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School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.","status":"publish","parent":0,"modified":1706202788,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1410},"headData":{"title":"Demystifying copyright for teachers and students | KQED","description":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","authors":["11721"],"categories":["mindshift_20579","mindshift_195","mindshift_21358","mindshift_193"],"tags":["mindshift_1023","mindshift_528","mindshift_529","mindshift_862","mindshift_822","mindshift_968","mindshift_546"],"featImg":"mindshift_62987","label":"mindshift"},"mindshift_58624":{"type":"posts","id":"mindshift_58624","meta":{"index":"posts_1591205157","site":"mindshift","id":"58624","score":null,"sort":[1634112437000]},"guestAuthors":[],"slug":"how-parents-and-educators-can-support-healthy-teen-use-of-social-media","title":"How parents and educators can support healthy teen use of social media","publishDate":1634112437,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Even before the pandemic, social media occupied a central role in the lives of teens. But now, in the era of lockdowns and social distancing, adolescents are spending even more time viewing, liking and swiping to stay connected with friends and the world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that teens’ use of social media increased during the pandemic, and along with this increase in time, we’ve seen more of both the positive and negative aspects of social media,” said Dr. Jacqueline Nesi, an assistant professor of psychology at Brown University who specializes in social media and adolescent development.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teens and adolescents rely heavily on their peers as they define their sense of self in the world. The teen brain is wired to socialize with friends over family, but the lockdown imposed exactly the opposite, which is why many have taken refuge in Youtube, Discord, Instagram, Snapchat and TikTok. And, with a steady stream of news that links social media use to mental health issues, cyberbullying, addiction, misinformation and self-harm, parents and educators are worried.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, media experts caution against casting teen social media use as all doom and gloom. The overwhelmingly negative public discourse about adolescent social media tends to obscure the benefits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t deny the problems associated with social media. Bad things happen to kids online, just as they do to adults. But social media isn’t going anywhere, and kids will use it whether adults like it or not,” said Dr. Ysabel Gerrard, University of Sheffield researcher who specializes in Social Media. “Schools [and parents] have a really tricky job, but one of the things they need to do is celebrate the positives of social media as much as they fear the negatives.”\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what are the positives? What is really going on behind the screen? And, how can concerned adults support healthy teen relationships with social media?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What's to Like?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003c/span>\u003ca href=\"https://yalebooks.yale.edu/book/9780300199000/its-complicated\">\u003ci>\u003cspan style=\"font-weight: 400\">It’s Complicated: The Social Lives of Networked Teens\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, technology and society scholar danah boyd argues that many well-intentioned adults turn to their own adolescence as a reference for what is ideal, healthy and acceptable. Nostalgia for an unwired past may lead adults to cast a suspicious eye on their own children’s use of digital technology, which is so alien to their own adolescent experiences. Parents fret to see teens glued to their screens for hours, but they often don’t understand the nuances of their online activities, and may be surprised to discover that much of it can be positive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are so many benefits to social media - just ask teens,” said Michelle Ciulla Lipkin, the executive director of the \u003c/span>\u003ca href=\"https://namle.net/\">\u003cspan style=\"font-weight: 400\">National Association of Media Literacy Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAMLE). “Connection, creativity, humor, information. It’s an amazing place to stay connected to people in your life. It’s an incredible space for artistic expression and sharing your creativity. You can laugh, be inspired, learn something new every single day. Yes, of course, there are negative aspects and risky usage but that doesn’t mean we should do away with it all.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 24% of teens \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/\">\u003cspan style=\"font-weight: 400\">surveyed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Pew Center found social media use to be negative, and a significant margin \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/wp-content/uploads/sites/9/2018/11/PI_2018.11.28_teens-social-media_FINAL4.pdf\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that social media makes them feel included (71%), confident (69%), authentic (64%) and outgoing (61%).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Predictably, the biggest plus is social connections. Socialization is a crucial component of healthy adolescent development, and social networks connect them with friends, family and like-minded peers. In the absence of in-person gatherings, social media became a lifeline for many teens to seek friendship and support, especially when stuck at home and potentially in conflict with their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In general, when social media is being used for direct social connection, whether messaging a friend, keeping in touch, sharing something funny or inspiring with loved ones, it can be very beneficial,” said Nesi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social media is often \u003c/span>\u003ca href=\"https://www.cuimc.columbia.edu/news/social-media-threatening-teens-mental-health-and-well-being\">\u003cspan style=\"font-weight: 400\">linked to detrimental mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as in the recent \u003c/span>\u003ca href=\"https://www.wsj.com/articles/the-facebook-files-11631713039\">\u003cspan style=\"font-weight: 400\">bombshell report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Wall Street Journal. But, comparatively little attention is drawn to its potential benefits to mental health. A \u003c/span>\u003ca href=\"https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-020-03012-1\">\u003cspan style=\"font-weight: 400\">2021 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, for example, concluded that social support networks during the pandemic positively affected mental health and resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Resilience comes in response to conditions of adversity,” said Nesi. “Social support plays an important role in fostering it. To the extent that teens have been able to connect with friends via social media, especially if they are able to gain support around some of the challenges they’ve faced through the pandemic, social media has helped some teens gain resilience.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, \u003c/span>\u003ca href=\"https://www.ncmedicaljournal.com/content/ncm/81/2/116.full.pdf\">\u003cspan style=\"font-weight: 400\">research has found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that online networks can offer a sense of acceptance and belonging, and connect youth to supportive communities and like-minded peers. This can be \u003c/span>\u003ca href=\"https://www.dailydot.com/irl/lgbt-youth-safe-spaces/\">\u003cspan style=\"font-weight: 400\">particularly important for LQBTQ+ youth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who may feel isolated and misunderstood in their homes and communities. Suicidal and at-risk teens have reported gaining positive support online, while \u003c/span>\u003ca href=\"https://www.brookings.edu/techstream/how-to-responsibly-predict-depression-diagnoses-using-social-media/\">\u003cspan style=\"font-weight: 400\">sophisticated algorithms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are already deployed by some networking platforms to screen social media posts and intervene when users are flagged for signs of depression, suicide risk and at-risk behaviour. Social media use has even been found to encourage \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/2056305119886025\">\u003cspan style=\"font-weight: 400\">physical fitness and health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social media also offers a rich field in which to experiment with identity, a vital aspect of adolescent development. Teens can explore different projections of themselves, learn about the world, access different points of view, learn new skills, share artistic and creative work, forward their opinions\u003c/span>\u003cspan style=\"font-weight: 400\"> and partake in civic engagement and activism, to name a few. And, of course, social media is a popular source of entertainment. Why are Netflix binges, surfing the web, or spending a day watching sports any more acceptable than a few hours mindlessly scrolling through Instagram or TikTok? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Listen, Not Lecture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each teen is different, so while many are well-equipped to contend with the pitfalls of social networking sites, others can be more susceptible depending on their mental health history, home environments, social context and psychological disposition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that social media impacts teens differently depending on their pre-existing strengths and vulnerabilities,” said Nesi. “For some teens, the use of social media tends to be relatively neutral or perhaps even beneficial on balance. However, for many other teens - particularly those struggling with mental health concerns - I worry that both the positive and negative effects of social media may be amplified.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Socioeconomic status can also exacerbate the ill-effects, especially in a pandemic context. Reduced resources, comparisons with more affluent peers, cramped spaces, parents in greater danger of exposure and unstructured time can all contribute to a negative relationship with social media.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, whether the issue is mental health, economics, or other aggravating factors, communication is key to mediating and mitigating harm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teens often feel as though no one is listening to them when it comes to their social media use, and that adults, parents, teachers are coming in and making judgements about something that they do not fully understand. One of the most important things parents and educators can do is to keep the lines of communication open,” said Nesi. “Ask questions about what teens are experiencing online, what they're finding to be helpful or hurtful, how they feel that their social media use impacts their mood. And listen to their answers. If you have concerns about your child \"offline\" - such as experiencing difficulties with their mental health, for example - it makes sense to keep a closer eye on what they're doing online and offering increased support.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Open, non-judgemental dialogue is not only advisable to monitor a teen’s mental and emotional state, but it also helps to better understand their online life. Many adults use social media themselves, but can be in the dark about how teens navigate their secret world of Snapstreaks and flame wars. And, teens are often reluctant to open-up about their social media use for fear of judgment and disapproval. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as schools start talking to kids about the ‘effects’ or ‘harms’ of social media, they’ve lost their audience,” said Gerrard. “They’ve lost the potential to have meaningful conversations about what kids are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actually\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing online because they’ve pathologized their pleasures and hobbies before the discussion has even begun.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what are they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actually\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing? One notable example are anonymous social apps, a phenomenon Gerrard has researched. Most adults are familiar with popular platforms like Facebook, TikTok and Instagram, but few have \u003c/span>\u003ca href=\"https://www.wired.com/story/opinion-social-apps-that-go-suddenly-viral-put-kids-at-risk/\">\u003cspan style=\"font-weight: 400\">likely heard of the anonymous social apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that spread like wildfire and, just as suddenly, evaporate. Communication on these ephemeral platforms is anonymous, so there is negligible accountability and interactions can be acutely toxic. On the other hand, LGBTQ+ youth, for one, can find these apps liberating, allowing them to more freely discuss their experiences of sexuality and gender.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and educators have a much greater opportunity to gain knowledge of these otherwise obscure corners of the social media universe in a communicative context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teens are best approached with a spirit of curiosity and inquiry: What platforms do you use? Can you show me how it works? How do you choose to use it? Do you create content, interact with others, or just passively spectate? What do you like about it? What are the downsides? How do you deal with adverse interactions? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults may be surprised to discover how much teens are willing to share when not put on the defensive, and \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cars.12319\">\u003cspan style=\"font-weight: 400\">how informed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they are of the adverse effects of social media use.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I can tell you is that teens have the same concerns as parents about social media,’ said Lipkin, executive director of NAMLE. “They are aware of the dangers and the risks but they are also aware of the benefits. If you want to talk with your teens about the dangers of social media, you need to be willing to hear about the benefits too or the conversation will stop before it even gets started.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once fluid lines of communication are established, it is easier to negotiate boundaries and limits. Brown University professor Nesi encapsulates a healthy approach with three dictums: warmth, control and structure, all stemming from a dialogic foundation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Warmth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> refers to being kind, supportive, communicative,” said Nesi. “Talk to your child about their social media use, have fun using media together, be supportive when they come to you describing challenges with social media. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Control \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">refers to limit-setting and discipline. Make your rules about social media use clear, and explain the consequences in advance. Work with your child to set these expectations and involve them in the process. S\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">tructure\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> involves monitoring and providing consistency. Make sure you know what your child is doing online, and help them develop healthy routines around social media use.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare, Not Protect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developmentally, adolescence is characterized by experimentation and risk-taking which has always been a source of worry: teenage pregnancies, reckless driving, substance abuse and violent conflicts, to name a few. Social media is a new domain in which teens enact the turbulent transition to adulthood. Rather than face the challenges with over-protection and prohibition, Lipkin advises parents and educators to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prepare\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> youth for the realities of the world that awaits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Considering the negative and potentially dangerous effects, should youth be prohibited or significantly limited from driving?” said Lipkin. “If not, how might they be supported to mitigate any potential damage? We have systems in place to train, educate and protect them. We have accepted that driving is a skill humans need in their life. We need to have that same thinking around navigating social media and our complicated information landscape. If we are actually going to prepare youth and teens to be college and career ready, they must be media literate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, it’s worth remembering that youth spend \u003c/span>\u003ca href=\"https://www.wsj.com/articles/driving-the-kids-are-so-over-it-11555732810\">\u003cspan style=\"font-weight: 400\">far more time on social media than driving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Increasingly, media has become the consummate broth where we communicate, transact commerce, seek entertainment, play games, engage in political discourse and exchange information. Rather than live \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> media, there is an argument that youth, and many adults, live\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> in\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> media. It is a habitat, however, that tends to outpace our ability to understand it. Considering the pervasive role media plays in our lives, more must be done to educate and prepare youth to become knowledgeable and skilled media consumers and producers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teens who have been afforded media literacy education in their classrooms and informal education opportunities understand the information ecosystem in ways that not only builds resilience but allows them to analyze and evaluate all media content - whether it’s a social media image or a news report for credibility and bias,” said Lipkin. “Understanding the way information flows, the way algorithms work, the power structures of tech companies, the persuasive techniques of ads, influencer culture, cancel culture, etc. gives teens the tools they need to make sense of the world around them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gerrard also advocates for a pragmatic approach and resists the idea that young people, and especially girls, are disempowered victims of social networking technology. Digital and media literacy programs that address issues of representation, body images, power and how media is constructed can further empower youth to better contend with a complex media landscape. But, programs like these are few and far between.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://medialiteracynow.org/wp-content/uploads/2020/01/U.S.-Media-Literacy-Policy-Report-2020.pdf\">\u003cspan style=\"font-weight: 400\">A 2020 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Media Literacy Now identified only 14 states that are advancing any type of a media literacy agenda at the legislative level, while \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2019/10/09/americans-and-digital-knowledge/\">\u003cspan style=\"font-weight: 400\">a 2019 Pew Research Center survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that a majority of US adults scored 40% on a basic digital knowledge quiz. These statistics open a small window into a situation where education is not keeping up with a media-saturated world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The United States currently does not devote any significant government effort, nor funding for media literacy education research, training, or implementation,” said Lipkin. “While there is incredible work being done in classrooms and communities around media literacy education, it is still dependent on individuals (teachers, administrators, deans, community based orgs, etc.) to ensure media literacy skills are being taught. Media literacy education has a long way to go to be the national priority it should be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concerns about social media use are harbingers of what awaits over the horizon. Values, political systems, social interactions and the economy will all quickly change with the advent of artificial intelligence, big data, algorithms, the \u003c/span>\u003ca href=\"https://www.forbes.com/sites/cathyhackl/2020/07/05/the-metaverse-is-coming--its-a-very-big-deal/\">\u003cspan style=\"font-weight: 400\">metaverse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, virtual reality, 5G networks and the exponential growth in computation. As the effects of media become more complex and profound, a corresponding program of education is as crucial as it is urgent.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Model, Not Meddle\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One significant way that adults can support healthy teen use of social media is to model the behaviour they want to see. Adults may want to examine their own use of mobile phones and social media before casting aspersions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Teens] are watching what we do more than they are listening to what we say,” said Lipkin. “I can’t tell you how many times students tell me about the hypocrisy they notice when the parents tell the kids to get off their devices but the parents are the ones that seem obsessed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Modeling effective use of technology is a pillar of effective parenting in the digital age. While concerned adults may feel the temptation to surreptitiously monitor and police their children’s online activity, building trust and setting the example of healthy habits is a more viable route. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full\">\u003cspan style=\"font-weight: 400\">Research supports that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> parents’ own use of digital technology (rather than their attitudes) is determinant of how their children will engage with the technology, and increased screen time by children is linked to higher screen use by their parents. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We pave a better path forward by expanding the lens to think about social media use as a universal concern. Adults and adolescents should work together to turn social media minuses into pluses with open minds, fluid dialogue, improved education and by modeling good habits.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We all need to accept that social media does not fall into a “youth” issue and we need to stop putting it there,” said Lipkin. “Navigating social media and information is complicated for us all - whether you are 6, 16, or 60. We are all learning as we go and we need to work together and learn from each other.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Social media often gets a bad reputation for its effects on adolescent brains. However, there are upsides to connecting with others, plus opportunities to model digital media literacy.","status":"publish","parent":0,"modified":1634112480,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2779},"headData":{"title":"How parents and educators can support healthy teen use of social media - MindShift","description":"Social media often gets a bad reputation for its effects on adolescent brains. However, there are upsides to connecting with others, plus opportunities to model digital media literacy, according to this guide.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58624 https://ww2.kqed.org/mindshift/?p=58624","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/13/how-parents-and-educators-can-support-healthy-teen-use-of-social-media/","disqusTitle":"How parents and educators can support healthy teen use of social media","path":"/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Even before the pandemic, social media occupied a central role in the lives of teens. But now, in the era of lockdowns and social distancing, adolescents are spending even more time viewing, liking and swiping to stay connected with friends and the world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that teens’ use of social media increased during the pandemic, and along with this increase in time, we’ve seen more of both the positive and negative aspects of social media,” said Dr. Jacqueline Nesi, an assistant professor of psychology at Brown University who specializes in social media and adolescent development.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teens and adolescents rely heavily on their peers as they define their sense of self in the world. The teen brain is wired to socialize with friends over family, but the lockdown imposed exactly the opposite, which is why many have taken refuge in Youtube, Discord, Instagram, Snapchat and TikTok. And, with a steady stream of news that links social media use to mental health issues, cyberbullying, addiction, misinformation and self-harm, parents and educators are worried.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, media experts caution against casting teen social media use as all doom and gloom. The overwhelmingly negative public discourse about adolescent social media tends to obscure the benefits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t deny the problems associated with social media. Bad things happen to kids online, just as they do to adults. But social media isn’t going anywhere, and kids will use it whether adults like it or not,” said Dr. Ysabel Gerrard, University of Sheffield researcher who specializes in Social Media. “Schools [and parents] have a really tricky job, but one of the things they need to do is celebrate the positives of social media as much as they fear the negatives.”\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what are the positives? What is really going on behind the screen? And, how can concerned adults support healthy teen relationships with social media?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What's to Like?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003c/span>\u003ca href=\"https://yalebooks.yale.edu/book/9780300199000/its-complicated\">\u003ci>\u003cspan style=\"font-weight: 400\">It’s Complicated: The Social Lives of Networked Teens\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, technology and society scholar danah boyd argues that many well-intentioned adults turn to their own adolescence as a reference for what is ideal, healthy and acceptable. Nostalgia for an unwired past may lead adults to cast a suspicious eye on their own children’s use of digital technology, which is so alien to their own adolescent experiences. Parents fret to see teens glued to their screens for hours, but they often don’t understand the nuances of their online activities, and may be surprised to discover that much of it can be positive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are so many benefits to social media - just ask teens,” said Michelle Ciulla Lipkin, the executive director of the \u003c/span>\u003ca href=\"https://namle.net/\">\u003cspan style=\"font-weight: 400\">National Association of Media Literacy Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAMLE). “Connection, creativity, humor, information. It’s an amazing place to stay connected to people in your life. It’s an incredible space for artistic expression and sharing your creativity. You can laugh, be inspired, learn something new every single day. Yes, of course, there are negative aspects and risky usage but that doesn’t mean we should do away with it all.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 24% of teens \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/\">\u003cspan style=\"font-weight: 400\">surveyed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Pew Center found social media use to be negative, and a significant margin \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/wp-content/uploads/sites/9/2018/11/PI_2018.11.28_teens-social-media_FINAL4.pdf\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that social media makes them feel included (71%), confident (69%), authentic (64%) and outgoing (61%).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Predictably, the biggest plus is social connections. Socialization is a crucial component of healthy adolescent development, and social networks connect them with friends, family and like-minded peers. In the absence of in-person gatherings, social media became a lifeline for many teens to seek friendship and support, especially when stuck at home and potentially in conflict with their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In general, when social media is being used for direct social connection, whether messaging a friend, keeping in touch, sharing something funny or inspiring with loved ones, it can be very beneficial,” said Nesi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social media is often \u003c/span>\u003ca href=\"https://www.cuimc.columbia.edu/news/social-media-threatening-teens-mental-health-and-well-being\">\u003cspan style=\"font-weight: 400\">linked to detrimental mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as in the recent \u003c/span>\u003ca href=\"https://www.wsj.com/articles/the-facebook-files-11631713039\">\u003cspan style=\"font-weight: 400\">bombshell report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Wall Street Journal. But, comparatively little attention is drawn to its potential benefits to mental health. A \u003c/span>\u003ca href=\"https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-020-03012-1\">\u003cspan style=\"font-weight: 400\">2021 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, for example, concluded that social support networks during the pandemic positively affected mental health and resilience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Resilience comes in response to conditions of adversity,” said Nesi. “Social support plays an important role in fostering it. To the extent that teens have been able to connect with friends via social media, especially if they are able to gain support around some of the challenges they’ve faced through the pandemic, social media has helped some teens gain resilience.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, \u003c/span>\u003ca href=\"https://www.ncmedicaljournal.com/content/ncm/81/2/116.full.pdf\">\u003cspan style=\"font-weight: 400\">research has found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that online networks can offer a sense of acceptance and belonging, and connect youth to supportive communities and like-minded peers. This can be \u003c/span>\u003ca href=\"https://www.dailydot.com/irl/lgbt-youth-safe-spaces/\">\u003cspan style=\"font-weight: 400\">particularly important for LQBTQ+ youth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who may feel isolated and misunderstood in their homes and communities. Suicidal and at-risk teens have reported gaining positive support online, while \u003c/span>\u003ca href=\"https://www.brookings.edu/techstream/how-to-responsibly-predict-depression-diagnoses-using-social-media/\">\u003cspan style=\"font-weight: 400\">sophisticated algorithms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are already deployed by some networking platforms to screen social media posts and intervene when users are flagged for signs of depression, suicide risk and at-risk behaviour. Social media use has even been found to encourage \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/2056305119886025\">\u003cspan style=\"font-weight: 400\">physical fitness and health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social media also offers a rich field in which to experiment with identity, a vital aspect of adolescent development. Teens can explore different projections of themselves, learn about the world, access different points of view, learn new skills, share artistic and creative work, forward their opinions\u003c/span>\u003cspan style=\"font-weight: 400\"> and partake in civic engagement and activism, to name a few. And, of course, social media is a popular source of entertainment. Why are Netflix binges, surfing the web, or spending a day watching sports any more acceptable than a few hours mindlessly scrolling through Instagram or TikTok? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Listen, Not Lecture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each teen is different, so while many are well-equipped to contend with the pitfalls of social networking sites, others can be more susceptible depending on their mental health history, home environments, social context and psychological disposition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that social media impacts teens differently depending on their pre-existing strengths and vulnerabilities,” said Nesi. “For some teens, the use of social media tends to be relatively neutral or perhaps even beneficial on balance. However, for many other teens - particularly those struggling with mental health concerns - I worry that both the positive and negative effects of social media may be amplified.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Socioeconomic status can also exacerbate the ill-effects, especially in a pandemic context. Reduced resources, comparisons with more affluent peers, cramped spaces, parents in greater danger of exposure and unstructured time can all contribute to a negative relationship with social media.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, whether the issue is mental health, economics, or other aggravating factors, communication is key to mediating and mitigating harm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teens often feel as though no one is listening to them when it comes to their social media use, and that adults, parents, teachers are coming in and making judgements about something that they do not fully understand. One of the most important things parents and educators can do is to keep the lines of communication open,” said Nesi. “Ask questions about what teens are experiencing online, what they're finding to be helpful or hurtful, how they feel that their social media use impacts their mood. And listen to their answers. If you have concerns about your child \"offline\" - such as experiencing difficulties with their mental health, for example - it makes sense to keep a closer eye on what they're doing online and offering increased support.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Open, non-judgemental dialogue is not only advisable to monitor a teen’s mental and emotional state, but it also helps to better understand their online life. Many adults use social media themselves, but can be in the dark about how teens navigate their secret world of Snapstreaks and flame wars. And, teens are often reluctant to open-up about their social media use for fear of judgment and disapproval. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as schools start talking to kids about the ‘effects’ or ‘harms’ of social media, they’ve lost their audience,” said Gerrard. “They’ve lost the potential to have meaningful conversations about what kids are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actually\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing online because they’ve pathologized their pleasures and hobbies before the discussion has even begun.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what are they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actually\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing? One notable example are anonymous social apps, a phenomenon Gerrard has researched. Most adults are familiar with popular platforms like Facebook, TikTok and Instagram, but few have \u003c/span>\u003ca href=\"https://www.wired.com/story/opinion-social-apps-that-go-suddenly-viral-put-kids-at-risk/\">\u003cspan style=\"font-weight: 400\">likely heard of the anonymous social apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that spread like wildfire and, just as suddenly, evaporate. Communication on these ephemeral platforms is anonymous, so there is negligible accountability and interactions can be acutely toxic. On the other hand, LGBTQ+ youth, for one, can find these apps liberating, allowing them to more freely discuss their experiences of sexuality and gender.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and educators have a much greater opportunity to gain knowledge of these otherwise obscure corners of the social media universe in a communicative context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teens are best approached with a spirit of curiosity and inquiry: What platforms do you use? Can you show me how it works? How do you choose to use it? Do you create content, interact with others, or just passively spectate? What do you like about it? What are the downsides? How do you deal with adverse interactions? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults may be surprised to discover how much teens are willing to share when not put on the defensive, and \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cars.12319\">\u003cspan style=\"font-weight: 400\">how informed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they are of the adverse effects of social media use.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I can tell you is that teens have the same concerns as parents about social media,’ said Lipkin, executive director of NAMLE. “They are aware of the dangers and the risks but they are also aware of the benefits. If you want to talk with your teens about the dangers of social media, you need to be willing to hear about the benefits too or the conversation will stop before it even gets started.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once fluid lines of communication are established, it is easier to negotiate boundaries and limits. Brown University professor Nesi encapsulates a healthy approach with three dictums: warmth, control and structure, all stemming from a dialogic foundation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Warmth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> refers to being kind, supportive, communicative,” said Nesi. “Talk to your child about their social media use, have fun using media together, be supportive when they come to you describing challenges with social media. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Control \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">refers to limit-setting and discipline. Make your rules about social media use clear, and explain the consequences in advance. Work with your child to set these expectations and involve them in the process. S\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">tructure\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> involves monitoring and providing consistency. Make sure you know what your child is doing online, and help them develop healthy routines around social media use.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare, Not Protect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developmentally, adolescence is characterized by experimentation and risk-taking which has always been a source of worry: teenage pregnancies, reckless driving, substance abuse and violent conflicts, to name a few. Social media is a new domain in which teens enact the turbulent transition to adulthood. Rather than face the challenges with over-protection and prohibition, Lipkin advises parents and educators to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prepare\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> youth for the realities of the world that awaits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Considering the negative and potentially dangerous effects, should youth be prohibited or significantly limited from driving?” said Lipkin. “If not, how might they be supported to mitigate any potential damage? We have systems in place to train, educate and protect them. We have accepted that driving is a skill humans need in their life. We need to have that same thinking around navigating social media and our complicated information landscape. If we are actually going to prepare youth and teens to be college and career ready, they must be media literate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, it’s worth remembering that youth spend \u003c/span>\u003ca href=\"https://www.wsj.com/articles/driving-the-kids-are-so-over-it-11555732810\">\u003cspan style=\"font-weight: 400\">far more time on social media than driving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Increasingly, media has become the consummate broth where we communicate, transact commerce, seek entertainment, play games, engage in political discourse and exchange information. Rather than live \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> media, there is an argument that youth, and many adults, live\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> in\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> media. It is a habitat, however, that tends to outpace our ability to understand it. Considering the pervasive role media plays in our lives, more must be done to educate and prepare youth to become knowledgeable and skilled media consumers and producers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teens who have been afforded media literacy education in their classrooms and informal education opportunities understand the information ecosystem in ways that not only builds resilience but allows them to analyze and evaluate all media content - whether it’s a social media image or a news report for credibility and bias,” said Lipkin. “Understanding the way information flows, the way algorithms work, the power structures of tech companies, the persuasive techniques of ads, influencer culture, cancel culture, etc. gives teens the tools they need to make sense of the world around them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gerrard also advocates for a pragmatic approach and resists the idea that young people, and especially girls, are disempowered victims of social networking technology. Digital and media literacy programs that address issues of representation, body images, power and how media is constructed can further empower youth to better contend with a complex media landscape. But, programs like these are few and far between.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://medialiteracynow.org/wp-content/uploads/2020/01/U.S.-Media-Literacy-Policy-Report-2020.pdf\">\u003cspan style=\"font-weight: 400\">A 2020 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Media Literacy Now identified only 14 states that are advancing any type of a media literacy agenda at the legislative level, while \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2019/10/09/americans-and-digital-knowledge/\">\u003cspan style=\"font-weight: 400\">a 2019 Pew Research Center survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that a majority of US adults scored 40% on a basic digital knowledge quiz. These statistics open a small window into a situation where education is not keeping up with a media-saturated world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The United States currently does not devote any significant government effort, nor funding for media literacy education research, training, or implementation,” said Lipkin. “While there is incredible work being done in classrooms and communities around media literacy education, it is still dependent on individuals (teachers, administrators, deans, community based orgs, etc.) to ensure media literacy skills are being taught. Media literacy education has a long way to go to be the national priority it should be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concerns about social media use are harbingers of what awaits over the horizon. Values, political systems, social interactions and the economy will all quickly change with the advent of artificial intelligence, big data, algorithms, the \u003c/span>\u003ca href=\"https://www.forbes.com/sites/cathyhackl/2020/07/05/the-metaverse-is-coming--its-a-very-big-deal/\">\u003cspan style=\"font-weight: 400\">metaverse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, virtual reality, 5G networks and the exponential growth in computation. As the effects of media become more complex and profound, a corresponding program of education is as crucial as it is urgent.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Model, Not Meddle\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One significant way that adults can support healthy teen use of social media is to model the behaviour they want to see. Adults may want to examine their own use of mobile phones and social media before casting aspersions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Teens] are watching what we do more than they are listening to what we say,” said Lipkin. “I can’t tell you how many times students tell me about the hypocrisy they notice when the parents tell the kids to get off their devices but the parents are the ones that seem obsessed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Modeling effective use of technology is a pillar of effective parenting in the digital age. While concerned adults may feel the temptation to surreptitiously monitor and police their children’s online activity, building trust and setting the example of healthy habits is a more viable route. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full\">\u003cspan style=\"font-weight: 400\">Research supports that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> parents’ own use of digital technology (rather than their attitudes) is determinant of how their children will engage with the technology, and increased screen time by children is linked to higher screen use by their parents. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We pave a better path forward by expanding the lens to think about social media use as a universal concern. Adults and adolescents should work together to turn social media minuses into pluses with open minds, fluid dialogue, improved education and by modeling good habits.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We all need to accept that social media does not fall into a “youth” issue and we need to stop putting it there,” said Lipkin. “Navigating social media and information is complicated for us all - whether you are 6, 16, or 60. We are all learning as we go and we need to work together and learn from each other.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media","authors":["11107"],"categories":["mindshift_1"],"tags":["mindshift_968","mindshift_273","mindshift_30"],"featImg":"mindshift_58626","label":"mindshift"},"mindshift_58279":{"type":"posts","id":"mindshift_58279","meta":{"index":"posts_1591205157","site":"mindshift","id":"58279","score":null,"sort":[1631777112000]},"guestAuthors":[],"slug":"in-print-or-onscreen-making-the-most-of-reading-with-young-children","title":"In Print or Onscreen? Making The Most of Reading With Young Children","publishDate":1631777112,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Reprinted from \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a> by Naomi S. Baron. Copyright © Oxford University Press 2021. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Naomi S. Baron\u003c/strong>\u003c/h4>\n\u003cp>Do you believe that young kids (say, from birth to age five or six) should be firmly rooted in the world of print? Or are you worried you're depriving children of a valuable opportunity if you deny them access to digital reading?\u003c/p>\n\u003cp>Parents are torn. Studies from multiple English-speaking countries show the majority of parents continue to prefer print for their toddlers and preschoolers. Yet by nixing digital offerings, mothers and fathers worry their kids will be left behind—in enjoyment, learning, or preparation for primary school, where children might be handed a tablet their first day.\u003c/p>\n\u003cp>As I thought about the dilemma and read conflicting research, I began asking myself, was the debate missing the point? Just as many adults choose print for some purposes and digital for others. Were there solid arguments for when digital is appropriate for young children and when to stick with print? Sensing the answer was “yes” I began thinking about... food.\u003c/p>\n\u003cp>Food? Indeed. We've likely all seen the traditional food pyramid (now reconfigured as MyPlate). While the proportions of what goes where change over time, the pyramid (or plate) concept reminds us that a balanced diet has multiple components. Lots of fruits, vegetables, and grains? You bet. But you also need some oil and salt. Meat, poultry, and fish? Optional, but if you're vegetarian, figure out how to compensate elsewhere in your diet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Back to children—and books. We start with infants (birth to roughly two years of age). Experts agree that when it comes to book-reading, physical books are an obvious choice. However, particularly over the last few years, even print-loving pediatricians are identifying sound reasons for letting kids younger than two have some access to touchscreens. As early childhood specialists Natalia Kucirkova and Barry Zuckerman argue, touchscreens potentially foster vocabulary development, contribute to fine motor control and hand/eye coordination, and facilitate communication when, say,\u003cbr>\nSkyping grandparents or sharing family photos onscreen.\u003c/p>\n\u003cp>What about the next phases of early childhood—and materials that count as books (print or digital)? For a meaningful answer, we need to start with the purpose of reading: What are parents looking to accomplish when they sit with their child and a book, or when children are ensconced with books on their own? We can think about reading with toddlers and preschoolers through three perspectives:\u003c/p>\n\u003cul>\n\u003cli>The social side\u003c/li>\n\u003cli>The linguistic and cognitive side\u003c/li>\n\u003cli>The engagement side\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, though, that while it may be convenient for research purposes to distinguish these three approaches, in actual practice they are interwoven.\u003c/p>\n\u003ch2>Three Sides of Reading With Young Children\u003c/h2>\n\u003ch4>The Social Side\u003c/h4>\n\u003cp>Years ago, the psychologist Jerome Bruner argued that children begin learning to talk not as a standalone enterprise but as a linguistic overlay atop social interaction with caregivers. Similarly, much of the reading we do with young children is as much about being together and sharing experiences as about the books themselves. In fact, joint reading is one of the tools recommended by pediatricians to foster bonding between parent and child.\u003c/p>\n\u003cp>Among academics, the term “dialogic talk” describes conversation with infants and toddlers that takes place around reading. (With infants, understandably, the adult generally needs to uphold both sides of the conversation.) Yes, you read the book, but you ask questions and connect what the book is about to experiences in\u003cbr>\nthe child's own world: “Look at that elephant! Remember the elephant we saw at the zoo yesterday?” Such conversational give and take spontaneously takes place in many households, but other times the practice benefits from being structured and modeled\u003cbr>\nfor parents.\u003c/p>\n\u003cp>[aside postID='mindshift_51281' label='What's Going On In Your Child's Brain When You Read Them A Story?']\u003c/p>\n\u003cp>Decades ago, most of the research I did was on child language acquisition. At the time, linguists were starting to recognize that not all children learn language the same way, Among the reasons is cultural context. For instance, middle-class infants in the United States tend to start using words earlier than kids living in societies where parents aren't constantly pointing out names for things, as in, “Peter, there's a fish. It's a fish. Can you say ‘fish’?” Take the Tsimané, an Amazonian tribe in Bolivia, where mothers average less than one minute a day directly talking with babies—about one-tenth the amount in the U.S. But regardless of the cultural parenting patterns, all these children learn to talk.\u003c/p>\n\u003cp>The same cultural issue extends to dialogic talk around books with young children. In many literate societies in which children grow up to be accomplished readers, interactive reading with infants and toddlers isn't part of the social landscape. My husband, who's from a highly literary family in India and learned to read by himself\u003cbr>\naround age four, reminds me of this difference.\u003c/p>\n\u003cp>Debate over print versus digital books for young children often revolves around the assumption that print encourages dialogic talk more than digital does. (More on that in a moment.) But is this difference inevitable? Recent initiatives, in both Norway\u003cbr>\nand the United States, suggest productive ways of building dialogue into the ways we read digital books with young children.\u003c/p>\n\u003cp>What's also often missing from the discussion is that the role of books with young children extends beyond child-caregiver bonding. We need to think more broadly about goals, including which platform best supports them.\u003c/p>\n\u003ch4>The Linguistic and Cognitive Side\u003c/h4>\n\u003cp>Before children are able to read on their own, there is much they absorb in the presence of books. Those books could be read by an adult or, in the case of digital books, through voice activation. In either case, young children might come to pair picture, written word, and spoken word with an object (such as that elephant). They also might learn about cause and effect through following a storyline.\u003c/p>\n\u003cp>We know that children’s linguistic development is bolstered by the richness of language used around them. Particularly in social contexts where young children aren't hearing a lot of vocabulary and more complex syntax, it's useful to harness additional tools to enhance kids’ learning opportunities. \u003cem>Sesame Street\u003c/em> is a resoundingly successful example of good modeling for children and adults alike. (While watching with my toddler son, I learned the word “puce” from an episode in the 1980s, where Maria went shopping for shoes.)\u003c/p>\n\u003cp>With the coming of digital books and apps, it's hardly surprising that educators and parents want to know how these materials measure up against print when it comes to language-based learning. As we'll see, many researchers are investigating this issue.\u003c/p>\n\u003ch4>The Engagement Side\u003c/h4>\n\u003cp>You've seen those parents—or been one. You're at a restaurant, and that two-year-old at the next table wont stop crying. In desperation, Dad fetches his iPhone, pulls up a cartoon video, plants the phone in front of the miserable toddler, and voilà! Peace is restored.\u003c/p>\n\u003cp>There's no question that digital technologies can be engaging. In debates between those for and against handing digital books to young children, the “con” side points to research showing children tend to focus on the device more than on the storyline or the parents trying to read with their child. All true. Does that mean such engagement is wholly negative? And how does it relate to broader senses of engagement, including cognitive or physical interaction?\u003c/p>\n\u003cp>As Natalia Kucirkova and ‘Teresa Cremin eloquently argue in their book \"Children Reading for Pleasure in the Digital Age,\" the act of reading (or being read to) is most beneficial when it includes activity on the child’s part. Importantly, this activity involves constructing meaning from what's being read, but it might also entail patting fuzzy surfaces or opening windows in a print book, or perhaps selecting music or exploring an image in a digital work.\u003c/p>\n\u003cp>Researchers have begun unpacking the varied functions print or digital books might serve for young children, particularly in the eyes of parents. Roxanne Etta surveyed more than 2,000 parents of preschoolers, asking when print or digital was more appropriate. While print was typically judged best for social experience with a child, eBooks were commonly used for entertainment or, in Etta’s term, babysitting. As the quality of eBooks continues to improve, and as parents learn ways of incorporating dialogic talk with children while using digital materials, we'll see whether these patterns shift.\u003c/p>\n\u003cfigure id=\"attachment_58303\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58303 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-800x943.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-1020x1203.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-768x906.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo.jpeg 1199w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Naomi S. Baron\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097?cc=us&lang=en&\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a>, \u003ca href=\"https://global.oup.com/academic/product/words-onscreen-9780199315765?cc=us&lang=en&\">Words Onscreen: The Fate of Reading in a Digital World\u003c/a> and \u003ca href=\"https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195313055.001.0001/acprof-9780195313055\">Always On: Language in an Online and Mobile World\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In her book, \"How We Read Now,\" author Naomi Baron provides parents and caregivers research-based insights on the purpose of reading and whether it can be achieved through print or digital books.","status":"publish","parent":0,"modified":1645223124,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1547},"headData":{"title":"In Print or Onscreen? Making The Most of Reading With Young Children - MindShift","description":"In her book, "How We Read Now," author Naomi Baron provides parents and caregivers research-based insights on the purpose of reading and whether it can be achieved through print or digital books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58279 https://ww2.kqed.org/mindshift/?p=58279","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/16/in-print-or-onscreen-making-the-most-of-reading-with-young-children/","disqusTitle":"In Print or Onscreen? Making The Most of Reading With Young Children","excludeFromSiteSearch":"Include","path":"/mindshift/58279/in-print-or-onscreen-making-the-most-of-reading-with-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Reprinted from \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a> by Naomi S. Baron. Copyright © Oxford University Press 2021. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Naomi S. Baron\u003c/strong>\u003c/h4>\n\u003cp>Do you believe that young kids (say, from birth to age five or six) should be firmly rooted in the world of print? Or are you worried you're depriving children of a valuable opportunity if you deny them access to digital reading?\u003c/p>\n\u003cp>Parents are torn. Studies from multiple English-speaking countries show the majority of parents continue to prefer print for their toddlers and preschoolers. Yet by nixing digital offerings, mothers and fathers worry their kids will be left behind—in enjoyment, learning, or preparation for primary school, where children might be handed a tablet their first day.\u003c/p>\n\u003cp>As I thought about the dilemma and read conflicting research, I began asking myself, was the debate missing the point? Just as many adults choose print for some purposes and digital for others. Were there solid arguments for when digital is appropriate for young children and when to stick with print? Sensing the answer was “yes” I began thinking about... food.\u003c/p>\n\u003cp>Food? Indeed. We've likely all seen the traditional food pyramid (now reconfigured as MyPlate). While the proportions of what goes where change over time, the pyramid (or plate) concept reminds us that a balanced diet has multiple components. Lots of fruits, vegetables, and grains? You bet. But you also need some oil and salt. Meat, poultry, and fish? Optional, but if you're vegetarian, figure out how to compensate elsewhere in your diet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Back to children—and books. We start with infants (birth to roughly two years of age). Experts agree that when it comes to book-reading, physical books are an obvious choice. However, particularly over the last few years, even print-loving pediatricians are identifying sound reasons for letting kids younger than two have some access to touchscreens. As early childhood specialists Natalia Kucirkova and Barry Zuckerman argue, touchscreens potentially foster vocabulary development, contribute to fine motor control and hand/eye coordination, and facilitate communication when, say,\u003cbr>\nSkyping grandparents or sharing family photos onscreen.\u003c/p>\n\u003cp>What about the next phases of early childhood—and materials that count as books (print or digital)? For a meaningful answer, we need to start with the purpose of reading: What are parents looking to accomplish when they sit with their child and a book, or when children are ensconced with books on their own? We can think about reading with toddlers and preschoolers through three perspectives:\u003c/p>\n\u003cul>\n\u003cli>The social side\u003c/li>\n\u003cli>The linguistic and cognitive side\u003c/li>\n\u003cli>The engagement side\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, though, that while it may be convenient for research purposes to distinguish these three approaches, in actual practice they are interwoven.\u003c/p>\n\u003ch2>Three Sides of Reading With Young Children\u003c/h2>\n\u003ch4>The Social Side\u003c/h4>\n\u003cp>Years ago, the psychologist Jerome Bruner argued that children begin learning to talk not as a standalone enterprise but as a linguistic overlay atop social interaction with caregivers. Similarly, much of the reading we do with young children is as much about being together and sharing experiences as about the books themselves. In fact, joint reading is one of the tools recommended by pediatricians to foster bonding between parent and child.\u003c/p>\n\u003cp>Among academics, the term “dialogic talk” describes conversation with infants and toddlers that takes place around reading. (With infants, understandably, the adult generally needs to uphold both sides of the conversation.) Yes, you read the book, but you ask questions and connect what the book is about to experiences in\u003cbr>\nthe child's own world: “Look at that elephant! Remember the elephant we saw at the zoo yesterday?” Such conversational give and take spontaneously takes place in many households, but other times the practice benefits from being structured and modeled\u003cbr>\nfor parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_51281","label":"label='What's Going On In Your Child's Brain When You Read Them A Story?'"},"numeric":["label='What's","Going","On","In","Your","Child's","Brain","When","You","Read","Them","A","Story?'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Decades ago, most of the research I did was on child language acquisition. At the time, linguists were starting to recognize that not all children learn language the same way, Among the reasons is cultural context. For instance, middle-class infants in the United States tend to start using words earlier than kids living in societies where parents aren't constantly pointing out names for things, as in, “Peter, there's a fish. It's a fish. Can you say ‘fish’?” Take the Tsimané, an Amazonian tribe in Bolivia, where mothers average less than one minute a day directly talking with babies—about one-tenth the amount in the U.S. But regardless of the cultural parenting patterns, all these children learn to talk.\u003c/p>\n\u003cp>The same cultural issue extends to dialogic talk around books with young children. In many literate societies in which children grow up to be accomplished readers, interactive reading with infants and toddlers isn't part of the social landscape. My husband, who's from a highly literary family in India and learned to read by himself\u003cbr>\naround age four, reminds me of this difference.\u003c/p>\n\u003cp>Debate over print versus digital books for young children often revolves around the assumption that print encourages dialogic talk more than digital does. (More on that in a moment.) But is this difference inevitable? Recent initiatives, in both Norway\u003cbr>\nand the United States, suggest productive ways of building dialogue into the ways we read digital books with young children.\u003c/p>\n\u003cp>What's also often missing from the discussion is that the role of books with young children extends beyond child-caregiver bonding. We need to think more broadly about goals, including which platform best supports them.\u003c/p>\n\u003ch4>The Linguistic and Cognitive Side\u003c/h4>\n\u003cp>Before children are able to read on their own, there is much they absorb in the presence of books. Those books could be read by an adult or, in the case of digital books, through voice activation. In either case, young children might come to pair picture, written word, and spoken word with an object (such as that elephant). They also might learn about cause and effect through following a storyline.\u003c/p>\n\u003cp>We know that children’s linguistic development is bolstered by the richness of language used around them. Particularly in social contexts where young children aren't hearing a lot of vocabulary and more complex syntax, it's useful to harness additional tools to enhance kids’ learning opportunities. \u003cem>Sesame Street\u003c/em> is a resoundingly successful example of good modeling for children and adults alike. (While watching with my toddler son, I learned the word “puce” from an episode in the 1980s, where Maria went shopping for shoes.)\u003c/p>\n\u003cp>With the coming of digital books and apps, it's hardly surprising that educators and parents want to know how these materials measure up against print when it comes to language-based learning. As we'll see, many researchers are investigating this issue.\u003c/p>\n\u003ch4>The Engagement Side\u003c/h4>\n\u003cp>You've seen those parents—or been one. You're at a restaurant, and that two-year-old at the next table wont stop crying. In desperation, Dad fetches his iPhone, pulls up a cartoon video, plants the phone in front of the miserable toddler, and voilà! Peace is restored.\u003c/p>\n\u003cp>There's no question that digital technologies can be engaging. In debates between those for and against handing digital books to young children, the “con” side points to research showing children tend to focus on the device more than on the storyline or the parents trying to read with their child. All true. Does that mean such engagement is wholly negative? And how does it relate to broader senses of engagement, including cognitive or physical interaction?\u003c/p>\n\u003cp>As Natalia Kucirkova and ‘Teresa Cremin eloquently argue in their book \"Children Reading for Pleasure in the Digital Age,\" the act of reading (or being read to) is most beneficial when it includes activity on the child’s part. Importantly, this activity involves constructing meaning from what's being read, but it might also entail patting fuzzy surfaces or opening windows in a print book, or perhaps selecting music or exploring an image in a digital work.\u003c/p>\n\u003cp>Researchers have begun unpacking the varied functions print or digital books might serve for young children, particularly in the eyes of parents. Roxanne Etta surveyed more than 2,000 parents of preschoolers, asking when print or digital was more appropriate. While print was typically judged best for social experience with a child, eBooks were commonly used for entertainment or, in Etta’s term, babysitting. As the quality of eBooks continues to improve, and as parents learn ways of incorporating dialogic talk with children while using digital materials, we'll see whether these patterns shift.\u003c/p>\n\u003cfigure id=\"attachment_58303\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58303 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-800x943.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-1020x1203.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-768x906.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo.jpeg 1199w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Naomi S. Baron\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097?cc=us&lang=en&\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a>, \u003ca href=\"https://global.oup.com/academic/product/words-onscreen-9780199315765?cc=us&lang=en&\">Words Onscreen: The Fate of Reading in a Digital World\u003c/a> and \u003ca href=\"https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195313055.001.0001/acprof-9780195313055\">Always On: Language in an Online and Mobile World\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58279/in-print-or-onscreen-making-the-most-of-reading-with-young-children","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_968","mindshift_273","mindshift_21129","mindshift_20720","mindshift_20991","mindshift_152","mindshift_21128"],"featImg":"mindshift_58289","label":"mindshift"},"mindshift_57784":{"type":"posts","id":"mindshift_57784","meta":{"index":"posts_1591205157","site":"mindshift","id":"57784","score":null,"sort":[1622793637000]},"guestAuthors":[],"slug":"voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person","title":"Voice, Chat and DM: Remote Learning Tools That Make Sense In Person","publishDate":1622793637,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, many teachers were hesitant at the start of distance learning. Most saw only the new format’s deficiencies when compared to their physical classrooms. However, as educators adapted, many discovered new ways to teach literacy skills digitally. Some of these skills ended up being liberating, enlisting multi-modal forms of communication and connecting students in a uniquely online way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the school year began online in fall 2020, Sylviane Cohn’s third grade class was just beginning to develop a skill of suddenly increased importance: typing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Cohn discovered advantages to her students typing some of their assignments during virtual education. Watching her students’ writing appear on their respective Google Docs in real time meant she could provide simultaneous feedback. The process of editing on the computer — liberated from the messiness of revising on a piece of paper — made the process less burdensome and more enjoyable for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in the school year, Cohn had her students type two or three sentences of a story. One line at a time, they added dialogue, imagery or other embellishments. The process encouraged her students to try new strategies and freed them from the space constraints of a notebook page. “Over the course of a couple of weeks, they were able to create these much longer, more nuanced and detailed stories than they ever could have created in one fell swoop,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57804\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg\" alt=\"\" width=\"800\" height=\"455\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1020x580.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-160x91.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-768x437.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1536x874.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1920x1092.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM.jpg 1944w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch2>\u003cstrong>Relieving Social Anxieties via Virtual Feedback \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacey Reeder, a sixth grade ELA teacher in Cincinnati, Ohio, observed that her sixth grade students suggested edits on each other’s papers more comfortably when separated by screens. \u003c/span>The asynchronous aspect of virtual feedback not only allowed students to take their time when giving feedback, but to do it at their convenience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Virtual feedback also removed the social barriers that may prevent students from wanting peer feedback\u003cspan style=\"font-weight: 400\">. The fear of watching a classmate’s eyebrows furrow as they read was removed from the equation. Some students may have felt less anxiety when they shared personal anecdotes and didn’t have to then look their editors in the eyes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When it's not face-to-face, kids can be a little more vulnerable and a little more specific about the feedback they give, because sometimes in sixth grade, it's a social thing,” said Reeder.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how anonymity can embolden people on social media, Reeder claimed, there was a level of vulnerability that can be tapped into when writers and editors are separated by screens. Added was the security that students knew that their teacher would see all given feedback, ensuring students’ comments remained kind and helpful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After seeing the benefits, Reeder decided to keep asynchronous, online peer feedback as an option for the students who returned to her in-person classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hearing a Human Voice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her own feedback to students, Reeder began attaching audio notes to assignments. Her students appreciated the ability to hear feedback rather than just read it. Audio feedback also provided students with the option to scroll through their work while listening and to replay feedback while writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the shortened instruction time of online classes, there wasn’t enough time for every student to fully express their thoughts on the reading or participate in a class discussion. So Maribel Parenti, a third grade teacher in Redwood City, California, assigned students audio reflections between one and three minutes, depending on the depth of response necessary, on Google Classroom. Students were asked to reflect on a book’s chapter, provide summaries or explain characters’ actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much in the way students might participate in a classroom, Parenti’s students worked out their thinking by answering out loud. Parenti could check reading comprehension for every student through a metric designed to be less formal than a homework assignment or test. \u003c/span>\u003cspan style=\"font-weight: 400\">She could then give students feedback by responding to their posts with her own voice recordings, which she found faster to make than writing a response. In her feedback, Parenti could agree with a student’s argument or ask them to expand on certain points — to which her students could then upload an audio reply.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was specifically to check comprehension, centering thinking processes more than writing skills. Parenti prioritized verbal responses for her students who struggle with reading to increase their comfort with the activity. For her students at or above reading level, she would often write her responses to provide more reading practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in distance learning, Parenti assigned students handwritten responses, which she struggled to read when held up to the screen. Typed submissions stressed her students struggling with typing and spelling skills.\u003c/span> \u003cspan style=\"font-weight: 400\">She wanted to explore the different ways her class could have a conversation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through audio, she could also hear the voices of her students who tended to not participate in her virtual classroom. Her more reserved and anxious students appreciated the chance to fully participate without observation from their peers. Their responses were given and received privately.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They're just talking to themselves or to the computer and no one is seeing them,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parenti planned to still offer this participation option when her classroom becomes fully in-person: students who don’t feel comfortable sharing their thoughts in class could have the opportunity to upload them online later, privately and in their own time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parenti also provided the option for students to upload video responses on \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She called its features “Instagram for kids,” as students can add stickers, face effects and stock image backgrounds. Her students with humorous streaks appreciated the ability to sport virtual glasses and digitally change their hair colors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For one response, a student chose a newsroom background and delivered his answer with the formality of a nightly newscast anchor. Parenti shared his video with the class to provide inspiration. She watched as students shared ideas and tried out features or techniques their classmates used, receiving new insight into each student’s ingenuity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every single one of them is so different and they're so creative that I'm just like, ‘Wow,’” she said.\u003c/span>\u003c/p>\n\u003ch2>The Upside of Zoom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aeriale Johnson, a third grade teacher in San Jose, California, helped her students express their creativity through the \u003c/span>\u003ca href=\"https://kinderbender.com/2020/08/21/all-because-i-trusted-them-to-use-the-chat-box/\">\u003cspan style=\"font-weight: 400\">Zoom chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This feature specifically allowed students to participate during times when they’d regularly be unable to speak, such as when watching videos or listening to a book. Rather than hold their questions and wait to be called on — running the risk of forgetting or running out of class time — students could type their thoughts, questions and reactions as they came to them, uninterrupted, in the Zoom chat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During storytime, students put crying emojis during the book’s sad moments and heart emojis during sweet ones. When the class watched videos, Johnson joined them in the chat as they wrote what they saw, thought and wanted to learn more about. Her students asked questions about environmental issues, racial justice and the year 2020. Johnson would pause class to catch up on the chatbox feed, responding to messages and answering questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That also shows you're not just typing to a chat box for no reason, like, I value what you're saying and I think that it's important,” said Johnson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoom’s chat also includes a direct message feature, which Johnson’s students used to talk to her privately. While in-person, a student could come up to her and ask to speak one-on-one, their classmates could still observe that this took place, decreasing the situation’s privacy. With direct messaging, students could ask questions they might not feel comfortable vocalizing in front of the class or typing in the chat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright size-thumbnail wp-image-57952\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-768x768.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot.jpeg 800w\" sizes=\"(max-width: 160px) 100vw, 160px\">Harini Shyamsundar, a secondary math teacher in San Pablo, California, shared that her students appreciated the chance to use the Zoom chat during the transitions and uncertainty of virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[With] the newness of online learning and the kind of fear and uncertainty that students had around it, the ability to communicate using that chat tool, to privately communicate with the teacher to ask for help in this really not intimidating way, has been huge,” said Shyamsundar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Zoom chat as a forum space, Shyamsundar encouraged her students to describe concepts and communicate to solve problems. Her students’ ability to privately chat with her to ask for help was something she wanted to keep when her class becomes fully in-person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can maybe put it into some sort of form and I'll have it on my screen and I can answer it to the whole class,” she said. “I think it would be a really great adaptation to continue.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By March 2021, Johnson’s third grade class had started asking how to best replicate the chat box when moving back to in-person class. Her students proposed virtual tablets or whiteboards with dry-erase markers — anything that would allow them to respond quickly and occasionally use emojis.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for Thinking Visually \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristin Tufo, a middle school science teacher in Portland, Oregon, thought her students might be tired of seeing their own faces after virtual education. So she decided to transform the annual seventh and eighth grade science fair into a podcast series. The episodes tackle questions posed by kindergarteners: Why is snow white? Why is cotton candy fluffy? Why do farts smell?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without video, her students must rely on their description skills to share their discoveries and relevant scientific processes — sharpening their writing skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's good for their writing skills to have to describe things in such a way that little kids can picture it,” said Tufo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Tufo previously incorporated visuals into her teaching, her classes prior to virtual education prioritized discussion and demonstration. Wanting to provide visual aids to her lectures, she began taking notes on screen for her students to copy or use as inspiration. She included drawings, a practice known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to illustrate processes like fossilization or chemical reactions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Rather than just watching a video of something, the act of actually writing or trying to draw something that represents it should give them a higher understanding of the idea,” Tufo said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57796\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-2048x1536.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tufo turned to this process to convey her lessons and engage her students during decreased lecture times. Wanting to better imprint lessons in their minds, she encouraged her students to write their notes by hand. She cited scientific theories that visual aids and the act of physically writing assist with memory, as well as her training on the importance of the resistance of pen on paper in helping students with dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With practice, some of her students who initially lacked confidence in their artistry found they enjoyed incorporating drawings into their notes. Some began sketchnoting in their other classes, too, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57797\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-2048x1536.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though she didn’t wish to dismiss the gravity of the pandemic, Parenti expressed gratitude that virtual education forced her and other teachers out of their comfort zones and encouraged experimentation with new technologies. These experiments, she expects, will influence education moving forward, like her own third grade class’ option for asynchronous participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I have more tools under my belt that I'm going to be able to use with my students once we go back in person,” Parenti said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers learned on the fly to incorporate helpful digital tools during distance learning. Now that most are back to school in-person, they're looking for ways to hold on to what worked. ","status":"publish","parent":0,"modified":1664480327,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2001},"headData":{"title":"Voice, Chat and DM: Remote Learning Tools That Make Sense In Person - MindShift","description":"Teachers learned on the fly to incorporate helpful digital tools during distance learning. Now that most are back to school in-person, they're looking for ways to hold on to what worked. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57784 https://ww2.kqed.org/mindshift/?p=57784","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/04/voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person/","disqusTitle":"Voice, Chat and DM: Remote Learning Tools That Make Sense In Person","excludeFromSiteSearch":"Include","path":"/mindshift/57784/voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, many teachers were hesitant at the start of distance learning. Most saw only the new format’s deficiencies when compared to their physical classrooms. However, as educators adapted, many discovered new ways to teach literacy skills digitally. Some of these skills ended up being liberating, enlisting multi-modal forms of communication and connecting students in a uniquely online way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the school year began online in fall 2020, Sylviane Cohn’s third grade class was just beginning to develop a skill of suddenly increased importance: typing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Cohn discovered advantages to her students typing some of their assignments during virtual education. Watching her students’ writing appear on their respective Google Docs in real time meant she could provide simultaneous feedback. The process of editing on the computer — liberated from the messiness of revising on a piece of paper — made the process less burdensome and more enjoyable for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in the school year, Cohn had her students type two or three sentences of a story. One line at a time, they added dialogue, imagery or other embellishments. The process encouraged her students to try new strategies and freed them from the space constraints of a notebook page. “Over the course of a couple of weeks, they were able to create these much longer, more nuanced and detailed stories than they ever could have created in one fell swoop,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57804\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg\" alt=\"\" width=\"800\" height=\"455\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1020x580.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-160x91.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-768x437.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1536x874.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1920x1092.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM.jpg 1944w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch2>\u003cstrong>Relieving Social Anxieties via Virtual Feedback \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacey Reeder, a sixth grade ELA teacher in Cincinnati, Ohio, observed that her sixth grade students suggested edits on each other’s papers more comfortably when separated by screens. \u003c/span>The asynchronous aspect of virtual feedback not only allowed students to take their time when giving feedback, but to do it at their convenience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Virtual feedback also removed the social barriers that may prevent students from wanting peer feedback\u003cspan style=\"font-weight: 400\">. The fear of watching a classmate’s eyebrows furrow as they read was removed from the equation. Some students may have felt less anxiety when they shared personal anecdotes and didn’t have to then look their editors in the eyes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When it's not face-to-face, kids can be a little more vulnerable and a little more specific about the feedback they give, because sometimes in sixth grade, it's a social thing,” said Reeder.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how anonymity can embolden people on social media, Reeder claimed, there was a level of vulnerability that can be tapped into when writers and editors are separated by screens. Added was the security that students knew that their teacher would see all given feedback, ensuring students’ comments remained kind and helpful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After seeing the benefits, Reeder decided to keep asynchronous, online peer feedback as an option for the students who returned to her in-person classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hearing a Human Voice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her own feedback to students, Reeder began attaching audio notes to assignments. Her students appreciated the ability to hear feedback rather than just read it. Audio feedback also provided students with the option to scroll through their work while listening and to replay feedback while writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the shortened instruction time of online classes, there wasn’t enough time for every student to fully express their thoughts on the reading or participate in a class discussion. So Maribel Parenti, a third grade teacher in Redwood City, California, assigned students audio reflections between one and three minutes, depending on the depth of response necessary, on Google Classroom. Students were asked to reflect on a book’s chapter, provide summaries or explain characters’ actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much in the way students might participate in a classroom, Parenti’s students worked out their thinking by answering out loud. Parenti could check reading comprehension for every student through a metric designed to be less formal than a homework assignment or test. \u003c/span>\u003cspan style=\"font-weight: 400\">She could then give students feedback by responding to their posts with her own voice recordings, which she found faster to make than writing a response. In her feedback, Parenti could agree with a student’s argument or ask them to expand on certain points — to which her students could then upload an audio reply.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The assignment was specifically to check comprehension, centering thinking processes more than writing skills. Parenti prioritized verbal responses for her students who struggle with reading to increase their comfort with the activity. For her students at or above reading level, she would often write her responses to provide more reading practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in distance learning, Parenti assigned students handwritten responses, which she struggled to read when held up to the screen. Typed submissions stressed her students struggling with typing and spelling skills.\u003c/span> \u003cspan style=\"font-weight: 400\">She wanted to explore the different ways her class could have a conversation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through audio, she could also hear the voices of her students who tended to not participate in her virtual classroom. Her more reserved and anxious students appreciated the chance to fully participate without observation from their peers. Their responses were given and received privately.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They're just talking to themselves or to the computer and no one is seeing them,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parenti planned to still offer this participation option when her classroom becomes fully in-person: students who don’t feel comfortable sharing their thoughts in class could have the opportunity to upload them online later, privately and in their own time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parenti also provided the option for students to upload video responses on \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She called its features “Instagram for kids,” as students can add stickers, face effects and stock image backgrounds. Her students with humorous streaks appreciated the ability to sport virtual glasses and digitally change their hair colors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For one response, a student chose a newsroom background and delivered his answer with the formality of a nightly newscast anchor. Parenti shared his video with the class to provide inspiration. She watched as students shared ideas and tried out features or techniques their classmates used, receiving new insight into each student’s ingenuity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every single one of them is so different and they're so creative that I'm just like, ‘Wow,’” she said.\u003c/span>\u003c/p>\n\u003ch2>The Upside of Zoom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aeriale Johnson, a third grade teacher in San Jose, California, helped her students express their creativity through the \u003c/span>\u003ca href=\"https://kinderbender.com/2020/08/21/all-because-i-trusted-them-to-use-the-chat-box/\">\u003cspan style=\"font-weight: 400\">Zoom chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This feature specifically allowed students to participate during times when they’d regularly be unable to speak, such as when watching videos or listening to a book. Rather than hold their questions and wait to be called on — running the risk of forgetting or running out of class time — students could type their thoughts, questions and reactions as they came to them, uninterrupted, in the Zoom chat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During storytime, students put crying emojis during the book’s sad moments and heart emojis during sweet ones. When the class watched videos, Johnson joined them in the chat as they wrote what they saw, thought and wanted to learn more about. Her students asked questions about environmental issues, racial justice and the year 2020. Johnson would pause class to catch up on the chatbox feed, responding to messages and answering questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That also shows you're not just typing to a chat box for no reason, like, I value what you're saying and I think that it's important,” said Johnson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoom’s chat also includes a direct message feature, which Johnson’s students used to talk to her privately. While in-person, a student could come up to her and ask to speak one-on-one, their classmates could still observe that this took place, decreasing the situation’s privacy. With direct messaging, students could ask questions they might not feel comfortable vocalizing in front of the class or typing in the chat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright size-thumbnail wp-image-57952\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-768x768.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot.jpeg 800w\" sizes=\"(max-width: 160px) 100vw, 160px\">Harini Shyamsundar, a secondary math teacher in San Pablo, California, shared that her students appreciated the chance to use the Zoom chat during the transitions and uncertainty of virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[With] the newness of online learning and the kind of fear and uncertainty that students had around it, the ability to communicate using that chat tool, to privately communicate with the teacher to ask for help in this really not intimidating way, has been huge,” said Shyamsundar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Zoom chat as a forum space, Shyamsundar encouraged her students to describe concepts and communicate to solve problems. Her students’ ability to privately chat with her to ask for help was something she wanted to keep when her class becomes fully in-person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can maybe put it into some sort of form and I'll have it on my screen and I can answer it to the whole class,” she said. “I think it would be a really great adaptation to continue.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By March 2021, Johnson’s third grade class had started asking how to best replicate the chat box when moving back to in-person class. Her students proposed virtual tablets or whiteboards with dry-erase markers — anything that would allow them to respond quickly and occasionally use emojis.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for Thinking Visually \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristin Tufo, a middle school science teacher in Portland, Oregon, thought her students might be tired of seeing their own faces after virtual education. So she decided to transform the annual seventh and eighth grade science fair into a podcast series. The episodes tackle questions posed by kindergarteners: Why is snow white? Why is cotton candy fluffy? Why do farts smell?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without video, her students must rely on their description skills to share their discoveries and relevant scientific processes — sharpening their writing skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's good for their writing skills to have to describe things in such a way that little kids can picture it,” said Tufo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Tufo previously incorporated visuals into her teaching, her classes prior to virtual education prioritized discussion and demonstration. Wanting to provide visual aids to her lectures, she began taking notes on screen for her students to copy or use as inspiration. She included drawings, a practice known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to illustrate processes like fossilization or chemical reactions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Rather than just watching a video of something, the act of actually writing or trying to draw something that represents it should give them a higher understanding of the idea,” Tufo said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57796\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-2048x1536.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tufo turned to this process to convey her lessons and engage her students during decreased lecture times. Wanting to better imprint lessons in their minds, she encouraged her students to write their notes by hand. She cited scientific theories that visual aids and the act of physically writing assist with memory, as well as her training on the importance of the resistance of pen on paper in helping students with dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With practice, some of her students who initially lacked confidence in their artistry found they enjoyed incorporating drawings into their notes. Some began sketchnoting in their other classes, too, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57797\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-2048x1536.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though she didn’t wish to dismiss the gravity of the pandemic, Parenti expressed gratitude that virtual education forced her and other teachers out of their comfort zones and encouraged experimentation with new technologies. These experiments, she expects, will influence education moving forward, like her own third grade class’ option for asynchronous participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I have more tools under my belt that I'm going to be able to use with my students once we go back in person,” Parenti said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57784/voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_968","mindshift_358","mindshift_480","mindshift_21347"],"featImg":"mindshift_57951","label":"mindshift"},"mindshift_57830":{"type":"posts","id":"mindshift_57830","meta":{"index":"posts_1591205157","site":"mindshift","id":"57830","score":null,"sort":[1620629634000]},"guestAuthors":[],"slug":"fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff","title":"Fandom Can Be A Lot Like High School — Here's How To Avoid The Bad Stuff","publishDate":1620629634,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The first thing Kristen Lopez remembers being a fan of is Disney, specifically the \u003cem>Pirates of the Caribbean\u003c/em> movies.\u003c/p>\n\u003cp>\"I remember celebrating my birthday ... and we all went and saw it, full disclosure, I saw \u003cem>Pirates of the Caribbean\u003c/em> 16 times in theaters to the point that I could memorize swaths of this movie,\" she says. \"I look back on it now and I was like, 'god we were nerds,' but there was a lot of fun to it ... it was a feeling of understanding and camaraderie with my friends, they definitely understood and didn't look down on me.\"\u003c/p>\n\u003cp>Growing up disabled, Lopez says places like Disneyland gave her \"the sense of possibility and no barriers.\" Other fandoms — like Turner Classic Movies — came later; Lopez says that becoming part of the supportive TCM fandom felt \"like the best parts of high school, where you feel that acceptance and people like what you like, and you don't really have to explain or justify it.\"\u003c/p>\n\u003cp>But fandom has a darker side as well. When Lopez \u003ca href=\"https://www.thedailybeast.com/marvels-ant-man-and-the-wasp-and-hollywoods-misunderstanding-of-disability-2\">wrote about the portrayal of chronic pain in 2018's \u003cem>Ant-Man and the Wasp\u003c/em>\u003c/a>, she got several days of vitriol online, including rape threats.\u003c/p>\n\u003cp>\"There's the people that love to troll and that love to stir the pot, but then there's also the people that feel very defensive about the fandom communities that they love, and feel that any criticism is a criticism of them,\" she says. \"I get very nervous when I'm talking about genre things that I know have a very deep fandom, and it's like, 'great they're going to be mad at me ... talking about this.' ... That happens a lot professionally.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how do fans navigate these communities, to find the good parts while being aware of the bad?\u003c/p>\n\u003cp>Amy Ratcliffe, managing editor for the pop culture site Nerdist, addresses this as part of her new book, \u003ca href=\"https://www.hachettebookgroup.com/titles/amy-ratcliffe/a-kids-guide-to-fandom/9780762498772\">\u003cem>A Kid's Guide to Fandom\u003c/em>\u003c/a>\u003cem>. \u003c/em>She says it's the book that she wishes she could have had when she was a young fan looking for others like her. Ratcliffe remembers growing up as a fan of the \u003ca href=\"https://www.npr.org/2013/01/06/168627939/for-wheel-of-time-fans-the-last-battle-is-at-hand\">Wheel of Time\u003c/a> series, using her family's dial-up internet to visit online forums.\u003c/p>\n\u003cp>She says her objective is for kids to be aware of fandom, \"that other people like the same things that you like ... even if it's one other person, like you're not alone.\"\u003c/p>\n\u003cp>\"I still hear stories about \u003ca href=\"https://www.usatoday.com/story/life/allthemoms/2018/03/30/mark-hamill-star-wars-twitter-girl-bullied/34927491/\">young girls being bullied because they like Star Wars\u003c/a>; they think they're the only kid,\" she says. \"It's about teaching kids that there are ... many other people who like the same things that they do in the same enthusiastic ways and hopefully, helping kids feel more comfortable and confident.\"\u003c/p>\n\u003ch2>\u003cstrong>No one gets to decide who is a \"real\" fan\u003c/strong>\u003c/h2>\n\u003cp>Ratcliffe explains in her book that some fans can become gatekeepers, people who want to decide who is or is not a \"real fan.\" Fans, she says, should never have to prove themselves.\u003c/p>\n\u003cp>Ratcliffe herself has run into gatekeepers; once, at a \u003cem>Star Wars\u003c/em> convention, a man saw her Rebel Alliance tattoo, \"looked at the tattoo, looked at my then-boyfriend who was with me, and was like ... completely serious by the way, no sarcasm, like, 'oh that was really nice of you to get that tattoo for your boyfriend.'\"\u003c/p>\n\u003cp>Her advice for younger fans who want to find communities is to start with groups or places that they know: a local library, or a game shop they go to with their family; to trust their instincts when they feel something is off; and to get an older sibling, a parent, or guardian involved.\u003c/p>\n\u003ch2>\u003cstrong>Think critically about the work you like\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/mackmactalksback/?hl=en\">Mackenzie MacDade\u003c/a> has thought a lot about this too, as someone who is deeply engaged with fandom and is a diversity and inclusion consultant for, among other things, \u003ca href=\"https://www.instagram.com/p/CLIEyk2DCEY/\">\u003cem>Buffering the Vampire Slayer\u003c/em>\u003c/a>, a podcast about \u003cem>Buffy the Vampire Slayer\u003c/em>; and \u003ca href=\"https://twitter.com/Gingerhazing/status/1300904455064268801\">Noelle Stevenson\u003c/a>, creator of the Netflix show \u003cem>She-Ra and the Princesses of Power. \u003c/em>\u003c/p>\n\u003cp>\"The first thing I start with, whether kids or adult, is: Do not passively consume media,\" she says. She explains that means people should think critically about what is portrayed, be aware of problems either in the fictional world or how creators and stars behave, and then decide to enjoy the work anyway if that is what they want.\u003c/p>\n\u003cp>As an example, she brings up the relationship between Rey and Kylo Ren in the most recent \u003cem>Star Wars\u003c/em> movies — \u003ca href=\"https://archiveofourown.org/tags/Rey*s*Ben%20Solo%20%7C%20Kylo%20Ren/works\">a favorite topic for fan fiction writers.\u003c/a>\u003c/p>\n\u003cp>\"If we look at how Kylo and Rey interact, is that a way that you would actually want to interact with someone and then date them? Would you feel comfortable and safe doing that? No? Great. You understand, then feel free to read the fic anyway if that's what you want to do.\"\u003c/p>\n\u003cp>\"Don't watch it and just think, 'oh, this is just entertainment', because popular culture shapes our culture whether we want to admit that or not,\" she says. \"Now, we kind of do shape popular culture, but for the most part, the messages that we get from popular culture are internalized and often played out.\"\u003c/p>\n\u003ch2>\u003cstrong>What are the creators doing?\u003c/strong>\u003c/h2>\n\u003cp>MacDade adds fans can also look to the creators, or people involved in a movie or TV show or book series, to get a sense of how they interact with fans.\u003c/p>\n\u003cp>\"What the best creators do: they create a sandbox, they build a couple of castles and they let it go, and they let people play and have fun,\" she says. \"That's how you find the best fandoms, I think, you look at what is the creator doing, how do they feel about it.\"\u003c/p>\n\u003cp>She cites the example of Rick Riordan, creator of the Percy Jackson book series, who promotes fan creations, and extended the his fictional universe by \u003ca href=\"https://rickriordan.com/rick-riordan-presents/\">working with authors from different backgrounds to write about the gods in their cultures.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://tracydeonn.com/\">Tracy Deonn\u003c/a>, author and creator of the \u003ca href=\"https://www.simonandschuster.com/books/Legendborn/Tracy-Deonn/The-Legendborn-Cycle/9781534441606\">Legendborn\u003c/a> fantasy book series, thought specifically about future fans while writing her book. She says there are moments that she chose not to write because it might be something that people might enjoy writing as fan fiction.\u003c/p>\n\u003cp>\"It's sort of my love letter, my thank you back to the fandom community, creating the little pockets ... fans will often find the crack in a story, and I like to say they get in like water and expand like ice,\" she says.\u003c/p>\n\u003cp>\"That organic growth is why people stick around,\" she says.\u003c/p>\n\u003ch2>\u003cstrong>Fandom is an identity you choose for yourself\u003c/strong>\u003c/h2>\n\u003cp>Deonn's advice to fans is to find the people who enjoy something in the same way they do, to know there are probably other people like that out there, and to remember that their relationship to a work is special.\u003c/p>\n\u003cp>\"I think about how many different identities are applied to individuals from external sources ... I'm walking down the street, I'm minding my own business, someone else externally refers to me as a Black woman, and then that comes with a whole lot of historical, social, cultural weight depending on who that person is and what they're looking at,\" she says. \"Fandom is something that is pure choice: no one can really call you a fan of something just based on an external visual. Even if I'm walking down the street wearing a Leia costume, someone could call me that but they don't fully understand my engagement with the story. That feels like something really personal and empowering ...when someone claims for themselves that they're a fan of something.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alan Yu reports on science for \u003c/em>\u003ca href=\"https://urldefense.com/v3/__http:/whyy.org/news__;!!Iwwt!F5a3WhLrddASgSnD2Go9phtvWuVuuX1kk0awnJ1tcRX5ZXuaFCCaliZ4_H8%24\">\u003cem>WHYY in Philadelphia\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fandom+Can+Be+A+Lot+Like+High+School+%E2%80%94+Here%27s+How+To+Avoid+The+Bad+Stuff&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Finding a supportive fandom — a group of people who love what you love — is a great experience. But some fan communities can be toxic, so here are a few tips for kids looking for fan connections.","status":"publish","parent":0,"modified":1620629634,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1312},"headData":{"title":"Fandom Can Be A Lot Like High School — Here's How To Avoid The Bad Stuff - MindShift","description":"Finding a supportive fandom — a group of people who love what you love — is a great experience. But some fan communities can be toxic, so here are a few tips for kids looking for fan connections.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57830 https://ww2.kqed.org/mindshift/?p=57830","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/09/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff/","disqusTitle":"Fandom Can Be A Lot Like High School — Here's How To Avoid The Bad Stuff","nprByline":"Alan Yu","nprImageAgency":"Running Press Kids","nprStoryId":"994850492","nprApiLink":"http://api.npr.org/query?id=994850492&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/05/09/994850492/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff?ft=nprml&f=994850492","nprRetrievedStory":"1","nprPubDate":"Sun, 09 May 2021 13:25:00 -0400","nprStoryDate":"Sun, 09 May 2021 05:00:00 -0400","nprLastModifiedDate":"Sun, 09 May 2021 13:25:36 -0400","path":"/mindshift/57830/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first thing Kristen Lopez remembers being a fan of is Disney, specifically the \u003cem>Pirates of the Caribbean\u003c/em> movies.\u003c/p>\n\u003cp>\"I remember celebrating my birthday ... and we all went and saw it, full disclosure, I saw \u003cem>Pirates of the Caribbean\u003c/em> 16 times in theaters to the point that I could memorize swaths of this movie,\" she says. \"I look back on it now and I was like, 'god we were nerds,' but there was a lot of fun to it ... it was a feeling of understanding and camaraderie with my friends, they definitely understood and didn't look down on me.\"\u003c/p>\n\u003cp>Growing up disabled, Lopez says places like Disneyland gave her \"the sense of possibility and no barriers.\" Other fandoms — like Turner Classic Movies — came later; Lopez says that becoming part of the supportive TCM fandom felt \"like the best parts of high school, where you feel that acceptance and people like what you like, and you don't really have to explain or justify it.\"\u003c/p>\n\u003cp>But fandom has a darker side as well. When Lopez \u003ca href=\"https://www.thedailybeast.com/marvels-ant-man-and-the-wasp-and-hollywoods-misunderstanding-of-disability-2\">wrote about the portrayal of chronic pain in 2018's \u003cem>Ant-Man and the Wasp\u003c/em>\u003c/a>, she got several days of vitriol online, including rape threats.\u003c/p>\n\u003cp>\"There's the people that love to troll and that love to stir the pot, but then there's also the people that feel very defensive about the fandom communities that they love, and feel that any criticism is a criticism of them,\" she says. \"I get very nervous when I'm talking about genre things that I know have a very deep fandom, and it's like, 'great they're going to be mad at me ... talking about this.' ... That happens a lot professionally.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So how do fans navigate these communities, to find the good parts while being aware of the bad?\u003c/p>\n\u003cp>Amy Ratcliffe, managing editor for the pop culture site Nerdist, addresses this as part of her new book, \u003ca href=\"https://www.hachettebookgroup.com/titles/amy-ratcliffe/a-kids-guide-to-fandom/9780762498772\">\u003cem>A Kid's Guide to Fandom\u003c/em>\u003c/a>\u003cem>. \u003c/em>She says it's the book that she wishes she could have had when she was a young fan looking for others like her. Ratcliffe remembers growing up as a fan of the \u003ca href=\"https://www.npr.org/2013/01/06/168627939/for-wheel-of-time-fans-the-last-battle-is-at-hand\">Wheel of Time\u003c/a> series, using her family's dial-up internet to visit online forums.\u003c/p>\n\u003cp>She says her objective is for kids to be aware of fandom, \"that other people like the same things that you like ... even if it's one other person, like you're not alone.\"\u003c/p>\n\u003cp>\"I still hear stories about \u003ca href=\"https://www.usatoday.com/story/life/allthemoms/2018/03/30/mark-hamill-star-wars-twitter-girl-bullied/34927491/\">young girls being bullied because they like Star Wars\u003c/a>; they think they're the only kid,\" she says. \"It's about teaching kids that there are ... many other people who like the same things that they do in the same enthusiastic ways and hopefully, helping kids feel more comfortable and confident.\"\u003c/p>\n\u003ch2>\u003cstrong>No one gets to decide who is a \"real\" fan\u003c/strong>\u003c/h2>\n\u003cp>Ratcliffe explains in her book that some fans can become gatekeepers, people who want to decide who is or is not a \"real fan.\" Fans, she says, should never have to prove themselves.\u003c/p>\n\u003cp>Ratcliffe herself has run into gatekeepers; once, at a \u003cem>Star Wars\u003c/em> convention, a man saw her Rebel Alliance tattoo, \"looked at the tattoo, looked at my then-boyfriend who was with me, and was like ... completely serious by the way, no sarcasm, like, 'oh that was really nice of you to get that tattoo for your boyfriend.'\"\u003c/p>\n\u003cp>Her advice for younger fans who want to find communities is to start with groups or places that they know: a local library, or a game shop they go to with their family; to trust their instincts when they feel something is off; and to get an older sibling, a parent, or guardian involved.\u003c/p>\n\u003ch2>\u003cstrong>Think critically about the work you like\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/mackmactalksback/?hl=en\">Mackenzie MacDade\u003c/a> has thought a lot about this too, as someone who is deeply engaged with fandom and is a diversity and inclusion consultant for, among other things, \u003ca href=\"https://www.instagram.com/p/CLIEyk2DCEY/\">\u003cem>Buffering the Vampire Slayer\u003c/em>\u003c/a>, a podcast about \u003cem>Buffy the Vampire Slayer\u003c/em>; and \u003ca href=\"https://twitter.com/Gingerhazing/status/1300904455064268801\">Noelle Stevenson\u003c/a>, creator of the Netflix show \u003cem>She-Ra and the Princesses of Power. \u003c/em>\u003c/p>\n\u003cp>\"The first thing I start with, whether kids or adult, is: Do not passively consume media,\" she says. She explains that means people should think critically about what is portrayed, be aware of problems either in the fictional world or how creators and stars behave, and then decide to enjoy the work anyway if that is what they want.\u003c/p>\n\u003cp>As an example, she brings up the relationship between Rey and Kylo Ren in the most recent \u003cem>Star Wars\u003c/em> movies — \u003ca href=\"https://archiveofourown.org/tags/Rey*s*Ben%20Solo%20%7C%20Kylo%20Ren/works\">a favorite topic for fan fiction writers.\u003c/a>\u003c/p>\n\u003cp>\"If we look at how Kylo and Rey interact, is that a way that you would actually want to interact with someone and then date them? Would you feel comfortable and safe doing that? No? Great. You understand, then feel free to read the fic anyway if that's what you want to do.\"\u003c/p>\n\u003cp>\"Don't watch it and just think, 'oh, this is just entertainment', because popular culture shapes our culture whether we want to admit that or not,\" she says. \"Now, we kind of do shape popular culture, but for the most part, the messages that we get from popular culture are internalized and often played out.\"\u003c/p>\n\u003ch2>\u003cstrong>What are the creators doing?\u003c/strong>\u003c/h2>\n\u003cp>MacDade adds fans can also look to the creators, or people involved in a movie or TV show or book series, to get a sense of how they interact with fans.\u003c/p>\n\u003cp>\"What the best creators do: they create a sandbox, they build a couple of castles and they let it go, and they let people play and have fun,\" she says. \"That's how you find the best fandoms, I think, you look at what is the creator doing, how do they feel about it.\"\u003c/p>\n\u003cp>She cites the example of Rick Riordan, creator of the Percy Jackson book series, who promotes fan creations, and extended the his fictional universe by \u003ca href=\"https://rickriordan.com/rick-riordan-presents/\">working with authors from different backgrounds to write about the gods in their cultures.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://tracydeonn.com/\">Tracy Deonn\u003c/a>, author and creator of the \u003ca href=\"https://www.simonandschuster.com/books/Legendborn/Tracy-Deonn/The-Legendborn-Cycle/9781534441606\">Legendborn\u003c/a> fantasy book series, thought specifically about future fans while writing her book. She says there are moments that she chose not to write because it might be something that people might enjoy writing as fan fiction.\u003c/p>\n\u003cp>\"It's sort of my love letter, my thank you back to the fandom community, creating the little pockets ... fans will often find the crack in a story, and I like to say they get in like water and expand like ice,\" she says.\u003c/p>\n\u003cp>\"That organic growth is why people stick around,\" she says.\u003c/p>\n\u003ch2>\u003cstrong>Fandom is an identity you choose for yourself\u003c/strong>\u003c/h2>\n\u003cp>Deonn's advice to fans is to find the people who enjoy something in the same way they do, to know there are probably other people like that out there, and to remember that their relationship to a work is special.\u003c/p>\n\u003cp>\"I think about how many different identities are applied to individuals from external sources ... I'm walking down the street, I'm minding my own business, someone else externally refers to me as a Black woman, and then that comes with a whole lot of historical, social, cultural weight depending on who that person is and what they're looking at,\" she says. \"Fandom is something that is pure choice: no one can really call you a fan of something just based on an external visual. Even if I'm walking down the street wearing a Leia costume, someone could call me that but they don't fully understand my engagement with the story. That feels like something really personal and empowering ...when someone claims for themselves that they're a fan of something.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Alan Yu reports on science for \u003c/em>\u003ca href=\"https://urldefense.com/v3/__http:/whyy.org/news__;!!Iwwt!F5a3WhLrddASgSnD2Go9phtvWuVuuX1kk0awnJ1tcRX5ZXuaFCCaliZ4_H8%24\">\u003cem>WHYY in Philadelphia\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fandom+Can+Be+A+Lot+Like+High+School+%E2%80%94+Here%27s+How+To+Avoid+The+Bad+Stuff&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57830/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff","authors":["byline_mindshift_57830"],"categories":["mindshift_192"],"tags":["mindshift_73","mindshift_968","mindshift_273","mindshift_403","mindshift_21432","mindshift_21433"],"featImg":"mindshift_57831","label":"mindshift"},"mindshift_57665":{"type":"posts","id":"mindshift_57665","meta":{"index":"posts_1591205157","site":"mindshift","id":"57665","score":null,"sort":[1617206914000]},"guestAuthors":[],"slug":"as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","title":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","publishDate":1617206914,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At \u003ca href=\"https://www.pcsb.org/countryside-hs\">Countryside High School\u003c/a> in Clearwater, Fla., 16-year-old Sage Waite is already taking a class in cybersecurity, and she'd welcome one that's in the works on cyber disinformation.\u003c/p>\n\u003cp>\"For the longest time, I didn't actually know what disinformation was,\" said Waite, who's in the 11th grade. \"There was always the idea that things could be wrong in what you're hearing and what you're being told. But the idea of misinformation and disinformation wasn't in my day-to-day.\"\u003c/p>\n\u003cp>This past year, she says, has been an eye-opener. Particularly the COVID-19 pandemic.\u003c/p>\n\u003cp>\"The whole, 'Don't get your kids vaccinated because it could cause all sorts of things,' stuff like that. It's like, well, where did that come from?\" she said. \"My friends and I definitely started looking into stuff more and doing more research after that.\"\u003c/p>\n\u003cp>A new program on \"digital literacy,\" with a focus on topics like disinformation, is in the pipeline, thanks in part to \u003ca href=\"https://cyberflorida.org/news/michael-mike-mcconnell-another-cyber-wake-up-call-but-florida-is-up-early/\">Mike McConnell\u003c/a>. His long career in national security included one stint as the director of national intelligence (2007-'09) and another as head of the National Security Agency (1992-'96).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At age 77, McConnell is now working to combat false information aimed at young people.\u003c/p>\n\u003cp>\"We need to understand this so we can appreciate what's happening to us, and be able to not only understand it, to be able to navigate through it,\" McConnell said. \"That's what I call digital literacy.\"\u003c/p>\n\u003cp>McConnell is executive director of \u003ca href=\"https://cyberflorida.org/\">Cyber Florida\u003c/a>, which is based at the University of South Florida in Tampa. The group works with kids throughout the state at universities, high schools, and even those in younger grades.\u003c/p>\n\u003cp>\u003cstrong>Expanding the program\u003c/strong>\u003c/p>\n\u003cp>Cyber Florida helped set up the cybersecurity program now being taught at many Florida schools. The new project, \u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">Cyber Citizenship\u003c/a>, is even more ambitious.\u003c/p>\n\u003cp>\"We think if we can do this for Florida, we can replicate it across the nation,\" he said.\u003c/p>\n\u003cp>Separating fact from fiction online is a major challenge for the country as a whole, as evidenced by the swirling claims surrounding last year's presidential election and the ongoing pandemic.\u003c/p>\n\u003cp>Yet schools nationwide are still trying to figure out how to teach digital skills to a younger generation that increasingly lives, studies and plays online.\u003c/p>\n\u003cp>At Countryside High School, computer teacher \u003ca href=\"https://www.pcsb.org/site/default.aspx?PageType=3&DomainID=107&ModuleInstanceID=42376&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=80592&PageID=207\">Jason Felt\u003c/a> stresses that he steers clear of politics, but does have informal discussions on how disinformation is weaponized.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=kAWEcWM1X_c&feature=emb_imp_woyt\u003c/p>\n\u003cp>\"One of the things I've talked to my students about are nation-state actors, and how nation-state actors try to attack the United States, create websites, web servers, and that people will pass the information around,\" he said.\u003c/p>\n\u003cp>The U.S. intelligence community found that in both the 2020 and 2016 elections, Russia employed a range of online methods in an attempt to help former President Donald Trump, and undermine his Democratic rivals, Hillary Clinton and President Biden.\u003c/p>\n\u003cp>Felt said he mostly teaches kids who already have good computer skills, and some are preparing for a career in the tech industry.\u003c/p>\n\u003cp>\u003cstrong>Teaching all grades\u003c/strong>\u003c/p>\n\u003cp>The expanded program now in the works aims to make digital literacy something all Florida students get, at several grade levels, before they finish high school.\u003c/p>\n\u003cp>Another key partner in this project is \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/launching-first-ever-cyber-citizenship-partnership-support-educators-build-resilience-disinformation/\">New America\u003c/a>. The Washington think tank is curating dozens of the most promising online tools and building a site designed to be user-friendly for teachers, parents and school systems nationwide.\u003c/p>\n\u003cp>\"What we want to do with this project is create a one stop-shop, a searchable database,\" said \u003ca href=\"https://www.newamerica.org/our-people/lisa-guernsey/\">Lisa Guernsey\u003c/a>, head of the Teaching, Learning, & Tech program at New America. \"We're designing it for Florida educators first. But from the beginning, we'll also make sure it's open to all educators across the country.\"\u003c/p>\n\u003cp>New America plans to have this portal up on its website by summer. Teachers and school districts could search for the material that best suits their needs, Guernsey said.\u003c/p>\n\u003cp>\"Sometimes a teacher may just want to help students understand what deep fakes are,\" she said. \"In other cases, a teacher may want to spend several weeks talking about what it means to verify sources.\"\u003c/p>\n\u003cp>There's no date yet for the cyber disinformation classes in Florida, but teacher Jason Felt says it can't come soon enough.\u003c/p>\n\u003cp>\"The Internet is a wonderful tool. It's connected us in a way that's never really been seen before. But it's a blessing and it's also a curse.\"\u003c/p>\n\u003cp>Teaching students the difference, he says, is a huge challenge.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The partners for the \u003c/em>\u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">\u003cem>Cyber Citizenship\u003c/em>\u003c/a>\u003cem> project are in the process of compiling a full database of online resources. So far, they say, they will likely include resources such as \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/get.checkology.org/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuI0wVzt8%24\">\u003cem>Checkology\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/www.irex.org/project/learn-discern-l2d-media-literacy-training__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuGExhBVQ%24\">\u003cem>Learn to Discern\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/harmonysquare.game/books/default/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu7fgKE9Q%24\">\u003cem>Breaking Harmony Square\u003c/em>\u003c/a>\u003cem>, and \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/cor.stanford.edu/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu_y37s6Y%24\">\u003cem>COR: Civic Online Reasoning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Follow Greg Myre \u003c/em>\u003ca href=\"https://twitter.com/gregmyre1\">\u003cem>@gregmyre1\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Bad+Information+Spreads%2C+Florida+Schools+Seek+To+Teach+%27Digital+Literacy%27+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many Florida high schools now teach a cybersecurity program. There's a larger plan to help students figure out what is and isn't true online. Organizers hope it will become a nationwide model.","status":"publish","parent":0,"modified":1617379778,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":838},"headData":{"title":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy - MindShift","description":"Many Florida high schools now teach a cybersecurity program. There's a larger plan to help students figure out what is and isn't true online. Organizers hope it will become a nationwide model.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57665 https://ww2.kqed.org/mindshift/?p=57665","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/31/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy/","disqusTitle":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","nprByline":"Greg Myre","nprImageAgency":"Hayley Rosenberg","nprStoryId":"980405254","nprApiLink":"http://api.npr.org/query?id=980405254&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/30/980405254/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy?ft=nprml&f=980405254","nprRetrievedStory":"1","nprPubDate":"Wed, 31 Mar 2021 01:26:00 -0400","nprStoryDate":"Tue, 30 Mar 2021 05:02:00 -0400","nprLastModifiedDate":"Tue, 30 Mar 2021 16:21:19 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210330_me_as_bad_information_spreads_florida_schools_seek_to_teach_digital_literacy_.mp3?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","nprAudioM3u":"http://api.npr.org/m3u/1982599339-24d25f.m3u?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","path":"/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210330_me_as_bad_information_spreads_florida_schools_seek_to_teach_digital_literacy_.mp3?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At \u003ca href=\"https://www.pcsb.org/countryside-hs\">Countryside High School\u003c/a> in Clearwater, Fla., 16-year-old Sage Waite is already taking a class in cybersecurity, and she'd welcome one that's in the works on cyber disinformation.\u003c/p>\n\u003cp>\"For the longest time, I didn't actually know what disinformation was,\" said Waite, who's in the 11th grade. \"There was always the idea that things could be wrong in what you're hearing and what you're being told. But the idea of misinformation and disinformation wasn't in my day-to-day.\"\u003c/p>\n\u003cp>This past year, she says, has been an eye-opener. Particularly the COVID-19 pandemic.\u003c/p>\n\u003cp>\"The whole, 'Don't get your kids vaccinated because it could cause all sorts of things,' stuff like that. It's like, well, where did that come from?\" she said. \"My friends and I definitely started looking into stuff more and doing more research after that.\"\u003c/p>\n\u003cp>A new program on \"digital literacy,\" with a focus on topics like disinformation, is in the pipeline, thanks in part to \u003ca href=\"https://cyberflorida.org/news/michael-mike-mcconnell-another-cyber-wake-up-call-but-florida-is-up-early/\">Mike McConnell\u003c/a>. His long career in national security included one stint as the director of national intelligence (2007-'09) and another as head of the National Security Agency (1992-'96).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At age 77, McConnell is now working to combat false information aimed at young people.\u003c/p>\n\u003cp>\"We need to understand this so we can appreciate what's happening to us, and be able to not only understand it, to be able to navigate through it,\" McConnell said. \"That's what I call digital literacy.\"\u003c/p>\n\u003cp>McConnell is executive director of \u003ca href=\"https://cyberflorida.org/\">Cyber Florida\u003c/a>, which is based at the University of South Florida in Tampa. The group works with kids throughout the state at universities, high schools, and even those in younger grades.\u003c/p>\n\u003cp>\u003cstrong>Expanding the program\u003c/strong>\u003c/p>\n\u003cp>Cyber Florida helped set up the cybersecurity program now being taught at many Florida schools. The new project, \u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">Cyber Citizenship\u003c/a>, is even more ambitious.\u003c/p>\n\u003cp>\"We think if we can do this for Florida, we can replicate it across the nation,\" he said.\u003c/p>\n\u003cp>Separating fact from fiction online is a major challenge for the country as a whole, as evidenced by the swirling claims surrounding last year's presidential election and the ongoing pandemic.\u003c/p>\n\u003cp>Yet schools nationwide are still trying to figure out how to teach digital skills to a younger generation that increasingly lives, studies and plays online.\u003c/p>\n\u003cp>At Countryside High School, computer teacher \u003ca href=\"https://www.pcsb.org/site/default.aspx?PageType=3&DomainID=107&ModuleInstanceID=42376&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=80592&PageID=207\">Jason Felt\u003c/a> stresses that he steers clear of politics, but does have informal discussions on how disinformation is weaponized.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kAWEcWM1X_c'\n title='//www.youtube.com/embed/kAWEcWM1X_c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"One of the things I've talked to my students about are nation-state actors, and how nation-state actors try to attack the United States, create websites, web servers, and that people will pass the information around,\" he said.\u003c/p>\n\u003cp>The U.S. intelligence community found that in both the 2020 and 2016 elections, Russia employed a range of online methods in an attempt to help former President Donald Trump, and undermine his Democratic rivals, Hillary Clinton and President Biden.\u003c/p>\n\u003cp>Felt said he mostly teaches kids who already have good computer skills, and some are preparing for a career in the tech industry.\u003c/p>\n\u003cp>\u003cstrong>Teaching all grades\u003c/strong>\u003c/p>\n\u003cp>The expanded program now in the works aims to make digital literacy something all Florida students get, at several grade levels, before they finish high school.\u003c/p>\n\u003cp>Another key partner in this project is \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/launching-first-ever-cyber-citizenship-partnership-support-educators-build-resilience-disinformation/\">New America\u003c/a>. The Washington think tank is curating dozens of the most promising online tools and building a site designed to be user-friendly for teachers, parents and school systems nationwide.\u003c/p>\n\u003cp>\"What we want to do with this project is create a one stop-shop, a searchable database,\" said \u003ca href=\"https://www.newamerica.org/our-people/lisa-guernsey/\">Lisa Guernsey\u003c/a>, head of the Teaching, Learning, & Tech program at New America. \"We're designing it for Florida educators first. But from the beginning, we'll also make sure it's open to all educators across the country.\"\u003c/p>\n\u003cp>New America plans to have this portal up on its website by summer. Teachers and school districts could search for the material that best suits their needs, Guernsey said.\u003c/p>\n\u003cp>\"Sometimes a teacher may just want to help students understand what deep fakes are,\" she said. \"In other cases, a teacher may want to spend several weeks talking about what it means to verify sources.\"\u003c/p>\n\u003cp>There's no date yet for the cyber disinformation classes in Florida, but teacher Jason Felt says it can't come soon enough.\u003c/p>\n\u003cp>\"The Internet is a wonderful tool. It's connected us in a way that's never really been seen before. But it's a blessing and it's also a curse.\"\u003c/p>\n\u003cp>Teaching students the difference, he says, is a huge challenge.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The partners for the \u003c/em>\u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">\u003cem>Cyber Citizenship\u003c/em>\u003c/a>\u003cem> project are in the process of compiling a full database of online resources. So far, they say, they will likely include resources such as \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/get.checkology.org/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuI0wVzt8%24\">\u003cem>Checkology\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/www.irex.org/project/learn-discern-l2d-media-literacy-training__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuGExhBVQ%24\">\u003cem>Learn to Discern\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/harmonysquare.game/books/default/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu7fgKE9Q%24\">\u003cem>Breaking Harmony Square\u003c/em>\u003c/a>\u003cem>, and \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/cor.stanford.edu/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu_y37s6Y%24\">\u003cem>COR: Civic Online Reasoning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Follow Greg Myre \u003c/em>\u003ca href=\"https://twitter.com/gregmyre1\">\u003cem>@gregmyre1\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Bad+Information+Spreads%2C+Florida+Schools+Seek+To+Teach+%27Digital+Literacy%27+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","authors":["byline_mindshift_57665"],"categories":["mindshift_195"],"tags":["mindshift_843","mindshift_968","mindshift_21424","mindshift_122"],"featImg":"mindshift_57666","label":"mindshift"},"mindshift_55625":{"type":"posts","id":"mindshift_55625","meta":{"index":"posts_1591205157","site":"mindshift","id":"55625","score":null,"sort":[1585204687000]},"guestAuthors":[],"slug":"how-to-help-kids-understand-coronavirus-during-distance-learning","title":"How to Help Kids Understand Coronavirus During Distance Learning","publishDate":1585204687,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"There's a lot of misinformation about COVID-19 and news that's genuinely scary. By helping kids develop their media literacy skills in an age-appropriate way, caregivers and teachers can help them make sense of their world. ","status":"publish","parent":0,"modified":1585204934,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1085},"headData":{"title":"How to Help Kids Understand Coronavirus During Distance Learning | KQED","description":"There's a lot of misinformation about COVID-19 and news that's genuinely scary. By helping kids develop their media literacy skills in an age-appropriate way, caregivers and teachers can help them make sense of their world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55625 https://ww2.kqed.org/mindshift/?p=55625","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/25/how-to-help-kids-understand-coronavirus-during-distance-learning/","disqusTitle":"How to Help Kids Understand Coronavirus During Distance Learning","path":"/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning","authors":["11487"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_20525","mindshift_21344","mindshift_21343","mindshift_968","mindshift_20784","mindshift_1040","mindshift_21067"],"featImg":"mindshift_55641","label":"mindshift"},"mindshift_54713":{"type":"posts","id":"mindshift_54713","meta":{"index":"posts_1591205157","site":"mindshift","id":"54713","score":null,"sort":[1572586681000]},"guestAuthors":[],"slug":"its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one","title":"It's A Smartphone Life: More Than Half Of U.S. Children Now Have One","publishDate":1572586681,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Just over half of children in the United States — 53 percent — now own a smartphone by the age of 11. And 84 percent of teenagers now have their own phones, immersing themselves in a rich and complex world of experiences that adults sometimes need a lot of decoding to understand.\u003c/p>\n\u003cp>These stats come from a new, nationally representative \u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens-2019\">survey\u003c/a> of media use among children ages 8-18, by Common Sense Media, which has been tracking this since 2003.\u003c/p>\n\u003cp>The findings highlight the myriad ways young people are using their devices. Just ask Ashley Mingo, a junior at the Hudson High School of Learning Technologies in New York City.\u003c/p>\n\u003cp>\"Pinterest — that's where I look for drawing inspiration and sometimes clothes inspiration when I'm leaving for school,\" the 16-year-old explains as she gives a reporter a tour of her smartphone. \"Tumblr for writing and reading, and Snapchat to post selfies and see what people say. And \u003ca href=\"https://www.webtoons.com/en/\">Webtoon\u003c/a> to read comics and see how comics are formed and how creators got from their beginnings to now.\"\u003c/p>\n\u003cp>The home screen is a shot of her favorite K-pop music star, from a group called Stray Kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She says she discovered K-pop while watching a \"multi-animator project\" — often a music video that's animated collaboratively by many different people. \"And I was like, this song sounds really cool! What is this from? And then I ended up Googling them ... and it went downhill from there!\" she says with a huge grin.\u003c/p>\n\u003cp>She names some of her favorite bands: \"Stray Kids, BTS, Exo, AB6IX,Twice, Dreamcatcher, Red Velvet ... \" She keeps up with her favorite groups on Instagram and Snapchat, where she's in a huge fan group chat — she knows only a few of the people in real life.\u003c/p>\n\u003cp>Mingo appeared as a teen representative on a panel in New York City to announce the findings of the new report. It asked children to self-report how often they did an activity, how much they like it, and how much time they spent doing it \"yesterday.\" The totals? More than 7 hours a day for teens, and nearly 5 hours a day for \"tweens\" ages 8-12.\u003c/p>\n\u003cp>One caveat: The survey didn't fully account for multitasking — which is a pretty common habit. So an hour spent playing a video game while texting with your friends could be counted on the survey as two hours of media use. However, Vicky Rideout, lead author of the report, points out that screen use also commonly happens during commuting, mealtimes, chores, socializing or other non-screen activities.\u003c/p>\n\u003cp>Ashley Mingo says she gets a lot out of her phone. But she sees a downside too. \"Most of the time, because I'm on it so much, I completely forget about sleep and then I'm like, I have to wake up 2 hours later, I really should go to sleep!\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here are some other highlights of the report, paired with context from our other reporting:\u003c/p>\n\u003cul>\n\u003cli>As it has for decades, video viewing beats all other screen media activity — averaging 2 hours, 52 minutes per day for teens and 2 and a half hours for tweens.\u003c/li>\n\u003cli>Online video viewing has doubled — and most children say it is their most enjoyable online activity. There is a corresponding decrease in watching old-fashioned TV, whether broadcast, or time-shifted onto a digital recorder.\u003c/li>\n\u003cli>About 1 in 5 children has a phone by age 8. There could be a silver lining to children getting their first phones closer to elementary school than high school. Scholars like \u003ca href=\"https://www.npr.org/2019/01/15/679304393/forget-screen-time-rules-lean-in-to-parenting-your-wired-child\">Jordan Shapiro\u003c/a> and \u003ca href=\"https://www.npr.org/2019/08/12/750577697/what-parents-may-not-realize-when-they-post-about-their-kids-online\">Stacey Steinberg\u003c/a> have argued that parents need to model healthy social media use with younger children, and let them participate. And parenting expert \u003ca href=\"https://www.npr.org/2019/09/16/761315420/from-1st-phones-to-online-porn-answers-to-your-screen-time-questions\">Ana Homayoun \u003c/a>says that parents can help establish healthier habits with the first phone by taking a heavier hand while children are younger — by checking the phone periodically, actively coaching kids on social media etiquette and handing the phone over only at certain designated times.\u003c/li>\n\u003cli>Young people from families making $35,000 or less a year spend much more time with screen media — nearly two hours per day more when compared with families making more than $100,000. Vicky Rideout notes that gap has been pretty persistent over time. \"Entertainment media is an affordable alternative to after-school programs or private piano lessons,\" she says. And there can be opportunities for \"informal learning\" — with the right guidance.\u003c/li>\n\u003cli>There are big gender differences, particularly over video games. Almost three-fourths of boys say they enjoy playing video games \"a lot,\" whereas fewer than 1 in 4 girls say the same. \u003ca href=\"https://www.npr.org/2019/05/28/727585904/is-gaming-disorder-an-illness-the-who-says-yes-adding-it-to-its-list-of-diseases\">Video games are the online activity\u003c/a> most associated with problematic overuse or addiction.\u003c/li>\n\u003cli>The favorite media-based activity among girls is listening to music — like Ashley Mingo's K-pop faves.\u003c/li>\n\u003cli>And girls also report liking social media much more than boys do. Seven in 10 teen girls use social media every day. Compared with other online activities, \u003ca href=\"https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health\">social media use\u003c/a> is more associated with anxiety, depression, \u003ca href=\"https://www.npr.org/2019/10/03/766507832/instagram-now-lets-you-control-your-bullys-comments\">cyberbullying\u003c/a> and self-image issues.\u003c/li>\n\u003cli>African-American and Hispanic teens have distinctive patterns of use. Each group reports spending more than two hours a day on social media, whereas for white teens it's about an hour and a half. (Mingo, who is African-American, would qualify as a high user of social media between Pinterest, Snapchat and Tumblr). They also report enjoying social media more than white teens. Other research has suggested that people of color are more\u003ca href=\"https://www.npr.org/2018/08/05/635127389/majority-of-black-americans-value-social-media-for-amplifying-lesser-known-issue\"> likely to value social media as a means of getting involved in politics\u003c/a>, that youth of color \u003ca href=\"https://www.diversityinc.com/study-shows-black-teens-use-social-media-differently-than-whites/\">follow more celebrities and public figures\u003c/a> than white teens do, and that \u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2016/09/09/how-social-media-helps-young-people-especially-minorities-and-the-poor-get-politically-engaged/\">social media is sometimes a path to political participation and civic engagement\u003c/a>.\u003c/li>\n\u003cli>Screens are a bigger-than-ever part of schoolwork. Nearly 6 in 10 teens do homework on a computer every day. This can be a problem given\u003ca href=\"https://www.npr.org/sections/ed/2018/01/24/578437957/laptops-and-phones-in-the-classroom-yea-nay-or-a-third-way\"> the temptation to multitask\u003c/a>. It's also an equity issue. Although lower-income teens spend more time consuming entertainment media, they are less likely to have access to laptops, and they spend more time doing homework on mobile phones instead.\u003c/li>\n\u003cli>Teens report spending only 3 percent of their screen time on creative pursuits like writing, or making art, or music — outside of homework or school projects. But some researchers, like Emily Weinstein at Harvard, and\u003ca href=\"https://www.npr.org/2019/08/06/748810990/in-the-age-of-smartphones-parents-are-encouraged-to-be-media-mentors-not-gatekee\"> Mimi Ito at the University of California, Irvine\u003c/a>, note that social media platforms \u003ca href=\"https://www.npr.org/2019/07/10/738533536/what-tiktoks-explosion-could-mean-for-music\">like TikTok\u003c/a>, Snapchat or Instagram can be platforms for creative expression in ways that aren't necessarily captured by a survey like this. It also may be that teens use their consumption to inform and inspire their creative expression, like Mingo, an aspiring animator, does.\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It%27s+A+Smartphone+Life%3A+More+Than+Half+Of+U.S.+Children+Now+Have+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A broad new national survey examines media use among children and teenagers and the very different ways young people are using their devices.","status":"publish","parent":0,"modified":1572586681,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1148},"headData":{"title":"It's A Smartphone Life: More Than Half Of U.S. Children Now Have One | KQED","description":"A broad new national survey examines media use among children and teenagers and the very different ways young people are using their devices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54713 https://ww2.kqed.org/mindshift/?p=54713","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/31/its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one/","disqusTitle":"It's A Smartphone Life: More Than Half Of U.S. Children Now Have One","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"774838891","nprApiLink":"http://api.npr.org/query?id=774838891&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/10/31/774838891/its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one?ft=nprml&f=774838891","nprRetrievedStory":"1","nprPubDate":"Thu, 31 Oct 2019 12:35:00 -0400","nprStoryDate":"Thu, 31 Oct 2019 12:05:19 -0400","nprLastModifiedDate":"Thu, 31 Oct 2019 12:35:46 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191029_me_report_more_than_half_of_us_children_now_own_a_smartphone_by_age_11.mp3?orgId=1&topicId=1013&d=206&story=774838891&ft=nprml&f=774838891","nprAudioM3u":"http://api.npr.org/m3u/1774841718-9270d0.m3u?orgId=1&topicId=1013&d=206&story=774838891&ft=nprml&f=774838891","path":"/mindshift/54713/its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191029_me_report_more_than_half_of_us_children_now_own_a_smartphone_by_age_11.mp3?orgId=1&topicId=1013&d=206&story=774838891&ft=nprml&f=774838891","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Just over half of children in the United States — 53 percent — now own a smartphone by the age of 11. And 84 percent of teenagers now have their own phones, immersing themselves in a rich and complex world of experiences that adults sometimes need a lot of decoding to understand.\u003c/p>\n\u003cp>These stats come from a new, nationally representative \u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens-2019\">survey\u003c/a> of media use among children ages 8-18, by Common Sense Media, which has been tracking this since 2003.\u003c/p>\n\u003cp>The findings highlight the myriad ways young people are using their devices. Just ask Ashley Mingo, a junior at the Hudson High School of Learning Technologies in New York City.\u003c/p>\n\u003cp>\"Pinterest — that's where I look for drawing inspiration and sometimes clothes inspiration when I'm leaving for school,\" the 16-year-old explains as she gives a reporter a tour of her smartphone. \"Tumblr for writing and reading, and Snapchat to post selfies and see what people say. And \u003ca href=\"https://www.webtoons.com/en/\">Webtoon\u003c/a> to read comics and see how comics are formed and how creators got from their beginnings to now.\"\u003c/p>\n\u003cp>The home screen is a shot of her favorite K-pop music star, from a group called Stray Kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says she discovered K-pop while watching a \"multi-animator project\" — often a music video that's animated collaboratively by many different people. \"And I was like, this song sounds really cool! What is this from? And then I ended up Googling them ... and it went downhill from there!\" she says with a huge grin.\u003c/p>\n\u003cp>She names some of her favorite bands: \"Stray Kids, BTS, Exo, AB6IX,Twice, Dreamcatcher, Red Velvet ... \" She keeps up with her favorite groups on Instagram and Snapchat, where she's in a huge fan group chat — she knows only a few of the people in real life.\u003c/p>\n\u003cp>Mingo appeared as a teen representative on a panel in New York City to announce the findings of the new report. It asked children to self-report how often they did an activity, how much they like it, and how much time they spent doing it \"yesterday.\" The totals? More than 7 hours a day for teens, and nearly 5 hours a day for \"tweens\" ages 8-12.\u003c/p>\n\u003cp>One caveat: The survey didn't fully account for multitasking — which is a pretty common habit. So an hour spent playing a video game while texting with your friends could be counted on the survey as two hours of media use. However, Vicky Rideout, lead author of the report, points out that screen use also commonly happens during commuting, mealtimes, chores, socializing or other non-screen activities.\u003c/p>\n\u003cp>Ashley Mingo says she gets a lot out of her phone. But she sees a downside too. \"Most of the time, because I'm on it so much, I completely forget about sleep and then I'm like, I have to wake up 2 hours later, I really should go to sleep!\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are some other highlights of the report, paired with context from our other reporting:\u003c/p>\n\u003cul>\n\u003cli>As it has for decades, video viewing beats all other screen media activity — averaging 2 hours, 52 minutes per day for teens and 2 and a half hours for tweens.\u003c/li>\n\u003cli>Online video viewing has doubled — and most children say it is their most enjoyable online activity. There is a corresponding decrease in watching old-fashioned TV, whether broadcast, or time-shifted onto a digital recorder.\u003c/li>\n\u003cli>About 1 in 5 children has a phone by age 8. There could be a silver lining to children getting their first phones closer to elementary school than high school. Scholars like \u003ca href=\"https://www.npr.org/2019/01/15/679304393/forget-screen-time-rules-lean-in-to-parenting-your-wired-child\">Jordan Shapiro\u003c/a> and \u003ca href=\"https://www.npr.org/2019/08/12/750577697/what-parents-may-not-realize-when-they-post-about-their-kids-online\">Stacey Steinberg\u003c/a> have argued that parents need to model healthy social media use with younger children, and let them participate. And parenting expert \u003ca href=\"https://www.npr.org/2019/09/16/761315420/from-1st-phones-to-online-porn-answers-to-your-screen-time-questions\">Ana Homayoun \u003c/a>says that parents can help establish healthier habits with the first phone by taking a heavier hand while children are younger — by checking the phone periodically, actively coaching kids on social media etiquette and handing the phone over only at certain designated times.\u003c/li>\n\u003cli>Young people from families making $35,000 or less a year spend much more time with screen media — nearly two hours per day more when compared with families making more than $100,000. Vicky Rideout notes that gap has been pretty persistent over time. \"Entertainment media is an affordable alternative to after-school programs or private piano lessons,\" she says. And there can be opportunities for \"informal learning\" — with the right guidance.\u003c/li>\n\u003cli>There are big gender differences, particularly over video games. Almost three-fourths of boys say they enjoy playing video games \"a lot,\" whereas fewer than 1 in 4 girls say the same. \u003ca href=\"https://www.npr.org/2019/05/28/727585904/is-gaming-disorder-an-illness-the-who-says-yes-adding-it-to-its-list-of-diseases\">Video games are the online activity\u003c/a> most associated with problematic overuse or addiction.\u003c/li>\n\u003cli>The favorite media-based activity among girls is listening to music — like Ashley Mingo's K-pop faves.\u003c/li>\n\u003cli>And girls also report liking social media much more than boys do. Seven in 10 teen girls use social media every day. Compared with other online activities, \u003ca href=\"https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health\">social media use\u003c/a> is more associated with anxiety, depression, \u003ca href=\"https://www.npr.org/2019/10/03/766507832/instagram-now-lets-you-control-your-bullys-comments\">cyberbullying\u003c/a> and self-image issues.\u003c/li>\n\u003cli>African-American and Hispanic teens have distinctive patterns of use. Each group reports spending more than two hours a day on social media, whereas for white teens it's about an hour and a half. (Mingo, who is African-American, would qualify as a high user of social media between Pinterest, Snapchat and Tumblr). They also report enjoying social media more than white teens. Other research has suggested that people of color are more\u003ca href=\"https://www.npr.org/2018/08/05/635127389/majority-of-black-americans-value-social-media-for-amplifying-lesser-known-issue\"> likely to value social media as a means of getting involved in politics\u003c/a>, that youth of color \u003ca href=\"https://www.diversityinc.com/study-shows-black-teens-use-social-media-differently-than-whites/\">follow more celebrities and public figures\u003c/a> than white teens do, and that \u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2016/09/09/how-social-media-helps-young-people-especially-minorities-and-the-poor-get-politically-engaged/\">social media is sometimes a path to political participation and civic engagement\u003c/a>.\u003c/li>\n\u003cli>Screens are a bigger-than-ever part of schoolwork. Nearly 6 in 10 teens do homework on a computer every day. This can be a problem given\u003ca href=\"https://www.npr.org/sections/ed/2018/01/24/578437957/laptops-and-phones-in-the-classroom-yea-nay-or-a-third-way\"> the temptation to multitask\u003c/a>. It's also an equity issue. Although lower-income teens spend more time consuming entertainment media, they are less likely to have access to laptops, and they spend more time doing homework on mobile phones instead.\u003c/li>\n\u003cli>Teens report spending only 3 percent of their screen time on creative pursuits like writing, or making art, or music — outside of homework or school projects. But some researchers, like Emily Weinstein at Harvard, and\u003ca href=\"https://www.npr.org/2019/08/06/748810990/in-the-age-of-smartphones-parents-are-encouraged-to-be-media-mentors-not-gatekee\"> Mimi Ito at the University of California, Irvine\u003c/a>, note that social media platforms \u003ca href=\"https://www.npr.org/2019/07/10/738533536/what-tiktoks-explosion-could-mean-for-music\">like TikTok\u003c/a>, Snapchat or Instagram can be platforms for creative expression in ways that aren't necessarily captured by a survey like this. It also may be that teens use their consumption to inform and inspire their creative expression, like Mingo, an aspiring animator, does.\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It%27s+A+Smartphone+Life%3A+More+Than+Half+Of+U.S.+Children+Now+Have+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54713/its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one","authors":["byline_mindshift_54713"],"categories":["mindshift_192"],"tags":["mindshift_968","mindshift_273","mindshift_20602","mindshift_20784","mindshift_1040"],"featImg":"mindshift_54714","label":"mindshift"},"mindshift_54171":{"type":"posts","id":"mindshift_54171","meta":{"index":"posts_1591205157","site":"mindshift","id":"54171","score":null,"sort":[1566197558000]},"guestAuthors":[],"slug":"how-one-mom-talks-to-her-sons-about-hate-on-the-internet","title":"How One Mom Talks To Her Sons About Hate On The Internet","publishDate":1566197558,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Joanna Schroeder started getting worried when her sons were coming to her with loaded questions.\u003c/p>\n\u003cp>\"One of my kids said: If you can be trans and just decide what you are then how come you can't just decide to be a penguin?\" said Schroeder, a writer and mother of two sons and a daughter, in an interview with NPR's \u003cem>Weekend Edition Saturday\u003c/em>.\u003c/p>\n\u003cp>It may sound like a normal question a kid would ask, Schroeder admits. But she also knew that their curiosities didn't mesh with the values that she and her husband share with their children. \"We've talked to our kids about LGBTQ community, we know trans people personally,\" she said.\u003c/p>\n\u003cp>As it turned out, her son's question had been inspired by a meme he saw on Instagram. \"I knew it was time to start looking at their social media use and figuring out what they were being exposed to,\" she said.\u003c/p>\n\u003cp>She grew increasingly disturbed as she went down the rabbit hole of Instagram's \"Explore\" page and clicked \"related videos\" on their YouTube accounts. What she saw was an inundation of memes strewn with racist, sexist, homophobic and anti-Semitic jokes shared by other users.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What she found led her to forge a troubling theory about how content disseminated online by extremists can radicalize white teenage boys — and how parents can prepare to handle it — captured in a \u003ca href=\"https://twitter.com/iproposethis/status/1161130456286289920\">now-viral tweet thread\u003c/a> that took off this week.\u003c/p>\n\u003cp>https://twitter.com/iproposethis/status/1161130456286289920\u003c/p>\n\u003cp>\"Social media and vloggers are actively laying groundwork in white teens to turn them into alt-right/white supremacists,\" she wrote on Tuesday. \"It's a system I believe is purposefully created to disillusion white boys away from progressive/liberal perspectives.\"\u003c/p>\n\u003cp>Terror attacks carried out by white extremists \u003ca href=\"https://www.nytimes.com/interactive/2019/04/03/world/white-extremist-terrorism-christchurch.html?mtrref=www.nytimes.com&assetType=REGIWALL&auth=login-smartlock\">are on the rise\u003c/a> as social media fosters the spread of their radical ideologies. Last year, white supremacists were responsible for the majority of the \u003ca href=\"https://www.adl.org/murder-and-extremism-2018\">50 documented extremist killings\u003c/a> in the United States, according to data from The Anti-Defamation League, an increase from the 37 extremist-linked murders in 2017.\u003c/p>\n\u003cp>Schroeder has become determined to prevent her young boys from being groomed by radical messaging through these online pathways. But she says it was important to not approach her kids about the topic from a place of shaming. \"They're kids and we can't expect them to automatically be able to detect propaganda when it's being presented to them,\" she said.\u003c/p>\n\u003cp>And shame, as she noted on Twitter, is the same tactic used to recruit young men to extremist groups. When kids are castigated for sharing these memes with teachers and parents — which often carry themes criticizing oversensitivity and political correctness — they become even more susceptible to their influence, she says.\u003c/p>\n\u003cp>\"The boys [are] consuming media with the 'people are too sensitive' and 'you can't say anything anymore!' themes,\" Schroeder tweeted. \"For these boys, this will ring true — they're getting in trouble for 'nothing.' This narrative allows boys to shed the shame — replacing it w/anger.\"\u003c/p>\n\u003cp>To prevent kids from shutting you out, get curious she says. Meet them where they are. \"Instead we inquired more: Where did you hear this? Where did you see this? Can you show me that?\" she said. \"When they showed us, the first thing we tried to do was say, 'I get why this seems funny on the surface. And I totally get why it's confusing.' \"\u003c/p>\n\u003cp>Schroeder started talking to her sons, now 11 and 14, about the hate they were encountering online this past year. Laying that groundwork early, when they're younger and more open, she said, may help them think more critically about the media they consume later.\u003c/p>\n\u003cp>\"I hope that we were able to build with our kids a foundation where they believe that when we say something is not great, maybe they disobey but deep inside there's a little voice that's going to say to them: \u003cem>you know, I should question why this seems so funny and yet I feel like I have to keep it a secret.\u003c/em>\"\u003c/p>\n\u003cp>Schroeder isn't worried about white male youth themselves, she said, calling this generation \"the most open-hearted potentially kindest critical thinking loving group of boys that I've ever seen,\" she said.\u003c/p>\n\u003cp>She's worried about how propaganda is being spread online — by weaponizing that benevolence.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR's Ian Stewart and Barrie Hardymon produced and edited this story for broadcast.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+One+Mom+Talks+To+Her+Sons+About+Hate+On+The+Internet+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"White teenage boys are being exposed via social media to groups peddling hate. Writer Joanna Schroeder explains how she protects her kids from the extremist propaganda they encounter online.","status":"publish","parent":0,"modified":1566197558,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":766},"headData":{"title":"How One Mom Talks To Her Sons About Hate On The Internet | KQED","description":"White teenage boys are being exposed via social media to groups peddling hate. Writer Joanna Schroeder explains how she protects her kids from the extremist propaganda they encounter online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54171 https://ww2.kqed.org/mindshift/?p=54171","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/18/how-one-mom-talks-to-her-sons-about-hate-on-the-internet/","disqusTitle":"How One Mom Talks To Her Sons About Hate On The Internet","nprImageCredit":"Loungepark","nprByline":"Scott Simon and Emma Bowman","nprImageAgency":"Getty Images","nprStoryId":"751986787","nprApiLink":"http://api.npr.org/query?id=751986787&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/08/17/751986787/writer-joanna-schroeder-on-preventing-teenage-boys-from-turning-to-hate?ft=nprml&f=751986787","nprRetrievedStory":"1","nprPubDate":"Sat, 17 Aug 2019 23:44:00 -0400","nprStoryDate":"Sat, 17 Aug 2019 08:00:00 -0400","nprLastModifiedDate":"Sun, 18 Aug 2019 13:39:59 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2019/08/20190817_wesat_mom_on_teens_online_hate.mp3?orgId=1&topicId=1019&d=397&p=7&story=751986787&ft=nprml&f=751986787","nprAudioM3u":"http://api.npr.org/m3u/1751986788-a4b364.m3u?orgId=1&topicId=1019&d=397&p=7&story=751986787&ft=nprml&f=751986787","audioTrackLength":397,"path":"/mindshift/54171/how-one-mom-talks-to-her-sons-about-hate-on-the-internet","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2019/08/20190817_wesat_mom_on_teens_online_hate.mp3?orgId=1&topicId=1019&d=397&p=7&story=751986787&ft=nprml&f=751986787","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Joanna Schroeder started getting worried when her sons were coming to her with loaded questions.\u003c/p>\n\u003cp>\"One of my kids said: If you can be trans and just decide what you are then how come you can't just decide to be a penguin?\" said Schroeder, a writer and mother of two sons and a daughter, in an interview with NPR's \u003cem>Weekend Edition Saturday\u003c/em>.\u003c/p>\n\u003cp>It may sound like a normal question a kid would ask, Schroeder admits. But she also knew that their curiosities didn't mesh with the values that she and her husband share with their children. \"We've talked to our kids about LGBTQ community, we know trans people personally,\" she said.\u003c/p>\n\u003cp>As it turned out, her son's question had been inspired by a meme he saw on Instagram. \"I knew it was time to start looking at their social media use and figuring out what they were being exposed to,\" she said.\u003c/p>\n\u003cp>She grew increasingly disturbed as she went down the rabbit hole of Instagram's \"Explore\" page and clicked \"related videos\" on their YouTube accounts. What she saw was an inundation of memes strewn with racist, sexist, homophobic and anti-Semitic jokes shared by other users.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What she found led her to forge a troubling theory about how content disseminated online by extremists can radicalize white teenage boys — and how parents can prepare to handle it — captured in a \u003ca href=\"https://twitter.com/iproposethis/status/1161130456286289920\">now-viral tweet thread\u003c/a> that took off this week.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1161130456286289920"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\"Social media and vloggers are actively laying groundwork in white teens to turn them into alt-right/white supremacists,\" she wrote on Tuesday. \"It's a system I believe is purposefully created to disillusion white boys away from progressive/liberal perspectives.\"\u003c/p>\n\u003cp>Terror attacks carried out by white extremists \u003ca href=\"https://www.nytimes.com/interactive/2019/04/03/world/white-extremist-terrorism-christchurch.html?mtrref=www.nytimes.com&assetType=REGIWALL&auth=login-smartlock\">are on the rise\u003c/a> as social media fosters the spread of their radical ideologies. Last year, white supremacists were responsible for the majority of the \u003ca href=\"https://www.adl.org/murder-and-extremism-2018\">50 documented extremist killings\u003c/a> in the United States, according to data from The Anti-Defamation League, an increase from the 37 extremist-linked murders in 2017.\u003c/p>\n\u003cp>Schroeder has become determined to prevent her young boys from being groomed by radical messaging through these online pathways. But she says it was important to not approach her kids about the topic from a place of shaming. \"They're kids and we can't expect them to automatically be able to detect propaganda when it's being presented to them,\" she said.\u003c/p>\n\u003cp>And shame, as she noted on Twitter, is the same tactic used to recruit young men to extremist groups. When kids are castigated for sharing these memes with teachers and parents — which often carry themes criticizing oversensitivity and political correctness — they become even more susceptible to their influence, she says.\u003c/p>\n\u003cp>\"The boys [are] consuming media with the 'people are too sensitive' and 'you can't say anything anymore!' themes,\" Schroeder tweeted. \"For these boys, this will ring true — they're getting in trouble for 'nothing.' This narrative allows boys to shed the shame — replacing it w/anger.\"\u003c/p>\n\u003cp>To prevent kids from shutting you out, get curious she says. Meet them where they are. \"Instead we inquired more: Where did you hear this? Where did you see this? Can you show me that?\" she said. \"When they showed us, the first thing we tried to do was say, 'I get why this seems funny on the surface. And I totally get why it's confusing.' \"\u003c/p>\n\u003cp>Schroeder started talking to her sons, now 11 and 14, about the hate they were encountering online this past year. Laying that groundwork early, when they're younger and more open, she said, may help them think more critically about the media they consume later.\u003c/p>\n\u003cp>\"I hope that we were able to build with our kids a foundation where they believe that when we say something is not great, maybe they disobey but deep inside there's a little voice that's going to say to them: \u003cem>you know, I should question why this seems so funny and yet I feel like I have to keep it a secret.\u003c/em>\"\u003c/p>\n\u003cp>Schroeder isn't worried about white male youth themselves, she said, calling this generation \"the most open-hearted potentially kindest critical thinking loving group of boys that I've ever seen,\" she said.\u003c/p>\n\u003cp>She's worried about how propaganda is being spread online — by weaponizing that benevolence.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR's Ian Stewart and Barrie Hardymon produced and edited this story for broadcast.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+One+Mom+Talks+To+Her+Sons+About+Hate+On+The+Internet+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54171/how-one-mom-talks-to-her-sons-about-hate-on-the-internet","authors":["byline_mindshift_54171"],"categories":["mindshift_195"],"tags":["mindshift_968","mindshift_273","mindshift_20784","mindshift_1040","mindshift_21159"],"featImg":"mindshift_54172","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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