by the researchers who contributed to Hanging Out, Messing Around, and Geeking Out. In the book's introduction, they write: "Adults often view children in a forward-looking way, in terms of 'ages and stages' of what they will become rather than as complete beings 'with ongoing lives, needs, and desires' ... [and] as active, creative social agents who produce their own unique children's cultures while simultaneously contributing to the production of adult societies."
Viewing youth as active agents and stakeholders in their own, their peers', and their communities' well-being (in or out of media, online and offline) will not only defeat the adult-blinding monster, it’s likely also to increase adult-child communication in a media environment where respectful, informed communication is protective. How so? It opens thought to other perspectives and unconsidered solutions, making it less likely that kids will go "underground" for fear of ignorant overreaction, and encourages youth who are being victimized to seek help from adults they can trust, to name only two highly desirable outcomes. Clarity and communication are more important than ever in an unregulated, user-driven, and uncharted new media environment in which children are children so much more than they're "digital natives."
Related links
Thursday, April 8, 2010
Teen files harassment charges against mom for Facebook hack
A 16-year-old in Arkansas claims his mother hacked his Facebook account, changed his password, and posted slanderous comments and personal information about him in his profile, the New York Daily News reports. His mother "claims she was just concerned about her boy's behavior" because he posted that he had driven home at 95 mph when angry at his girlfriend. The boy "lives with his grandmother after mom's nasty divorce," CBS News reports in its coverage of the story. The case could challenge the rights of parents to monitor their children online," according to the Daily News, which adds that "prosecutors won't discuss the case because it involves a minor, but indicated the case fell under the legal definition of harassment on the part of the mother."
Wednesday, April 7, 2010
Once-popular social site may soon go away
Bebo, once one of Britain's top 3 social network sites, is likely either to be shut down or sold by AOL, which acquired it two years ago for $850 million, according to numerous news reports. Citing comScore figures, The Guardian reports that "Bebo's global unique visitors in February totalled 12.8 million," down 45% from the February 2009 figures. That's compared to this past February's traffic for Facebook, at 462 million visitors, MySpace (nearly 110 million), and Twitter (69.5 million). The Guardian quotes unnamed sources as saying Bebo's demise had to do with the acquisition by a large company of a startup that was heading into decline. The Wall Street Journal quotes an AOL memo to employees as saying "AOL is not in a position at this time to further fund and support Bebo in pursuing a turnaround in social networking."
Tuesday, April 6, 2010
Better teen privacy in Google's Buzz
Google's Buzz, which makes its Gmail much more social, didn't get off to a great start, where kids' privacy was concerned. But Google has made serious strides toward fixing that, and the "Buzz Teen Safety Tips" video it just put on YouTube takes 2 minutes to show you what I mean. If your teens are using Buzz (the minimum age is 13, as with most social Web services), you might watch the video to see if there are privacy features you'd like to talk with your kids about. The five key points are 1) they can choose to make only their first and last name visible on the public profile they have to set up to use Buzz (they don't have to include a photo), 2) whatever they post is not only visible to all their followers but could also appear in Google search results; 3) BUT they can edit and delete their own posts, delete any comments on their posts, and delete comments they've made on other people's posts; 4) Buzz sends them an alert whenever someone starts following them, and they can choose to block that person (it's good to know that Buzz doesn't let the person know if they do block him or her); and 5) they can disable Buzz altogether or hide it in Gmail but still use it on their phones. Here's my last post on Buzz and a little more detail on the subject from my ConnectSafely co-director Larry Magid at CNET.
Friday, April 2, 2010
Lots of underage social networkers
Thirteen is the minimum age of the world's most popular social network sites, including in the UK, and a quarter of British 8-to-12-year-olds who use the Net at home have profiles on social-network sites, according to study by UK regulator Ofcom. Given similarly high levels of Internet use on both sides of the Pond, I doubt US figures for underage social networkers would be much different (I'm aware of no parallel study done in the US). Ofcom also found that 37% of 5-to-7-year-old home Net users had visited Facebook (but didn't necessarily have a profile). The good news is that 83% of 8-to-12-year-olds with profiles have them set so that only social-site friends can see them, and 4% have profiles that can't be seen at all. "Nine in ten parents of these children who are aware that their child visits social networking sites (93%) also say they check what their child is doing on these types of sites." Here's another important takeaway, pointing to a growing need for solid new-media-literacy training in school: According to The Telegraph's coverage: Among kids 10 and under, "70% of those using blogs or information sites such as Wikipedia believed all, or most, of what they read."
Thursday, April 1, 2010
Reachout.com: Substantive help site for teens
"We Can Help Us" is the welcoming (and welcome) message of a just-launched suicide-prevention campaign created by the US government's Substance Abuse and Mental Health Services Administration (SAMHSA), the Inspire USA Foundation, and the Ad Council. It's great that there are press releases
Wednesday, March 31, 2010
Students leery of school cyberbullying actions: What to do
In light of some egregious cases in the news, we're naturally seeing more and more calls for schools to take action against cyberbullying. Not surprisingly, students are wary of school interventions. "The effectiveness of adult interventions depends a lot 'on context, school culture, climate, as well as the way in which each intervention is carried out,'" we hear from students who've been bullied, according to the Youth Voice Project. And in this week's newsletter feature, students told Dr. Patricia Agatston in the Atlanta area that they felt school intervention "doesn’t really help" and cited a situation where the cyberbullying of a student "got worse" and "more secretive" when administrators intervened. Clearly, if we want students to trust administrative action and help out their peers by reporting cruel behavior, we're going to have to get this right. We need to read past headlines like the Washington Post's "Make strong anti-bullying programs mandatory in schools" to the well-reported content of the article: "Unfortunately, most schools don’t have programs, and many don’t have the ones known to be most effective. Researchers say that the only kind of anti-bullying program with any hope of reducing such behavior involves the entire school community" (I recommend the whole article). There's a reason why students are concerned and a reason why we need to take their concerns seriously: in order to have their necessary involvement in resolving problems and implementing effective solutions. [For more experts on the how-to for schools, see "Clicks, cliques & cyberbullying: Whole school response is key," "Social norming: *So* key to online safety," and "Major obstacle to universal broadband & what can help."]
Student leaders' views on cyberbullying
The other day, Patricia Agatston – school risk-prevention specialist and co-author of Cyber Bullying Prevention Curriculum for Grades 6-12 and Grades 3-5 – met with 30 student leaders at a high school in the state of Georgia. She asked them for their thoughts on cyberbullying.
"I found this discussion fascinating," she later wrote some colleagues. "I was there to discuss bullying, and we did a role-playing exercise that went pretty well, but when I moved the discussion to cyberbullying, the room just lit up. I was kind of shocked it was such a hot topic. I talk to kids about this fairly often – but something is really happening out there. I would venture to say that, while face-to-face bullying is a big topic in elementary and middle school, the issue of cyberbullying is huge with high schoolers because they have become so much more connected and, Anne, I think what you have written about, this idea of constant access [see bullet #2 in "Related links" below], is what is feeding the flame."
In light of several current news stories about tragic cyberbullying cases, I thought you'd appreciate, as I did, the insights these students offer. Here, published with her permission, are Dr. Agatston's notes from the session (I inserted ellipses between students' responses to keep this post to a manageable length):
Question: How bad is cyberbullying at your school?
"It’s bad ["group consensus," Dr. Agatston wrote].... People can be meaner so much easier now.... It is way more powerful than regular bullying.... There are apps like Formspring[.me] that are easy to access (Facebook is blocked by the school district but Formspring is not), and people use it to anonymously say awful things about one another [Note from Agatston: "This started a heated debate about how some people are just asking for trouble if they participate in Formspring – so, the students said, why would you do that if you knew people could leave hurtful comments about you?" Note from me: Formspring use is a trend; it turned up in a tragic suicide story on Long Island, N.Y., this week. Back to the students:]
Problems with evidence gathering: "People are figuring out how to keep things more private so it is harder to have evidence of the bullying too. People don’t post things as publicly anymore.... You can’t just copy and paste IMs into a document because the administration will say that you could have altered it, or the other parent can say that, so now that cyberbullying is taking place through less visible ways, i.e. texting and IM Chat on Facebook, it is harder to prove." Agatston: "Some debate around ways that you could still have evidence. But the point, I think, is that kids don’t always think to save the chat on Facebook right away, and it is deleted after 24 hours, so evidence is lost, versus comments posted on a wall."
Do you see cyberbullying incidents as just happening all of a sudden, or are they reactions to things that happen in ongoing relationships and between peer groups?
"It's both.... Some start spontaneously online, and some are reactions from relationships among peers at school." [Agatston: "But the consensus of the group was that more of the cyberbullying incidents happened in reaction to things that were happening at school."]
Is there any single best way to deal with a cyberbullying incident from your perspective? What advice for teachers and school administrators on how to handle one? Or is each case pretty different? [Agatston: "These questions led to very lively discussion/debate."]
"It depends on the situation.... Schools should not get involved.... You should try to resolve it yourself.... If that doesn’t work you talk to your parents.... Schools should be the third/last option...." [Agatston: "Much agreement to this statement." Me: This tracks with Project Tomorrow's Speak Up Survey of US students and findings of the Youth Voice Project study I wrote about here.]
Responding to bullies (or not): "You have to act like it doesn’t bother you even though it does.... [Agatston: "One student shared how talking to his parents helped him."]... You have to tell your friends not to respond. It really does make things worse. And then you have now put yourself in a position where you look bad, too, because you said things back. That’s why a lot of kids don’t tell – because they have said bad things back, and so they can’t prove they didn’t do anything wrong, that it was one-sided.... It is harder to deal with cyberbullying than face-to-face bullying. You can stand up to someone face-to-face, and they will back off. If you stand up to someone online, it just escalates things.... You can respond if you think through a thoughtful response, but most kids just react, and that makes it worse."
Could you give examples of how you’ve helped peers work out cyberbullying-related problems?
"Told them to talk to their parents.... Told them not to respond and stay calm...."
Do you think the school should intervene with off-campus cyber-bullying that disrupts school?
"No. [Agatston: "A lot of agreement, here."] It doesn’t really help. Our administrators did a mediation with some girls who were cyberbullying another student. It just got worse. They became more secretive.... [See Rosalind Wiseman's advice to administrators in dealing with socially aggressive students here.] There is not a lot they can do unless you have a copy/clear evidence.... Going to a counselor is better than going to an administrator."
Do you share with adults the negative things you see or experience online?
"No.... Only parents. [Agatston: "Why not?"] If you have responded, it escalates things and you can get blamed. That’s why people don’t tell...."
Do you have any suggestions for prevention of cyberbullying?
"We got these books that went home [they're referring to the Federal Trade Commission's Net Cetera booklet that schools can order for free] – that was a joke; most of the kids flipped through them and threw them in the trash.... Actually, I think some of the students learned something from them – but they didn’t take them home to their parents, which is what they were supposed to do.... Yeah, because their parents would learn some things they were up to and they wouldn’t want them to know. [Agatston: "FYI, this was very funny to me because I was the one who worked with the FTC to get the Net Cetera books sent home with every parent in our district. We knew it was risky sending them home with high school kids, so obviously they never made it home to the parents, but I was intrigued to learn that some kids were reading the information for themselves! Elementary copies made it home and middle school mostly handed out during parent-teacher conference week."]... Assemblies are not effective. [Agatston: "Some debate on this – it depends on the speaker; small group discussions are better than big assemblies, where everyone tunes out – don’t want to be lectured."]... Students need to hear from real people and how it affected them.... It is easier to be a positive defender through technology than it is [to defend peers] face-to-face. "
If you lose access to technology how do you feel?
"Depressed.... Sad.... Angry.... Disconnected.... Isolated.... Lonely.... Lost."
Agatston's conclusions
"The students who participated in this discussion were clearly concerned about online bullying as well as the escalation of conflict through the use of technology. Undoubtedly, some bullying behavior erupts spontaneously online, but the majority of what youth are dealing with is a continuation and escalation of bullying and conflict that occurs when they're connected by social media and the mobile Web all the time. It is discouraging to see that this group of youth leaders does not see adults at school as helpful resources when online bullying and conflict occur. But most do seem willing to go to their parents if they're unable to resolve issues on their own, and a few are willing to approach a school counselor.
"It was helpful to hear their suggestion that prevention activities involving discussions about real cyberbullying situations are a good method for addressing cyberbullying. It's clear students also need tips on 1) how to avoid escalation of conflict online and 2) how to disengage from the social drama of their peer group. While bullying prevention that addresses online behavior is critical, this discussion with some high school student leaders suggests a need to update conflict-resolution training to address online conflict."
Related links
A just-released study of nearly 12,000 US students in grades 5-12 at 25 schools in 12 states across the country: the Youth Voice Project (summarized and linked to here) – offering important insights into bullying victims' own views on what causes bullying, how it affects them, and what does and doesn't work in dealing with it.
"'Recombinant art' & life?: Parenting & the digital drama overload"
"Cyberbullying & bullying-related suicides: 1 way to help our digital-age kids"
"Clicks & cliques: *Really* meaty advice for parents on cyberbullying"
"Clicks, cliques & cyberbullying, Part 2: Whole-school response is key"
"I found this discussion fascinating," she later wrote some colleagues. "I was there to discuss bullying, and we did a role-playing exercise that went pretty well, but when I moved the discussion to cyberbullying, the room just lit up. I was kind of shocked it was such a hot topic. I talk to kids about this fairly often – but something is really happening out there. I would venture to say that, while face-to-face bullying is a big topic in elementary and middle school, the issue of cyberbullying is huge with high schoolers because they have become so much more connected and, Anne, I think what you have written about, this idea of constant access [see bullet #2 in "Related links" below], is what is feeding the flame."
In light of several current news stories about tragic cyberbullying cases, I thought you'd appreciate, as I did, the insights these students offer. Here, published with her permission, are Dr. Agatston's notes from the session (I inserted ellipses between students' responses to keep this post to a manageable length):
Question: How bad is cyberbullying at your school?
"It’s bad ["group consensus," Dr. Agatston wrote].... People can be meaner so much easier now.... It is way more powerful than regular bullying.... There are apps like Formspring[.me] that are easy to access (Facebook is blocked by the school district but Formspring is not), and people use it to anonymously say awful things about one another [Note from Agatston: "This started a heated debate about how some people are just asking for trouble if they participate in Formspring – so, the students said, why would you do that if you knew people could leave hurtful comments about you?" Note from me: Formspring use is a trend; it turned up in a tragic suicide story on Long Island, N.Y., this week. Back to the students:]
Problems with evidence gathering: "People are figuring out how to keep things more private so it is harder to have evidence of the bullying too. People don’t post things as publicly anymore.... You can’t just copy and paste IMs into a document because the administration will say that you could have altered it, or the other parent can say that, so now that cyberbullying is taking place through less visible ways, i.e. texting and IM Chat on Facebook, it is harder to prove." Agatston: "Some debate around ways that you could still have evidence. But the point, I think, is that kids don’t always think to save the chat on Facebook right away, and it is deleted after 24 hours, so evidence is lost, versus comments posted on a wall."
Do you see cyberbullying incidents as just happening all of a sudden, or are they reactions to things that happen in ongoing relationships and between peer groups?
"It's both.... Some start spontaneously online, and some are reactions from relationships among peers at school." [Agatston: "But the consensus of the group was that more of the cyberbullying incidents happened in reaction to things that were happening at school."]
Is there any single best way to deal with a cyberbullying incident from your perspective? What advice for teachers and school administrators on how to handle one? Or is each case pretty different? [Agatston: "These questions led to very lively discussion/debate."]
"It depends on the situation.... Schools should not get involved.... You should try to resolve it yourself.... If that doesn’t work you talk to your parents.... Schools should be the third/last option...." [Agatston: "Much agreement to this statement." Me: This tracks with Project Tomorrow's Speak Up Survey of US students and findings of the Youth Voice Project study I wrote about here.]
Responding to bullies (or not): "You have to act like it doesn’t bother you even though it does.... [Agatston: "One student shared how talking to his parents helped him."]... You have to tell your friends not to respond. It really does make things worse. And then you have now put yourself in a position where you look bad, too, because you said things back. That’s why a lot of kids don’t tell – because they have said bad things back, and so they can’t prove they didn’t do anything wrong, that it was one-sided.... It is harder to deal with cyberbullying than face-to-face bullying. You can stand up to someone face-to-face, and they will back off. If you stand up to someone online, it just escalates things.... You can respond if you think through a thoughtful response, but most kids just react, and that makes it worse."
Could you give examples of how you’ve helped peers work out cyberbullying-related problems?
"Told them to talk to their parents.... Told them not to respond and stay calm...."
Do you think the school should intervene with off-campus cyber-bullying that disrupts school?
"No. [Agatston: "A lot of agreement, here."] It doesn’t really help. Our administrators did a mediation with some girls who were cyberbullying another student. It just got worse. They became more secretive.... [See Rosalind Wiseman's advice to administrators in dealing with socially aggressive students here.] There is not a lot they can do unless you have a copy/clear evidence.... Going to a counselor is better than going to an administrator."
Do you share with adults the negative things you see or experience online?
"No.... Only parents. [Agatston: "Why not?"] If you have responded, it escalates things and you can get blamed. That’s why people don’t tell...."
Do you have any suggestions for prevention of cyberbullying?
"We got these books that went home [they're referring to the Federal Trade Commission's Net Cetera booklet that schools can order for free] – that was a joke; most of the kids flipped through them and threw them in the trash.... Actually, I think some of the students learned something from them – but they didn’t take them home to their parents, which is what they were supposed to do.... Yeah, because their parents would learn some things they were up to and they wouldn’t want them to know. [Agatston: "FYI, this was very funny to me because I was the one who worked with the FTC to get the Net Cetera books sent home with every parent in our district. We knew it was risky sending them home with high school kids, so obviously they never made it home to the parents, but I was intrigued to learn that some kids were reading the information for themselves! Elementary copies made it home and middle school mostly handed out during parent-teacher conference week."]... Assemblies are not effective. [Agatston: "Some debate on this – it depends on the speaker; small group discussions are better than big assemblies, where everyone tunes out – don’t want to be lectured."]... Students need to hear from real people and how it affected them.... It is easier to be a positive defender through technology than it is [to defend peers] face-to-face. "
If you lose access to technology how do you feel?
"Depressed.... Sad.... Angry.... Disconnected.... Isolated.... Lonely.... Lost."
Agatston's conclusions
"The students who participated in this discussion were clearly concerned about online bullying as well as the escalation of conflict through the use of technology. Undoubtedly, some bullying behavior erupts spontaneously online, but the majority of what youth are dealing with is a continuation and escalation of bullying and conflict that occurs when they're connected by social media and the mobile Web all the time. It is discouraging to see that this group of youth leaders does not see adults at school as helpful resources when online bullying and conflict occur. But most do seem willing to go to their parents if they're unable to resolve issues on their own, and a few are willing to approach a school counselor.
"It was helpful to hear their suggestion that prevention activities involving discussions about real cyberbullying situations are a good method for addressing cyberbullying. It's clear students also need tips on 1) how to avoid escalation of conflict online and 2) how to disengage from the social drama of their peer group. While bullying prevention that addresses online behavior is critical, this discussion with some high school student leaders suggests a need to update conflict-resolution training to address online conflict."
Related links
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