Social MediaDr Bex Lewis, Digital Fingerprinthttp://www.slideshare.net/drbexl/social-media-romania-day-3

This work is licensed under a Creative Commons Attribution 3.0 Unported License.

TWITTER9.00-10.30am

http://www.slideshare.net/drbexl/twitter-13863450

https://support.twitter.com/articles/14589-how-to-add-your-phone-via-sms

http://prezi.com/6vwhhxts86fu/twitter-january-2013/

Going into the break thinking about ‘Twitter-Style’…

TWITTER11.00am-12.30pm

http://prezi.com/6vwhhxts86fu/twitter-january-2013/ (cont)

http://www.slideshare.net/drbexl/daily-twitter-workout

Think about how you could use Twitter…

http://www.polirom.ro/catalog/carte/tehnici-de-comunicare-in-social-media-4390/

What will we search for?*Apologies for fuzziness

FOCUS ON YOUTH1.30-3.00pm

http://bit.ly/9NoI1Z

• Instead of trying to mass-produce children who are good at taking tests and memorizing things, schools should emphasize personal development, Robinson said. Not all kids are good at the same things, and the education system shouldn't pretend they should all turn out the same, he said.

Why teaching is 'not like making motorcars’, by John D. Sutter, CNN, March 17, 2010 7:00 a.m. EDT

Sir Ken Robinson

6-8%

• ‘Moral judgements’ on parenting in an individual society.

• What about the collective duty?

CHILDREN ONLINE?

A New Generation?

• “Older Generation”• Proper childhood• Took a long time to

communicate, or none – more local if so.

• Seizing the Day• Living Life• No ‘virtual’ friends –

collective games• Letters• Desire to know more• More sense of care of

each other, especially children

• “The New Generation”• Mature in forced way

because of technology• Communicate in a group all

over world• Running the day – rush• Communicating life• Digital games, not playing

outside – collective games• Emails• Desire to know more• Children in front of

TV/computer (visual babysitter) – losing controls

• Children ‘lost in homes’ – present but not present.

http://addictedtosunnies.files.wordpress.com/2011/04/digital-natives-digital-immigrants1.gif

Digital Visitor/Resident

http://digital-fingerprint.co.uk/2011/12/visitors-residents-with-daveowhite-jisc/

#DIGITALPARENTINGhttp://digital-fingerprint.co.uk/?s=%23digitalparenting

http://www.education.gov.uk/ukccis/about/a0076277/the-byron-reviews

March, 2008

http://www.guardian.co.uk/media/2008/mar/27/digitalmedia.childprotection1 , http://www.guardian.co.uk/technology/gamesblog/2008/mar/27/byronreviewreleased

• New codes of practice to regulate social networking sites, such as Bebo and Facebook, including clear standards on privacy and harmful content;

• A gold standard for the use of console games, including clear set-up guidance for parents on issues such as pin codes and locks;

• Better information for parents on how to block children accessing some websites. Byron has been struck that the technology exists to impose timers and filters, but there has been little take-up, knowledge or development of the technology;

• A new law based on a 2006 Law Commission recommendation making it unlawful to assist suicide on the internet;

• A national council to implement her strategy, with a fixed timetable for industry experts; a parents' panel and child development experts to implement her recommendations.

REINVENTING THE WHEEL?

http://www.sxc.hu/photo/1389026

http://network.youthworkonline.org.uk

http://www.thinkuknow.co.uk

http://www.ceop.police.uk/Documents/UKCCIS_Strategy_Report.pdf

http://www.education.gov.uk/ukccis

http://www.vodafone.com/parents/

http://digitalparenting.wordpress.com

• http://digital-fingerprint.co.uk/2012/12/digitalparenting-resources/

• http://digital-fingerprint.co.uk/2012/12/digitalparenting-bibliography/

DIGITAL LITERACY

http://www.sxc.hu/photo/1160561

http://tomfishburne.com/2012/01/the-social-super-bowl.html

Technological Dystopianism?

• Digital media • Taking away abilities to do things they

could do before, or do things they shouldn’t do

• Ruining people’s ability to make meaning precisely/accurately with language

• Social relationships – becoming isolated or meeting up with ‘the wrong kind of people’

• Changing the way that people think – easily distracted – unable to construct/follow complex arguments.

• Social identities - are these ‘genuine’, and how much do you have control over?

Jones & Hafner Understanding Digital Literacies 2012, p11

http://blogs.r.ftdata.co.uk/tech-blog/files/2011/08/uk-riots.jpeg

http://www.guardian.co.uk/society/2012/aug/07/young-people-guidance-threats-social-media

• Over the year, many of the young people I worked with wanted to talk about the events of last summer [Riots]. Would they be tempted to respond to a message such as: "It's all kicking off at PC World – where r u?" I asked them. "It depends on who sent it," was the reply. But who would they turn to for advice if things started going wrong: teachers? Parents? Police? ChildLine? To which the almost unanimous response was: "No way, we'd only be able to talk to our mates, they're the only ones who would understand."

Bad things can happen anywhere

http://www.firstnews.co.uk/site_data/images/london_unites_clapham_broom_photo_4e4143315b3b1.jpg

http://www.flickr.com/photos/jasdhaliwal/4437804293/in/set-72157619503976393/

Jake’s Story…

• “Jake told the executive that he never goes directly to a brand like this man’s newspaper or even to blogs he likes. ... he reads a lot of news – far more than I did at his age. But he goes to that news only via the links from Digg, friends’ blogs, and Twitter. He travels all around the internet that is edited by his peers because he trusts them and knows they share his interests. The web of trust is built at eye-level, peer-to-peer.” (Jarvis, p.86, my emphasis)

Expectations?• Global (Used creating their own YouTube videos,

and expecting a quick response – from anywhere in the world!)

• Responsive (Used to rapid response/feedback, 3 week guarantee “too long”)

• Flexible (Used to having more than one starting point)

• Interactive (Looking for a relationship of trust, staff/student partnership: The teacher has a role of leader, but needs ‘distributed leadership’)

• Often facile or trivial

@6% 360/6636

• Persistence• Perpetual Beta• Scalability• Searchability

http://oro.open.ac.uk/34100/2/4B5D6CE3.pdf

“Based on their studies of practice-based communities, Lave and Wenger (1991) observed how novices in the community may start at the periphery of a community, by watching and observing others, a process they term ‘legitimate peripheral participation’. Over time, they learn and develop expertise and become more central to the community and its activities. For Wenger (1998) being a member of a community of practice not only develops a participant’s expertise in the practice on which the community is focused; learners’ identities are also shaped by their engagement and relationship with the community.”

SAFEGUARDING

http://www.sxc.hu/photo/1156513

http://www.childnet.com/safety/youngpeople.aspx

Facebook Groups!https://www.facebook.com/help/privacy

Who might read it?

•God•Your Mum• ‘The kids’•The newspaper•Your worst enemy

http://www.methodist.org.uk/ministers-and-office-holders/technology-and-church/social-media-guidelines 

• The Methodist Church social media policy: • Be credible. Be accurate, fair, thorough and transparent.• Be consistent. Encourage constructive criticism and deliberation.• Be cordial, honest and professional at all times. Be responsive.

When you gain insight, share it where appropriate.• Be integrated. Wherever possible, align online participation with

other communications.• Be a good representative of the Methodist Church. Remember that

you are an ambassador for Christ, the Church and your part of it. Disclose your position asa member or officer of the Church, making it clear when speaking personally. Let Galatians 5:22–26 guide your behaviour (fruits of the spirit).

• Be respectful: respect confidentiality. Respect the views of others even where you disagree.

SOCIAL MEDIA & PASTORAL CARE

http://www.sxc.hu/photo/1354895

Cries for Help?

CYBER-BULLYING

http://network.youthworkonline.org.uk/profiles/blogs/how-to-help-children-who-are-being-cyberbullied

“Schools can run ongoing education programmes to make children aware of the issues, how to respond and report bullying and how to be good digital citizens; by being accountable for their own actions, respecting and being aware of the feelings of others.”

http://www.kidscape.org.uk/cyberbullying/cyberbullyingchildrenyoungpeople.shtml

http://www.safenetwork.org.uk/help_and_advice/Pages/safety_online.aspx

LISTEN!

Purchased from iStockphoto

http://youtu.be/Y4DtloQ8v8c

PART OF THE MIX

Purchased from iStockphoto

https://www.geocaching.com

Inspiring People?

UNIQUE

Purchased from iStockphoto

http://www.youtube.com/watch?v=KGr_KFiCX4s

http://www.saferinternet.org.uk/sexting

http://vlnbuzz.files.wordpress.com/2012/12/safebook20-20online20guidelines1.jpg

@drbexl @digitalfprint @bigbible

http://www.sxc.hu/photo/1327659