Digital citizenship applies to adults as well as youth: Conversation with Rebecca Randall of Common Sense Media

Much of the focus around this week’s celebration of Digital Citizenship Week centers around children and teens. But, guess what? Adults are citizens too and need to be included in the conversation.

I thought about this when I was speaking with Rebecca Randall, Vice President of Education for Common Sense Media. Rebecca is one of the architects of the organization’s digital citizenship curriculum that’s delivered in primary and secondary schools around the country. Yet, much of what she had to say applied to adults as well as kids. I wound up asking Rebecca about the incidents that led Zelda Williams (Robin William’s adult daughter) to quit social media for awhile and later return to Twitter and other social networks.

Zelda Williams and Monica Lewinsky

It’s a story of both cruelty and kindness. In the after-math of her father’s suicide, Ms. Williams was subjected to mean tweets and posts prompting her to say on Instagram, “I will be leaving this account for a bit while I heal and decide if I’ll be deleting it or not.” She added, “In this difficult time, please try to be respectful of the accounts of myself, my family and my friends. Mining our accounts for photos of dad, or judging me on the number of them is cruel and unnecessary. …”

Yet, as Rebecca Randall pointed out in our podcast, Ms. Williams was also the beneficiary of kindness from complete strangers, which helped convince her to return to social media, starting with the tweet. “I just want to say thank you for all the stories and letters I’ve been receiving, especially from those who’ve also lost loved ones.” You can follow Ms. Williams at @zeldawilliams.

Another famous person, Monica Lewinsky, recently began speaking out about cyberbullying, based on her experience as a young adult who had her “reputation completely destroyed worldwide via the Internet” after it was disclosed that she had a sexual relationship with President Bill Clinton while he was president. “Having survived myself, what I want to do now is help other victims of the shame game survive, too,” she said at the Forbes’ 30 Under 30 summit.

Cyberbullied by Howard Stern

I haven’t had as much focused media attention as Lewinsky or Williams but — as a broadcast, online and print journalist — I do put myself in the public spotlight and I know what it’s like to be abused by fellow adults. While he was doing his terrestrial radio show, Howard Stern would frequently play clips from my CBS tech reports and over modulate the sound to exaggerate my lisp (here is one example). It was hurtful and embarrassing. I’ve struggled with that lisp since childhood (it used to be a lot worse) and managed to build a radio career despite it and the last thing I wanted was to have it repeatedly pointed out by a famous radio personality. I also know what it’s like to be ridiculed by anonymous strangers. It happens all the time in the comments below my online articles – sometimes with people making fun of the way I look or talk or accusing me of accepting bribes from tech companies because they disagreed with my review of a product.

Can affect anyone

You don’t have to be a public figure to experience trolling and ridicule. As Rebecca Randall points out in this podcast, just about anyone can experience their “15 minutes of fame,” but thanks to the Internet it can remain online for a lifetime.

Listen to Larry’s conversation with Rebecca Randall, Vice President of Education for Common Sense Media

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Digital Citizenship Week is a time to recognize youth rights

As we celebrate digital citizenship week, there will be a lot of discussion about good online behavior, including treating others with respect. And that’s certainly a very important part of what it means to be a good citizen, whether “digital” or otherwise.

But it’s also useful to look up the definition of “citizen” and for that I turned to Merriam-Webster’s online dictionary:

noun \ˈsi-tə-zən also -sən\

: a person who legally belongs to a country and has the rights and protection of that country

: a person who lives in a particular place

As you can see, at least this short definition starts out with rights and protection and I would argue that any discussion of digital citizenship needs to include rights as well as responsibilities.

When it comes to children, those “rights” are actually codified by the United Nations Convention on the Rights of the Child, which has been ratified by every country in the world except Somalia, Southern Sudan and the United States (1).

The rights outlined in the Convention cover a wide variety of issues but are very clear when it comes to children’s free speech, right to access media, right of assembly and right of privacy.

These include:

  • Freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice (article 13)
  • The rights of the child to freedom of association and to freedom of peaceful assembly (article 15)
  • No child shall be subjected to arbitrary or unlawful interference with his or her privacy, family, or correspondence, nor to unlawful attacks on his or her honor and reputation (article 16)
  • Access to information and material from a diversity of national and international sources (article 17)

What this means at home and in school

Despite these rights, it’s very common for adults to want to control what children see and say online. To some extent this is allowed by the Convention which does call for “the development of appropriate guidelines for the protection of the child from information and material injurious to his or her well-being,” but from my reading of the document, that applies to material such as pornography or, in the case of some children, material that promotes violence or self-harm. It clearly doesn’t apply to mass media or social media, especially when you consider article 13’s specific reference to “through any other media of the child’s choice.” Yet, there are many schools in America, as well as in the countries that have ratified the Convention, that ban the use of social media on school grounds.

Right of privacy

The Convention also gives children the right of privacy and while it’s not entirely clear how this applies to parental or school supervision, it is certainly arguable that neither parents nor school authorities have the right to monitor children’s speech without due cause. I’m not saying that parents should never be allowed to look at their children’s text messages or web history, but I am suggesting that any such monitoring be done only if deemed necessary to protect the child and only with the child’s knowledge and (ideally) consent.

Honor and reputation

It’s not entirely clear to me what the United Nations meant by honor and reputation, but it’s pretty easy to understand how those terms apply in today’s world. Whether it’s protection from peer harassment or bullying by teachers or other authorities, young people have the right to be treated with dignity.

Trust and common sense

At the end of the day, it’s about trust and common sense. To begin with, it’s important to remember that even though the word “child” (and the terms of the Convention) refers to people between the ages of birth and 18, any policies regarding children’s access to material (including even so-called “harmful” material) need to consider their age and maturity. What’s appropriate for a 4-year-old isn’t usually appropriate for a 14-year-old. It’s also important to trust our children unless they give us good reason not to. Most kids are good citizens, most kids don’t bully or harass others and most kids are responsible in their use of media. Of course there are exceptions but that’s true with many adults as well and, at least in theory, our legal system protects the rights and freedom of all adults unless they have been convicted of a crime (and even there they have many rights).

Links

(1) Wikipedia has a good discussion on the history of the debate arguments for and against U.S. ratification of the Convention on the Rights of the Child

(2) Campaign for U.S. ratification of the Convention on the Rights of the Child

(3)  UN bringing child rights into the digital age

(4) Protecting children online needs to allow for their right to free speech

(5) Of young people’s (not just digital) citizenship (by Anne Collier, ConnectSafely)

 

 

 

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Larry Magid speaks with Mike Ribble about the meaning of ‘digital citizenship’

Lots of people love to use the term “digital citizenship,” and while Mike Ribble doesn’t claim to have coined the term, he is often closely associated with it. Digital Citizenship in Schools (now in its second edition) was not only the subject of his doctoral dissertation, but the title of a book.

To commemorate Digital Citizenship Week 2014, I had a half-hour conversation with Dr. Ribble about digital citizenship — what it means, how it affects young people and how it can include rights as well as responsibilities.

You can listen here:

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Digital Trust Foundation seeking proposals regarding online privacy, safety and security

Digital Trust Foundation seeking proposals on online privacy, safety and security

Digital Trust Foundation seeking proposals on online privacy, safety and security

A new foundation, born out of a lawsuit regarding Facebook’s Beacon project, is giving away more than $6 million “to fund projects and initiatives that promote the cause of online privacy, safety, and security.”

It seems like an eternity ago, but in 2007, Facebook launched the Beacon advertising program that transferred data from external websites over to Facebook so that users could share their purchases and other activities via the social network. Beacon didn’t go well and the immediate reaction from some privacy advocates and Facebook users was negative enough to prompt CEO Mark Zuckerberg to apologize a month later for “mistakes building this feature.” It also prompted a class action suit against Facebook, which resulted in a $9.5 million settlement. The Foundation received approximately $6.7 million after attorney’s fees, plaintiff payments, and other expenses.

I am one of the three court-appointed members of the Digital Trust Foundation’s(DTF) board of directors, along with Berkeley Law School faculty member and privacy expert Chris Hoofnagle and Facebook Chief Privacy Officer Erin Egan. The Foundation operates independently of Facebook. (Disclosure: I am co-director of ConnectSafely.org, a non-profit Internet safety organization that receives financial support from Facebook, but does not and will not receive any support from the Foundation. Foundation board members are not paid for service.)

The Foundation has identified five program areas and is now seeking proposals for the two of those areas: privacy education for youth and general funding for promotion of online privacy, safety and security. In early 2015, we will invite proposals in the areas of understanding socioeconomic status and privacy, assessing digital abuse, and innovation in privacy enhancing technologies.

Details and requests for proposals are available at the Foundation website.

General Funding for Promotion of Online Privacy, Safety and Security

The Foundation is investing $2.2 million in programs that “support effective existing programs related to online privacy, safety, and/or security,” and to “build capacity of and provide stability for online privacy, safety, and/or security.” Letters of interest for this area are due on October 31, 2014, with final proposals due on December 5, 2014.

Per the guidelines in the settlement, this could include any projects “designed to educate users, regulators, and enterprises regarding critical issues relating to protection of identity and personal information online through user control, and to protect users from online threats.” That’s pretty broad language so, in addition to privacy threats, we’re also entertaining proposals regarding security and safety.

Privacy Education for Youth

The Foundation is investing $1 million in privacy education for youth. Proposals are due on November 21, 2014. As we state in the RFP for this program area, the goals of this program are to “increase the privacy resilience of children and teens in the face of complex data sharing environments and to help children and teens develop skills and resources to protect them in the digital environment throughout life.”

The Foundation will fund three strategies:

• Implementation & Assessment of Online Privacy Education Programs
• Online Privacy Campaigns for Youth
• Online Privacy Messaging Best Practices White Paper

We are particularly interested in education programs and campaigns that enhance digital literacy among youth so that they have the “skills needed to successfully and safely navigate technology and the Internet” along with the ability to interpret information they see and “to make decisions about how and when to share information online.”

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Why cybersecurity is patriotic and humanistic

uncle samI’d like to add National Cyber Security Awareness Month to the 4th of July, Memorial Day and Veterans Day as yet another patriotic holiday. And while we’re at it, let’s make it a global celebration. That’s because protecting your own devices and accounts is more than patriotic, it’s downright humanistic, because you’re benefiting your fellow “netizens” around the globe.

National Cyber Security Awareness Month (#NCSAM) is being celebrated throughout October as part of the Stay Safe Online project that’s supported by hundreds of companies, organizations and government agencies.

Putting others at risk

The fact is that we live in an interconnected cyber eco-system where each connected device and account has an impact on others. I’m not saying that you’ll singlehandedly bring down the world’s financial systems if your social media account is compromised, but you might put other users at risk — especially your friends who could be pestered by spam posts from criminals claiming to be you. And it could be worse than just annoying if anyone clicks on a malicious link appearing to come from you or winds up sending “you” money, which will instead go to a criminal. The same is true if your computer or email system gets infected and winds up causing friends to get spam email.

And if you don’t lock your cell phone, there’s a risk that someone could use it to harass your contacts or even strangers as if the messages are coming from you. Yet another reason you should protect others by protecting yourself.

Don’t become a zombie

Another altruistic reason to protect your devices is to make sure your computer doesn’t become a zombie on some criminal’s botnet. Bad guys have figured out ways to infect other people’s machines and turn them into unwitting accomplices in their efforts to infect even more machines, send out spam or break into networks and PCs. It’s actually a pretty simple concept. They put malicious software on your PC which turns your machine into an attacker that goes after other systems while also putting you at risk, perhaps by capturing your usernames and passwords and other data. I’m not being paranoid. This really happens, as this Microsoft web page explains.

Teach your children well

Screen Shot 2014-10-04 at 10.29.09 PM

A Parents’ Guide to Cybersecurity helps parents guide their kids

It’s also patriotic to pass on good values to our kids, so please make sure you help them understand their responsibilities when it comes to cybersecurity. Last year ConnectSafely.org (the non-profit Internet safety organization where I serve as co-direct0r) published A Parents’ Guide to Cybersecurity that outlines what parents can do to help their kids protect themselves.

In addition to providing tips and advice, the guide answers parents’ top five questions about cybersecurity:

  1. What are the biggest security threats to kids?
  2. How do I talk with my child about security?
  3. How do we protect our family’s computers?
  4. How do we protect our mobile devices?
  5. Why do we always hear “Never share your passwords”?

And speaking of passwords…

Check out ConnectSafely’s tips and slideshow on how to create, use and manage  a secure and unique passwords.

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RESPECT: Makes young people safer online

images (2)

Aretha said it best in 1967

The conversation around Internet safety has moved a long way since the 1990s when it focused mostly on porn and predators and we’ve even evolved since 2009 when ConnectSafely published Online Safety 3.0: Empowering and Protecting Youth.

Along with colleagues, I’ve been doing a lot of thinking about how to position online safety messaging and how to integrate it with offline risks (the overlap is pretty major) and with youth rights — an important part of the discussion that is often missing.

I realize that something as complex as the way we interact with connected technology can’t really be reduced to a soundbite or even an acronym, but that didn’t stop me from trying. So, to make things simple, I’m paying homage to Aretha Franklin, whose classic song “R-E-S-P-E-C-T” sets the tone for how I think we should be talking about youth online safety and rights.

Read on to “find out what it means to me.” And when you’re done, click on the image below to listen to Aretha sing it out.

Rights and Responsibilities:

Human rights for young people are essential to their safety. And that not only includes their right to be safe, but their right of free speech and assembly. These rights are guaranteed in the U.S. Constitution and the UN Convention on the Rights of the Child and they apply online as well as off. Blocking access to social media, for example, violates their rights and, I would argue, their safety as well. Rights also tie into privacy, such as student rights to the privacy of their personal data on their own devices and school servers.

And to help safeguard our rights and the rights of others, it’s important to be Responsible for our actions online and off.

Emotional literacy (AKA ‘Social Emotional Learning’):

No matter how hard we try, adults can’t possibly stomp out all bullying and cruelty, But there is research to show that we can help head it off at the pass by teaching emotional literacy, also known as Social Emotional Learning, from kindergarten on. Helping young people learn compassion, empathy and kindness will go a long way toward creating the kind of world that we all want to live in.

Security:

You can’t be safe or free if you’re not secure. We need to not only get industry and government to help secure our devices and infrastructure, but teach everyone — starting with children — how to protect their devices and their data against unauthorized intrusion.

Privacy and Protection:

We all have a right to privacy. Whether it’s government, companies or even prying educators and parents, kids have a right to keep their information private. Sure there are exceptions when it comes to some parents’ need to monitor and guide their children but, as a general rule, children should be treated RESPECTfully, which includes respecting their privacy.

Young people do have the right to be protected from harm, but it’s impossible to shield them from all potential harms, which is why resiliency is so important.

Education and digital literacy:

Digital literacy can go a long way toward protecting us online. And it’s not just knowing how to operate computers and mobile devices. It’s developing the critical thinking skills and internal compass to help make good decisions in our digital lives, including making good media choices.

Consideration:

Being considerate of others means not just treating them with respect and kindness but also respecting their privacy and their rights. It’s about taking the time to think about how our actions will affect others and doing the right thing.

Thoughtfulness and Tolerance:

“Think before you click” is just one of many sound bites that come under the general category of thoughtfulness. It doesn’t take long to think about the implications and consequences of what you’re about to do, especially in a medium like the Internet where there really is no such thing as an “eraser button.”

Tolerance means accepting and celebrating our differences and giving ourselves and each other a break now and then.  Embracing the notion that it’s OK to be different goes a long way towards reducing bullying and meanness.

 

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UN bringing child rights into the digital age

By Larry Magid

Attendees at the UCRC day of discussion listen to recommendations

Attendees at the UNCRC day of discussion listen to recommendations

In 1989 the United Nations passed an important human rights treaty. The Convention on the Rights of the Child (UNCRC) was ratified by all countries in the world except Somalia, Southern Sudan and — believe it or not — the United States.*

Rights and protections

And even though this document was written before kids started using the Internet, it spells out protections and rights of freedom of expression and access to media for children around the world. Some have defined the rights as the 3 P’s: protection, provision and participation. But, as several attendees pointed out, the UN has mostly focused on protection (see Anne Collier’s analysis).

Living document and day of discussion

Just because the UNCRC predates the commercial Internet, it doesn’t mean that it can’t be applied to the digital age, just as the more than 200-year old American Bill of Rights has been interpreted to guarantee freedom of expression and privacy rights for Internet users in America.

The UNCRC is a living document, subject to modern interpretation. But, just in case there is any doubt about its application to the digital world, the UN’s Committee on the Rights of the Child, an 18-member international body that monitors the implementation of the convention, convened a “general day of discussion on digital media and children’s rights” at the UN’s sprawling Palace of Nations complex in Geneva.

The day of discussion took place at the UN Palace of Nations in Geneva

The day of discussion took place at the UN Palace of Nations in Geneva

My ConnectSafely.org co-director Anne Collier and I participated in that meeting, along with about 300 other attendees representing governments, non-governmental organizations (non-profits) and human rights groups from around the world.

After a brief introductory plenary session, attendees divided into two working groups. One focused on children’s equal and safe access to digital media and ICT (information and communication technology) and the other on children’s empowerment and engagement through digital media.

After several hours of discussion, rapporteurs from both groups summarized the discussions and made some recommendations to be considered by the Committee.

The recommendations — summarized below — were divided into four categories: empowerment, access, digital literacies and safety.

Empowerment

  • Empowerment of all children should be founded on a balanced approach between protection and participation where children are the drivers of a safe and participatory digital world.
  • Give children digital literacy and promote digital citizenship.
  • All stakeholders need to understand their responsibilities with the respect to the rights of children in digital media.
  • Different stakeholders need to play different roles: States, parents, families, teachers, civil society, NGOs, private and public sectors and children themselves.
  • Any approach to limit the risks of harm that children face in their digital lives should be balanced against the enjoyment of other rights, including the freedom of expression, right to participation and right to association.

Accessibility

  • Ensure equal access to digital media and ICT by technology infrastructure ensuring free or low-cost access that is targeted for different groups of children, particularly girls, children with disabilities and other vulnerable groups of children.

Digital literacy

  • Provide digital education to all children, parents, teachers and all those working with and for children and ensure it’s good quality.
  • Include online education methods in school programs including children with disabilities.
  • Ensure training in social behavior online — social literacy.

Safety

  • Ensure awareness-raising for children and adults of all the risks and harms.
  • Provide training for law enforcement and others working with children.
  • Ensure legal and self-regulating mechanisms to guarantee safety on the Internet.
  • Develop technological solutions for prevention and protection.
  • Ensure availability of assistance and support, including child-friendly complaint mechanisms, helplines and compassion for victims.
  • Children should play a key role in protecting themselves and their peers against harm.

My takeaways

I was gratified to see that the Committee and fellow working group members were sensitive to the importance of rights as well as protection and that there was a general agreement that online access and free expression are critical rights. I was also pleased about the recommendation that children be empowered to “play a key role in protecting themselves and their peers” along with the concept that “children are the drivers of a safe and participatory digital world.”

As other attendees pointed out, the discussions were a bit vague on specifics and how these rights might be implemented and there was no consensus on how the vast cultural, political and legal differences between countries should apply to these rights. For example, there are several countries that filter the Internet for all users — not just children. And even in the United States and Western Europe, it is common for schools to block social media, which I interpret not only as vehicles for free expression, but also freedom of association as guaranteed in the UNCRC. Another limitation of both the UNCRC and the day of discussion was the lack of differentiation by age. The UNCRC defines “child” as people under 18, but as any parent knows, there is a vast difference between toddlers and teenagers and any discussion of rights and protections needs to take these differences into consideration.

*As per the United States — even though we haven’t ratified the Convention (scroll down in this document from Amnesty International for the why), freedom of speech and assembly are guaranteed in the U.S. Constitution and there is nothing in the Constitution that says these rights are applicable only to adults. Still, the U.S. has a longstanding tradition of giving parents control over their children and giving schools “in loco parentis” controls while children are at school. While no one would question a parent’s right and responsibility to supervise their children and protect them from harm, there are families in the U.S. and elsewhere where parents are interpreting those rights in an arbitrary manner. I worry about LGBT youth whose parents are not supportive of young people who are exploring religious or political views that might differ from their parents’ beliefs.

Next steps

The recommendations of these working groups will be studied by the UN’s Committee on the Rights of the Child and then passed on to member states. Some, I suspect, will embrace them while others are likely to ignore them. Most, I’m pretty sure, will interpret them according to local laws and customs, which means that — even if adopted — not all of these recommendations will be implemented. Still, it’s an important step toward updating the interpretation of the UNCRC so that rights that are guaranteed offline are also applied online.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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IGF attendees complain about censorship in Turkey while some advocate it for youth

(Istanbul, Turkey)  Censorship is very much on the minds of attendees at this year’s Internet Governance Forum in Istanbul. One reason, of course, is because the meeting is being held in a country that has censored the Web. Earlier this year the Turkish government blocked Twitter and YouTube for awhile and continues to block thousands of websites, including some that reportedly have content that goes against government ideology.

But you don’t have to live in Turkey, Russia, China or Iran to be affected by censorship. Young people in every country — including the United States, the United Kingdom and throughout Europe — face it every day.

Two hundred and twenty three years after the U.S. passed the First Amendment to its constitution, kids are being censored online in school, in some libraries and in some homes. The stated reason for this censorship is to protect them from “harmful content,” but it’s not just a matter of blocking porn, hate sites or sites that promote self-harm. Many schools in the U.S., UK and Europe block social media sites, for example, even though Facebook and most other responsible sites have their own policies against so-called harmful content.

Here at IGF, a number of speakers have advocated protecting children from such content for their own good, yet hardly any kids I’ve spoken with think Internet filtering is either appropriate or effective, except for young children.

olviia

Olivia (right) presents at IGF session on youth rights

Olivia, a 15 year-old attendee from Denmark, made the point better than I can at a session here in Istanbul:

“This is our world, the Internet we’re talking about here. You have to be with us in the world. You can’t keep us away from it. You have to talk with us about it…. You have to help your children instead of trying to control them.”  (Quote courtesy of NetFamilyNews.org)

The folks in that workshop applauded that comment but it didn’t stop several adults at various sessions from advocating more controls over the types of materials that young people can access.

I didn’t get his name, but one attendee from the Turkish government spoke proudly about how his country was blocking “content that is harmful for children,” but he never defined what he meant by harmful content.

 

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Protecting children online needs to allow for their right to free speech

Screen Shot 2014-09-04 at 2.48.46 PMI’m writing this column on a flight to Istanbul and then on to Geneva for two United Nations conferences.

 Istanbul is the site of this year’s U.N. Internet Governance Forum (IGF), while the Geneva meetings will focus on digital media and children’s rights per the United Nations Convention on the Rights of the Child, which has been ratified by nearly every country in the world, except the U.S. and Somalia.

The IGF is an annual event where “stakeholders” from governments, industry, nonprofits and academia discuss a wide range of Internet policy issues. Anne Collier and I are representing ConnectSafely.org, the nonprofit Internet safety organization where we serve as co-directors. (Disclosure: ConnectSafely receives financial support from some tech companies, including Facebook, Google and Yahoo.)

The workshops I’m participating in focus on child online protection, protecting child safety and child rights, and empowering youth through digital citizenship.

I organized the child safety and child rights workshop because I want to explore how to protect children against potential online harms in ways that don’t take away their free speech rights or their right to explore all the amazing resources available online. In a way, it’s a perfect segue to the Geneva conference about digital media and the rights of the child. Article 13 of the United Nations Convention on the Rights of the Child (UNCRC) states “The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice.”

FirstAmendment

The First Ammendment to the U.S Constitution assures free speech rights to all, regardless of age.

Clearly, “any other media” includes the Internet, which means that by international treaty, children have codified rights when it comes to what they can read and what they can say. And even though the U.S. hasn’t ratified this convention, Americans do have First Amendment rights which, as far as I can tell, apply to everyone, including minors.

Yet, in the interest of protecting children, we sometimes deny them the right to access material and express themselves.

Many schools in the U.S. and other countries employ filters that restrict access to some websites or apps. These types of filters have been around for a long time and were first mostly used to block pornography and, over time, have evolved to also block sites that advocate or depict violence, the use of alcohol or illegal drugs or promote self-harm such as cutting or anorexia. A purest interpretation of the First Amendment or the Convention on the Rights of the Child could be used to argue against the use of these filters for any purpose, but I think most people would agree that parents have the right to protect young children from potentially harmful or disturbing content, and that schools, even public schools that are run by governments, have a right and responsibility to keep kids from accessing certain content within their facilities. But such filters are not just used to block porn, violence and self-harm.

Depending on how they are configured, filters can also block access to social media sites, which is common in many schools in the U.S. and other countries. They can also be used to ban sites that officials in some countries simply don’t want students to access. Ironically, Turkey — which is hosting this year’s governance forum, filtered the Internet for all of its citizens, blocking Twitter and YouTube, for a while earlier this year for what appear to be purely political reasons.

I’m particularly concerned about schools blocking social media. While it’s certainly fair to argue that students should be focusing on their studies while in class, it strikes me that a wholesale ban on social media sites raises some troubling free speech issues.

Social media is where people exchange information and ideas and it’s frequently used for political, cultural and religious expression, not unlike what’s printed in newspapers or discussed in hallways. And, while some schools block social media, teachers at other schools encourage its use and incorporate it into their curriculum as a way to encourage kids to express themselves, broaden their horizons and share learning resources with peers and others from around the world.

I’m also troubled by the Children’s Online Privacy Protection Act (COPPA), a well-meaning federal law that has the unintended consequences of preventing kids under 13 from expressing themselves on most social media platforms unless they lie about their age. Millions of kids have lied to use these services, often with their parents help.

Of course there are risks in social media, but there are also enormous benefits. Sports can be risky, but that doesn’t stop most schools from encouraging kids to participate. If schools treated sports the way they treat social media, they would ban baseball, football and soccer on school grounds and deny their students access to safety equipment, rule enforcement, coaching and camaraderie associated with school athletics, knowing full well that kids would still play those sports when they are away from school.

Whether you’re a decision maker at home, for a school or an entire country, protecting children from harm will always be a major priority. But avoiding harm also means protecting children’s rights, including the right to access media. It’s a delicate balance that requires thought and, most of all, respect for children and their rights and it’s not too much to ask.

This column first appeared in the San Jose Mercury News

 

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It’s time for schools to upgrade both technology and pedagogy

by Larry Magid

This post first appeared in the San Jose Mercury News

A_Village_Saves-_National_Savings_in_Lewknor,_Oxfordshire,_England,_1941_D3661

Teaching methods, in some schools, haven’t changed much since this picture was taken (Creative Commons License)

As students return to school, it’s time to think about absolute necessities like pens, paper, school clothes, a laptop or tablet and, of course, a learning network that enables them to interact with fellow students and teachers.

OK, that network may not yet be mandatory. But an increasing number of teachers are flocking toward “connected learning,” which involves changing not only educational methods, but also some fundamental assumptions about the nature of education.

Connected learning

An infographic at ConnectedLearning.tv offers up a definition that refers to connected learning as a model that holds out the possibility of “reimagining the experience of education in the information age.” It goes on to suggest that the power of technology be used to “fuse young people’s interests, friendships and academic achievements” through hands-on production, shared purpose and open networks.

That’s a refreshingly forward thinking definition of the term. For many educators, “connected learning,” simply means using the power of the Internet to make it more efficient to bring resources into the classroom. It reminds me of a presentation I saw a few years ago at an International Society for Technology in Education (ISTE) conference, in which a smart board vendor demonstrated her product by modeling a teacher-dominated geography lesson, using the smart board in almost the same way teachers have long used chalk boards to display information in a top-down fashion. It struck me at the time that much of today’s so-called “technology in education” is nothing more than using 21st century technology to enhance 19th century pedagogy.

And that brings me back to “reimagining” education by finding ways to disrupt the processes and power relationships that have so long defined students as both the consumers and products of the educational system rather than co-creators and collaborators.

Student networking

Not all companies are thinking of ways to reinforce old learning models. 1StudentBody (www.1sb.com), a Palo Alto startup run by serial entrepreneur Mandeep Dhillon, is leveraging the power of networking to help students help themselves and their peers.

Mandeep Dhillon

Mandeep Dhillon

Dhillon views “peer-to-peer connections” as a powerful way to connect students within and among schools to collaborate in the learning process. His just released app, NoteSnap (initially available only for iPhone and iPad, with an Android version coming), enables students to use their smartphone to take notes in class and, by default, share them with other students. The app lets students use the phone’s camera, for example, to take a picture of the classroom’s whiteboard to share the content with others in the class. The app automatically cleans up the image to improve readability and immediately shares it with others. It also allows students to ask questions, and there is the option of asking anonymously if you “don’t want people to think you’re clueless.”

snap

Notesnap for iOS and soon Android

I asked Dhillon why students would want to use the app. After all, schools are often competitive, and sharing with other students helps them, but not you. His answer was aspirational. The product is not simply designed to appeal to the lowest common denominator of getting a better grade, but reflects his philosophy that learning and work will be increasingly collaborative.

It makes sense to me. In the real world, you’re rewarded not for what you know, but how you’re able to leverage your knowledge, skills and talents for the benefit of others. Not only are companies increasingly encouraging workers to share their knowledge among colleagues, but there is also a growing open-source movement that encourages competitors to share some aspects of their intellectual property for the benefit of the entire industry and the world at large. In the real world, success is not a zero-sum game where your success depends on other people’s lack of success.

I grew up at the tail end of the industrial age and got to live through the information age which, said, Dhillon, is about over now that information has become a commodity. “We’re now in the networked age,” he said, where what you know is far less important than your ability to use networks to obtain whatever it is you need and share it with others.

Other apps and services

There are, of course, other apps aimed at students and educators, including Edmodo, a network of 37 million teachers, students and parents designed to help teachers manage coursework and encourage all users to collaborate. Another app, ShowMe interactive whiteboard lets you use an iPad to create “whiteboard-style tutorials.”

Evernote isn’t specifically for students, but it does allow users to take notes, snap pictures, save and share Web links and organize and share bits of information.

And, for the more animated students and teachers out there, there is GoAnimate for Schools that lets users create amazing animated videos by dragging and dropping and adding audio dialogue, complete with lip-syncing. One of my favorite features is an animated whiteboard that lets you type in text for your character to write on the board.

 

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