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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_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_55645":{"type":"posts","id":"mindshift_55645","meta":{"index":"posts_1591205157","site":"mindshift","id":"55645","score":null,"sort":[1585253363000]},"guestAuthors":[],"slug":"national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic","title":"'National Emergency Library' Lends A Hand — And Lots Of Books! — During Pandemic","publishDate":1585253363,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Concerns over the coronavirus have \u003ca href=\"http://www.ala.org/news/press-releases/2020/03/ala-executive-board-recommends-closing-libraries-public\">shuttered public \u003c/a>and \u003ca href=\"https://news.un.org/en/story/2020/03/1059121\">school libraries\u003c/a> around the world, depriving their regular patrons of free access to the Internet, shelter and, of course, books — just when many of them could use them the most.\u003c/p>\n\u003cp>It's difficult to replicate the \u003ca href=\"https://www.npr.org/2019/07/17/730286523/your-local-library-may-have-a-new-offering-in-stock-a-resident-social-worker\">manifold services\u003c/a> offered by your local public library. But when it comes to keeping bookshelves stocked — digitally, at least — the Internet Archive is offering one compelling alternative: a \"\u003ca href=\"https://archive.org/details/nationalemergencylibrary\">National Emergency Library.\u003c/a>\"\u003c/p>\n\u003cp>The nonprofit group, which has made some 4 million books available online for free, says that it is suspending waitlists for the 1.4 million works in its lending library. The move expedites the borrowing process through the end of June (\"or the end of the US national emergency, whichever is later\") for anybody worldwide who'd like one of those books — be they students, teachers or just average readers bored out of their wits in quarantine.\u003c/p>\n\u003cp>\"The library system, because of our national emergency, is coming to aid those that are forced to learn at home, \" Brewster Kahle, the group's digital librarian, said in a statement paired with \u003ca href=\"https://blog.archive.org/2020/03/24/announcing-a-national-emergency-library-to-provide-digitized-books-to-students-and-the-public/?iax=ntlemrlib%7ctxtlnk\">the announcement\u003c/a>. \"This was our dream for the original Internet coming to life: the Library at everyone's fingertips.\"\u003c/p>\n\u003cp>The Internet Archive says its lending library has focused on digitizing 20th century books — obtained through Marygrove College and other school libraries — that otherwise would not be available with many physical libraries closed to the public. The move has been supported by scores of individuals and schools, such as the Massachusetts Institute of Technology and \u003ca href=\"https://www.bpl.org/content/blake-tom-manager-of-content-discovery/\">Tom Blake\u003c/a> of the Boston Public Library.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Internet Archive also notes that the other 2.5 million books that readers can access through the group remain just as available as they ever have been, in the public domain, without a waitlist and downloadable in full.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27National+Emergency+Library%27+Lends+A+Hand+%E2%80%94+And+Lots+Of+Books%21+%E2%80%94+During+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"With coronavirus concerns closing libraries around the world, the nonprofit Internet Archive has suspended its waitlists for the digital copies of more than a million books.","status":"publish","parent":0,"modified":1585253363,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":324},"headData":{"title":"'National Emergency Library' Lends A Hand — And Lots Of Books! — During Pandemic | KQED","description":"With coronavirus concerns closing libraries around the world, the nonprofit Internet Archive has suspended its waitlists for the digital copies of more than a million books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55645 https://ww2.kqed.org/mindshift/?p=55645","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/26/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic/","disqusTitle":"'National Emergency Library' Lends A Hand — And Lots Of Books! — During Pandemic","nprImageCredit":"Richard Newstead","nprByline":"Colin Dwyer","nprImageAgency":"Getty Images","nprStoryId":"821925073","nprApiLink":"http://api.npr.org/query?id=821925073&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/coronavirus-live-updates/2020/03/26/821925073/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic?ft=nprml&f=821925073","nprRetrievedStory":"1","nprPubDate":"Thu, 26 Mar 2020 12:28:00 -0400","nprStoryDate":"Thu, 26 Mar 2020 11:44:00 -0400","nprLastModifiedDate":"Thu, 26 Mar 2020 12:28:01 -0400","path":"/mindshift/55645/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Concerns over the coronavirus have \u003ca href=\"http://www.ala.org/news/press-releases/2020/03/ala-executive-board-recommends-closing-libraries-public\">shuttered public \u003c/a>and \u003ca href=\"https://news.un.org/en/story/2020/03/1059121\">school libraries\u003c/a> around the world, depriving their regular patrons of free access to the Internet, shelter and, of course, books — just when many of them could use them the most.\u003c/p>\n\u003cp>It's difficult to replicate the \u003ca href=\"https://www.npr.org/2019/07/17/730286523/your-local-library-may-have-a-new-offering-in-stock-a-resident-social-worker\">manifold services\u003c/a> offered by your local public library. But when it comes to keeping bookshelves stocked — digitally, at least — the Internet Archive is offering one compelling alternative: a \"\u003ca href=\"https://archive.org/details/nationalemergencylibrary\">National Emergency Library.\u003c/a>\"\u003c/p>\n\u003cp>The nonprofit group, which has made some 4 million books available online for free, says that it is suspending waitlists for the 1.4 million works in its lending library. The move expedites the borrowing process through the end of June (\"or the end of the US national emergency, whichever is later\") for anybody worldwide who'd like one of those books — be they students, teachers or just average readers bored out of their wits in quarantine.\u003c/p>\n\u003cp>\"The library system, because of our national emergency, is coming to aid those that are forced to learn at home, \" Brewster Kahle, the group's digital librarian, said in a statement paired with \u003ca href=\"https://blog.archive.org/2020/03/24/announcing-a-national-emergency-library-to-provide-digitized-books-to-students-and-the-public/?iax=ntlemrlib%7ctxtlnk\">the announcement\u003c/a>. \"This was our dream for the original Internet coming to life: the Library at everyone's fingertips.\"\u003c/p>\n\u003cp>The Internet Archive says its lending library has focused on digitizing 20th century books — obtained through Marygrove College and other school libraries — that otherwise would not be available with many physical libraries closed to the public. The move has been supported by scores of individuals and schools, such as the Massachusetts Institute of Technology and \u003ca href=\"https://www.bpl.org/content/blake-tom-manager-of-content-discovery/\">Tom Blake\u003c/a> of the Boston Public Library.\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>\u003c/p>\n\u003cp>The Internet Archive also notes that the other 2.5 million books that readers can access through the group remain just as available as they ever have been, in the public domain, without a waitlist and downloadable in full.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27National+Emergency+Library%27+Lends+A+Hand+%E2%80%94+And+Lots+Of+Books%21+%E2%80%94+During+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55645/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic","authors":["byline_mindshift_55645"],"categories":["mindshift_192"],"tags":["mindshift_21344","mindshift_21343","mindshift_273","mindshift_33","mindshift_358","mindshift_895"],"featImg":"mindshift_55646","label":"mindshift"},"mindshift_55393":{"type":"posts","id":"mindshift_55393","meta":{"index":"posts_1591205157","site":"mindshift","id":"55393","score":null,"sort":[1582612353000]},"guestAuthors":[],"slug":"five-apps-students-can-use-to-make-podcasts","title":"Five Apps Students Can Use To Make Podcasts","publishDate":1582612353,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Karen Keating's eighth-grade English students at Lower Dauphin Middle School in Hummelstown, Pa., fire up their laptops and gather a bundle of snowball microphones. With the click of a mouse, their laptops become studios, and they're ready to record.\u003c/p>\n\u003cp>Keating's class is writing, producing and editing podcasts that they'll submit to the \u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">NPR Student Podcast Challenge\u003c/a>, and, like many teachers, Keating is using apps to help them make it happen.\u003c/p>\n\u003cp>As teachers and students around the country are working on their podcasts, we checked in with educators to see what digital tools they're using.\u003c/p>\n\u003cp>The good news? Many of these apps are free. They're also accessible. In many classrooms these days, teachers and students have their own laptops, Chromebooks or iPads. In many cases, the technology is already downloaded and, like Keating's eighth-graders, students these days are pretty tech-savvy already.\u003c/p>\n\u003cp>All of which means teachers can focus on the substance — ideas, writing, narrative, editing — instead of process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I can spend time helping students develop their stories rather than explaining the app,\" says Amanda Suttle, an English teacher who's using the Anchor app to help her juniors and seniors get their podcasts in shape at Licking Valley High School in Newark, Ohio.\u003c/p>\n\u003cp>So, with several weeks still to go before the contest deadline, here are some of the apps and programs teachers told us they're using. (Of course, we're not endorsing these, we're just sharing what we've heard from many of you).\u003c/p>\n\u003cp>\u003cstrong>Anchor\u003c/strong>\u003c/p>\n\u003cp>Developed by Spotify, think of Anchor as a mobile recording studio: With a wi-fi connection, you can record with multiple people in different locations at the same time (as long as they have the app).\u003c/p>\n\u003cp>And you can edit what you record right in the app, using simple tools like trimming and removing segments. Other tools let you add transitions, sound effects and background music to help make your podcast unique (NOTE: Please read our strict \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">rules\u003c/a> on what music you can add to your submission).\u003c/p>\n\u003cp>Another benefit for students doing lots of experimenting: No storage limits.\u003c/p>\n\u003cp>Amanda Suttle says that when she started using Anchor, she didn't know anything about editing sound. Anchor made it easy. \"It's intuitive,\" she says. \"I love how user-friendly it is, and it's easy to explain.\"\u003c/p>\n\u003cp>\u003cstrong>Audacity\u003c/strong>\u003c/p>\n\u003cp>Of the more advanced, laptop-focused software, Audacity is one of the most popular ones we heard about. It's an audio recording and editing package that is downloadable for both Windows and Mac users.\u003c/p>\n\u003cp>With Audacity, you can record directly on your computer's microphone or an external one (although, the audio doesn't need to be recorded with the software to edit it there).\u003c/p>\n\u003cp>Eric Applen, who teaches 21st century technology and careers at Friedell Middle School in Rochester, Minn., oversees the school's podcast club and says he taught himself how to use Audacity. \"It just has some really handy features,\" he says. \"It comes down to what's accessible for students and easy for them to use.\"\u003c/p>\n\u003cp>He says one of his favorite features is the ability to put together audio segments that were recorded at different times to create one episode.\u003c/p>\n\u003cp>Audacity can also export files in various formats, including the wave file format \u003ca href=\"https://www.npr.org/2018/12/17/677502710/submit-to-the-npr-student-podcast-challenge-here\">you'll need to submit\u003c/a> for the Podcast Challenge.\u003c/p>\n\u003cp>Stacy Kreitzer is an instructional technology coach for Lower Dauphin Middle School and Lower Dauphin High School in Hummelstown, Pa. She helps teachers learn how to use the software on their laptops — she's an Audacity fan.\u003c/p>\n\u003cp>\"It has all the bells and whistles for those that want to use it,\" she explains, \"but it's also simple enough for the students that just want and need the basics.\"\u003c/p>\n\u003cp>\u003cstrong>WeVideo\u003c/strong>\u003c/p>\n\u003cp>Shari Jones' sixth-grade language arts students are using WeVideo to record and edit their podcast at Independence Elementary School in Liberty Township, Ohio.\u003c/p>\n\u003cp>WeVideo is a desktop and mobile app where users can upload, trim and arrange both audio and video clips.\u003c/p>\n\u003cp>This is her second time submitting to the Podcast Challenge, and Jones says she started using WeVideo this year because it doesn't have an age restriction for children like previous apps she's used.\u003c/p>\n\u003cp>\"This is more user friendly and all sixth graders have access to this WeVideo,\" says Jones. \"They can do it more independently. They have step-by-step directions.\"\u003c/p>\n\u003cp>Students with Google accounts, like Jones' class, can save their podcasts to their Google Drive through WeVideo. Jones says this makes it easier to export their submissions for the challenge.\u003c/p>\n\u003cp>\u003cstrong>Soundtrap\u003c/strong>\u003c/p>\n\u003cp>Timothy Belmont, an English and public speaking teacher at Lyndhurst High School in Lyndhurst, N.J., wanted to give his students the option to go more in-depth with audio recording and editing. For him, Soundtrap is an accessible way to do that.\u003c/p>\n\u003cp>\"It's like a fully functional studio,\" says Belmont. \"They can use it on their iPad through their web browser, but they can also use it on a laptop.\"\u003c/p>\n\u003cp>Soundtrap is an online, collaborative music workstation that can edit and record vocals and instruments.\u003c/p>\n\u003cp>\"You can even have students who are not necessarily in the same place record together collaboratively,\" says Belmont. That, he adds, \"can extend the assignment from just being during class time to being outside of class.\"\u003c/p>\n\u003cp>Since Soundtrap is web-based, there's no installation required and all projects also save to the cloud, allowing students to access their files from multiple devices.\u003c/p>\n\u003cp>Joanne Stanley's English students at Swift Creek Middle School in Midlothian, Va., are also using Soundtrap. She says she hasn't used the app very much, and she doesn't have to: Her students have taken the lead and they are working through the \"kinks\" together.\u003c/p>\n\u003cp>\u003cstrong>GarageBand \u003c/strong>\u003c/p>\n\u003cp>GarageBand is a music creation studio that is automatically installed in all Mac and iOS devices. As long as there's an iPhone, students can record and produce their podcasts anywhere.\u003c/p>\n\u003cp>In New Jersey, Timothy Belmont says his students are using GarageBand as well as Soundtrap. He likes the accessibility and says that many of his students were already familiar with it: \"Some of the students had already used GarageBand for other classes, whether they were recording things or just experimenting.\"\u003c/p>\n\u003cp>These of course are just a few of the options out there, and some of the educators say it's been a trial-and-error process to find the right app for their students, and their experience level.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"My advice is to check with students first to see what their experience is with recording and listening to podcasts,\" says Applen. \"Secondly, teachers should not be afraid to reach out to the podcast world and ask for help. There are tons of podcasters out there that are willing to share their stories and experience to help get others started.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Studio+At+Your+Fingertips%3A+5+Apps+Teachers+Are+Using+To+Make+Student+Podcasts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"We checked in with educators to see what tools their students are using to create entries for NPR's Student Podcast Challenge. ","status":"publish","parent":0,"modified":1582612353,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1165},"headData":{"title":"Five Apps Students Can Use To Make Podcasts | KQED","description":"We checked in with educators to see what tools their students are using to create entries for NPR's Student Podcast Challenge. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55393 https://ww2.kqed.org/mindshift/?p=55393","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/24/five-apps-students-can-use-to-make-podcasts/","disqusTitle":"Five Apps Students Can Use To Make Podcasts","nprImageCredit":"LA Johnson","nprByline":"Diane Adame","nprImageAgency":"NPR","nprStoryId":"807372536","nprApiLink":"http://api.npr.org/query?id=807372536&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/02/21/807372536/a-studio-at-your-fingertips-5-apps-teachers-are-using-to-make-student-podcasts?ft=nprml&f=807372536","nprRetrievedStory":"1","nprPubDate":"Fri, 21 Feb 2020 15:59:00 -0500","nprStoryDate":"Fri, 21 Feb 2020 06:03:57 -0500","nprLastModifiedDate":"Fri, 21 Feb 2020 15:59:14 -0500","path":"/mindshift/55393/five-apps-students-can-use-to-make-podcasts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Karen Keating's eighth-grade English students at Lower Dauphin Middle School in Hummelstown, Pa., fire up their laptops and gather a bundle of snowball microphones. With the click of a mouse, their laptops become studios, and they're ready to record.\u003c/p>\n\u003cp>Keating's class is writing, producing and editing podcasts that they'll submit to the \u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">NPR Student Podcast Challenge\u003c/a>, and, like many teachers, Keating is using apps to help them make it happen.\u003c/p>\n\u003cp>As teachers and students around the country are working on their podcasts, we checked in with educators to see what digital tools they're using.\u003c/p>\n\u003cp>The good news? Many of these apps are free. They're also accessible. In many classrooms these days, teachers and students have their own laptops, Chromebooks or iPads. In many cases, the technology is already downloaded and, like Keating's eighth-graders, students these days are pretty tech-savvy already.\u003c/p>\n\u003cp>All of which means teachers can focus on the substance — ideas, writing, narrative, editing — instead of process.\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>\"I can spend time helping students develop their stories rather than explaining the app,\" says Amanda Suttle, an English teacher who's using the Anchor app to help her juniors and seniors get their podcasts in shape at Licking Valley High School in Newark, Ohio.\u003c/p>\n\u003cp>So, with several weeks still to go before the contest deadline, here are some of the apps and programs teachers told us they're using. (Of course, we're not endorsing these, we're just sharing what we've heard from many of you).\u003c/p>\n\u003cp>\u003cstrong>Anchor\u003c/strong>\u003c/p>\n\u003cp>Developed by Spotify, think of Anchor as a mobile recording studio: With a wi-fi connection, you can record with multiple people in different locations at the same time (as long as they have the app).\u003c/p>\n\u003cp>And you can edit what you record right in the app, using simple tools like trimming and removing segments. Other tools let you add transitions, sound effects and background music to help make your podcast unique (NOTE: Please read our strict \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">rules\u003c/a> on what music you can add to your submission).\u003c/p>\n\u003cp>Another benefit for students doing lots of experimenting: No storage limits.\u003c/p>\n\u003cp>Amanda Suttle says that when she started using Anchor, she didn't know anything about editing sound. Anchor made it easy. \"It's intuitive,\" she says. \"I love how user-friendly it is, and it's easy to explain.\"\u003c/p>\n\u003cp>\u003cstrong>Audacity\u003c/strong>\u003c/p>\n\u003cp>Of the more advanced, laptop-focused software, Audacity is one of the most popular ones we heard about. It's an audio recording and editing package that is downloadable for both Windows and Mac users.\u003c/p>\n\u003cp>With Audacity, you can record directly on your computer's microphone or an external one (although, the audio doesn't need to be recorded with the software to edit it there).\u003c/p>\n\u003cp>Eric Applen, who teaches 21st century technology and careers at Friedell Middle School in Rochester, Minn., oversees the school's podcast club and says he taught himself how to use Audacity. \"It just has some really handy features,\" he says. \"It comes down to what's accessible for students and easy for them to use.\"\u003c/p>\n\u003cp>He says one of his favorite features is the ability to put together audio segments that were recorded at different times to create one episode.\u003c/p>\n\u003cp>Audacity can also export files in various formats, including the wave file format \u003ca href=\"https://www.npr.org/2018/12/17/677502710/submit-to-the-npr-student-podcast-challenge-here\">you'll need to submit\u003c/a> for the Podcast Challenge.\u003c/p>\n\u003cp>Stacy Kreitzer is an instructional technology coach for Lower Dauphin Middle School and Lower Dauphin High School in Hummelstown, Pa. She helps teachers learn how to use the software on their laptops — she's an Audacity fan.\u003c/p>\n\u003cp>\"It has all the bells and whistles for those that want to use it,\" she explains, \"but it's also simple enough for the students that just want and need the basics.\"\u003c/p>\n\u003cp>\u003cstrong>WeVideo\u003c/strong>\u003c/p>\n\u003cp>Shari Jones' sixth-grade language arts students are using WeVideo to record and edit their podcast at Independence Elementary School in Liberty Township, Ohio.\u003c/p>\n\u003cp>WeVideo is a desktop and mobile app where users can upload, trim and arrange both audio and video clips.\u003c/p>\n\u003cp>This is her second time submitting to the Podcast Challenge, and Jones says she started using WeVideo this year because it doesn't have an age restriction for children like previous apps she's used.\u003c/p>\n\u003cp>\"This is more user friendly and all sixth graders have access to this WeVideo,\" says Jones. \"They can do it more independently. They have step-by-step directions.\"\u003c/p>\n\u003cp>Students with Google accounts, like Jones' class, can save their podcasts to their Google Drive through WeVideo. Jones says this makes it easier to export their submissions for the challenge.\u003c/p>\n\u003cp>\u003cstrong>Soundtrap\u003c/strong>\u003c/p>\n\u003cp>Timothy Belmont, an English and public speaking teacher at Lyndhurst High School in Lyndhurst, N.J., wanted to give his students the option to go more in-depth with audio recording and editing. For him, Soundtrap is an accessible way to do that.\u003c/p>\n\u003cp>\"It's like a fully functional studio,\" says Belmont. \"They can use it on their iPad through their web browser, but they can also use it on a laptop.\"\u003c/p>\n\u003cp>Soundtrap is an online, collaborative music workstation that can edit and record vocals and instruments.\u003c/p>\n\u003cp>\"You can even have students who are not necessarily in the same place record together collaboratively,\" says Belmont. That, he adds, \"can extend the assignment from just being during class time to being outside of class.\"\u003c/p>\n\u003cp>Since Soundtrap is web-based, there's no installation required and all projects also save to the cloud, allowing students to access their files from multiple devices.\u003c/p>\n\u003cp>Joanne Stanley's English students at Swift Creek Middle School in Midlothian, Va., are also using Soundtrap. She says she hasn't used the app very much, and she doesn't have to: Her students have taken the lead and they are working through the \"kinks\" together.\u003c/p>\n\u003cp>\u003cstrong>GarageBand \u003c/strong>\u003c/p>\n\u003cp>GarageBand is a music creation studio that is automatically installed in all Mac and iOS devices. As long as there's an iPhone, students can record and produce their podcasts anywhere.\u003c/p>\n\u003cp>In New Jersey, Timothy Belmont says his students are using GarageBand as well as Soundtrap. He likes the accessibility and says that many of his students were already familiar with it: \"Some of the students had already used GarageBand for other classes, whether they were recording things or just experimenting.\"\u003c/p>\n\u003cp>These of course are just a few of the options out there, and some of the educators say it's been a trial-and-error process to find the right app for their students, and their experience level.\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>\"My advice is to check with students first to see what their experience is with recording and listening to podcasts,\" says Applen. \"Secondly, teachers should not be afraid to reach out to the podcast world and ask for help. There are tons of podcasters out there that are willing to share their stories and experience to help get others started.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Studio+At+Your+Fingertips%3A+5+Apps+Teachers+Are+Using+To+Make+Student+Podcasts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55393/five-apps-students-can-use-to-make-podcasts","authors":["byline_mindshift_55393"],"categories":["mindshift_195"],"tags":["mindshift_20822","mindshift_273","mindshift_20784","mindshift_1040","mindshift_74"],"featImg":"mindshift_55394","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"},"mindshift_53986":{"type":"posts","id":"mindshift_53986","meta":{"index":"posts_1591205157","site":"mindshift","id":"53986","score":null,"sort":[1563519605000]},"guestAuthors":[],"slug":"now-starring-in-childrens-cartoons-authentic-indigenous-characters","title":"Now Starring In Children's Cartoons: Authentic Indigenous Characters","publishDate":1563519605,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For decades, animated children's stories included negative stereotypes of Indigenous people.\u003c/p>\n\u003cp>There was Disney's \u003cem>Pocahontas\u003c/em>, which presented the daughter of a Powhatan chief in a romantic love story with Captain John Smith. Crystal Echo Hawk, CEO of the media watchdog group IllumiNative, says it was a false narrative about a girl who in reality was \"taken by force and sexually assaulted.\"\u003c/p>\n\u003cp>There was Tiger Lily in the classic film \u003cem>Peter Pan\u003c/em>, the princess of the \"Piccaninny\" tribe who smoked a peace pipe and spoke in one-syllable gibberish. The same went for the various \"injuns\" in old Bugs Bunny cartoons.\u003c/p>\n\u003cp>More recently, Disney and Pixar got kudos for more authentic representations of Native people in the films \u003ca href=\"https://www.npr.org/2016/11/23/503066811/moana-actress-grew-up-with-the-polynesian-myth-that-inspired-the-movie\">\u003cem>Moana\u003c/em>\u003c/a> and \u003ca href=\"https://www.npr.org/2017/11/20/564385036/mexico-music-and-family-take-center-stage-in-coco\">\u003cem>Coco\u003c/em>\u003c/a>. Now, TV networks and streaming services are reaching children with realistic portrayals on the small screen — where they consume most of their media.\u003c/p>\n\u003cp>The new PBS show \u003cem>Molly of Denali\u003c/em> is the first nationally distributed children's series to feature an Alaska Native lead character. She's 10 years old; her heritage is Gwich'in, Koyukon and Dena'ina Athabascan. She lives in the fictional village of Qyah, population 94. She goes fishing and hunting, and also looks up information on the Internet and on her smartphone.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Molly is computer-savvy,\" says the show's creative producer, Princess Daazhraii Johnson. \"I think it's really important for us to show that, because we are modern, living people that are not relegated to the past. That stereotype, that romanticized notion of who we are as Native people, is rampant.\"\u003c/p>\n\u003cp>Johnson says when she travels, she still meets people who assume all Alaskans live in igloos and are Eskimos — \"which isn't a term that people really even use anymore up here,\" she says. \"We have 229 federally recognized tribes in Alaska; we have 20 officially recognized Alaska Native languages here. We are so diverse and dynamic. And that's something else that we're going to be able to share out to the world.\"\u003c/p>\n\u003cp>In one episode, Molly learns that her grandfather stopped drumming and singing as a child when he was taken away to a Bureau of Indian Affairs boarding school. \"At the school we weren't allowed to sing the songs from our people,\" an elder tells her. \"We were made to feel bad about who we were.\"\u003c/p>\n\u003cp>Johnson says this storyline really happened to one of the elders on the show's advisory board. It's a kid's show, so it has a happy ending: Molly and her grandfather sing together.\u003c/p>\n\u003cp>\"We're just over the moon about \u003cem>Molly of Denali\u003c/em>, because this is exactly the type of thing that can really began to shift perceptions in this country,\" Echo Hawk says.\u003c/p>\n\u003cfigure id=\"attachment_53988\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53988\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/pachamama.23_wide-3a5bb4ddd45e54ea7090e0b7f02f69126549522c-e1563519484190.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In the Netflix film Pachamama, set in the Andes during the time of Spanish conquest, 10-year-old Tepulpai and his friend Naira go on a journey to retrieve their village's treasured statue. \u003ccite>(Netflix)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Echo Hawk says that for years, Hollywood didn't produce stories about or by Native people because it didn't think a market existed for them. But that, she says, was shortsighted. Her organization polled more than 13,000 Americans, and found that nearly 80% of them said they want to learn more about Native peoples.\u003c/p>\n\u003cp>\"Media makers have always used the excuse 'the Native population in the United States is statistically insignificant ... there's not a demand because you guys are so small,'\" she says. \"But what this new research shows is that there is demand well beyond the Native population in this country.\"\u003c/p>\n\u003cp>For several decades, the Australian and Canadian Broadcasting Corporations have spotlighted shows by and about their indigenous populations. Now, Netflix is \u003ca href=\"https://globalnews.ca/news/5379809/netflix-partners-indigenous-groups/\">partnering with three Indigenous cultural organizations\u003c/a> to develop the next generation of First Nation creators across Canada.\u003c/p>\n\u003cp>And in the U.S. and in Latin America, Netflix is running the animated film \u003cem>Pachamama\u003c/em>. The story centers on a 10-year-old boy in an Andean village who dreams of becoming a shaman. His people suffer under both the Spanish conquest and the Incan Empire.\u003c/p>\n\u003cp>\"It's told from the point of view of the Indigenous people,\" says Juan Antin, who wrote and directed the film. He says he wanted to give a realistic view of domination in the region.\u003c/p>\n\u003cp>Antin, who is from Argentina, says he was inspired by his travels with his anthropologist wife in Bolivia and Peru. \"There, I fell in love with the culture of Pachamama, which is how the indigenous people call Mother Earth, having respect, love to the Earth,\" he says.\u003c/p>\n\u003cp>The Cartoon Network series \u003cem>Victor and Valentino\u003c/em> features two half-brothers in a fictitious Mesoamerican village, exploring myths that come to life. For example, they follow the dog Achi into the land of the dead, where they encounter a \u003cem>chupacabra \u003c/em>and other legends.\u003c/p>\n\u003cp>Animator Diego Molano, whose heritage is Mexican, Colombian and Cuban, began drawing his characters in college before writing for cartoons like \u003cem>The Powerpuff Girls\u003c/em>. He says with his new series, he wanted to share the folk tales his grandfather used to tell him.\u003c/p>\n\u003cp>\"I love the myths, but sometimes the myths are not kid-friendly,\" Molano says. \"So I kind of use what I like about them and kind of make a story that is relatable.\"\u003c/p>\n\u003cp>Molano says it's about time networks began showing cartoons with Indigenous characters and themes. He just hopes it's not just a fad.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ted Robbins 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=Now+Starring+In+Children%27s+Cartoons%3A+Authentic+Indigenous+Characters&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An Alaska Native girl (\u003cem>Molly of Denali\u003c/em>), an Andean boy (\u003cem>Pachamama\u003c/em>), two half-brothers in Mesoamerica (\u003cem>Victor and Valentino\u003c/em>): Three new animations feature Native people without bygone-era baggage.","status":"publish","parent":0,"modified":1563519605,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":929},"headData":{"title":"Now Starring In Children's Cartoons: Authentic Indigenous Characters | KQED","description":"An Alaska Native girl (Molly of Denali), an Andean boy (Pachamama), two half-brothers in Mesoamerica (Victor and Valentino): Three new animations feature Native people without bygone-era baggage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53986 https://ww2.kqed.org/mindshift/?p=53986","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/19/now-starring-in-childrens-cartoons-authentic-indigenous-characters/","disqusTitle":"Now Starring In Children's Cartoons: Authentic Indigenous Characters","nprByline":"Mandalit del Barco","nprImageAgency":"WGBH Educational Foundation","nprStoryId":"740804272","nprApiLink":"http://api.npr.org/query?id=740804272&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/07/17/740804272/now-starring-in-childrens-cartoons-authentic-indigenous-characters?ft=nprml&f=740804272","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Jul 2019 12:01:00 -0400","nprStoryDate":"Wed, 17 Jul 2019 12:01:20 -0400","nprLastModifiedDate":"Wed, 17 Jul 2019 12:01:20 -0400","path":"/mindshift/53986/now-starring-in-childrens-cartoons-authentic-indigenous-characters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For decades, animated children's stories included negative stereotypes of Indigenous people.\u003c/p>\n\u003cp>There was Disney's \u003cem>Pocahontas\u003c/em>, which presented the daughter of a Powhatan chief in a romantic love story with Captain John Smith. Crystal Echo Hawk, CEO of the media watchdog group IllumiNative, says it was a false narrative about a girl who in reality was \"taken by force and sexually assaulted.\"\u003c/p>\n\u003cp>There was Tiger Lily in the classic film \u003cem>Peter Pan\u003c/em>, the princess of the \"Piccaninny\" tribe who smoked a peace pipe and spoke in one-syllable gibberish. The same went for the various \"injuns\" in old Bugs Bunny cartoons.\u003c/p>\n\u003cp>More recently, Disney and Pixar got kudos for more authentic representations of Native people in the films \u003ca href=\"https://www.npr.org/2016/11/23/503066811/moana-actress-grew-up-with-the-polynesian-myth-that-inspired-the-movie\">\u003cem>Moana\u003c/em>\u003c/a> and \u003ca href=\"https://www.npr.org/2017/11/20/564385036/mexico-music-and-family-take-center-stage-in-coco\">\u003cem>Coco\u003c/em>\u003c/a>. Now, TV networks and streaming services are reaching children with realistic portrayals on the small screen — where they consume most of their media.\u003c/p>\n\u003cp>The new PBS show \u003cem>Molly of Denali\u003c/em> is the first nationally distributed children's series to feature an Alaska Native lead character. She's 10 years old; her heritage is Gwich'in, Koyukon and Dena'ina Athabascan. She lives in the fictional village of Qyah, population 94. She goes fishing and hunting, and also looks up information on the Internet and on her smartphone.\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>\"Molly is computer-savvy,\" says the show's creative producer, Princess Daazhraii Johnson. \"I think it's really important for us to show that, because we are modern, living people that are not relegated to the past. That stereotype, that romanticized notion of who we are as Native people, is rampant.\"\u003c/p>\n\u003cp>Johnson says when she travels, she still meets people who assume all Alaskans live in igloos and are Eskimos — \"which isn't a term that people really even use anymore up here,\" she says. \"We have 229 federally recognized tribes in Alaska; we have 20 officially recognized Alaska Native languages here. We are so diverse and dynamic. And that's something else that we're going to be able to share out to the world.\"\u003c/p>\n\u003cp>In one episode, Molly learns that her grandfather stopped drumming and singing as a child when he was taken away to a Bureau of Indian Affairs boarding school. \"At the school we weren't allowed to sing the songs from our people,\" an elder tells her. \"We were made to feel bad about who we were.\"\u003c/p>\n\u003cp>Johnson says this storyline really happened to one of the elders on the show's advisory board. It's a kid's show, so it has a happy ending: Molly and her grandfather sing together.\u003c/p>\n\u003cp>\"We're just over the moon about \u003cem>Molly of Denali\u003c/em>, because this is exactly the type of thing that can really began to shift perceptions in this country,\" Echo Hawk says.\u003c/p>\n\u003cfigure id=\"attachment_53988\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53988\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/pachamama.23_wide-3a5bb4ddd45e54ea7090e0b7f02f69126549522c-e1563519484190.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In the Netflix film Pachamama, set in the Andes during the time of Spanish conquest, 10-year-old Tepulpai and his friend Naira go on a journey to retrieve their village's treasured statue. \u003ccite>(Netflix)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Echo Hawk says that for years, Hollywood didn't produce stories about or by Native people because it didn't think a market existed for them. But that, she says, was shortsighted. Her organization polled more than 13,000 Americans, and found that nearly 80% of them said they want to learn more about Native peoples.\u003c/p>\n\u003cp>\"Media makers have always used the excuse 'the Native population in the United States is statistically insignificant ... there's not a demand because you guys are so small,'\" she says. \"But what this new research shows is that there is demand well beyond the Native population in this country.\"\u003c/p>\n\u003cp>For several decades, the Australian and Canadian Broadcasting Corporations have spotlighted shows by and about their indigenous populations. Now, Netflix is \u003ca href=\"https://globalnews.ca/news/5379809/netflix-partners-indigenous-groups/\">partnering with three Indigenous cultural organizations\u003c/a> to develop the next generation of First Nation creators across Canada.\u003c/p>\n\u003cp>And in the U.S. and in Latin America, Netflix is running the animated film \u003cem>Pachamama\u003c/em>. The story centers on a 10-year-old boy in an Andean village who dreams of becoming a shaman. His people suffer under both the Spanish conquest and the Incan Empire.\u003c/p>\n\u003cp>\"It's told from the point of view of the Indigenous people,\" says Juan Antin, who wrote and directed the film. He says he wanted to give a realistic view of domination in the region.\u003c/p>\n\u003cp>Antin, who is from Argentina, says he was inspired by his travels with his anthropologist wife in Bolivia and Peru. \"There, I fell in love with the culture of Pachamama, which is how the indigenous people call Mother Earth, having respect, love to the Earth,\" he says.\u003c/p>\n\u003cp>The Cartoon Network series \u003cem>Victor and Valentino\u003c/em> features two half-brothers in a fictitious Mesoamerican village, exploring myths that come to life. For example, they follow the dog Achi into the land of the dead, where they encounter a \u003cem>chupacabra \u003c/em>and other legends.\u003c/p>\n\u003cp>Animator Diego Molano, whose heritage is Mexican, Colombian and Cuban, began drawing his characters in college before writing for cartoons like \u003cem>The Powerpuff Girls\u003c/em>. He says with his new series, he wanted to share the folk tales his grandfather used to tell him.\u003c/p>\n\u003cp>\"I love the myths, but sometimes the myths are not kid-friendly,\" Molano says. \"So I kind of use what I like about them and kind of make a story that is relatable.\"\u003c/p>\n\u003cp>Molano says it's about time networks began showing cartoons with Indigenous characters and themes. He just hopes it's not just a fad.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ted Robbins 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=Now+Starring+In+Children%27s+Cartoons%3A+Authentic+Indigenous+Characters&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53986/now-starring-in-childrens-cartoons-authentic-indigenous-characters","authors":["byline_mindshift_53986"],"categories":["mindshift_192"],"tags":["mindshift_273","mindshift_20784","mindshift_1040","mindshift_21026","mindshift_21067","mindshift_21025","mindshift_150"],"featImg":"mindshift_53987","label":"mindshift"},"mindshift_52899":{"type":"posts","id":"mindshift_52899","meta":{"index":"posts_1591205157","site":"mindshift","id":"52899","score":null,"sort":[1547627581000]},"guestAuthors":[],"slug":"forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","title":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says","publishDate":1547627581,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The overuse of technology has overtaken drugs, sex and bullying as the biggest parental worry, according to the annual Brigham Young and \u003cem>Deseret News\u003c/em>\u003ca href=\"https://www.deseretnews.com/american-family-survey/2018\"> American Family Survey\u003c/a>.\u003c/p>\n\u003cp>But what are we actually supposed to be doing about it?\u003c/p>\n\u003cp>Jordan Shapiro, a Temple University professor whose background is in philosophy and psychology, has a prescription that might surprise you. In his new book, \u003cem>The New Childhood,\u003c/em> his argument is that we're not spending enough screen time with our kids.\u003c/p>\n\u003cp>\"One of the things I suggest in the book is that kids should be starting on social media much younger,\" he says. And, play more video games with your kids, too.\u003c/p>\n\u003cp>After Shapiro's divorce, he found himself solo parenting two little boys (now 11 and 13) who were obsessed with video games. He started playing the games simply as a way to connect with them. Then he discovered connections between the emotional catharsis and interactive storytelling on the screen, and thinkers like Carl Jung and Plato. He came to realize that part of his job as a parent was to help his children make sense of their online experiences and teach them how to uphold enduring values in the new world they are living in.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, he thinks about the intersection of child development and digital media as a senior fellow for the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> and nonresident fellow in the Center for Universal Education at the \u003ca href=\"https://www.brookings.edu/experts/jordan-shapiro/\">Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>Shapiro spoke to NPR about his new book and approach. The following interview has been shortened and edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>You teach the core curriculum at Temple University and helped adapt it to an online version. How do your studies inform your thinking about YouTube and Facebook? \u003c/strong>\u003c/p>\n\u003cp>My background is ancient philosophy. I think we have very few new values. I love the old stuff — Plato and Homer. All the world's great religions have tons of wisdom to offer us in a changing world. We need to figure out how to apply how they lived to a very different time and place. If you look historically — let's say every hundred years, there's these huge transitions that require giant adaptations so [the old ways] are still meaningful.\u003c/p>\n\u003cp>\u003cstrong>You talk in the book about how a lot of expert advice focuses on simply limiting the screens, but that doesn't help us teach our kids how to make that kind of transition or that adaptation, to interact ethically in the digital world.\u003c/strong>\u003c/p>\n\u003cp>Right. People are trying to do things like device-free dinner because they are scared of the way work and home have enmeshed.\u003c/p>\n\u003cp>Home was safe, and now these devices bring the entire world inside. Are your kids home or are they in Fortnite? They're here and somewhere else — in the ugly agora and within the beautiful picket fence.\u003c/p>\n\u003cp>\u003cstrong>But it's good to have some respite from the outside world and the digital world, right?\u003c/strong>\u003c/p>\n\u003cp>Sure. We have family dinner in our house. It's mostly device-free. No one should be watching YouTube videos the whole time. But most of the time we have conversations that necessitate pulling up a YouTube video or Googling something to make a point.\u003c/p>\n\u003cp>They're not going to learn good date behavior if they've never had a phone before.\u003c/p>\n\u003cp>How are we going to maintain those positive things, the compassion, ethics, good social skills and intimate relationships, if we're teaching them to live in a world that doesn't look like the world they're living in?\u003c/p>\n\u003cp>\u003cstrong>Can you give some more concrete examples of how you teach kids to maintain positive values in the digital world?\u003c/strong>\u003c/p>\n\u003cp>Let's take violent video games. All tools should be facilitating our ability to create a more meaningful, more just world. Sometimes our children are going to seek out violent games.\u003c/p>\n\u003cp>And we teach them violence is bad, but playing violent make-believe isn't necessarily bad.\u003c/p>\n\u003cp>\u003cstrong>Do you still play video games with your kids? What do you do if you're just not a gamer? I'm not. \u003c/strong>\u003c/p>\n\u003cp>Not as much, because they're much better than me now. But I still talk to them about it; I ask them to show me what they're playing; I'll watch them. I'll tease them and say, this looks stupid, explain to me why you're interested. You can tell them the reasons you don't like it, as long as it's a conversation and not a scolding.\u003c/p>\n\u003cp>We teach them how to make sense of the narratives they construct. Whether you're talking about video games or social media or YouTube, how do you enable them to construct a meaningful narrative in relationship to these artifacts?\u003c/p>\n\u003cp>\u003cstrong>And your approach seems to be kind of like the Socratic method — you ask questions.\u003c/strong>\u003c/p>\n\u003cp>That's part of it, yes. So my sons are into these YouTube videos where kids open toys. It's the most disgusting representation of consumerism I can imagine. Just a terrible kind of video.\u003c/p>\n\u003cp>\u003cstrong>It's incredibly popular too — in fact an 8-year-old with a toy channel was the \u003c/strong>\u003ca href=\"https://www.forbes.com/sites/natalierobehmed/2018/12/03/highest-paid-youtube-stars-2018-markiplier-jake-paul-pewdiepie-and-more/#2092f651909a\">\u003cstrong>top moneymaker on YouTube \u003c/strong>\u003c/a>\u003cstrong>last year.\u003c/strong>\u003c/p>\n\u003cp>Right. I don't think, 'Oh it shouldn't exist.' I'm in favor of free speech. But then if my kids watch it, I want to have the conversation about why I find this attitude so weird and problematic, and I want to teach them to think about it that way. So now after having lots of these conversations, the first thing they do with every YouTube video they watch is ask, who paid for it, what are they trying to sell me?\u003c/p>\n\u003cp>\u003cstrong>So the idea is that they internalize your ethical voice? \u003c/strong>\u003c/p>\n\u003cp>We spend their entire lives teaching them how to share, how to get along. The alternative is throwing 20 kids into a room, locking the door, and saying don't worry, they'll end up hugging. That's kind of what we do when we put a hormonal prepubescent on social media for the first time.\u003c/p>\n\u003cp>\u003cstrong>And this is why you say kids should be starting on social media much younger than they are? \u003c/strong>\u003c/p>\n\u003cp>If we want to get rid of the horrible stuff happening on Twitter right now, then we need to model it for kids when they're 7 and all they want to do is be like their parents. I think we should have church groups and sports teams, small social media groups, so adults can model what to do. Or large families can have a family social network. You can share pictures and maybe you do gently tease someone, so they see the difference between kind and mean teasing.\u003c/p>\n\u003cp>\u003cstrong>This came up recently in \u003c/strong>\u003ca href=\"https://www.npr.org/2018/12/17/672976298/teen-girls-and-their-moms-get-candid-about-phones-and-social-media\">\u003cstrong>one of my conversations\u003c/strong>\u003c/a>\u003cstrong> with a 16-year-old girl and her mother. She was exasperated that all her aunts were following her on Instagram, using her childhood nickname, leaving embarrassing comments, but her mother was happy to have so many people looking out for her. \u003c/strong>\u003c/p>\n\u003cp>I learned to be able to have a civil argument at holiday dinners. I watched my parents, uncles and aunts have political arguments, with love and kindness, also sarcasm and also teasing. That's how I know how to do it at a dinner table.\u003c/p>\n\u003cp>\u003cstrong>The American Academy of Pediatrics supports this idea of \u003c/strong>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone\">\u003cstrong>joint media engagement\u003c/strong>\u003c/a>\u003cstrong>, basically engaging alongside your kids, as you suggest, whether with games, videos or social media. But isn't there such a thing as too much screen time? \u003c/strong>\u003c/p>\n\u003cp>When people talk about \u003ca href=\"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing\">addiction\u003c/a>, I think it's weird we want to blame the digital media because you can form unhealthy relationships with lots of things — food, sex, work, money.\u003c/p>\n\u003cp>And what we do is we try to teach people how to not develop those relationships.\u003c/p>\n\u003cp>We don't blame the eating, sex, work or money itself.\u003c/p>\n\u003cp>And what I'm often trying to explain is that we're seeing unhealthy relationships because we're leaving our kids to figure it out on their own.\u003c/p>\n\u003cp>\u003cstrong>We're using screens as a babysitter.\u003c/strong>\u003c/p>\n\u003cp>There's an \u003ca href=\"https://link.springer.com/epdf/10.1007/s10826-018-1275-1?shared_access_token=lCeQFSZTAuO_9PGzu4lG9_e4RwlQNchNByi7wbcMAY64_I8hc_BePk8u2g_IhOrpHidAD8vgEsN7V_IHAO8GTKUXwgNS7ImCRwSafWFv_HfUYDYThEraoqdQh1W7jIqw_RQtGXJEITw9WPzTmp-zvMyi8tozMidIGEXJcartKLM%3D\">interesting study\u003c/a> that recently came out that looked at how parents and young children were interacting around devices. It showed that this joint media engagement is not happening.\u003c/p>\n\u003cp>Most interactions are negotiations about how much to use, or tech support kinds of things. And almost no discussion of what they're actually doing on the screen, and when it is discussed it's usually initiated by the kids.\u003c/p>\n\u003cp>\u003cstrong>I feel like part of the problem is that parents are getting essentially abstinence-only education, like in sex education. \u003c/strong>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/08/23/545289168/abstinence-education-is-ineffective-and-unethical-report-argues\">\u003cstrong>The research on that \u003c/strong>\u003c/a>\u003cstrong>says, if all you hear is, \"Just say no,\" it has no positive effects. \u003c/strong>\u003c/p>\n\u003cp>Nobody actually thinks we're going to have a world without [tech]. They're aiming for that healthy relationship. A healthy relationship is you being able to have the autonomy to make good decisions. That's what we're trying to teach our kids — to make those decisions. If we make it all about here's the restrictions, the on/off switch mentality, that doesn't teach them to make smart, autonomous decisions.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR is partnering with Sesame on a new \u003c/em>\u003ca href=\"https://www.npr.org/about-npr/676029951/nprs-life-kit-podcasts-tools-to-help-you-get-it-together?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social\">podcast\u003c/a> \u003cem>called Life Kit. Much like Jordan Shapiro's\u003c/em> \u003cem>new book, it\u003c/em> \u003cem>will provide overviews of problems or questions in areas where NPR has deep expertise — starting with personal finance, health and wellness, and parenting.\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=Forget+Screen+Time+Rules+%E2%80%94+Lean+In+To+Parenting+Your+Wired+Child%2C+Author+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book, \u003cem>The New Childhood,\u003c/em> Jordan Shapiro argues that we're not spending enough screen time with our kids.","status":"publish","parent":0,"modified":1547627581,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1600},"headData":{"title":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says | KQED","description":"In his new book, The New Childhood, Jordan Shapiro argues that we're not spending enough screen time with our kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52899 https://ww2.kqed.org/mindshift/?p=52899","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/16/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says/","disqusTitle":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says","nprByline":"Anya Kamenetz","nprImageAgency":"Ryan Johnson for NPR","nprStoryId":"679304393","nprApiLink":"http://api.npr.org/query?id=679304393&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/01/15/679304393/forget-screen-time-rules-lean-in-to-parenting-your-wired-child?ft=nprml&f=679304393","nprRetrievedStory":"1","nprPubDate":"Tue, 15 Jan 2019 15:46:00 -0500","nprStoryDate":"Tue, 15 Jan 2019 13:15:00 -0500","nprLastModifiedDate":"Tue, 15 Jan 2019 15:46:35 -0500","path":"/mindshift/52899/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The overuse of technology has overtaken drugs, sex and bullying as the biggest parental worry, according to the annual Brigham Young and \u003cem>Deseret News\u003c/em>\u003ca href=\"https://www.deseretnews.com/american-family-survey/2018\"> American Family Survey\u003c/a>.\u003c/p>\n\u003cp>But what are we actually supposed to be doing about it?\u003c/p>\n\u003cp>Jordan Shapiro, a Temple University professor whose background is in philosophy and psychology, has a prescription that might surprise you. In his new book, \u003cem>The New Childhood,\u003c/em> his argument is that we're not spending enough screen time with our kids.\u003c/p>\n\u003cp>\"One of the things I suggest in the book is that kids should be starting on social media much younger,\" he says. And, play more video games with your kids, too.\u003c/p>\n\u003cp>After Shapiro's divorce, he found himself solo parenting two little boys (now 11 and 13) who were obsessed with video games. He started playing the games simply as a way to connect with them. Then he discovered connections between the emotional catharsis and interactive storytelling on the screen, and thinkers like Carl Jung and Plato. He came to realize that part of his job as a parent was to help his children make sense of their online experiences and teach them how to uphold enduring values in the new world they are living in.\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>Now, he thinks about the intersection of child development and digital media as a senior fellow for the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> and nonresident fellow in the Center for Universal Education at the \u003ca href=\"https://www.brookings.edu/experts/jordan-shapiro/\">Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>Shapiro spoke to NPR about his new book and approach. The following interview has been shortened and edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>You teach the core curriculum at Temple University and helped adapt it to an online version. How do your studies inform your thinking about YouTube and Facebook? \u003c/strong>\u003c/p>\n\u003cp>My background is ancient philosophy. I think we have very few new values. I love the old stuff — Plato and Homer. All the world's great religions have tons of wisdom to offer us in a changing world. We need to figure out how to apply how they lived to a very different time and place. If you look historically — let's say every hundred years, there's these huge transitions that require giant adaptations so [the old ways] are still meaningful.\u003c/p>\n\u003cp>\u003cstrong>You talk in the book about how a lot of expert advice focuses on simply limiting the screens, but that doesn't help us teach our kids how to make that kind of transition or that adaptation, to interact ethically in the digital world.\u003c/strong>\u003c/p>\n\u003cp>Right. People are trying to do things like device-free dinner because they are scared of the way work and home have enmeshed.\u003c/p>\n\u003cp>Home was safe, and now these devices bring the entire world inside. Are your kids home or are they in Fortnite? They're here and somewhere else — in the ugly agora and within the beautiful picket fence.\u003c/p>\n\u003cp>\u003cstrong>But it's good to have some respite from the outside world and the digital world, right?\u003c/strong>\u003c/p>\n\u003cp>Sure. We have family dinner in our house. It's mostly device-free. No one should be watching YouTube videos the whole time. But most of the time we have conversations that necessitate pulling up a YouTube video or Googling something to make a point.\u003c/p>\n\u003cp>They're not going to learn good date behavior if they've never had a phone before.\u003c/p>\n\u003cp>How are we going to maintain those positive things, the compassion, ethics, good social skills and intimate relationships, if we're teaching them to live in a world that doesn't look like the world they're living in?\u003c/p>\n\u003cp>\u003cstrong>Can you give some more concrete examples of how you teach kids to maintain positive values in the digital world?\u003c/strong>\u003c/p>\n\u003cp>Let's take violent video games. All tools should be facilitating our ability to create a more meaningful, more just world. Sometimes our children are going to seek out violent games.\u003c/p>\n\u003cp>And we teach them violence is bad, but playing violent make-believe isn't necessarily bad.\u003c/p>\n\u003cp>\u003cstrong>Do you still play video games with your kids? What do you do if you're just not a gamer? I'm not. \u003c/strong>\u003c/p>\n\u003cp>Not as much, because they're much better than me now. But I still talk to them about it; I ask them to show me what they're playing; I'll watch them. I'll tease them and say, this looks stupid, explain to me why you're interested. You can tell them the reasons you don't like it, as long as it's a conversation and not a scolding.\u003c/p>\n\u003cp>We teach them how to make sense of the narratives they construct. Whether you're talking about video games or social media or YouTube, how do you enable them to construct a meaningful narrative in relationship to these artifacts?\u003c/p>\n\u003cp>\u003cstrong>And your approach seems to be kind of like the Socratic method — you ask questions.\u003c/strong>\u003c/p>\n\u003cp>That's part of it, yes. So my sons are into these YouTube videos where kids open toys. It's the most disgusting representation of consumerism I can imagine. Just a terrible kind of video.\u003c/p>\n\u003cp>\u003cstrong>It's incredibly popular too — in fact an 8-year-old with a toy channel was the \u003c/strong>\u003ca href=\"https://www.forbes.com/sites/natalierobehmed/2018/12/03/highest-paid-youtube-stars-2018-markiplier-jake-paul-pewdiepie-and-more/#2092f651909a\">\u003cstrong>top moneymaker on YouTube \u003c/strong>\u003c/a>\u003cstrong>last year.\u003c/strong>\u003c/p>\n\u003cp>Right. I don't think, 'Oh it shouldn't exist.' I'm in favor of free speech. But then if my kids watch it, I want to have the conversation about why I find this attitude so weird and problematic, and I want to teach them to think about it that way. So now after having lots of these conversations, the first thing they do with every YouTube video they watch is ask, who paid for it, what are they trying to sell me?\u003c/p>\n\u003cp>\u003cstrong>So the idea is that they internalize your ethical voice? \u003c/strong>\u003c/p>\n\u003cp>We spend their entire lives teaching them how to share, how to get along. The alternative is throwing 20 kids into a room, locking the door, and saying don't worry, they'll end up hugging. That's kind of what we do when we put a hormonal prepubescent on social media for the first time.\u003c/p>\n\u003cp>\u003cstrong>And this is why you say kids should be starting on social media much younger than they are? \u003c/strong>\u003c/p>\n\u003cp>If we want to get rid of the horrible stuff happening on Twitter right now, then we need to model it for kids when they're 7 and all they want to do is be like their parents. I think we should have church groups and sports teams, small social media groups, so adults can model what to do. Or large families can have a family social network. You can share pictures and maybe you do gently tease someone, so they see the difference between kind and mean teasing.\u003c/p>\n\u003cp>\u003cstrong>This came up recently in \u003c/strong>\u003ca href=\"https://www.npr.org/2018/12/17/672976298/teen-girls-and-their-moms-get-candid-about-phones-and-social-media\">\u003cstrong>one of my conversations\u003c/strong>\u003c/a>\u003cstrong> with a 16-year-old girl and her mother. She was exasperated that all her aunts were following her on Instagram, using her childhood nickname, leaving embarrassing comments, but her mother was happy to have so many people looking out for her. \u003c/strong>\u003c/p>\n\u003cp>I learned to be able to have a civil argument at holiday dinners. I watched my parents, uncles and aunts have political arguments, with love and kindness, also sarcasm and also teasing. That's how I know how to do it at a dinner table.\u003c/p>\n\u003cp>\u003cstrong>The American Academy of Pediatrics supports this idea of \u003c/strong>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone\">\u003cstrong>joint media engagement\u003c/strong>\u003c/a>\u003cstrong>, basically engaging alongside your kids, as you suggest, whether with games, videos or social media. But isn't there such a thing as too much screen time? \u003c/strong>\u003c/p>\n\u003cp>When people talk about \u003ca href=\"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing\">addiction\u003c/a>, I think it's weird we want to blame the digital media because you can form unhealthy relationships with lots of things — food, sex, work, money.\u003c/p>\n\u003cp>And what we do is we try to teach people how to not develop those relationships.\u003c/p>\n\u003cp>We don't blame the eating, sex, work or money itself.\u003c/p>\n\u003cp>And what I'm often trying to explain is that we're seeing unhealthy relationships because we're leaving our kids to figure it out on their own.\u003c/p>\n\u003cp>\u003cstrong>We're using screens as a babysitter.\u003c/strong>\u003c/p>\n\u003cp>There's an \u003ca href=\"https://link.springer.com/epdf/10.1007/s10826-018-1275-1?shared_access_token=lCeQFSZTAuO_9PGzu4lG9_e4RwlQNchNByi7wbcMAY64_I8hc_BePk8u2g_IhOrpHidAD8vgEsN7V_IHAO8GTKUXwgNS7ImCRwSafWFv_HfUYDYThEraoqdQh1W7jIqw_RQtGXJEITw9WPzTmp-zvMyi8tozMidIGEXJcartKLM%3D\">interesting study\u003c/a> that recently came out that looked at how parents and young children were interacting around devices. It showed that this joint media engagement is not happening.\u003c/p>\n\u003cp>Most interactions are negotiations about how much to use, or tech support kinds of things. And almost no discussion of what they're actually doing on the screen, and when it is discussed it's usually initiated by the kids.\u003c/p>\n\u003cp>\u003cstrong>I feel like part of the problem is that parents are getting essentially abstinence-only education, like in sex education. \u003c/strong>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/08/23/545289168/abstinence-education-is-ineffective-and-unethical-report-argues\">\u003cstrong>The research on that \u003c/strong>\u003c/a>\u003cstrong>says, if all you hear is, \"Just say no,\" it has no positive effects. \u003c/strong>\u003c/p>\n\u003cp>Nobody actually thinks we're going to have a world without [tech]. They're aiming for that healthy relationship. A healthy relationship is you being able to have the autonomy to make good decisions. That's what we're trying to teach our kids — to make those decisions. If we make it all about here's the restrictions, the on/off switch mentality, that doesn't teach them to make smart, autonomous decisions.\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>NPR is partnering with Sesame on a new \u003c/em>\u003ca href=\"https://www.npr.org/about-npr/676029951/nprs-life-kit-podcasts-tools-to-help-you-get-it-together?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social\">podcast\u003c/a> \u003cem>called Life Kit. Much like Jordan Shapiro's\u003c/em> \u003cem>new book, it\u003c/em> \u003cem>will provide overviews of problems or questions in areas where NPR has deep expertise — starting with personal finance, health and wellness, and parenting.\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=Forget+Screen+Time+Rules+%E2%80%94+Lean+In+To+Parenting+Your+Wired+Child%2C+Author+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52899/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","authors":["byline_mindshift_52899"],"categories":["mindshift_192"],"tags":["mindshift_273","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_20568","mindshift_20816","mindshift_114"],"featImg":"mindshift_52900","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. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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