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"disqusTitle": "Should Adults Control Kid-Created Content?",
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"content": "\u003cfigure id=\"attachment_21871\" class=\"wp-caption alignright\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-06-05-at-11-42-50-am-3/\" rel=\"attachment wp-att-21871\">\u003cimg class=\"size-full wp-image-21871\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png\" alt=\"\" width=\"550\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png 550w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-400x248.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-320x198.png 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Fourteen year-old \u003ca href=\"http://www.adorasvitak.com/\">Adora Svitak \u003c/a>wishes that Facebook came up with a popup window that read, \"Are you going to regret this later?\" before allowing people to post their updates.\u003c/p>\n\u003cp>It's that kind of long-term vision that's missing from a lot of how kids act and how they're being educated about using social media. And because adults are navigating the same uncharted waters alongside -- or in many cases, far behind -- their kids, sometimes using what's considered common sense at the time might not even be enough of a filter.\u003c/p>\n\u003cp>Svitak is already a fairly savvy social media user herself, having launched her own Facebook brand, website, and even TED talks. She and her peers are pushing boundaries on sites like Tumblr, posting videos on YouTube and creating their own blogs -- and getting a lot of traction.\u003c/p>\n\u003cp>Cases in point: Teenager Rebecca Black's \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">\u003cem>Friday\u003c/em>\u003c/a>, last year's viral YouTube music video (more than 32 million views) and the \u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">Kony 2012 video\u003c/a>, whose 90 million views was propelled by kids passing it along to each other.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We can have tremendous influence on the cultural landscape,\" Svitak said at the \u003ca href=\"http://www.bigtentmtv.com/\">recent Big Tent event\u003c/a> in San Jose. \"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She's got a point there -- kids' influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are forced to weigh in on whether it's \"good\" or \"bad,\" or more pointedly, what they should do about it.\u003c/p>\n\u003cp>Victoria Grand, director of communications and policy at YouTube, said company staff is constantly searching for questionable content and deciding what action to take. For example, a spate of \u003c!--more-->videos created by girls who ask the viewing public, \"Am I pretty or ugly,\" have been circulating for about four years, and YouTube must contend with whether, as a private company, it should take action to remove the videos.\u003c/p>\n\u003cp>\"Is this a disturbing teenage trend? Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\" she said, listing the litany of questions the company must contend with each day. The answer is not always clear. After some investigation, Grand said one of the girls posting the \"Am I pretty or ugly\" video was a 21-year-old art student embarking on an art project.\u003c/p>\n\u003cp>Other examples: the cinnamon challenge, whereby people upload videos of themselves eating a spoon full of cinnamon, and their subsequent reactions, which are, as Grand puts it \"just repulsive.\" So far, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304537904577279663808279888.html?mod=WSJ_LifeStyle_Lifestyle_6\">30,000 such YouTube videos\u003c/a> have been tagged, and Grand said YouTube has been contacted by physicians imploring the company to take those videos down because eating raw cinnamon can be bad for the respiratory system. The question, again, YouTube must contend with: How dangerous is this?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\"\u003c/p>\n\u003c/aside>\n\u003cp>And what should YouTube do about what Grand calls \"self-injury videos,\" especially those that show girls cutting themselves? \"The cutting videos are really interesting,\" Grand said. \"In large part, they’re public service announcements by fellow teenagers. They’re saying, 'Don’t do it,' or they're documenting it in a neutral way that says, 'This is what’s happening.' Only a fraction is promoting self injury.\"\u003c/p>\n\u003cp>In that light, Grand said the videos reflect authentic voices that can be helpful to other girls considering cutting themselves. At the same time, though, she said \"the very act of cutting triggers additional trigger.\"\u003c/p>\n\u003cfigure id=\"attachment_21872\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-03-16-at-10-20-45-am-620x351/\" rel=\"attachment wp-att-21872\">\u003cimg class=\"size-medium wp-image-21872\" title=\"Screen-shot-2012-03-16-at-10.20.45-AM-620x351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-shot-2012-03-16-at-10.20.45-AM-620x351-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kony 2012 video that went viral.\u003c/figcaption>\u003c/figure>\n\u003cp>The same premise applies to videos showing people smoking. YouTube has been asked to remove videos of people smoking, because \"when you see images of people smoking, it leads to more smoking,\" Grand said.\u003c/p>\n\u003cp>Though companies can -- and in some cases, should -- edit online content that might lead to dangerous behavior, the more proactive approach is educating kids about possible dangers, said Amanda Lenhart, a senior research specialist at the Pew Research Center’s Internet & American Life Project, where she directs research on young adults, teens, children and families. These are global companies with a reach that goes far and wide, and it could be impossible to manage these issues on a global scale.\u003c/p>\n\u003cp>\"There’s certainly a side of it [that can be approached with] advocacy and work with kids,\" she said. \"On the other hand, we have to protect free speech. Those are the real tensions behind the debate.\"\u003c/p>\n\u003cp>Educating kids about the issues underlying the content is what Lenhart calls the \"middle ground.\"\u003c/p>\n\u003cp>\"It can be incredibly localized,\" she said. \"It starts at the user, and it doesn’t require tech innovation or regulation. But it requires a lot of work on the part of parents and end users.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003c/aside>\n\u003cp>But as Svitak pointed out, though kids' influence is powerful, especially with the help of the vast online megaphone, kids don't always understand the repercussions of their online behavior. And because this is still very much new territory for a lot of adults, education around these issues doesn't always flow from parent to child. In that case, who's teaching whom? And what are the appropriate models?\u003c/p>\n\u003cp>For its part, YouTube wants to draw youth to teach youth about these issues, Grand said.\u003c/p>\n\u003cp>\"But it's like feeding people spinach,\" she said. \"How do you rally youth around issues like flagging inappropriate content and privacy controls? It's hard... They have a limited attention span. We have breakthroughs sometimes with the teen safety community, but those blog posts don’t get nearly enough awareness. It's hard to cut through the noise.\"\u003c/p>\n\u003cp>Technology can actually help is this realm -- at least to some extent. For the \"Am I Ugly\" videos, images can be blurred, and comment settings can be adjusted to protect kids. The \"safety mode\" scans videos for fleshtones, she said, but as a result, videos of babies are deleted. And what happens to artistic videos that include nudity?\u003c/p>\n\u003cp>\"People say we should come up with some kind of predictive algorithm: 'You're Google -- figure it out!'\" she said. \"But algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003cp>YouTube does organize videos for review, and those that rank high on flesh tones will be reviewed faster by YouTube staff. And factors like the flagger's reputation, the number of times the video has been flagged, how \"hot\" it is in terms of virality, all help YouTube prioritize review of the algorithm.\u003c/p>\n\u003cp>\"But humans need to see it,\" she said. And that takes time.\u003c/p>\n\u003cp>\u003cstrong>THE STOVE APPROACH\u003c/strong>\u003c/p>\n\u003cp>Fourteen-year-old Svitak offers some advice to adults: think long-term. At her school, she says all devices must be turned off -- no blogs, no email, and no access to websites.\u003c/p>\n\u003cp>\"This is a short-term approach,\" she said, adding that she prefers the \"touch-the-stove approach.\" When she was younger, she learned quickly to stay away from the stove after she touched it -- but in her effort to exert independence and push boundaries, she didn't get badly burned.\u003c/p>\n\u003cp>\"If you never teach the child to cross the street, they won't know how to do it,\" she said. \"We need to emphasize the long-term approach with education -- not just block everything, but teach kids how to evaluate. Then they won't post inappropriate content.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Kids’ online influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are sometimes forced to weigh in on whether it’s “good” or “bad,” or more pointedly, what they should do about it.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21871\" class=\"wp-caption alignright\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-06-05-at-11-42-50-am-3/\" rel=\"attachment wp-att-21871\">\u003cimg class=\"size-full wp-image-21871\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png\" alt=\"\" width=\"550\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png 550w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-400x248.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-320x198.png 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Fourteen year-old \u003ca href=\"http://www.adorasvitak.com/\">Adora Svitak \u003c/a>wishes that Facebook came up with a popup window that read, \"Are you going to regret this later?\" before allowing people to post their updates.\u003c/p>\n\u003cp>It's that kind of long-term vision that's missing from a lot of how kids act and how they're being educated about using social media. And because adults are navigating the same uncharted waters alongside -- or in many cases, far behind -- their kids, sometimes using what's considered common sense at the time might not even be enough of a filter.\u003c/p>\n\u003cp>Svitak is already a fairly savvy social media user herself, having launched her own Facebook brand, website, and even TED talks. She and her peers are pushing boundaries on sites like Tumblr, posting videos on YouTube and creating their own blogs -- and getting a lot of traction.\u003c/p>\n\u003cp>Cases in point: Teenager Rebecca Black's \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">\u003cem>Friday\u003c/em>\u003c/a>, last year's viral YouTube music video (more than 32 million views) and the \u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">Kony 2012 video\u003c/a>, whose 90 million views was propelled by kids passing it along to each other.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We can have tremendous influence on the cultural landscape,\" Svitak said at the \u003ca href=\"http://www.bigtentmtv.com/\">recent Big Tent event\u003c/a> in San Jose. \"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's got a point there -- kids' influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are forced to weigh in on whether it's \"good\" or \"bad,\" or more pointedly, what they should do about it.\u003c/p>\n\u003cp>Victoria Grand, director of communications and policy at YouTube, said company staff is constantly searching for questionable content and deciding what action to take. For example, a spate of \u003c!--more-->videos created by girls who ask the viewing public, \"Am I pretty or ugly,\" have been circulating for about four years, and YouTube must contend with whether, as a private company, it should take action to remove the videos.\u003c/p>\n\u003cp>\"Is this a disturbing teenage trend? Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\" she said, listing the litany of questions the company must contend with each day. The answer is not always clear. After some investigation, Grand said one of the girls posting the \"Am I pretty or ugly\" video was a 21-year-old art student embarking on an art project.\u003c/p>\n\u003cp>Other examples: the cinnamon challenge, whereby people upload videos of themselves eating a spoon full of cinnamon, and their subsequent reactions, which are, as Grand puts it \"just repulsive.\" So far, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304537904577279663808279888.html?mod=WSJ_LifeStyle_Lifestyle_6\">30,000 such YouTube videos\u003c/a> have been tagged, and Grand said YouTube has been contacted by physicians imploring the company to take those videos down because eating raw cinnamon can be bad for the respiratory system. The question, again, YouTube must contend with: How dangerous is this?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\"\u003c/p>\n\u003c/aside>\n\u003cp>And what should YouTube do about what Grand calls \"self-injury videos,\" especially those that show girls cutting themselves? \"The cutting videos are really interesting,\" Grand said. \"In large part, they’re public service announcements by fellow teenagers. They’re saying, 'Don’t do it,' or they're documenting it in a neutral way that says, 'This is what’s happening.' Only a fraction is promoting self injury.\"\u003c/p>\n\u003cp>In that light, Grand said the videos reflect authentic voices that can be helpful to other girls considering cutting themselves. At the same time, though, she said \"the very act of cutting triggers additional trigger.\"\u003c/p>\n\u003cfigure id=\"attachment_21872\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-03-16-at-10-20-45-am-620x351/\" rel=\"attachment wp-att-21872\">\u003cimg class=\"size-medium wp-image-21872\" title=\"Screen-shot-2012-03-16-at-10.20.45-AM-620x351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-shot-2012-03-16-at-10.20.45-AM-620x351-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kony 2012 video that went viral.\u003c/figcaption>\u003c/figure>\n\u003cp>The same premise applies to videos showing people smoking. YouTube has been asked to remove videos of people smoking, because \"when you see images of people smoking, it leads to more smoking,\" Grand said.\u003c/p>\n\u003cp>Though companies can -- and in some cases, should -- edit online content that might lead to dangerous behavior, the more proactive approach is educating kids about possible dangers, said Amanda Lenhart, a senior research specialist at the Pew Research Center’s Internet & American Life Project, where she directs research on young adults, teens, children and families. These are global companies with a reach that goes far and wide, and it could be impossible to manage these issues on a global scale.\u003c/p>\n\u003cp>\"There’s certainly a side of it [that can be approached with] advocacy and work with kids,\" she said. \"On the other hand, we have to protect free speech. Those are the real tensions behind the debate.\"\u003c/p>\n\u003cp>Educating kids about the issues underlying the content is what Lenhart calls the \"middle ground.\"\u003c/p>\n\u003cp>\"It can be incredibly localized,\" she said. \"It starts at the user, and it doesn’t require tech innovation or regulation. But it requires a lot of work on the part of parents and end users.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003c/aside>\n\u003cp>But as Svitak pointed out, though kids' influence is powerful, especially with the help of the vast online megaphone, kids don't always understand the repercussions of their online behavior. And because this is still very much new territory for a lot of adults, education around these issues doesn't always flow from parent to child. In that case, who's teaching whom? And what are the appropriate models?\u003c/p>\n\u003cp>For its part, YouTube wants to draw youth to teach youth about these issues, Grand said.\u003c/p>\n\u003cp>\"But it's like feeding people spinach,\" she said. \"How do you rally youth around issues like flagging inappropriate content and privacy controls? It's hard... They have a limited attention span. We have breakthroughs sometimes with the teen safety community, but those blog posts don’t get nearly enough awareness. It's hard to cut through the noise.\"\u003c/p>\n\u003cp>Technology can actually help is this realm -- at least to some extent. For the \"Am I Ugly\" videos, images can be blurred, and comment settings can be adjusted to protect kids. The \"safety mode\" scans videos for fleshtones, she said, but as a result, videos of babies are deleted. And what happens to artistic videos that include nudity?\u003c/p>\n\u003cp>\"People say we should come up with some kind of predictive algorithm: 'You're Google -- figure it out!'\" she said. \"But algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003cp>YouTube does organize videos for review, and those that rank high on flesh tones will be reviewed faster by YouTube staff. And factors like the flagger's reputation, the number of times the video has been flagged, how \"hot\" it is in terms of virality, all help YouTube prioritize review of the algorithm.\u003c/p>\n\u003cp>\"But humans need to see it,\" she said. And that takes time.\u003c/p>\n\u003cp>\u003cstrong>THE STOVE APPROACH\u003c/strong>\u003c/p>\n\u003cp>Fourteen-year-old Svitak offers some advice to adults: think long-term. At her school, she says all devices must be turned off -- no blogs, no email, and no access to websites.\u003c/p>\n\u003cp>\"This is a short-term approach,\" she said, adding that she prefers the \"touch-the-stove approach.\" When she was younger, she learned quickly to stay away from the stove after she touched it -- but in her effort to exert independence and push boundaries, she didn't get badly burned.\u003c/p>\n\u003cp>\"If you never teach the child to cross the street, they won't know how to do it,\" she said. \"We need to emphasize the long-term approach with education -- not just block everything, but teach kids how to evaluate. Then they won't post inappropriate content.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Schools and Students Clash Over Use of Technology",
"title": "Schools and Students Clash Over Use of Technology",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n",
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"description": "By Katrina Schwartz When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive. Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20928\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20928\" title=\"demoshelsinki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/demoshelsinki.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Demos Helsinki\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">Parents are constantly grappling with how to deal with online privacy issues with their kids. Issues about whether to share passwords to email and social media accounts, whether to filter or monitor Web sites, and how much leeway to give kids of different ages as they experiment with their online identities.\u003c/p>\n\u003cp>Because kids spend most of their time at school, it's not unusual when questions about these issues come up at school but have to be dealt with at home -- and vice versa.\u003c/p>\n\u003cp>A recent example presented itself when a parent discovered that her middle-school-age daughter was interested in a social network site called \u003ca href=\"http://www.zorpia.com\">Zorpia\u003c/a>, which bills itself as a site to \"share unlimited photos, post journals and make friends.\" She found out about it by reading her daughter's email, a policy they had both agreed to.\u003c/p>\n\u003cp>But after reading \u003ca href=\"http://social-networking-websites-review.toptenreviews.com/\">a review\u003c/a> of the site, the mother was concerned about whether it was too risky to allow her daughter to interact with strangers online. She wrote to the daughter's school \"in the spirit of keeping the school abreast of what is going on off-campus\" and with the goal of \"educating more parents about the types of sites that exist and what are some good, common-sense ground rules.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account.\u003c/p>\n\u003c/aside>\n\u003cp>This incident brings up a few complicated issues, including whether parents should be reading kids' private emails, and how parents should deal with open social media sites.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But even before addressing those questions, should schools even be involved in this conversation? Is this an issue for each family to sort out among themselves? One of the reverberating effects of online life is the fluidity of the connection between different environments, and with an instance like\u003c!--more--> this, school and home become inextricably tied. Off-campus activity plays out on-campus, at recess, in the lunchroom and on the bus. Word travels quickly, both verbally and through texts and emails, and some schools prefer to become a part of the conversation in order to help parents and kids build a safe community, online and offline.\u003c/p>\n\u003cp>\u003cstrong>PASSWORD PRIVACY AND SAFETY CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>When it comes to deciding about kids and parents sharing their passwords, the most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. It's a big responsibility, though, and changes with a kid's age. Is it too much to ask of a 10- or 11-year old to know what's worthy of alarm?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">\u003cspan style=\"color: #808080\">How Well Are Schools Teaching Cyber Ethics? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">\u003cspan style=\"color: #808080\">Should Parents Have the Backdoor Key to Their Kids' Facebook Accounts? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cspan style=\"color: #808080\">\u003cstrong>How Young Is Too Young To Start Social Networking?\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cspan style=\"color: #808080\">\u003cstrong>The Pitfalls and Promises of Social Media and Kids \u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some kids and parents decide the parent can have email access, but as kids get older and want more independence and privacy, those agreements may change. Some parents and kids agree to keep kids' password in a sealed enveloped, promising only to open the seal when there's a question of safety. Others figure out an arrangement with a parent's close friend or relative with sound judgment who has emergency access to the email. The goal is to let kids know they're not alone.\u003c/p>\n\u003cp>Whether kids under 13 are ready for open social media sites like Zorpia is another thorny issue. Zorpia has more than 24 million users, and a large international community, which could provide a great way for kids to interact with other kids from across the world. But reviews of the site mention plenty of criticism about unsolicited and inappropriate messaging when its privacy settings blocking strangers are not in place.\u003c/p>\n\u003cp>Bottom line: Kids are curious. They hear about a new site or tool and they want to find out what it's all is about. It can be exciting and enticing to enter into a social network, and it's important to acknowledge that interest with kids. Facebook is flooded with millions of under-13 users and kids are going to want to explore social networking.\u003c/p>\n\u003cp>But rather than instill unnecessary fear of stranger danger, when talking with kids about privacy, anonymity and creating online identities, a few questions to ask:\u003c/p>\n\u003cul>\n\u003cli>How would you respond if a stranger tried to contact you through a social media site?\u003c/li>\n\u003cli>What would you do if you found out that one of your friends was talking to random strangers?\u003c/li>\n\u003cli>When would you go to an adult for help if something uncomfortable happened?\u003c/li>\n\u003cli>Why are you interested in social media sites?\u003c/li>\n\u003cli>Where do you find out about them? What do you friends say?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20928\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20928\" title=\"demoshelsinki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/demoshelsinki.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Demos Helsinki\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">Parents are constantly grappling with how to deal with online privacy issues with their kids. Issues about whether to share passwords to email and social media accounts, whether to filter or monitor Web sites, and how much leeway to give kids of different ages as they experiment with their online identities.\u003c/p>\n\u003cp>Because kids spend most of their time at school, it's not unusual when questions about these issues come up at school but have to be dealt with at home -- and vice versa.\u003c/p>\n\u003cp>A recent example presented itself when a parent discovered that her middle-school-age daughter was interested in a social network site called \u003ca href=\"http://www.zorpia.com\">Zorpia\u003c/a>, which bills itself as a site to \"share unlimited photos, post journals and make friends.\" She found out about it by reading her daughter's email, a policy they had both agreed to.\u003c/p>\n\u003cp>But after reading \u003ca href=\"http://social-networking-websites-review.toptenreviews.com/\">a review\u003c/a> of the site, the mother was concerned about whether it was too risky to allow her daughter to interact with strangers online. She wrote to the daughter's school \"in the spirit of keeping the school abreast of what is going on off-campus\" and with the goal of \"educating more parents about the types of sites that exist and what are some good, common-sense ground rules.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account.\u003c/p>\n\u003c/aside>\n\u003cp>This incident brings up a few complicated issues, including whether parents should be reading kids' private emails, and how parents should deal with open social media sites.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But even before addressing those questions, should schools even be involved in this conversation? Is this an issue for each family to sort out among themselves? One of the reverberating effects of online life is the fluidity of the connection between different environments, and with an instance like\u003c!--more--> this, school and home become inextricably tied. Off-campus activity plays out on-campus, at recess, in the lunchroom and on the bus. Word travels quickly, both verbally and through texts and emails, and some schools prefer to become a part of the conversation in order to help parents and kids build a safe community, online and offline.\u003c/p>\n\u003cp>\u003cstrong>PASSWORD PRIVACY AND SAFETY CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>When it comes to deciding about kids and parents sharing their passwords, the most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. It's a big responsibility, though, and changes with a kid's age. Is it too much to ask of a 10- or 11-year old to know what's worthy of alarm?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">\u003cspan style=\"color: #808080\">How Well Are Schools Teaching Cyber Ethics? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">\u003cspan style=\"color: #808080\">Should Parents Have the Backdoor Key to Their Kids' Facebook Accounts? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cspan style=\"color: #808080\">\u003cstrong>How Young Is Too Young To Start Social Networking?\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cspan style=\"color: #808080\">\u003cstrong>The Pitfalls and Promises of Social Media and Kids \u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some kids and parents decide the parent can have email access, but as kids get older and want more independence and privacy, those agreements may change. Some parents and kids agree to keep kids' password in a sealed enveloped, promising only to open the seal when there's a question of safety. Others figure out an arrangement with a parent's close friend or relative with sound judgment who has emergency access to the email. The goal is to let kids know they're not alone.\u003c/p>\n\u003cp>Whether kids under 13 are ready for open social media sites like Zorpia is another thorny issue. Zorpia has more than 24 million users, and a large international community, which could provide a great way for kids to interact with other kids from across the world. But reviews of the site mention plenty of criticism about unsolicited and inappropriate messaging when its privacy settings blocking strangers are not in place.\u003c/p>\n\u003cp>Bottom line: Kids are curious. They hear about a new site or tool and they want to find out what it's all is about. It can be exciting and enticing to enter into a social network, and it's important to acknowledge that interest with kids. Facebook is flooded with millions of under-13 users and kids are going to want to explore social networking.\u003c/p>\n\u003cp>But rather than instill unnecessary fear of stranger danger, when talking with kids about privacy, anonymity and creating online identities, a few questions to ask:\u003c/p>\n\u003cul>\n\u003cli>How would you respond if a stranger tried to contact you through a social media site?\u003c/li>\n\u003cli>What would you do if you found out that one of your friends was talking to random strangers?\u003c/li>\n\u003cli>When would you go to an adult for help if something uncomfortable happened?\u003c/li>\n\u003cli>Why are you interested in social media sites?\u003c/li>\n\u003cli>Where do you find out about them? What do you friends say?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20839\" class=\"module image alignleft mceTemp\" style=\"width: 416px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png\">\u003cimg class=\"size-full wp-image-20839\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png\" alt=\"\" width=\"416\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png 416w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM-400x356.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM-320x285.png 320w\" sizes=\"(max-width: 416px) 100vw, 416px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Figment\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Jacob Lewis was growing up, he liked to write “really terrible Stephen King-like fiction stories.” Looking back on those early works, the former managing editor of \u003cem>The New Yorker\u003c/em> said he’s glad they never saw the light of day. But for thousands of teenage writers across the country, Lewis has helped do the exact opposite.\u003c/p>\n\u003cp>The Web site \u003ca href=\"http://figment.com/\">Figment\u003c/a>—founded by Lewis and \u003cem>New Yorker \u003c/em>staff writer Dana Goodyear in 2010—gives young writers a forum to freely publish their work. The site now boasts more than 220,000 registered users and has stocked a library of more than 350,000 individual pieces, ranging from reflective poetry to multi-chapter novellas.\u003c/p>\n\u003cp>“We really thought at first that it would be more of a social network site,” Lewis said. “But it has been all about project creation. The amount of new content our users produce is amazing.”\u003c/p>\n\u003cp>Lewis said Figment users post more than 1,000 new original pieces every week, many of them only a few hundred words representing a large range of genres, from heart-tugging romance to dystopian fantasy.\u003c/p>\n\u003cp>“It takes a lot of guts to put yourself out there like they have,” Lewis said. “We knew there was a need for this, but we've been surprised at the passion and the ownership our users have shown.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003c/aside>\n\u003cp>Similar to Facebook, Figment users—most of whom are between 13 and 24 years old—create a profile and upload their work, giving it a title and picking from a large selection of stock images to use as cover art. Other users can read the pieces online and leave comments and provide feedback.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not all pieces are read widely, but some works, like \u003ca href=\"http://figment.com/books/84898-Diamonds-in-the-Rough\">\u003cem>Diamonds in the Rough\u003c/em>\u003c/a> by a user from Wisconsin who goes by the screen name Fish Fingers, have received 130 comments and more than 200 “Hearts” (Figments’ version of Facebook’s Like button).\u003c/p>\n\u003cp>“Wow! This [story] is beautifully sad!” one user commented about Fish Finger’s work.\u003c/p>\n\u003cp>“Your similes are impeccably accurate,” wrote another.\u003c/p>\n\u003cp>“The one negative thing I'd say is that I think it would've been better if you had let people figure out the moral for themselves then say what it is at the end of the story,” posted another user.\u003c!--more-->\u003c/p>\n\u003cp>Dana Goodyear, who has written for \u003cem>The New Yorker\u003c/em> and teaches literary nonfiction at USC, said this kind of genuine feedback is common on Figment.\u003c/p>\n\u003cp>“What’s most exciting is the intensity of the usage,” she said. “These writers are getting a really deep experience receiving this feedback. Having an audience is so crucial to support young writers.\"\u003c/p>\n\u003cp>Goodyear said Figment is beginning to explore more uses for educators, too. The site already has a “Groups” function, which can allow teachers to set up online workshops for their classes.\u003c/p>\n\u003cp>Meenoo Rami, a National Board certified English teacher in Philadelphia who hosts the teacher blog #engchat, said Figment is the “perfect platform” for her students.\u003c/p>\n\u003cp>“It's important for students to know that their work is viewed by more than just their teacher. For my students, the idea that a larger audience is being exposed to their work is important to them,” Rami said. “This gives them an authentic reason to write.”\u003c/p>\n\u003cp>Goodyear said she and the other Figment staffers hope to continue evolving the site. She said they want to work on adding “in-text editing” features so that users can change their work in real time online.\u003c/p>\n\u003cp>She also said Figment will continue to bring in professional writers and published authors for online Q&A sessions, live chats, and blog posts, to connect them to Figment’s aspiring teenage writers.\u003c/p>\n\u003cp>One Figment user, Blake Nelson, has already received an offer for a book deal for the poetry he posted to the site. Figment also hosts regular contests in different genres in order to feature fresh young talent.\u003c/p>\n\u003cp>Yet, Lewis said Figment should remain at its heart a place for teens to express themselves.\u003c/p>\n\u003cp>“Our mission is to not take amateur writers and make them pros,” he said. “We don’t want to set up a hierarchy. We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20839\" class=\"module image alignleft mceTemp\" style=\"width: 416px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png\">\u003cimg class=\"size-full wp-image-20839\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png\" alt=\"\" width=\"416\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png 416w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM-400x356.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM-320x285.png 320w\" sizes=\"(max-width: 416px) 100vw, 416px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Figment\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Jacob Lewis was growing up, he liked to write “really terrible Stephen King-like fiction stories.” Looking back on those early works, the former managing editor of \u003cem>The New Yorker\u003c/em> said he’s glad they never saw the light of day. But for thousands of teenage writers across the country, Lewis has helped do the exact opposite.\u003c/p>\n\u003cp>The Web site \u003ca href=\"http://figment.com/\">Figment\u003c/a>—founded by Lewis and \u003cem>New Yorker \u003c/em>staff writer Dana Goodyear in 2010—gives young writers a forum to freely publish their work. The site now boasts more than 220,000 registered users and has stocked a library of more than 350,000 individual pieces, ranging from reflective poetry to multi-chapter novellas.\u003c/p>\n\u003cp>“We really thought at first that it would be more of a social network site,” Lewis said. “But it has been all about project creation. The amount of new content our users produce is amazing.”\u003c/p>\n\u003cp>Lewis said Figment users post more than 1,000 new original pieces every week, many of them only a few hundred words representing a large range of genres, from heart-tugging romance to dystopian fantasy.\u003c/p>\n\u003cp>“It takes a lot of guts to put yourself out there like they have,” Lewis said. “We knew there was a need for this, but we've been surprised at the passion and the ownership our users have shown.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003c/aside>\n\u003cp>Similar to Facebook, Figment users—most of whom are between 13 and 24 years old—create a profile and upload their work, giving it a title and picking from a large selection of stock images to use as cover art. Other users can read the pieces online and leave comments and provide feedback.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not all pieces are read widely, but some works, like \u003ca href=\"http://figment.com/books/84898-Diamonds-in-the-Rough\">\u003cem>Diamonds in the Rough\u003c/em>\u003c/a> by a user from Wisconsin who goes by the screen name Fish Fingers, have received 130 comments and more than 200 “Hearts” (Figments’ version of Facebook’s Like button).\u003c/p>\n\u003cp>“Wow! This [story] is beautifully sad!” one user commented about Fish Finger’s work.\u003c/p>\n\u003cp>“Your similes are impeccably accurate,” wrote another.\u003c/p>\n\u003cp>“The one negative thing I'd say is that I think it would've been better if you had let people figure out the moral for themselves then say what it is at the end of the story,” posted another user.\u003c!--more-->\u003c/p>\n\u003cp>Dana Goodyear, who has written for \u003cem>The New Yorker\u003c/em> and teaches literary nonfiction at USC, said this kind of genuine feedback is common on Figment.\u003c/p>\n\u003cp>“What’s most exciting is the intensity of the usage,” she said. “These writers are getting a really deep experience receiving this feedback. Having an audience is so crucial to support young writers.\"\u003c/p>\n\u003cp>Goodyear said Figment is beginning to explore more uses for educators, too. The site already has a “Groups” function, which can allow teachers to set up online workshops for their classes.\u003c/p>\n\u003cp>Meenoo Rami, a National Board certified English teacher in Philadelphia who hosts the teacher blog #engchat, said Figment is the “perfect platform” for her students.\u003c/p>\n\u003cp>“It's important for students to know that their work is viewed by more than just their teacher. For my students, the idea that a larger audience is being exposed to their work is important to them,” Rami said. “This gives them an authentic reason to write.”\u003c/p>\n\u003cp>Goodyear said she and the other Figment staffers hope to continue evolving the site. She said they want to work on adding “in-text editing” features so that users can change their work in real time online.\u003c/p>\n\u003cp>She also said Figment will continue to bring in professional writers and published authors for online Q&A sessions, live chats, and blog posts, to connect them to Figment’s aspiring teenage writers.\u003c/p>\n\u003cp>One Figment user, Blake Nelson, has already received an offer for a book deal for the poetry he posted to the site. Figment also hosts regular contests in different genres in order to feature fresh young talent.\u003c/p>\n\u003cp>Yet, Lewis said Figment should remain at its heart a place for teens to express themselves.\u003c/p>\n\u003cp>“Our mission is to not take amateur writers and make them pros,” he said. “We don’t want to set up a hierarchy. We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Facebook Groups for Schools Raises Concerns",
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"content": "\u003cdiv id=\"attachment_20770\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20770\" title=\"5600215736_b6d0ac73a9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5600215736_b6d0ac73a9-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Filckr:Birgerking\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp>The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company \u003ca href=\"http://newsroom.fb.com/Announcements/Introducing-Groups-for-Schools-144.aspx\">announced a new feature\u003c/a> available only to students and faculty with an active .edu email address, Groups for Schools. It's billed to be exclusive -- even alumni and perspective students aren’t allowed in, limiting the scope of the groups and creating something that approximates the intimacy that was Facebook’s strong suit when it first launched.\u003c/p>\n\u003cp>Groups for Schools is meant to network students in the same university community for social or extracurricular events, but also includes elements that make it useful as a study tool, like the popular platform \u003ca href=\"http://www.edmodo.com\">Edmodo\u003c/a> and a number of other similar sites that have cropped up. It allows students and teachers who are members of a group designated to a particular class, for example, to share comments on a class discussion and reading, as well as to share class materials like notes, assignments and calendars, up to 25 MB.\u003c/p>\n\u003cp>But just a week into its launch, red flags are already being raised. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/u-of-north-carolina-stops-file-sharing-before-it-starts/33153\">One of the main concerns\u003c/a> that has not been addressed by Facebook is the potential liability that students, faculty, and universities might face for file-sharing through Facebook. Many universities are already cracking down on file-sharing through school-owned Internet networks, and Facebook’s new tool adds yet another \u003c!--more-->facet to the complicated question. Additionally, schools must consider \u003ca href=\"http://www.zdnet.com/blog/igeneration/students-file-sharing-work-on-facebook-is-it-legal/15067?tag=content;siu-container\">intellectual property right issues\u003c/a>. Facebook’s terms and conditions specify that is has a transferable license to use any content associated with Facebook. Would that be the case for student-produced work? Facebook has not updated its terms and conditions to reflect the new product, so that remains to be seen.\u003c/p>\n\u003cp>Another complaint is that by creating Groups for Schools, Facebook is undermining apps already built by partner developers, like \u003ca href=\"http://www.inigral.com/about/\">Inigral\u003c/a>, which markets itself as a way for universities to increase enrollment and retention through social networks that meet student needs. Now Groups for Friends will offer almost the same service. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/facebook-returns-to-campus-roots-with-groups-for-schools/36045\">Inigral founder Michael Staton says\u003c/a> the company isn’t too concerned about Facebook’s new product because the more students communicate with one another, the better it will be for their business. But there is a sense that Facebook is an unwieldy landlord, who doesn’t pay much attention to the innovations of others that use its platform.\u003c/p>\n\u003cp>Another \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">criticisms\u003c/a> of Groups for Schools is that it doesn’t inspire the kind of online discussion other education-related social media sites do. When Facebook tested the product at \u003ca href=\"http://new.oberlin.edu/\">Oberlin College\u003c/a>, a small liberal arts school in Ohio, for example, the students simply weren’t active in groups that formed -- in some groups, the creator was the sole member, according to an \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">e-campusnews article\u003c/a>. One theory behind the flop at Oberlin is that Facebook is an escape for many students and they’d prefer to keep it unconnected to their academic pursuits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One very noteworthy aspect of the new Groups for Friends is that \u003ca href=\"http://www.digitaltrends.com/social-media/facebook-refocuses-on-student-organization-with-groups-for-schools/\">it loosens the privacy settings\u003c/a> so that any Facebook user with an .edu email address that corresponds to the individual university can be messaged. On the rest of Facebook’s network, two users must be “friends” to exchange messages. While the new looseness in privacy settings might work out fine at a small school like Oberlin where people might even know each other in person, it could be more disconcerting at a larger school like University of Washington or Texas A&M, where much of the student body is just as much a stranger as any other random Facebook user.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Groups for Students is still rolling out and will eventually be available at higher education institutions across the globe.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20770\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20770\" title=\"5600215736_b6d0ac73a9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5600215736_b6d0ac73a9-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Filckr:Birgerking\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp>The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company \u003ca href=\"http://newsroom.fb.com/Announcements/Introducing-Groups-for-Schools-144.aspx\">announced a new feature\u003c/a> available only to students and faculty with an active .edu email address, Groups for Schools. It's billed to be exclusive -- even alumni and perspective students aren’t allowed in, limiting the scope of the groups and creating something that approximates the intimacy that was Facebook’s strong suit when it first launched.\u003c/p>\n\u003cp>Groups for Schools is meant to network students in the same university community for social or extracurricular events, but also includes elements that make it useful as a study tool, like the popular platform \u003ca href=\"http://www.edmodo.com\">Edmodo\u003c/a> and a number of other similar sites that have cropped up. It allows students and teachers who are members of a group designated to a particular class, for example, to share comments on a class discussion and reading, as well as to share class materials like notes, assignments and calendars, up to 25 MB.\u003c/p>\n\u003cp>But just a week into its launch, red flags are already being raised. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/u-of-north-carolina-stops-file-sharing-before-it-starts/33153\">One of the main concerns\u003c/a> that has not been addressed by Facebook is the potential liability that students, faculty, and universities might face for file-sharing through Facebook. Many universities are already cracking down on file-sharing through school-owned Internet networks, and Facebook’s new tool adds yet another \u003c!--more-->facet to the complicated question. Additionally, schools must consider \u003ca href=\"http://www.zdnet.com/blog/igeneration/students-file-sharing-work-on-facebook-is-it-legal/15067?tag=content;siu-container\">intellectual property right issues\u003c/a>. Facebook’s terms and conditions specify that is has a transferable license to use any content associated with Facebook. Would that be the case for student-produced work? Facebook has not updated its terms and conditions to reflect the new product, so that remains to be seen.\u003c/p>\n\u003cp>Another complaint is that by creating Groups for Schools, Facebook is undermining apps already built by partner developers, like \u003ca href=\"http://www.inigral.com/about/\">Inigral\u003c/a>, which markets itself as a way for universities to increase enrollment and retention through social networks that meet student needs. Now Groups for Friends will offer almost the same service. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/facebook-returns-to-campus-roots-with-groups-for-schools/36045\">Inigral founder Michael Staton says\u003c/a> the company isn’t too concerned about Facebook’s new product because the more students communicate with one another, the better it will be for their business. But there is a sense that Facebook is an unwieldy landlord, who doesn’t pay much attention to the innovations of others that use its platform.\u003c/p>\n\u003cp>Another \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">criticisms\u003c/a> of Groups for Schools is that it doesn’t inspire the kind of online discussion other education-related social media sites do. When Facebook tested the product at \u003ca href=\"http://new.oberlin.edu/\">Oberlin College\u003c/a>, a small liberal arts school in Ohio, for example, the students simply weren’t active in groups that formed -- in some groups, the creator was the sole member, according to an \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">e-campusnews article\u003c/a>. One theory behind the flop at Oberlin is that Facebook is an escape for many students and they’d prefer to keep it unconnected to their academic pursuits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One very noteworthy aspect of the new Groups for Friends is that \u003ca href=\"http://www.digitaltrends.com/social-media/facebook-refocuses-on-student-organization-with-groups-for-schools/\">it loosens the privacy settings\u003c/a> so that any Facebook user with an .edu email address that corresponds to the individual university can be messaged. On the rest of Facebook’s network, two users must be “friends” to exchange messages. While the new looseness in privacy settings might work out fine at a small school like Oberlin where people might even know each other in person, it could be more disconcerting at a larger school like University of Washington or Texas A&M, where much of the student body is just as much a stranger as any other random Facebook user.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Groups for Students is still rolling out and will eventually be available at higher education institutions across the globe.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_19998\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-large wp-image-19998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-620x351.png\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot of Kony 2012 YouTube Video\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance:\u003ca href=\"http://www.kony2012.com/\"> Invisible Children\u003c/a>, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated by the Ugandan warlord Joseph Kony that has drawn more than 100 million hits.\u003c/p>\n\u003cp>How should schools handle the tidal wave of emotion, euphoria and what some criticize as \"\u003ca href=\"http://stream.aljazeera.com/story/clicktivism-destroying-meaningful-social-activism-0022095\">clicktivism\u003c/a>\" that has consumed the interest and attention of students?\u003c/p>\n\u003cp>I first learned about the video from an eighth-grade student, who described it in vivid detail. I was approached by our Dean of Students, who said a group of sixth-grade girls had stormed his office wanting to know if they could show the video at an assembly and raise money for the group Invisible Children.\u003c/p>\n\u003cp>Soon after, a sixth grade science teacher wrote me asking for advice about an issue that had arisen in his class: the Kony video. As part of the study on clean, available drinking water, the science teacher showed a short video called \u003cem>Ryan's Well\u003c/em> about a seven-year-old boy from Canada who raised enough money to drill a well for a school in Uganda, an act that then spiraled into the creation of \u003ca href=\"http://www.ryanswell.ca/\">Ryan's Well Foundation\u003c/a>.\u003c/p>\n\u003cp>During the discussion around \u003cem>Ryan's Well, \u003c/em>a few students in every one of the science teacher's class eventually led to the Kony 2012 YouTube video. \"Needless to say, this was an amazing learning moment for me and the students,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Now the pace of change is so incredibly fast, is there enough time for understanding and reflection?\"\u003c/aside>\n\u003cp>The science teacher took the opportunity to ask questions and looked into the Invisible Children video. He learned about how videos go viral and he examined the authenticity of the Invisible Children foundation, learning that their practices\u003ca href=\"http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/\"> are not as clean and clear\u003c/a> as the students had led him to believe, and the problem with oversimplifying a murky and complicated political conflict.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most importantly, he contacted his students' parents to let them know about the buzz around the \u003c!--more-->video, and he included links to articles and explanations.\u003c/p>\n\u003cp>Not surprisingly, many parents had heard their kids talking about the video but did not really know or understand what it was all about. \"I was very confused because my son was talking about child abduction and death,\" one parent wrote. The communication from school to home helped the parents gather more knowledge so that they could talk about the video and the issues at home.\u003c/p>\n\u003cp>\"I'm so glad you shared all the links and explained what has happened. I think parents will appreciate all the information,\" another parent wrote. \"I think we need to think hard about how to evaluate it all. No small task. Experience will be a great teacher. But now the pace of change is so incredibly fast, is there enough time for understanding and reflection? I think we just have to adapt. Understanding what is out there helps. Thanks for including us in the conversation.\"\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE POWER OF SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>More and more, schools face the unrelenting growth of social media in kids' lives, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about the next new thing. Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate kids around the exciting, yet sometimes thorny issues surrounding social media, including authenticity and smart consumption.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-medium wp-image-20001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.24.47-AM-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Kony2012\u003c/p>\n\u003c/div>\n\u003cp>This question of critical consumption is key for teachers and parents to consider. \"Invisible Children knew that it was targeting culture makers and youth [...] When celebrities receive this kind of onslaught from their fans -- and, especially their younger fans -- they pay attention,\" writes youth culture researcher Danah Boyd \u003ca href=\"http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html\">in a recent post\u003c/a>.\u003c/p>\n\u003cp>Kids can easily get swept up in the tide of celebrity \"do goodism\" and quickly miss the larger forces at work behind viral videos. For kids, it's exciting to get caught up in the energy of a cause, and, as Boyd notes, \"young people feel like they did something by getting a celebrity to pay attention to a cause.\" And yes, let's face it -- kids also suffer from FOMO - \"fear of missing out.\"\u003c/p>\n\u003cp>But as Henry Jenkins, a USC professor and researcher of youth participatory culture \u003ca href=\"http://henryjenkins.org/2012/03/why_youth_are_drawn_to_invisib.html\">points out\u003c/a>, \"this critique ... ignores the possibility that the movie may be meaningful in mobilizing young people as civic actors... Even when young people want to create social change, finding ways to get meaningfully involved, particularly in world affairs, is described by many members as a challenge. A key strength of Invisible Children, and one that \u003cem>Kony 2012 \u003c/em>exhibits as well, is the way it offers young people actionable steps, concrete channels to express a pre-existing activist desire.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/screen-shot-2012-03-16-at-10-39-35-am/\" rel=\"attachment wp-att-20002\">\u003cimg class=\"alignleft size-medium wp-image-20002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.39.35-AM-300x184.png\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>So how do we help kids become critical consumers, instead of just mass consumers of content? How do we leverage their enthusiasm and passion for social good in the world? We certainly don't want to dampen their enthusiasm and optimism that they can do something to change the world for the better, but we also do not want kids jumping in blindly to support and spread the latest social cause craze, like Kony 2012.\u003c/p>\n\u003cp>Here are a few key steps schools and parents can take:\u003c/p>\n\u003cul>\n\u003cli>Listen and pay attention to what kids are doing on social media and engage in the conversation.\u003c/li>\n\u003cli>Schools should keep parents in the loop to help them know how to navigate controversial topics that first emerge at school. Offer talking points, questions and links to articles and sites to help facilitate the home conversation.\u003c/li>\n\u003cli>Examine sources and Web sites together and question authenticity of information. What are the facts? How do we know information is accurate and true?\u003c/li>\n\u003cli>Discuss philanthropy. What does it mean? Where and how should one give money online? Is the money being given to an organization getting into the hands of the people who most need it? How do you verify that?\u003c/li>\n\u003cli>Understand about virality of videos by watching Kevin Allocca's Ted Talk, \"\u003ca href=\"http://www.ted.com/talks/kevin_allocca_why_videos_go_viral.html\">Why Videos Go Viral\u003c/a>.\"\u003c/li>\n\u003c/ul>\n\u003cp>The Kony video has ignited passion, but it's also generated important questions and issues for us to think about, especially as we work to help guide kids to make sense of social media and the globe. The Kony video is a case study that every school should examine and unpack with kids and parents.\u003c/p>\n\u003cp>Thanks to the kids for teaching us to learn quickly.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School's Journey\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19998\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-large wp-image-19998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-620x351.png\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot of Kony 2012 YouTube Video\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance:\u003ca href=\"http://www.kony2012.com/\"> Invisible Children\u003c/a>, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated by the Ugandan warlord Joseph Kony that has drawn more than 100 million hits.\u003c/p>\n\u003cp>How should schools handle the tidal wave of emotion, euphoria and what some criticize as \"\u003ca href=\"http://stream.aljazeera.com/story/clicktivism-destroying-meaningful-social-activism-0022095\">clicktivism\u003c/a>\" that has consumed the interest and attention of students?\u003c/p>\n\u003cp>I first learned about the video from an eighth-grade student, who described it in vivid detail. I was approached by our Dean of Students, who said a group of sixth-grade girls had stormed his office wanting to know if they could show the video at an assembly and raise money for the group Invisible Children.\u003c/p>\n\u003cp>Soon after, a sixth grade science teacher wrote me asking for advice about an issue that had arisen in his class: the Kony video. As part of the study on clean, available drinking water, the science teacher showed a short video called \u003cem>Ryan's Well\u003c/em> about a seven-year-old boy from Canada who raised enough money to drill a well for a school in Uganda, an act that then spiraled into the creation of \u003ca href=\"http://www.ryanswell.ca/\">Ryan's Well Foundation\u003c/a>.\u003c/p>\n\u003cp>During the discussion around \u003cem>Ryan's Well, \u003c/em>a few students in every one of the science teacher's class eventually led to the Kony 2012 YouTube video. \"Needless to say, this was an amazing learning moment for me and the students,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Now the pace of change is so incredibly fast, is there enough time for understanding and reflection?\"\u003c/aside>\n\u003cp>The science teacher took the opportunity to ask questions and looked into the Invisible Children video. He learned about how videos go viral and he examined the authenticity of the Invisible Children foundation, learning that their practices\u003ca href=\"http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/\"> are not as clean and clear\u003c/a> as the students had led him to believe, and the problem with oversimplifying a murky and complicated political conflict.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Most importantly, he contacted his students' parents to let them know about the buzz around the \u003c!--more-->video, and he included links to articles and explanations.\u003c/p>\n\u003cp>Not surprisingly, many parents had heard their kids talking about the video but did not really know or understand what it was all about. \"I was very confused because my son was talking about child abduction and death,\" one parent wrote. The communication from school to home helped the parents gather more knowledge so that they could talk about the video and the issues at home.\u003c/p>\n\u003cp>\"I'm so glad you shared all the links and explained what has happened. I think parents will appreciate all the information,\" another parent wrote. \"I think we need to think hard about how to evaluate it all. No small task. Experience will be a great teacher. But now the pace of change is so incredibly fast, is there enough time for understanding and reflection? I think we just have to adapt. Understanding what is out there helps. Thanks for including us in the conversation.\"\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE POWER OF SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>More and more, schools face the unrelenting growth of social media in kids' lives, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about the next new thing. Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate kids around the exciting, yet sometimes thorny issues surrounding social media, including authenticity and smart consumption.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-medium wp-image-20001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.24.47-AM-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Kony2012\u003c/p>\n\u003c/div>\n\u003cp>This question of critical consumption is key for teachers and parents to consider. \"Invisible Children knew that it was targeting culture makers and youth [...] When celebrities receive this kind of onslaught from their fans -- and, especially their younger fans -- they pay attention,\" writes youth culture researcher Danah Boyd \u003ca href=\"http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html\">in a recent post\u003c/a>.\u003c/p>\n\u003cp>Kids can easily get swept up in the tide of celebrity \"do goodism\" and quickly miss the larger forces at work behind viral videos. For kids, it's exciting to get caught up in the energy of a cause, and, as Boyd notes, \"young people feel like they did something by getting a celebrity to pay attention to a cause.\" And yes, let's face it -- kids also suffer from FOMO - \"fear of missing out.\"\u003c/p>\n\u003cp>But as Henry Jenkins, a USC professor and researcher of youth participatory culture \u003ca href=\"http://henryjenkins.org/2012/03/why_youth_are_drawn_to_invisib.html\">points out\u003c/a>, \"this critique ... ignores the possibility that the movie may be meaningful in mobilizing young people as civic actors... Even when young people want to create social change, finding ways to get meaningfully involved, particularly in world affairs, is described by many members as a challenge. A key strength of Invisible Children, and one that \u003cem>Kony 2012 \u003c/em>exhibits as well, is the way it offers young people actionable steps, concrete channels to express a pre-existing activist desire.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/screen-shot-2012-03-16-at-10-39-35-am/\" rel=\"attachment wp-att-20002\">\u003cimg class=\"alignleft size-medium wp-image-20002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.39.35-AM-300x184.png\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>So how do we help kids become critical consumers, instead of just mass consumers of content? How do we leverage their enthusiasm and passion for social good in the world? We certainly don't want to dampen their enthusiasm and optimism that they can do something to change the world for the better, but we also do not want kids jumping in blindly to support and spread the latest social cause craze, like Kony 2012.\u003c/p>\n\u003cp>Here are a few key steps schools and parents can take:\u003c/p>\n\u003cul>\n\u003cli>Listen and pay attention to what kids are doing on social media and engage in the conversation.\u003c/li>\n\u003cli>Schools should keep parents in the loop to help them know how to navigate controversial topics that first emerge at school. Offer talking points, questions and links to articles and sites to help facilitate the home conversation.\u003c/li>\n\u003cli>Examine sources and Web sites together and question authenticity of information. What are the facts? How do we know information is accurate and true?\u003c/li>\n\u003cli>Discuss philanthropy. What does it mean? Where and how should one give money online? Is the money being given to an organization getting into the hands of the people who most need it? How do you verify that?\u003c/li>\n\u003cli>Understand about virality of videos by watching Kevin Allocca's Ted Talk, \"\u003ca href=\"http://www.ted.com/talks/kevin_allocca_why_videos_go_viral.html\">Why Videos Go Viral\u003c/a>.\"\u003c/li>\n\u003c/ul>\n\u003cp>The Kony video has ignited passion, but it's also generated important questions and issues for us to think about, especially as we work to help guide kids to make sense of social media and the globe. The Kony video is a case study that every school should examine and unpack with kids and parents.\u003c/p>\n\u003cp>Thanks to the kids for teaching us to learn quickly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Tweens Use Digital Media to Develop Their Identities",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/brokenhuman/3374143647/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: JuliaKoz\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from “\u003ca href=\"http://http//ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>” by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children’s identities, all names are pseudonyms, and location details have been altered. Read the first post in the series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens\u003c/a>.\u003c/h5>\n\u003cp class=\"dropcap-serif\">According to \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">some scholars\u003c/a>, digital media provide young people with the tools, spaces, and communities to develop the knowledge, skills, dispositions, and social practices needed for full \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.goodworkproject.org%2Fwp-content%2Fuploads%2F2010%2F10%2FNo-61-NDM-Social-Institutions-Changing-Roles-of-Youth.pdf&ei=8GhNT7D3GIbPhAeb-dQZ&usg=AFQjCNEJPQluTblEFsXSyAI4Em9ac4Vhpw&sig2=D2xFZFzZ9Zqw6Qt3IwbbBw\">participation in contemporary society\u003c/a> as consumers, producers, and civic actors. Surely all children can learn something through their use of digital media. But some of these lessons hold greater value to their present and future lives than others.\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.unisa.edu.au%2Fhawkeinstitute%2Fcslplc%2Fdocuments%2FJackieMarsh.pdf&ei=mGlNT4XVAsanhAfXxMHwDw&usg=AFQjCNGGAUlQAf_qahZTKVMUmjjDS4RO3w&sig2=WY7mbEn5LMJXevOKu8RkYQ\">Jackie Marsh argues\u003c/a> that virtual worlds like Club Penguin and Webkinz can “offer young children a wide range of opportunities to decode, respond to and create multimodal texts in a playful space, significant activities in a new media age.” She postulates that reading Club Penguin’s newspaper, for example, can help foster children’s reading comprehension skills and that its chat feature provides a fun context for children to practice writing and use text to negotiate, collaborate, and evaluate. If and when more work, play, and learning activities are embedded in virtual worlds, as many predict they will be, current young members of Club Penguin and Webkinz will be prepared to navigate these spaces and communicate as members of online communities. However, whether they actually become better readers and writers—or \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCYQFjAA&url=http%3A%2F%2Fwww.ijclp.net%2Ffiles%2Fijclp_web-doc_8-12-2008.pdf&ei=NWpNT-CBAYrChAe_uLH2Dw&usg=AFQjCNEihn2azBkRUDD8RyUshKP7SzCvBQ&sig2=0IYVCy4EYuNYED20DzMgmQ\">just fall victim to the \u003c!--more-->commercialized practices\u003c/a> that operate across online and offline worlds has yet to be seen.5\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings — ages 17, 20, and 21 — gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria’s parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is “hapa,” a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents’ house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate’s degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie’s parents are members of the ‘Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>From a developmental perspective, the fact that Katie is not a budding moviemaker is perhaps understandable, as is the fact that Victoria is not designing outfits on Photoshop and then uploading her creations to share with other young fashion designers online. They are just eight. Is it even realistic to expect girls of this age to participate in the artistic expression and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">civic engagement activities\u003c/a> that proponents of digital media say \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">these tools support\u003c/a>? Do developmental reasons argue against postponing these expectations until adolescence, when the user interface of sophisticated programs like Photoshop and iMovie will make more sense, when parents are more willing to allow their children to participate in online communities, and when youth have developed better judgment about content, audience, and online safety? What about encouraging 8-year-olds to play outside with friends, siblings, and pets to develop physical coordination with real objects, rather than with virtual ones inside?\u003c/p>\n\u003cp>Creative expression and civic engagement using digital media may be eventual goals, but, as the two cases illustrate, technology holds a different set of opportunities for young children than it does for teenagers. In Katie’s and Victoria’s cases, I did not observe cell phones, video games, mobile devices, and online virtual worlds providing the vehicles and spaces for them to meaningfully communicate, coordinate, and negotiate with peers and relatives—at least not in the same ways these platforms are \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">being appropriated by teenagers\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Is it even realistic to expect girls of this age to participate in the artistic expression and civic engagement activities that proponents of digital media say these tools support?\u003c/aside>\n\u003cp>What I did witness, however, is how digital media are giving Katie and Victoria opportunities to develop identities as autonomous learners and technologically capable individuals and to try on various versions of their future selves, as fashion designers, aestheticians, and PDA-toting career women. I also got a glimpse of how Victoria uses digital tools at home to practice skills that may later serve her academically, such as reading onscreen instructions and newspapers, searching for information on the Internet, and word processing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The two case studies illustrate that mere access to digital resources is not enough to guarantee that children will use those resources in productive and enriching ways. Parents and other family members largely shape the quality of the girls’ experiences, through deliberate acts of providing and regulating and through less conscious modeling of behaviors and attitudes that may stoke their daughters’ interests.\u003c/p>\n\u003cfigure id=\"attachment_19435\" class=\"wp-caption alignright\" style=\"max-width: 236px\">\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">\u003cimg class=\"size-full wp-image-19435\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-5.35.57-PM.png\" alt=\"\" width=\"236\" height=\"286\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Read the full report, Families Matter: Designing Media for a Digital Age\u003c/figcaption>\u003c/figure>\n\u003cp>But inequities exist. Katie, for example, is not receiving as much adult encouragement to visit Web sites with more onscreen text or to make use of productivity software as her best friend Victoria is. But do current disparities matter? When the girls reach age 16, will it have made any difference that when they were 8 Victoria dabbled in Microsoft Word and Windows Paint and Katie did not? Is there a reason to encourage children this young to engage with digital media in deeper ways than playing simple games alone? Or will other factors, such as school courses and adolescent sociality, level the playing field when youth reach the age at which technological fluency will have more immediate bearing on their academic success and future career choices?\u003c/p>\n\u003cp>What can we learn from the case studies of two little girls? Katie’s and Victoria’s family situations and cultural heritages are unique. However, most American children resemble Katie and Victoria in two regards. First, children are increasingly surrounded by, engaging with, and embracing media in both old and new forms. Katie and Victoria—like generations of little girls before them—still draw and play outside, do homework and chores, and spend time with family and friends, unmediated by screens of any sort. Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives. Technology is part of the fabric of both homes, used by all family members for entertainment, information seeking, communication, and expression. In this way, the girls are not singled out as digital natives within a family of immigrants.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives.\u003c/aside>\n\u003cp>Second, any child’s particular relationship with these technologies is shaped by the people around them—parents, siblings, teachers, friends, neighbors, and so on. And these interactions are, in turn, influenced by individual maturity, family values, institutional policies, cultural norms, or a television network’s bottom line. The ecological perspectives offered by Katie’s and Victoria’s stories have made this latter point clear.\u003c/p>\n\u003cp>Because young children tend to engage with digital media at home, this research has focused primarily on what they are doing in this particular setting with family members. However, as Katie’s and Victoria’s stories suggest, by age 8, peers are also emerging as powerful influences—as is school, if not by providing Katie and Victoria with opportunities to learn with digital media, then through its institutional attitudes toward digital media. Other learning resources not explored in depth here—namely, books, after school and community settings, and online social networking and virtual worlds—are also \u003ca href=\"http://journals.tdl%20.org/jvwr/article/view/1897\">important locales of interest development\u003c/a>. Just as important is understanding how a child’s interests \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ683681&ERICExtSearch_SearchType_0=no&accno=EJ683681\">cross these boundaries \u003c/a>and are strengthened and sustained over time.\u003c/p>\n\u003cp>\u003ca href=\"http://books.google.com/books/about/Rewired.html?id=jKZgKEuP0u8C\">According to Dr. Larry Rosen\u003c/a>, the most recent technology trends (e.g., iPads, texting, Twitter, Facebook) are being widely adopted by consumers within a matter of years—if not months. In\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>Read the first post in this two-part series, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens \u003c/a>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>comparison, the telephone, radio, and television each took decades. Because of this rapid penetration rate, children born just years apart demonstrate distinct patterns of media consumption, communication, and levels of multitasking.\u003c/p>\n\u003cp>Katie’s baby brother (born since my observational visits) will grow up mastering a different set of skills, habits, and dispositions around technology than his sister’s “mini-generation.” However, even as new technologies captivate young users in ever-faster cycles, the developmental capacities and predilections of children remain, for the most part, stable. By keeping their developmental characteristics in mind, adults—who are, by the logic of the mini-generation theory, the \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">perpetual digital immigrants\u003c/a>—should always feel empowered to know and do what is best for young children in a digital age.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/brokenhuman/3374143647/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: JuliaKoz\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from “\u003ca href=\"http://http//ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>” by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children’s identities, all names are pseudonyms, and location details have been altered. Read the first post in the series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens\u003c/a>.\u003c/h5>\n\u003cp class=\"dropcap-serif\">According to \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">some scholars\u003c/a>, digital media provide young people with the tools, spaces, and communities to develop the knowledge, skills, dispositions, and social practices needed for full \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.goodworkproject.org%2Fwp-content%2Fuploads%2F2010%2F10%2FNo-61-NDM-Social-Institutions-Changing-Roles-of-Youth.pdf&ei=8GhNT7D3GIbPhAeb-dQZ&usg=AFQjCNEJPQluTblEFsXSyAI4Em9ac4Vhpw&sig2=D2xFZFzZ9Zqw6Qt3IwbbBw\">participation in contemporary society\u003c/a> as consumers, producers, and civic actors. Surely all children can learn something through their use of digital media. But some of these lessons hold greater value to their present and future lives than others.\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.unisa.edu.au%2Fhawkeinstitute%2Fcslplc%2Fdocuments%2FJackieMarsh.pdf&ei=mGlNT4XVAsanhAfXxMHwDw&usg=AFQjCNGGAUlQAf_qahZTKVMUmjjDS4RO3w&sig2=WY7mbEn5LMJXevOKu8RkYQ\">Jackie Marsh argues\u003c/a> that virtual worlds like Club Penguin and Webkinz can “offer young children a wide range of opportunities to decode, respond to and create multimodal texts in a playful space, significant activities in a new media age.” She postulates that reading Club Penguin’s newspaper, for example, can help foster children’s reading comprehension skills and that its chat feature provides a fun context for children to practice writing and use text to negotiate, collaborate, and evaluate. If and when more work, play, and learning activities are embedded in virtual worlds, as many predict they will be, current young members of Club Penguin and Webkinz will be prepared to navigate these spaces and communicate as members of online communities. However, whether they actually become better readers and writers—or \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCYQFjAA&url=http%3A%2F%2Fwww.ijclp.net%2Ffiles%2Fijclp_web-doc_8-12-2008.pdf&ei=NWpNT-CBAYrChAe_uLH2Dw&usg=AFQjCNEihn2azBkRUDD8RyUshKP7SzCvBQ&sig2=0IYVCy4EYuNYED20DzMgmQ\">just fall victim to the \u003c!--more-->commercialized practices\u003c/a> that operate across online and offline worlds has yet to be seen.5\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings — ages 17, 20, and 21 — gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria’s parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is “hapa,” a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents’ house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate’s degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie’s parents are members of the ‘Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>From a developmental perspective, the fact that Katie is not a budding moviemaker is perhaps understandable, as is the fact that Victoria is not designing outfits on Photoshop and then uploading her creations to share with other young fashion designers online. They are just eight. Is it even realistic to expect girls of this age to participate in the artistic expression and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">civic engagement activities\u003c/a> that proponents of digital media say \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">these tools support\u003c/a>? Do developmental reasons argue against postponing these expectations until adolescence, when the user interface of sophisticated programs like Photoshop and iMovie will make more sense, when parents are more willing to allow their children to participate in online communities, and when youth have developed better judgment about content, audience, and online safety? What about encouraging 8-year-olds to play outside with friends, siblings, and pets to develop physical coordination with real objects, rather than with virtual ones inside?\u003c/p>\n\u003cp>Creative expression and civic engagement using digital media may be eventual goals, but, as the two cases illustrate, technology holds a different set of opportunities for young children than it does for teenagers. In Katie’s and Victoria’s cases, I did not observe cell phones, video games, mobile devices, and online virtual worlds providing the vehicles and spaces for them to meaningfully communicate, coordinate, and negotiate with peers and relatives—at least not in the same ways these platforms are \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">being appropriated by teenagers\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Is it even realistic to expect girls of this age to participate in the artistic expression and civic engagement activities that proponents of digital media say these tools support?\u003c/aside>\n\u003cp>What I did witness, however, is how digital media are giving Katie and Victoria opportunities to develop identities as autonomous learners and technologically capable individuals and to try on various versions of their future selves, as fashion designers, aestheticians, and PDA-toting career women. I also got a glimpse of how Victoria uses digital tools at home to practice skills that may later serve her academically, such as reading onscreen instructions and newspapers, searching for information on the Internet, and word processing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The two case studies illustrate that mere access to digital resources is not enough to guarantee that children will use those resources in productive and enriching ways. Parents and other family members largely shape the quality of the girls’ experiences, through deliberate acts of providing and regulating and through less conscious modeling of behaviors and attitudes that may stoke their daughters’ interests.\u003c/p>\n\u003cfigure id=\"attachment_19435\" class=\"wp-caption alignright\" style=\"max-width: 236px\">\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">\u003cimg class=\"size-full wp-image-19435\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-5.35.57-PM.png\" alt=\"\" width=\"236\" height=\"286\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Read the full report, Families Matter: Designing Media for a Digital Age\u003c/figcaption>\u003c/figure>\n\u003cp>But inequities exist. Katie, for example, is not receiving as much adult encouragement to visit Web sites with more onscreen text or to make use of productivity software as her best friend Victoria is. But do current disparities matter? When the girls reach age 16, will it have made any difference that when they were 8 Victoria dabbled in Microsoft Word and Windows Paint and Katie did not? Is there a reason to encourage children this young to engage with digital media in deeper ways than playing simple games alone? Or will other factors, such as school courses and adolescent sociality, level the playing field when youth reach the age at which technological fluency will have more immediate bearing on their academic success and future career choices?\u003c/p>\n\u003cp>What can we learn from the case studies of two little girls? Katie’s and Victoria’s family situations and cultural heritages are unique. However, most American children resemble Katie and Victoria in two regards. First, children are increasingly surrounded by, engaging with, and embracing media in both old and new forms. Katie and Victoria—like generations of little girls before them—still draw and play outside, do homework and chores, and spend time with family and friends, unmediated by screens of any sort. Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives. Technology is part of the fabric of both homes, used by all family members for entertainment, information seeking, communication, and expression. In this way, the girls are not singled out as digital natives within a family of immigrants.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives.\u003c/aside>\n\u003cp>Second, any child’s particular relationship with these technologies is shaped by the people around them—parents, siblings, teachers, friends, neighbors, and so on. And these interactions are, in turn, influenced by individual maturity, family values, institutional policies, cultural norms, or a television network’s bottom line. The ecological perspectives offered by Katie’s and Victoria’s stories have made this latter point clear.\u003c/p>\n\u003cp>Because young children tend to engage with digital media at home, this research has focused primarily on what they are doing in this particular setting with family members. However, as Katie’s and Victoria’s stories suggest, by age 8, peers are also emerging as powerful influences—as is school, if not by providing Katie and Victoria with opportunities to learn with digital media, then through its institutional attitudes toward digital media. Other learning resources not explored in depth here—namely, books, after school and community settings, and online social networking and virtual worlds—are also \u003ca href=\"http://journals.tdl%20.org/jvwr/article/view/1897\">important locales of interest development\u003c/a>. Just as important is understanding how a child’s interests \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ683681&ERICExtSearch_SearchType_0=no&accno=EJ683681\">cross these boundaries \u003c/a>and are strengthened and sustained over time.\u003c/p>\n\u003cp>\u003ca href=\"http://books.google.com/books/about/Rewired.html?id=jKZgKEuP0u8C\">According to Dr. Larry Rosen\u003c/a>, the most recent technology trends (e.g., iPads, texting, Twitter, Facebook) are being widely adopted by consumers within a matter of years—if not months. In\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>Read the first post in this two-part series, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens \u003c/a>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>comparison, the telephone, radio, and television each took decades. Because of this rapid penetration rate, children born just years apart demonstrate distinct patterns of media consumption, communication, and levels of multitasking.\u003c/p>\n\u003cp>Katie’s baby brother (born since my observational visits) will grow up mastering a different set of skills, habits, and dispositions around technology than his sister’s “mini-generation.” However, even as new technologies captivate young users in ever-faster cycles, the developmental capacities and predilections of children remain, for the most part, stable. By keeping their developmental characteristics in mind, adults—who are, by the logic of the mini-generation theory, the \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">perpetual digital immigrants\u003c/a>—should always feel empowered to know and do what is best for young children in a digital age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "A Look Inside the Digital Lives of Tweens",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/attachment/78375093/\" rel=\"attachment wp-att-19317\">\u003cimg class=\"size-full wp-image-19317\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/78375093.jpg\" alt=\"\" width=\"508\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093.jpg 508w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-320x212.jpg 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from \"\u003ca href=\"http://http://ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>\" by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children's identities, all names are pseudonyms, and location details have been altered.\u003c/h5>\n\u003cp class=\"dropcap-serif\">While large-scale surveys have documented the types of media to which 5–9-year-olds are devoting increasing amounts of time, we know less about how and why they are using these media and what they might be learning as a result. \u003ca href=\"http://ijlm.net/node/13107/toc\">This research\u003c/a> provides rich details on the processes, relationships, and contexts that larger scale studies on children’s media use cannot by examining two 8-year-old girls’ engagement with video games, the Web, mobile devices, and other emerging technologies against the backdrop of family life.\u003c/p>\n\u003cp>What roles are parents and others playing in their digital media experiences? And how is their engagement with digital media related to family values, relationships with peers and siblings, and what they are doing at school? The case studies illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and interest shape individual learning.\u003c/p>\n\u003cp>\u003cstrong> \u003cspan style=\"color: #000080\">THE MYTH OF THE DIGITAL GENERATION\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In the past decade, a host of newspaper and magazine articles, TV news features, and books have attempted to characterize the digital generation and have presented a polarized view of what young people are doing online, behind closed bedroom doors. Headlines vacillate between \u003ca href=\"http://www.cnn%20.com/2008/HEALTH/family/11/03/healthmag.violent%20.video.kids/index.html.\">“Violent video games linked to child aggression\u003c/a>” and “\u003ca href=\"http://www.independent.co.uk/%20news/education/schools/can-videogame-companies%20-revolutionise-teaching-in-the-21st-century-763184%20.html\">Can video-game companies revolutionize teaching in the 21st century?\u003c/a>”\u003c/p>\n\u003cp>Parents are either alarmed or excited by what the Internet, video games, and cell phones can do to—or for—their children. The telephone, radio, and television evoked \u003ca href=\"http://%20futureofchildren.org/futureofchildren/publications/%20docs/10_02_01.pdf\">similar sentiments among previous generations\u003c/a> of parents, but some assert that today’s technologies are fundamentally \u003c!--more-->transforming the way children play, think, and learn. Journalists and scholars alike say that digital media support creative expression and peer collaboration; foster technical troubleshooting and computational thinking; and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">inspire civic engagement\u003c/a>, \u003ca href=\"http://www.edutopia%20.org/digital-generation-overview\">global awareness\u003c/a>, and environmental stewardship. As a result, today’s “digital natives” and members of the “Net Generation” are, according to authors like \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">Marc Prensky\u003c/a> and \u003ca href=\"http://www.growingupdigital.com/\">Don Tapscott\u003c/a>, more innovative, more enterprising, and more fluent with information technologies than the generations before them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>However, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00793.x/abstract\">critics charge\u003c/a> techno-enthusiasts like Prensky as being overly optimistic and basing this optimism on anecdotal rather than empirical evidence. Children are indeed being born into a digital world: consumer electronics are now accessible to populations that a decade ago could not afford them. Yet the digital divide persists. Most children in the United States now have access to computers at home and at school, but according to researchers \u003ca href=\"gse.uci.edu/person/warschauer_m/docs/equity.pdf\">Mark Warschauer and Tina Matuchniak\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Today the digital divide resides in differential ability to use new media to critically evaluate information, analyze, and interpret data, attack complex problems, test innovative solutions, manage multifaceted projects, collaborate with others in knowledge production, and communicate effectively to diverse audiences—in essence, to carry out the kinds of expert thinking and complex communication that are at the heart of the new economy. (p. 213)\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewinternet%20.org/Reports/2005/Teen-Content-Creators-and%20-Consumers.aspx\">Researchers Amanda Lenhart and Mary Madden\u003c/a> have confirmed these disparities empirically, finding that of all U.S. 12-17-year-olds who go online, only 57% have built a blog or Web page; posted original art, photos, stories, or videos; and/or remixed online content. This figure hardly reflects an entire generation of technology-savvy individuals.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/aside>\n\u003cp>Recent ethnographic work has begun to paint a more complex picture of the digital lives of American youth. The multi-institution \u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">Digital Youth Project\u003c/a>, the most extensive ethnographic study of youth media use in the United States to date, sought the perspectives of an economically diverse set of 12–18-year-olds on what they are playing, communicating, and creating with new media, endeavoring to understand how these practices are embedded in the broader social and cultural ecology.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">What they discovered \u003c/a>is that teens are using online media to extend real world relationships, explore interests, express identities, and expand their independence and that they are practicing new technical and social skills along the way. Contrary to the digital natives argument, however, fewer youth use new media in “interest-driven” practices to acquire information or cultivate skills beyond what is available to them at school or in their local communities. A minority of youth are “messing around”—experimenting with new tools and developing technical skills along the way. Even fewer are “geeking out” by participating in online communities to improve their craft and gain the respect of online peers.\u003c/p>\n\u003cp>The current work employs in-depth case studies of two 8-year-old girls to illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and \u003ca href=\"life-slc.org/docs/barron-self-sustainedlearning.pdf\">interest shape individual learning\u003c/a>. This proposition, if true, would suggest that \u003ca href=\"www.u.arizona.edu/~lnr/The%20Knowledge%20gap.pdf\">children experience digital media differently\u003c/a> from the get-go and that trajectories of learning with digital media diverge from a young age. Along this line of reasoning, digital natives are made, not born.\u003c/p>\n\u003cp>Findings from the current set of case studies build upon these and other fine-grained studies of young children’s digital media use and learning, bringing to bear the particularities of the era, locale, and culture of the two individuals I studied to refine our collective and ever-evolving portrait of the 21st-century child.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings -- ages 17, 20, and 21 -- gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria's parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is \"hapa,\" a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents' house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate's degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie's parents are members of the 'Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>WHAT DO THEY DO ONLINE?\u003c/strong>\u003c/p>\n\u003cp>Katie said she plays online games about once a week, when she is at her dad’s house. She rarely plays at her mom’s house, “’Cause she’s always on the computer. She makes a lot of music. So she makes music like every day.” Since her best friend, Victoria, began alerting Katie, a year or so ago, to the fun to be found at \u003ca href=\"http://www.girlsgogames.com/\">GirlsGoGames.com\u003c/a>, \u003ca href=\"http://myscene.everythinggirl.com/common/upgradeFlash.aspx\">MyScene.com\u003c/a>, and the Disney Channel Web site, Katie has taken an interest in the Internet. Katie goes online by herself about half the time. She asks for either Chad’s or Aileen’s permission, and they set her up by turning the computer on and logging her in before leaving her in the back office to pick up whatever they were doing before the request.\u003c/p>\n\u003cp>Katie enjoys beauty and fashion games most, which may have something to do with her mom being the manager of a beauty supply store and a newly licensed aesthetician. But Katie also states a fondness for any game that allows her to “be creative.” Katie said she can spend hours alone painting nails and designing outfits online but prefers drawing pictures on real paper using the real crayons, paints, and pens she has stashed at her dad’s house. Taking out and putting away the art supplies may be a bigger pain than just launching a Web site, but with the real pictures she makes, “I don’t have to throw it away.” Several pieces of her art are posted on the walls of her dad’s house.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>For the most part, Victoria sets her own learning goals and pulls in her parents and older siblings to help her achieve these goals in a just-in-time—rather than planned-out—fashion. She is comfortable enough to figure out new tools and software on her own, but her father and especially Henry still help her get started. With Paint, for instance, “My dad and my brother had to show me how to get on there and sometimes they watched me to see that I didn’t mess anything up.” Unlike Katie, who only visits (or cares to visit) GirlsGoGames.com, MyScene.com, and the Disney Channel, Victoria surfs the Web for information about fashion design (e.g., the Project Runway site on Bravo network’s website), the breed of miniature rabbits she keeps as pets, and anything else that strikes her fancy.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.girlsgogames.com/\">\u003cimg class=\"size-medium wp-image-19342\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-9.32.40-AM-300x298.png\" alt=\"\" width=\"300\" height=\"298\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GirlsGoGame.com\u003c/p>\n\u003c/div>\n\u003cp>Well, almost anything. For the most part, Janet and Ara trust Victoria’s judgment, but they did express concern about her online privacy and safety: “We’ve had the discussion that you only talk online with people that you know. Because anybody can say that they’re an 8-year-old boy.” This is why Janet and Ara set up the parental controls feature on the desktop so that Victoria can access her favorite Internet haunts—e.g., Webkinz, Club Penguin, YouTube, and Google—but the system blocks her from any unrecognized Web sites. Victoria has to ask either her father or Henry to type in the password if they approve of the site. With this setup, Victoria can only really surf the Web if one of them is around, and in this way the adults in the house are always aware of the Web sites she is visiting.\u003c/p>\n\u003cp>Janet said she feels no need to restrict her 8-year-old’s time on the computer, playing video games, or even watching TV, because Victoria’s routine and other factors—such as having to share the PC with her brother—naturally limit the frequency and duration of these sessions. When Victoria gets home from school, she has to finish her homework before she can do anything else, technology related or not. And throughout the week she has plenty of non-tech activities to keep her occupied, such as soccer and volleyball, cleaning the bunny cages, play dates with friends, and visiting relatives near and far.\u003c/p>\n\u003cp>Consequently, Victoria’s lifestyle is relatively balanced: “She gets her exercise. She gets her homework done. She, you know, she’s got a wide variety of interests.” Besides, Janet added, “After four kids, you kind of, you know, lessen up on restrictions, I mean, from everything.” As parents they have learned their lessons over the years, including what is worth the effort and what is not.\u003c/p>\n\u003cp>Being surrounded by more-capable family members may explain why Victoria said, “I’m pretty good [with computers], but I’m still learning,” even though she exhibits more ease and proficiency than most kids her age. When asked what she is hoping to learn next, technology-wise, Victoria did not just name a new DS game or computer application. She instead answered, “I would want to learn how to reset [the computer] and all the technology in it.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/\">WITH MEDIA, PARENTS AND KIDS LEARN MORE TOGETHER\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">FAMILIES MATTER: DESIGNING MEDIA FOR A DIGITAL AGE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/kids-online-the-risks-and-the-realities/\">KIDS ONLINE: THE RISKS AND THE REALITIES\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>While Katie may not have access to the platforms and software that Victoria’s more affluent parents can afford, she is allowed to visit and view content that Victoria cannot. Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/p>\n\u003cp>The Sarkissians, on the other hand, are more vigilant about Victoria’s media consumption, with parent controls set on the computer and siblings around to keep an eye on what she is doing. Past research has associated higher levels of parental mediation with higher family income and parent age, findings that are consistent with what I observed in the Sarkissian (higher SES) and Yamato (younger parent) households.\u003c/p>\n\u003cp>Despite differing mediation styles, neither Katie’s nor Victoria’s parents believe their girls are overdosing on media. Katie and Victoria still enjoy playing outside, so their parents have not yet felt a need to peel them away from the TV or computer to get fresh air or exercise. But the case study parents may also be unaware of just how much media their daughters consume on a daily basis, because MP3 players and the Nintendo DS tend to be used in the outer reaches of the home, where parents cannot always see what their children are doing or for how long.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>In the next post, Lori Takeuchi examines how the girls use digital media to develop their identities. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/attachment/78375093/\" rel=\"attachment wp-att-19317\">\u003cimg class=\"size-full wp-image-19317\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/78375093.jpg\" alt=\"\" width=\"508\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093.jpg 508w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-320x212.jpg 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from \"\u003ca href=\"http://http://ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>\" by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children's identities, all names are pseudonyms, and location details have been altered.\u003c/h5>\n\u003cp class=\"dropcap-serif\">While large-scale surveys have documented the types of media to which 5–9-year-olds are devoting increasing amounts of time, we know less about how and why they are using these media and what they might be learning as a result. \u003ca href=\"http://ijlm.net/node/13107/toc\">This research\u003c/a> provides rich details on the processes, relationships, and contexts that larger scale studies on children’s media use cannot by examining two 8-year-old girls’ engagement with video games, the Web, mobile devices, and other emerging technologies against the backdrop of family life.\u003c/p>\n\u003cp>What roles are parents and others playing in their digital media experiences? And how is their engagement with digital media related to family values, relationships with peers and siblings, and what they are doing at school? The case studies illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and interest shape individual learning.\u003c/p>\n\u003cp>\u003cstrong> \u003cspan style=\"color: #000080\">THE MYTH OF THE DIGITAL GENERATION\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In the past decade, a host of newspaper and magazine articles, TV news features, and books have attempted to characterize the digital generation and have presented a polarized view of what young people are doing online, behind closed bedroom doors. Headlines vacillate between \u003ca href=\"http://www.cnn%20.com/2008/HEALTH/family/11/03/healthmag.violent%20.video.kids/index.html.\">“Violent video games linked to child aggression\u003c/a>” and “\u003ca href=\"http://www.independent.co.uk/%20news/education/schools/can-videogame-companies%20-revolutionise-teaching-in-the-21st-century-763184%20.html\">Can video-game companies revolutionize teaching in the 21st century?\u003c/a>”\u003c/p>\n\u003cp>Parents are either alarmed or excited by what the Internet, video games, and cell phones can do to—or for—their children. The telephone, radio, and television evoked \u003ca href=\"http://%20futureofchildren.org/futureofchildren/publications/%20docs/10_02_01.pdf\">similar sentiments among previous generations\u003c/a> of parents, but some assert that today’s technologies are fundamentally \u003c!--more-->transforming the way children play, think, and learn. Journalists and scholars alike say that digital media support creative expression and peer collaboration; foster technical troubleshooting and computational thinking; and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">inspire civic engagement\u003c/a>, \u003ca href=\"http://www.edutopia%20.org/digital-generation-overview\">global awareness\u003c/a>, and environmental stewardship. As a result, today’s “digital natives” and members of the “Net Generation” are, according to authors like \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">Marc Prensky\u003c/a> and \u003ca href=\"http://www.growingupdigital.com/\">Don Tapscott\u003c/a>, more innovative, more enterprising, and more fluent with information technologies than the generations before them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>However, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00793.x/abstract\">critics charge\u003c/a> techno-enthusiasts like Prensky as being overly optimistic and basing this optimism on anecdotal rather than empirical evidence. Children are indeed being born into a digital world: consumer electronics are now accessible to populations that a decade ago could not afford them. Yet the digital divide persists. Most children in the United States now have access to computers at home and at school, but according to researchers \u003ca href=\"gse.uci.edu/person/warschauer_m/docs/equity.pdf\">Mark Warschauer and Tina Matuchniak\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Today the digital divide resides in differential ability to use new media to critically evaluate information, analyze, and interpret data, attack complex problems, test innovative solutions, manage multifaceted projects, collaborate with others in knowledge production, and communicate effectively to diverse audiences—in essence, to carry out the kinds of expert thinking and complex communication that are at the heart of the new economy. (p. 213)\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewinternet%20.org/Reports/2005/Teen-Content-Creators-and%20-Consumers.aspx\">Researchers Amanda Lenhart and Mary Madden\u003c/a> have confirmed these disparities empirically, finding that of all U.S. 12-17-year-olds who go online, only 57% have built a blog or Web page; posted original art, photos, stories, or videos; and/or remixed online content. This figure hardly reflects an entire generation of technology-savvy individuals.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/aside>\n\u003cp>Recent ethnographic work has begun to paint a more complex picture of the digital lives of American youth. The multi-institution \u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">Digital Youth Project\u003c/a>, the most extensive ethnographic study of youth media use in the United States to date, sought the perspectives of an economically diverse set of 12–18-year-olds on what they are playing, communicating, and creating with new media, endeavoring to understand how these practices are embedded in the broader social and cultural ecology.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">What they discovered \u003c/a>is that teens are using online media to extend real world relationships, explore interests, express identities, and expand their independence and that they are practicing new technical and social skills along the way. Contrary to the digital natives argument, however, fewer youth use new media in “interest-driven” practices to acquire information or cultivate skills beyond what is available to them at school or in their local communities. A minority of youth are “messing around”—experimenting with new tools and developing technical skills along the way. Even fewer are “geeking out” by participating in online communities to improve their craft and gain the respect of online peers.\u003c/p>\n\u003cp>The current work employs in-depth case studies of two 8-year-old girls to illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and \u003ca href=\"life-slc.org/docs/barron-self-sustainedlearning.pdf\">interest shape individual learning\u003c/a>. This proposition, if true, would suggest that \u003ca href=\"www.u.arizona.edu/~lnr/The%20Knowledge%20gap.pdf\">children experience digital media differently\u003c/a> from the get-go and that trajectories of learning with digital media diverge from a young age. Along this line of reasoning, digital natives are made, not born.\u003c/p>\n\u003cp>Findings from the current set of case studies build upon these and other fine-grained studies of young children’s digital media use and learning, bringing to bear the particularities of the era, locale, and culture of the two individuals I studied to refine our collective and ever-evolving portrait of the 21st-century child.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings -- ages 17, 20, and 21 -- gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria's parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is \"hapa,\" a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents' house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate's degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie's parents are members of the 'Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>WHAT DO THEY DO ONLINE?\u003c/strong>\u003c/p>\n\u003cp>Katie said she plays online games about once a week, when she is at her dad’s house. She rarely plays at her mom’s house, “’Cause she’s always on the computer. She makes a lot of music. So she makes music like every day.” Since her best friend, Victoria, began alerting Katie, a year or so ago, to the fun to be found at \u003ca href=\"http://www.girlsgogames.com/\">GirlsGoGames.com\u003c/a>, \u003ca href=\"http://myscene.everythinggirl.com/common/upgradeFlash.aspx\">MyScene.com\u003c/a>, and the Disney Channel Web site, Katie has taken an interest in the Internet. Katie goes online by herself about half the time. She asks for either Chad’s or Aileen’s permission, and they set her up by turning the computer on and logging her in before leaving her in the back office to pick up whatever they were doing before the request.\u003c/p>\n\u003cp>Katie enjoys beauty and fashion games most, which may have something to do with her mom being the manager of a beauty supply store and a newly licensed aesthetician. But Katie also states a fondness for any game that allows her to “be creative.” Katie said she can spend hours alone painting nails and designing outfits online but prefers drawing pictures on real paper using the real crayons, paints, and pens she has stashed at her dad’s house. Taking out and putting away the art supplies may be a bigger pain than just launching a Web site, but with the real pictures she makes, “I don’t have to throw it away.” Several pieces of her art are posted on the walls of her dad’s house.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>For the most part, Victoria sets her own learning goals and pulls in her parents and older siblings to help her achieve these goals in a just-in-time—rather than planned-out—fashion. She is comfortable enough to figure out new tools and software on her own, but her father and especially Henry still help her get started. With Paint, for instance, “My dad and my brother had to show me how to get on there and sometimes they watched me to see that I didn’t mess anything up.” Unlike Katie, who only visits (or cares to visit) GirlsGoGames.com, MyScene.com, and the Disney Channel, Victoria surfs the Web for information about fashion design (e.g., the Project Runway site on Bravo network’s website), the breed of miniature rabbits she keeps as pets, and anything else that strikes her fancy.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.girlsgogames.com/\">\u003cimg class=\"size-medium wp-image-19342\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-9.32.40-AM-300x298.png\" alt=\"\" width=\"300\" height=\"298\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GirlsGoGame.com\u003c/p>\n\u003c/div>\n\u003cp>Well, almost anything. For the most part, Janet and Ara trust Victoria’s judgment, but they did express concern about her online privacy and safety: “We’ve had the discussion that you only talk online with people that you know. Because anybody can say that they’re an 8-year-old boy.” This is why Janet and Ara set up the parental controls feature on the desktop so that Victoria can access her favorite Internet haunts—e.g., Webkinz, Club Penguin, YouTube, and Google—but the system blocks her from any unrecognized Web sites. Victoria has to ask either her father or Henry to type in the password if they approve of the site. With this setup, Victoria can only really surf the Web if one of them is around, and in this way the adults in the house are always aware of the Web sites she is visiting.\u003c/p>\n\u003cp>Janet said she feels no need to restrict her 8-year-old’s time on the computer, playing video games, or even watching TV, because Victoria’s routine and other factors—such as having to share the PC with her brother—naturally limit the frequency and duration of these sessions. When Victoria gets home from school, she has to finish her homework before she can do anything else, technology related or not. And throughout the week she has plenty of non-tech activities to keep her occupied, such as soccer and volleyball, cleaning the bunny cages, play dates with friends, and visiting relatives near and far.\u003c/p>\n\u003cp>Consequently, Victoria’s lifestyle is relatively balanced: “She gets her exercise. She gets her homework done. She, you know, she’s got a wide variety of interests.” Besides, Janet added, “After four kids, you kind of, you know, lessen up on restrictions, I mean, from everything.” As parents they have learned their lessons over the years, including what is worth the effort and what is not.\u003c/p>\n\u003cp>Being surrounded by more-capable family members may explain why Victoria said, “I’m pretty good [with computers], but I’m still learning,” even though she exhibits more ease and proficiency than most kids her age. When asked what she is hoping to learn next, technology-wise, Victoria did not just name a new DS game or computer application. She instead answered, “I would want to learn how to reset [the computer] and all the technology in it.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/\">WITH MEDIA, PARENTS AND KIDS LEARN MORE TOGETHER\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">FAMILIES MATTER: DESIGNING MEDIA FOR A DIGITAL AGE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/kids-online-the-risks-and-the-realities/\">KIDS ONLINE: THE RISKS AND THE REALITIES\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>While Katie may not have access to the platforms and software that Victoria’s more affluent parents can afford, she is allowed to visit and view content that Victoria cannot. Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/p>\n\u003cp>The Sarkissians, on the other hand, are more vigilant about Victoria’s media consumption, with parent controls set on the computer and siblings around to keep an eye on what she is doing. Past research has associated higher levels of parental mediation with higher family income and parent age, findings that are consistent with what I observed in the Sarkissian (higher SES) and Yamato (younger parent) households.\u003c/p>\n\u003cp>Despite differing mediation styles, neither Katie’s nor Victoria’s parents believe their girls are overdosing on media. Katie and Victoria still enjoy playing outside, so their parents have not yet felt a need to peel them away from the TV or computer to get fresh air or exercise. But the case study parents may also be unaware of just how much media their daughters consume on a daily basis, because MP3 players and the Nintendo DS tend to be used in the outer reaches of the home, where parents cannot always see what their children are doing or for how long.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>In the next post, Lori Takeuchi examines how the girls use digital media to develop their identities. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "College Students Embrace Meme Madness",
"title": "College Students Embrace Meme Madness",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003cimg class=\"alignright size-medium wp-image-19091\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Registration-300x299.jpg\" alt=\"\" width=\"300\" height=\"299\">By \u003ca href=\"http://www.pbs.org/mediashift/dan-reimold/\">Dan Reimold\u003c/a>\u003c/h5>\n\u003cp>College memes are suddenly invading the Facebook streams of students at schools throughout the U.S., Canada, and parts of Europe. As The Cherwell, Oxford University's student newspaper, \u003ca href=\"http://www.cherwell.org/news/oxford/2012/02/09/oxford-memes\">explains\u003c/a>, the meme is \"an idea or behavior that spreads through a culture by imitation. Internet memes follow this principle, humorous images are copied and re-captioned, concisely describing or satirizing the activity of an individual or group.\"\u003c/p>\n\u003cp>Building on its burgeoning popularity in recent years on sites such as \u003ca href=\"http://www.reddit.com/r/meme/\">Reddit\u003c/a> and \u003ca href=\"http://www.4chan.org/\">4chan\u003c/a> and via viral creations like \u003ca href=\"http://en.wikipedia.org/wiki/Lolcat\">LOLcats\u003c/a> and \u003ca href=\"http://en.wikipedia.org/wiki/Rickrolling\">Rickrolling\u003c/a>, the Internet meme has been rapidly and rabidly adopted by undergraduates since the start of last week.\u003c/p>\n\u003cp>A rash of student media reports and social media chatter confirm that undergraduates' online experiences are now hovering \u003ca href=\"http://www.fsutorch.com/2012/02/10/web-exclusive/meme-madness/\">between\u003c/a> \"meme madness\" and \u003ca href=\"http://buquad.com/2012/02/09/meme-mania-bu-memes-makes-a-splash-on-the-web/\">full-blown\u003c/a> \"meme mania.\" Last Friday, Syracuse University sophomore Bob O'Brien \u003ca href=\"https://twitter.com/#%21/ClevelandBob\">tweeted\u003c/a>, \"The 'College Meme Page' frenzy is unlike anything I can remember on Facebook. Seems every school is discovering it at once.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://www.thehookupic.com/2012/02/memes-memes-everywhere/\">a recent post\u003c/a>, the University of Iowa online student outlet The Hook Up similarly stated, \"It's not often that such a phenomenon takes off running with such fury and so little impetus ... Students are now meme-ing like they've never memed before.\"\u003c/p>\n\u003cp>Specifically, students are racing to start meme-focused Facebook pages for their schools before someone else claims them. The pages are generally not affiliated with student media or other \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>recognized campus groups. Instead, they are the efforts of individual students or small groups of friends who have no ambition other than sharing a laugh and getting their peers' attention.\u003c/p>\n\u003ch4>Memes, Y U So Addicting?!\u003c/h4>\n\u003cp>Early last week, in \u003ca href=\"http:///\">a story headline\u003c/a> that mimics a popular meme conceit, The Daily Illini asked, \"Memes, Y U So Addicting?!\"\u003c/p>\n\u003cp>Dozens of campus newspaper articles indicate student readers enjoy the ease with which they can scroll-and-scan others' memes and quickly create their own. They are also fond of the incredibly high levels of interaction the Facebook pages foster. As one of the founders of \u003ca href=\"https://www.facebook.com/pages/Northeastern-University-Memes/365650686796450\">a Northeastern University memes page\u003c/a> told \u003ca href=\"http://huntnewsnu.com/2012/02/northeastern-memes-go-viral-overnight/\">The Huntington News\u003c/a>, \"[T]here have been people posting on it pretty much non-stop, like all night ... I was actually kind of afraid to leave my computer for five minutes. I came back and there were like 300 new likes.\"\u003c/p>\n\u003cp>Students especially like the sarcastic references about campus rivalries, bad cafeteria food, and crappy parking that only their schools' students, staff and alumni can fully appreciate. To that end, a University of Minnesota journalism professor \u003ca href=\"http://www.mndaily.com/2012/02/09/memes-taking-over-social-media\">calls\u003c/a> the memes exercise \"one big inside joke.\"\u003c/p>\n\u003cp>Yet, the college memes generated so far also touch on many rites of passage universal to undergraduate life, including crazy classes, registration woes, partying, drinking, road trips, residence hall habits (\u003ca href=\"https://www.facebook.com/photo.php?fbid=10151263551150394&set=o.300929369956773&type=1&theater\">Example\u003c/a>: \"I don't always use the dorm bathrooms, but when I do, I leave the seat down and piss all over it.\"), and the ginormous cost of higher education (one \u003ca href=\"http://www.facebook.com/photo.php?fbid=2692027855687&set=o.232621673492557&type=1&theater\">repeatedly shared example\u003c/a> below).\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/college-students-embrace-meme-madness/screen-shot-2012-02-15-at-1-04-04-pm/\" rel=\"attachment wp-att-19093\">\u003cimg class=\"aligncenter size-full wp-image-19093\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-15-at-1.04.04-PM.png\" alt=\"\" width=\"383\" height=\"277\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-15-at-1.04.04-PM.png 383w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-15-at-1.04.04-PM-320x231.png 320w\" sizes=\"(max-width: 383px) 100vw, 383px\">\u003c/a>In addition, they occasionally riff on more serious issues and sacred campus cows. As The Triangle at Drexel University \u003ca href=\"http://thetriangle.org/2012/02/10/lessons-from-the-drexel-memes-facebook-page-2/\">confirmed\u003c/a> about \u003ca href=\"http://www.facebook.com/drexelmemes\">memes\u003c/a> targeting the Philadelphia school, \"[N]ot all of them are simple jokes. Many of them voice legitimate concerns of Drexel students ... One of the most popular image macros, with over 400 likes in just two days, features the image of the A.J. Drexel statue and the caption 'Congratulations on your acceptance -- to a construction zone.'\"\u003c/p>\n\u003cp>Similarly, \u003ca href=\"http://universe.byu.edu/index.php/2012/02/09/byu-memes-what-do-they-mean/\">according to The Daily Universe\u003c/a>, the Brigham Young University \u003ca href=\"https://www.facebook.com/BYUMemes\">memes page\u003c/a> \"has exploded into an online forum of Mormon and BYU culture parodies, which are sure to entertain anyone familiar with the Mormon culture.\" For example, a recent meme humorously spun one of Christianity's most repeated, revered lessons. It presented an image of Jesus sitting before worshipers, saying simply, \"So I was like, 'Bro, do you want someone to do that to you? Well, then don't do it to them.'\"\u003c/p>\n\u003cp>The actual Golden Rule is of course phrased a bit more formally: Do unto others as you would have them do unto you. It applies directly to college memes. Students who mock others with a meme will be mocked with memes themselves. Students who screw up a meme will quickly see correction memes posted in response (\u003ca href=\"http://www.facebook.com/photo.php?fbid=10150548623252638&set=o.232621673492557&type=1&theater\">Example\u003c/a>: \"You keep using that picture ... I don't think it memes what you think it memes.\"). And, in a full embrace of the self-aware era, there are also scores of memes commenting on students wasting their time reading or generating memes.\u003c/p>\n\u003ch4>A Snowball Effect\u003c/h4>\n\u003cp>Last week, a pair of University of Oregon freshmen \u003ca href=\"http://dailyemerald.com/2012/02/09/university-of-oregon-memes-facebook-page-gets-lots-of-likes/\">launched\u003c/a> a memes page dedicated to \"images lampooning college life\" at the Pac-12 school. It took off, within minutes, and has continued to spread, non-stop. On its first day in action, the page roped in roughly 2,500 likes.\u003c/p>\n\u003cp>On day two, \u003ca href=\"http://www.facebook.com/pages/University-of-Oregon-Memes/235525009868302?ref=ts\">University of Oregon Memes\u003c/a> was on \u003ca href=\"https://twitter.com/#%21/DailyEmerald/status/168075900343169024/photo/1/large\">the front page\u003c/a> of The Daily Emerald student newspaper. The start of the related story succinctly summarizes the phenomenon at-large, \u003ca href=\"http://dailyemerald.com/2012/02/09/university-of-oregon-memes-facebook-page-gets-lots-of-likes/\">noting\u003c/a>, \"When University freshmen Jack Hunter and Darin Shelstad created a Facebook page late Wednesday night to share inside jokes, they never expected it would become so popular. But it did. Overnight. Literally.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/college-students-embrace-meme-madness/dailyemerald/\" rel=\"attachment wp-att-19094\">\u003cimg class=\"aligncenter size-medium wp-image-19094\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/DailyEmerald-300x264.jpg\" alt=\"\" width=\"425\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp>Around the same time, a sophomore \u003ca href=\"http://www.facebook.com/BUmemes\">memes page\u003c/a> creator at Boston University \u003ca href=\"http://dailyfreepress.com/2012/02/09/bu-students-make-memes-page-bring-students-together-through-facebook/\">told\u003c/a> The Daily Free Press, \"Overnight, it just went into a snowball effect and became the success it is now. I haven't had time to get actual work done amidst all this fun.\" He said this less than 72 hours after creating the page. BU Memes currently sports roughly 6,500 likes.\u003c/p>\n\u003cp>Since the start of many pages last week, there has been a flash-bang surge in likes, comments, shares, and user-submitted entries. This wave of attention and feedback is either launching the Internet meme into the college media mainstream or \u003ca href=\"http://www.thehookupic.com/2012/02/memes-memes-everywhere/\">setting it up\u003c/a> as a \"wonderful concept that will probably be bastardized into the ground in a few weeks,\" as The Hook Up stated.\u003c/p>\n\u003ch4>Meme Police\u003c/h4>\n\u003cp>The most vociferous meme enemies are those already annoyed at the image-and-text configurations increasingly crowding their Facebook feeds. \"Last night, our Facebook timelines were flooded by a wave of memes,\" \u003ca href=\"http://nyulocal.com/on-campus/2012/02/07/nyu-memes-hits-facebook-students-lose-sleep/\">an NYU Local report\u003c/a> at New York University noted. \"Initially, these image macros were a welcome distraction from looming homework assignments: they were just funny enough to keep us reading, and they provided a comforting feeling of community and togetherness. That said, the [NYU memes page] quickly spiraled out of control. Students posted hundreds of memes, and only a select few were in the least bit funny.\"\u003c/p>\n\u003cp>Separate complainants in \u003ca href=\"http://universe.byu.edu/index.php/2012/02/09/byu-memes-what-do-they-mean/\">the \"meme police\"\u003c/a> category accuse clueless students of distorting the meme's original higher-minded purpose -- in part, to be a serious carrier of significant cultural ideas -- to the point of mockery.\u003c/p>\n\u003cp>More lightheartedly, some readers are expressing faux-outrage at how addictive the memes are to scroll through, read, comment upon, and create. As a student \u003ca href=\"http://dailyemerald.com/2012/02/09/university-of-oregon-memes-facebook-page-gets-lots-of-likes/\">wrote\u003c/a> about UO Memes, \"This page is going to kill my GPA.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Dan Reimold is an assistant professor of journalism at the University of Tampa. He writes and presents frequently on the campus press and maintains the student journalism industry blog \u003ca href=\"http://www.collegemediamatters.com/\">College Media Matters\u003c/a>, affiliated with the \u003ca href=\"http://www.studentpress.org/acp/\">Associated Collegiate Press\u003c/a>. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/college-students-embrace-meme-madness/pbs-mediashift-logo-final-14/\" rel=\"attachment wp-att-19095\">\u003cimg class=\"alignleft size-thumbnail wp-image-19095\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"49\" height=\"49\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"description": "By Dan Reimold College memes are suddenly invading the Facebook streams of students at schools throughout the U.S., Canada, and parts of Europe. As The Cherwell, Oxford University's student newspaper, explains, the meme is "an idea or behavior that spreads through a culture by imitation. Internet memes follow this principle, humorous images are copied and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cimg class=\"alignright size-medium wp-image-19091\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Registration-300x299.jpg\" alt=\"\" width=\"300\" height=\"299\">By \u003ca href=\"http://www.pbs.org/mediashift/dan-reimold/\">Dan Reimold\u003c/a>\u003c/h5>\n\u003cp>College memes are suddenly invading the Facebook streams of students at schools throughout the U.S., Canada, and parts of Europe. As The Cherwell, Oxford University's student newspaper, \u003ca href=\"http://www.cherwell.org/news/oxford/2012/02/09/oxford-memes\">explains\u003c/a>, the meme is \"an idea or behavior that spreads through a culture by imitation. Internet memes follow this principle, humorous images are copied and re-captioned, concisely describing or satirizing the activity of an individual or group.\"\u003c/p>\n\u003cp>Building on its burgeoning popularity in recent years on sites such as \u003ca href=\"http://www.reddit.com/r/meme/\">Reddit\u003c/a> and \u003ca href=\"http://www.4chan.org/\">4chan\u003c/a> and via viral creations like \u003ca href=\"http://en.wikipedia.org/wiki/Lolcat\">LOLcats\u003c/a> and \u003ca href=\"http://en.wikipedia.org/wiki/Rickrolling\">Rickrolling\u003c/a>, the Internet meme has been rapidly and rabidly adopted by undergraduates since the start of last week.\u003c/p>\n\u003cp>A rash of student media reports and social media chatter confirm that undergraduates' online experiences are now hovering \u003ca href=\"http://www.fsutorch.com/2012/02/10/web-exclusive/meme-madness/\">between\u003c/a> \"meme madness\" and \u003ca href=\"http://buquad.com/2012/02/09/meme-mania-bu-memes-makes-a-splash-on-the-web/\">full-blown\u003c/a> \"meme mania.\" Last Friday, Syracuse University sophomore Bob O'Brien \u003ca href=\"https://twitter.com/#%21/ClevelandBob\">tweeted\u003c/a>, \"The 'College Meme Page' frenzy is unlike anything I can remember on Facebook. Seems every school is discovering it at once.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://www.thehookupic.com/2012/02/memes-memes-everywhere/\">a recent post\u003c/a>, the University of Iowa online student outlet The Hook Up similarly stated, \"It's not often that such a phenomenon takes off running with such fury and so little impetus ... Students are now meme-ing like they've never memed before.\"\u003c/p>\n\u003cp>Specifically, students are racing to start meme-focused Facebook pages for their schools before someone else claims them. The pages are generally not affiliated with student media or other \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>recognized campus groups. Instead, they are the efforts of individual students or small groups of friends who have no ambition other than sharing a laugh and getting their peers' attention.\u003c/p>\n\u003ch4>Memes, Y U So Addicting?!\u003c/h4>\n\u003cp>Early last week, in \u003ca href=\"http:///\">a story headline\u003c/a> that mimics a popular meme conceit, The Daily Illini asked, \"Memes, Y U So Addicting?!\"\u003c/p>\n\u003cp>Dozens of campus newspaper articles indicate student readers enjoy the ease with which they can scroll-and-scan others' memes and quickly create their own. They are also fond of the incredibly high levels of interaction the Facebook pages foster. As one of the founders of \u003ca href=\"https://www.facebook.com/pages/Northeastern-University-Memes/365650686796450\">a Northeastern University memes page\u003c/a> told \u003ca href=\"http://huntnewsnu.com/2012/02/northeastern-memes-go-viral-overnight/\">The Huntington News\u003c/a>, \"[T]here have been people posting on it pretty much non-stop, like all night ... I was actually kind of afraid to leave my computer for five minutes. I came back and there were like 300 new likes.\"\u003c/p>\n\u003cp>Students especially like the sarcastic references about campus rivalries, bad cafeteria food, and crappy parking that only their schools' students, staff and alumni can fully appreciate. To that end, a University of Minnesota journalism professor \u003ca href=\"http://www.mndaily.com/2012/02/09/memes-taking-over-social-media\">calls\u003c/a> the memes exercise \"one big inside joke.\"\u003c/p>\n\u003cp>Yet, the college memes generated so far also touch on many rites of passage universal to undergraduate life, including crazy classes, registration woes, partying, drinking, road trips, residence hall habits (\u003ca href=\"https://www.facebook.com/photo.php?fbid=10151263551150394&set=o.300929369956773&type=1&theater\">Example\u003c/a>: \"I don't always use the dorm bathrooms, but when I do, I leave the seat down and piss all over it.\"), and the ginormous cost of higher education (one \u003ca href=\"http://www.facebook.com/photo.php?fbid=2692027855687&set=o.232621673492557&type=1&theater\">repeatedly shared example\u003c/a> below).\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/college-students-embrace-meme-madness/screen-shot-2012-02-15-at-1-04-04-pm/\" rel=\"attachment wp-att-19093\">\u003cimg class=\"aligncenter size-full wp-image-19093\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-15-at-1.04.04-PM.png\" alt=\"\" width=\"383\" height=\"277\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-15-at-1.04.04-PM.png 383w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-15-at-1.04.04-PM-320x231.png 320w\" sizes=\"(max-width: 383px) 100vw, 383px\">\u003c/a>In addition, they occasionally riff on more serious issues and sacred campus cows. As The Triangle at Drexel University \u003ca href=\"http://thetriangle.org/2012/02/10/lessons-from-the-drexel-memes-facebook-page-2/\">confirmed\u003c/a> about \u003ca href=\"http://www.facebook.com/drexelmemes\">memes\u003c/a> targeting the Philadelphia school, \"[N]ot all of them are simple jokes. Many of them voice legitimate concerns of Drexel students ... One of the most popular image macros, with over 400 likes in just two days, features the image of the A.J. Drexel statue and the caption 'Congratulations on your acceptance -- to a construction zone.'\"\u003c/p>\n\u003cp>Similarly, \u003ca href=\"http://universe.byu.edu/index.php/2012/02/09/byu-memes-what-do-they-mean/\">according to The Daily Universe\u003c/a>, the Brigham Young University \u003ca href=\"https://www.facebook.com/BYUMemes\">memes page\u003c/a> \"has exploded into an online forum of Mormon and BYU culture parodies, which are sure to entertain anyone familiar with the Mormon culture.\" For example, a recent meme humorously spun one of Christianity's most repeated, revered lessons. It presented an image of Jesus sitting before worshipers, saying simply, \"So I was like, 'Bro, do you want someone to do that to you? Well, then don't do it to them.'\"\u003c/p>\n\u003cp>The actual Golden Rule is of course phrased a bit more formally: Do unto others as you would have them do unto you. It applies directly to college memes. Students who mock others with a meme will be mocked with memes themselves. Students who screw up a meme will quickly see correction memes posted in response (\u003ca href=\"http://www.facebook.com/photo.php?fbid=10150548623252638&set=o.232621673492557&type=1&theater\">Example\u003c/a>: \"You keep using that picture ... I don't think it memes what you think it memes.\"). And, in a full embrace of the self-aware era, there are also scores of memes commenting on students wasting their time reading or generating memes.\u003c/p>\n\u003ch4>A Snowball Effect\u003c/h4>\n\u003cp>Last week, a pair of University of Oregon freshmen \u003ca href=\"http://dailyemerald.com/2012/02/09/university-of-oregon-memes-facebook-page-gets-lots-of-likes/\">launched\u003c/a> a memes page dedicated to \"images lampooning college life\" at the Pac-12 school. It took off, within minutes, and has continued to spread, non-stop. On its first day in action, the page roped in roughly 2,500 likes.\u003c/p>\n\u003cp>On day two, \u003ca href=\"http://www.facebook.com/pages/University-of-Oregon-Memes/235525009868302?ref=ts\">University of Oregon Memes\u003c/a> was on \u003ca href=\"https://twitter.com/#%21/DailyEmerald/status/168075900343169024/photo/1/large\">the front page\u003c/a> of The Daily Emerald student newspaper. The start of the related story succinctly summarizes the phenomenon at-large, \u003ca href=\"http://dailyemerald.com/2012/02/09/university-of-oregon-memes-facebook-page-gets-lots-of-likes/\">noting\u003c/a>, \"When University freshmen Jack Hunter and Darin Shelstad created a Facebook page late Wednesday night to share inside jokes, they never expected it would become so popular. But it did. Overnight. Literally.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/college-students-embrace-meme-madness/dailyemerald/\" rel=\"attachment wp-att-19094\">\u003cimg class=\"aligncenter size-medium wp-image-19094\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/DailyEmerald-300x264.jpg\" alt=\"\" width=\"425\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp>Around the same time, a sophomore \u003ca href=\"http://www.facebook.com/BUmemes\">memes page\u003c/a> creator at Boston University \u003ca href=\"http://dailyfreepress.com/2012/02/09/bu-students-make-memes-page-bring-students-together-through-facebook/\">told\u003c/a> The Daily Free Press, \"Overnight, it just went into a snowball effect and became the success it is now. I haven't had time to get actual work done amidst all this fun.\" He said this less than 72 hours after creating the page. BU Memes currently sports roughly 6,500 likes.\u003c/p>\n\u003cp>Since the start of many pages last week, there has been a flash-bang surge in likes, comments, shares, and user-submitted entries. This wave of attention and feedback is either launching the Internet meme into the college media mainstream or \u003ca href=\"http://www.thehookupic.com/2012/02/memes-memes-everywhere/\">setting it up\u003c/a> as a \"wonderful concept that will probably be bastardized into the ground in a few weeks,\" as The Hook Up stated.\u003c/p>\n\u003ch4>Meme Police\u003c/h4>\n\u003cp>The most vociferous meme enemies are those already annoyed at the image-and-text configurations increasingly crowding their Facebook feeds. \"Last night, our Facebook timelines were flooded by a wave of memes,\" \u003ca href=\"http://nyulocal.com/on-campus/2012/02/07/nyu-memes-hits-facebook-students-lose-sleep/\">an NYU Local report\u003c/a> at New York University noted. \"Initially, these image macros were a welcome distraction from looming homework assignments: they were just funny enough to keep us reading, and they provided a comforting feeling of community and togetherness. That said, the [NYU memes page] quickly spiraled out of control. Students posted hundreds of memes, and only a select few were in the least bit funny.\"\u003c/p>\n\u003cp>Separate complainants in \u003ca href=\"http://universe.byu.edu/index.php/2012/02/09/byu-memes-what-do-they-mean/\">the \"meme police\"\u003c/a> category accuse clueless students of distorting the meme's original higher-minded purpose -- in part, to be a serious carrier of significant cultural ideas -- to the point of mockery.\u003c/p>\n\u003cp>More lightheartedly, some readers are expressing faux-outrage at how addictive the memes are to scroll through, read, comment upon, and create. As a student \u003ca href=\"http://dailyemerald.com/2012/02/09/university-of-oregon-memes-facebook-page-gets-lots-of-likes/\">wrote\u003c/a> about UO Memes, \"This page is going to kill my GPA.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Dan Reimold is an assistant professor of journalism at the University of Tampa. He writes and presents frequently on the campus press and maintains the student journalism industry blog \u003ca href=\"http://www.collegemediamatters.com/\">College Media Matters\u003c/a>, affiliated with the \u003ca href=\"http://www.studentpress.org/acp/\">Associated Collegiate Press\u003c/a>. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/college-students-embrace-meme-madness/pbs-mediashift-logo-final-14/\" rel=\"attachment wp-att-19095\">\u003cimg class=\"alignleft size-thumbnail wp-image-19095\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"49\" height=\"49\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac/\" rel=\"attachment wp-att-16523\">\u003cimg class=\"size-medium wp-image-16523\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>The Internet seems like another member of the family sometimes. It lives in our home and follows us wherever we go, it vies for our attention, and it entertains us. The habits we fall into around our online lives has a profound effect on our family relationships, especially when it comes to parents and kids.\u003c/p>\n\u003cp>Earlier this year, the \u003cem>\u003ca href=\"http://www2.lse.ac.uk/home.aspx\">London School of Economics and Political Science\u003c/a>\u003c/em> launched a massive survey of 25,000 children and their parents all across Europe about their practices and perspectives. Sonia Livingstone, social psychology professor and head of the department of media and communications, worked on the \u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/EUKidsOnlineIIReports/Final%20report.pdf\">detailed report\u003c/a> -- as well as a more \u003cem>\u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/Press%20releases/Press%20release%20conference.pdf\">synthesized list of myths\u003c/a> \u003c/em> -- and came away with some thought-provoking recommendations for parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children are often happy to share with their parents and show them what they know.\"\u003c/aside>\n\u003cp>Livingstone was \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">interviewed by DML Central\u003c/a>, produced by the Digital Media and Learning Research Hub. It's worth reading the entire interview, but here are a few imperatives Livingstone recommends.\u003c/p>\n\u003cp>\u003cstrong>DON'T MAKE ASSUMPTIONS.\u003c/strong> We talk a lot about digital natives, and their aptitude in technical skills. While it's true that a lot of kids are savvy about navigating the Web -- and that they can figure out a lot on their own -- the parents' role is still vital. Livingston says that when she asked some kids to demonstrate setting up their privacy settings, they were at a loss. \"When you check out \u003c!--more-->their skills and their understanding, it’s less than they claim,\" she says \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">in the DML article\u003c/a>. \"They know they are being celebrated for being the digital natives, but there are many participatory skills, safety skills and creative and technical skills that they need input on and help with.\" Younger kids, especially, need support and help in developing digital skills.\u003c/p>\n\u003cp>\u003cstrong>OFFER TO SHARE, NOT SUPERVISE. \u003c/strong>Rather than insisting on being Facebook friends with kids in order to keep tabs, parents will get much further if they ask to become involved with kids' online lives, Livingston says. Of those asked in the survey about parent involvement, most kids said they don't think their parents are asking too many questions or being intrusive. \"I think kids are often quite proud of what they can do online,\" Livingston said. \"If parents feel the need to monitor their child’s online friends, then of course the child will not warm to this. But if a parent says 'I keep hearing about Facebook, and I don't understand it. Please show me how it works,' children are often happy to share with their parents and show them what they know.\u003cstrong>\"\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>KNOW THE DIFFERENCE BETWEEN RISK AND HARM. \u003c/strong>It might seem like just a semantic distinction, but recognizing the difference between risk and harm is important. Livingston contends that while the risk is real when it comes to being exposed to inappropriate material online, the probability of harm is low. \"The risk remains but the parents’ task is not to eliminate risk but do everything they can to make sure the low probability harm doesn't happen to their child,\" she says. \"Children have to encounter risks because it’s how they live and learn. It’s how they go out into the world and become resilient.\u003c/p>\n\u003cp>Read the \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">full interview here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac/\" rel=\"attachment wp-att-16523\">\u003cimg class=\"size-medium wp-image-16523\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>The Internet seems like another member of the family sometimes. It lives in our home and follows us wherever we go, it vies for our attention, and it entertains us. The habits we fall into around our online lives has a profound effect on our family relationships, especially when it comes to parents and kids.\u003c/p>\n\u003cp>Earlier this year, the \u003cem>\u003ca href=\"http://www2.lse.ac.uk/home.aspx\">London School of Economics and Political Science\u003c/a>\u003c/em> launched a massive survey of 25,000 children and their parents all across Europe about their practices and perspectives. Sonia Livingstone, social psychology professor and head of the department of media and communications, worked on the \u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/EUKidsOnlineIIReports/Final%20report.pdf\">detailed report\u003c/a> -- as well as a more \u003cem>\u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/Press%20releases/Press%20release%20conference.pdf\">synthesized list of myths\u003c/a> \u003c/em> -- and came away with some thought-provoking recommendations for parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children are often happy to share with their parents and show them what they know.\"\u003c/aside>\n\u003cp>Livingstone was \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">interviewed by DML Central\u003c/a>, produced by the Digital Media and Learning Research Hub. It's worth reading the entire interview, but here are a few imperatives Livingstone recommends.\u003c/p>\n\u003cp>\u003cstrong>DON'T MAKE ASSUMPTIONS.\u003c/strong> We talk a lot about digital natives, and their aptitude in technical skills. While it's true that a lot of kids are savvy about navigating the Web -- and that they can figure out a lot on their own -- the parents' role is still vital. Livingston says that when she asked some kids to demonstrate setting up their privacy settings, they were at a loss. \"When you check out \u003c!--more-->their skills and their understanding, it’s less than they claim,\" she says \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">in the DML article\u003c/a>. \"They know they are being celebrated for being the digital natives, but there are many participatory skills, safety skills and creative and technical skills that they need input on and help with.\" Younger kids, especially, need support and help in developing digital skills.\u003c/p>\n\u003cp>\u003cstrong>OFFER TO SHARE, NOT SUPERVISE. \u003c/strong>Rather than insisting on being Facebook friends with kids in order to keep tabs, parents will get much further if they ask to become involved with kids' online lives, Livingston says. Of those asked in the survey about parent involvement, most kids said they don't think their parents are asking too many questions or being intrusive. \"I think kids are often quite proud of what they can do online,\" Livingston said. \"If parents feel the need to monitor their child’s online friends, then of course the child will not warm to this. But if a parent says 'I keep hearing about Facebook, and I don't understand it. Please show me how it works,' children are often happy to share with their parents and show them what they know.\u003cstrong>\"\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>KNOW THE DIFFERENCE BETWEEN RISK AND HARM. \u003c/strong>It might seem like just a semantic distinction, but recognizing the difference between risk and harm is important. Livingston contends that while the risk is real when it comes to being exposed to inappropriate material online, the probability of harm is low. \"The risk remains but the parents’ task is not to eliminate risk but do everything they can to make sure the low probability harm doesn't happen to their child,\" she says. \"Children have to encounter risks because it’s how they live and learn. It’s how they go out into the world and become resilient.\u003c/p>\n\u003cp>Read the \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">full interview here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/anna-b/\">\u003cimg class=\"size-medium wp-image-16242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-19-at-6.43.51-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Educators are finding ways to leverage social media sites like Facebook with learning.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>We are witnessing the emergence of something profound: Humans, historically divided by geography, culture and creed, are beginning to connect and collaborate on a scale never seen before. The driving force behind this creative wave are digital tools and networks that allow new forms of collaboration and knowledge creation.\u003c/p>\n\u003cp>What starts out as social networking is evolving into social production. We've witnessed how self-organizing groups, leveraging social media such as Twitter, Facebook and Wikipedia, have launched revolutions throughout the Arab world and created the most important reference work in the English language in less than 10 years.\u003c/p>\n\u003cp>In spite of all the potential to innovate surrounding blogs, forums, wikis and social networks, there are legions of detractors. And no institution is more skeptical about the benefits of social media than education. But there are also few institutions that have more to gain from social media.\u003c/p>\n\u003cp>\u003cstrong>AMPLIFYING LEARNING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Granted, not every use of social media is remarkable. And some might be downright problematic, even detestable. But all media evolves and can be used or misused.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\"\u003c/aside>\n\u003cp>Writing initially emerged as a \u003ca href=\"http://www.mesopotamia.co.uk/writing/story/sto_set.html\">form of record keeping in Mesopotamia\u003c/a>. Only later was it used to tell stories, write laws and record history. And just because some people used writing in this more noble fashion, it didn't prevent others from writing propaganda, hate, smut and gossip.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than focusing exclusively on the problems, educators should be experimenting with how these new forms of social media can amplify student learning. Because social media \u003c!--more-->enables collaboration, educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\u003c/p>\n\u003cp>Fortunately, \u003ca href=\"http://athome.harvard.edu/programs/light/index.html\">a compelling landmark study on the importance of social interaction\u003c/a> provides valuable insight. Richard J. Light, of the Harvard Graduate School of Education, discovered that one of the most significant factors in students' success was their ability to participate in study groups. What the study reveals boils down to this: Understanding is socially constructed through interactions with others. This implies that we need to focus more attention on how we learn most effectively, and the signs point toward social interaction.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Since the beginning of our evolutionary adventure on the east African savanna, humans have been social creatures. Although we can think and create in isolation, it's when we work, delegate and exchange within the hive that synergy is created. If the whole is greater than the sum of its parts, then it underscores the power of group effort. And, according to Clay Shirky, a professor of Interactive Telecommunications at NYU, who wrote in his book \u003cem>\u003ca href=\"http://www.amazon.com/Cognitive-Surplus-Creativity-Generosity-Connected/dp/1594202532\">Cognitive Surplus: Creativity and Generosity in a Connected Age\u003c/a>\u003c/em>, \"The centrality of group effort to human life means that anything that changes the way groups function will have profound ramifications for everything from commerce and government to media and religion.\"\u003c/p>\n\u003cp>Social media has the potential to revolutionize our model of learning by transforming individual students from information silos into smart nodes within a dynamic and interdependent learning network. By serving as the connective tissue of a learning environment -- whether it's a class, school or community organized around common interests -- social media can enhance student communication, collaboration and problem solving by aggregating perspectives. Through the process of sharing our perspectives we can get closer to seeing the whole picture. With a more comprehensive picture we improve our ability to innovate and problem solve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.wired.com/wired/archive/4.02/jobs_pr.html\">1996 interview with Wired magazine\u003c/a>, former Apple CEO Steve Jobs said that without diverse experiences and perspectives you won't \"have enough dots to connect and one ends up with very linear solutions without a broad perspective on the problem.\" Social media exposes us to a galaxy of dots, and through education we can provide students with the tools to begin the connection process.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-case-for-using-social-media-with-learning/pbs-mediashift-logo-final-7/\" rel=\"attachment wp-att-16241\">\u003cimg class=\"alignleft size-thumbnail wp-image-16241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/anna-b/\">\u003cimg class=\"size-medium wp-image-16242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-19-at-6.43.51-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Educators are finding ways to leverage social media sites like Facebook with learning.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>We are witnessing the emergence of something profound: Humans, historically divided by geography, culture and creed, are beginning to connect and collaborate on a scale never seen before. The driving force behind this creative wave are digital tools and networks that allow new forms of collaboration and knowledge creation.\u003c/p>\n\u003cp>What starts out as social networking is evolving into social production. We've witnessed how self-organizing groups, leveraging social media such as Twitter, Facebook and Wikipedia, have launched revolutions throughout the Arab world and created the most important reference work in the English language in less than 10 years.\u003c/p>\n\u003cp>In spite of all the potential to innovate surrounding blogs, forums, wikis and social networks, there are legions of detractors. And no institution is more skeptical about the benefits of social media than education. But there are also few institutions that have more to gain from social media.\u003c/p>\n\u003cp>\u003cstrong>AMPLIFYING LEARNING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Granted, not every use of social media is remarkable. And some might be downright problematic, even detestable. But all media evolves and can be used or misused.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\"\u003c/aside>\n\u003cp>Writing initially emerged as a \u003ca href=\"http://www.mesopotamia.co.uk/writing/story/sto_set.html\">form of record keeping in Mesopotamia\u003c/a>. Only later was it used to tell stories, write laws and record history. And just because some people used writing in this more noble fashion, it didn't prevent others from writing propaganda, hate, smut and gossip.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rather than focusing exclusively on the problems, educators should be experimenting with how these new forms of social media can amplify student learning. Because social media \u003c!--more-->enables collaboration, educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\u003c/p>\n\u003cp>Fortunately, \u003ca href=\"http://athome.harvard.edu/programs/light/index.html\">a compelling landmark study on the importance of social interaction\u003c/a> provides valuable insight. Richard J. Light, of the Harvard Graduate School of Education, discovered that one of the most significant factors in students' success was their ability to participate in study groups. What the study reveals boils down to this: Understanding is socially constructed through interactions with others. This implies that we need to focus more attention on how we learn most effectively, and the signs point toward social interaction.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Since the beginning of our evolutionary adventure on the east African savanna, humans have been social creatures. Although we can think and create in isolation, it's when we work, delegate and exchange within the hive that synergy is created. If the whole is greater than the sum of its parts, then it underscores the power of group effort. And, according to Clay Shirky, a professor of Interactive Telecommunications at NYU, who wrote in his book \u003cem>\u003ca href=\"http://www.amazon.com/Cognitive-Surplus-Creativity-Generosity-Connected/dp/1594202532\">Cognitive Surplus: Creativity and Generosity in a Connected Age\u003c/a>\u003c/em>, \"The centrality of group effort to human life means that anything that changes the way groups function will have profound ramifications for everything from commerce and government to media and religion.\"\u003c/p>\n\u003cp>Social media has the potential to revolutionize our model of learning by transforming individual students from information silos into smart nodes within a dynamic and interdependent learning network. By serving as the connective tissue of a learning environment -- whether it's a class, school or community organized around common interests -- social media can enhance student communication, collaboration and problem solving by aggregating perspectives. Through the process of sharing our perspectives we can get closer to seeing the whole picture. With a more comprehensive picture we improve our ability to innovate and problem solve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.wired.com/wired/archive/4.02/jobs_pr.html\">1996 interview with Wired magazine\u003c/a>, former Apple CEO Steve Jobs said that without diverse experiences and perspectives you won't \"have enough dots to connect and one ends up with very linear solutions without a broad perspective on the problem.\" Social media exposes us to a galaxy of dots, and through education we can provide students with the tools to begin the connection process.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-case-for-using-social-media-with-learning/pbs-mediashift-logo-final-7/\" rel=\"attachment wp-att-16241\">\u003cimg class=\"alignleft size-thumbnail wp-image-16241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. 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. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"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?",
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"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. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"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/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
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