Creating a positive digital media environment at home (2)

TECHNOLOGY

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME SAR Academy 6th grade digital media presentation JANUARY 2016 Aliza Davis, Ph.D.

|Michelle Sarna, Ph.D.

adavis@saracademy.org|msarna@saracademy.org

TABLE OF

CONTENTS

4 DECIDING WHETHER TO ALLOW FOR DEVICES/SOCIAL MEDIA APPS?

18 SAR RECOMMENDED FILTER

16 EVALUATING OUR DECISIONS

1 Introduction and Invitation How to Use this Guide 3 Creating Expectations & Sharing Values

6 Navigating A New Social Media World Popular Social Media Platforms in SAR Middle School 10 Setting STRATEGIES for success Privacy and Security Screens at Home

5 Talking To Your Kids

16 Reflect & Reconnect 17 Additional Resources

INTRODUCTION & INVITATION HOW DO WE USE THIS GUIDE?

topics addressed in this guide on the next page.

The following guide was created in response to many of the thoughtful hopes, questions, and concerns that have been raised about the new and evolving world of digital media for you and your children. The ideas and strategies presented are a culmination of research balanced with a consideration of what is particularly relevant for SAR 6th graders. Please consider this guide an introduction to these important issues as well as an invitation to continue these conversations as families and as an interconnected community. We feel privileged to partner with you as we navigate this new frontier.

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME

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How do I discuss these important issues with my children?

This guide addresses the following

topics:

Creating Expectations & Sharing Values How Do We Create Shared Values & Expectations about Digital Media Use? How Do We Decide Whether to Permit Devices/Social Media Apps?

Navigating A New Social Media World Which Platforms are our Children Using & How Do They Work?

Setting STRATEGIES for Success How Do We Ensure our Communications are Secure?

What are our Expectations and Assumptions when we are Online?

How can we Help our Children Manage their Digital Media at Home?

REFLECT & Reconnect How do we continue to improve our digital media use?

Additional RESOURCES How Can we Learn More?

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CREATING

EXPECTATIONS & SHARING VALUES HOW DO WE CREATE SHARED VALUES & EXPECTATIONS ABOUT DIGITAL MEDIA USE?

O ur digital media use projects our identity and reflects our core values. The way we engage with the world online has social and

What are the opportunities and challenges that digital media offers you and your family?

What are the values that are reflected in your family’s digital media practice?

What are some shared policies that you have established with your family?

What are some shared commitments that you would like to develop?

psychological implications for our children, family, & community. These potential consequences require us to think proactively, frequently, and carefully about both our ideals and actual practices.When creating the digital media tone for our households, we

Before providing our children with the opportunity to use or own a new device it is helpful to first evaluate the relative opportunities and risks. Once a decision is

can consider the following

rendered whether or not to provide and enable use of a

questions:

device, we can communicate our decision and the guiding values clearly & effectively to our families.

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CREATING

EXPECTATIONS & SHARING VALUES HOW DO WE DECIDE WHETHER TO ALLOW FOR DEVICES/SOCIAL MEDIA APPS? The decision about whether to provide our children with access to a device or social media network may be difficult and dependent on

Throughout our children’s

a wide range of variables, including our child’s readiness to handle

digital media lives, it is

this responsibility. The following questions can help guide these

beneficial to have frequent

decisions: Does the child demonstrate a sense of responsibility?

and ongoing dialogue about

Will this device interfere with other priorities and goals?

Does the child take care of his/her possessions?

Does the child need to be in touch with others for safety reasons?

Would having easy access to friends benefit him/her for social

digital media use and to express interest & investment in our children’s lives online.

We want to help our children

reasons?

to feel empowered to be “our

Will the child be able to use this device responsibly -- for example,

guide and teacher” about

not being distracted during class or disturbing others?

what their friends are using.

Can the child adhere to limits set for device usage and apps

Afterall, in many ways, they

downloaded?

are the experts in this realm

Will the child use the functions responsibly and not to embarrass or and partnering with them harass others?

will be more likely to yield

On which devices is the child accessing which apps & social

successful outcomes.

networks?

Expectations and Values Cont'd Once it has been decided to provide a child with access to a device, the type of device that best matches the goals should be selected. For each function, a wide range of devices with different capabilities is available. For example, a “dummy” phone, flip phone, or smartphone are each viable cell phone options.

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TALKING TO YOUR KIDS onversations about media use ideally continue Cthroughout the process of deciding the guidelines for how and what the device will be used for.

Ongoing communication about the following factors is suggested:

1

2

3

4

IF/HOW REGULARLY THE PARENT WILL MONITOR AND SUPERVISE THE CHILD’S ACCOUNTS. SOME WAYS TO MONITOR/SUPERVISE INCLUDE: Become a friend or a follower Check posts Log into their accounts Review regular reports of media use (through your wireless provider) THE OPPORTUNITIES AND RISKS OF THE PARTICULAR It can be tremendously DEVICE OR FORUM

rewarding and effective for THE PURPOSE OF THE parents and children to foster DEVICE AND/OR APP an environment of mutual trust and respect, informed ANY LIMITATIONS OR C O N S T R A I N T S Y O U W I S H by shared values and clear TO SET WITH THIS DEVICE expectations.

OR FORUM: With whom can you use it?

When can you use it?

Where can you use it?

For how long can you use it?

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Navigating A New Social Media World THE DAUNTING DIGITAL REALM

Many helpful and instructive resources on social and digital media are available to guide parents, but exploring all of this information can be a daunting task. Below are links that can help to better understand the social media platforms that our children are using. Please refer to additional resources provided at the end of this presentation as well. Of course, this is by no means an exhaustive list. In order to continue to be thoroughly informed about our children’s digital media world, we need to actively follow the rapidly shifting social media trends, as cleverly demonstrated here. Our children and our peers may be our best resource in this endeavor.

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NAVIGATING A NEW SOCIAL MEDIA WORLD

POPULAR SOCIAL MEDIA PLATFORMS IN SAR MIDDLE SCHOOL

WHICH PLATFORMS ARE OUR CHILDREN USING & HOW DO THEY WORK?

Middle schoolers vary widely in the frequency and type of social media use, particularly among the students at SAR. While some do not have a phone, smartphone, or access to any apps, others use and consume social media heavily. Parents and children are encouraged to make informed choices about which - if any - social media platforms they use and learn about guidelines for best practice for safe and secure use. An effective and proactive strategy could include engaging the parents of our child’s peer group to make deliberate choices regarding which devices and social media platforms to allow.

THE FOLLOWING PLATFORMS WERE REPORTED BY OUR CURRENT STUDENTS: FACEBOOK, TWITTER, INSTAGRAM, SNAPCHAT, WHATSAPP, ZOOM, OOVOO, VINE, TEXTING/GROUP TEXTS, EMAIL, FACETIME, GAMING, YOUTUBE (MOST COMMON PLATFORMS ARE IN BOLD). THE LIST ON THE NEXT PAGE INCLUDES HYPERLINKS WITH RESOURCES. CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME

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POPULAR SOCIAL MEDIA PLATFORMS IN SAR MIDDLE SCHOOL

PLATFORMS AND RESOURCES EXPLORE THE SOCIAL MEDIA SITES OUR CHILDREN ARE USING

Information on each of the social media sites can be found here along with the blue links to the listed resources.

Oovoo: Video call with up to 12 friends, four people on a screen at a time Send texts, pictures, and video messages Guidelines for parents

Snapchat: Share "snaps" (photos and videos) & “stories” (videos and photos strung together) that “disappear” User can select who views the snap and how long the viewers can view it, from 1 to 10 seconds Video or text chat with other users Guidelines for parents Recommended version for kids under 13

Vine: Create, share, & link together 6-second videos which can be played in a continuous loop Guidelines & Reviews for parents

Instagram: Post pictures and 15 second videos Like and comment on other people’s photos and videos Direct message (chat and/or send media) with other people Guidelines & Reviews for parents Zoom: Web & Video conference with up to 50 people Share iPhone & iPad screen CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME

Twitter: Registered users read & post 140 character messages called “tweets” unregistered users read posts; registered users can re-tweet other posts Guidelines for parents Whatsapp: Send messages, images, audio, or video via internet group chat, voice message, and set location Guidelines & Review for parents Youtube: View, link, post, browse, comment on videos Guidelines, review, & safety recommendations | 8

CONSIDERATIONS It is important to consider that many social media platforms were designed with particular age restrictions. The U.S. Children’s Online Privacy Protection Act (COPPA) includes legal constraints for minimum age requirements. Often, the minimal age is 13 years old (Facebook, Instagram) while others platforms restrict to older ages, such as Vine (age 17) and Whatsapp (age 16). Therefore, these apps have not been designed with the safety and security of younger cohorts in mind. Yet, research indicates that children are using these sites at much younger ages, with and without parental permission. For example, 7.5 million facebook users are younger than 13 and over 5 million are younger than 10. In other studies,

children are most likely to post an image or video online or create a fake profile at age 11, try Twitter and message a stranger at age 12, and try services like SnapChat at the age of 13.

However, several social media apps are designed specifically for kids younger than 13, including Yoursphere, Kuddle, Snapkidz, BeSeen, Kidzworld. By consulting with the parents of our child’s peer group, we can collectively promote choices that ensure all of the children are included, as well as jointly motivate our children to appropriately engage in social media.

Additional Resources: COPPA Social Media Research Consumer Reports Study Another study on children and social media Safe chatrooms and social media sites

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Setting Strategies for Success Fortunately, we can help to ensure that our personal information, posts, photos/videos, and communications are likely only viewed & received by the people that we select: 1 SET “ PRIVACY SETTINGS ” Set profile to private on each device and platform Check regularly as settings and policies change frequently Select whom should be a “friend” or a “follower” online Choose which sites should have access to “location” in “settings”

2 PROTECT PASSWORDS : Use a strong password (combination of letters, numbers, and symbols) Use different passwords for different services Never share passwords or personal information with anyone except family members Change passwords frequently

PRIVACY & SECURITY HOW DO WE ENSURE OUR COMMUNICATIONS ARE SECURE & PROTECTED ?

INFORMATION SHARED ONLINE IS PUBLIC AND PERMANENT AND ONLINE ACTIONS YIELD REAL-LIFE CONSEQUENCES. OUR CHILDREN MAY NOT FULLY GRASP THAT “WHAT GOES ONLINE STAYS ONLINE” EVEN WHEN PICTURES OR MESSAGES REPORTEDLY “DISAPPEAR.” IT’S HELPFUL TO EMPHASIZE THAT SEARCHES AND ONLINE ACTIVITY REMAIN ACCESSIBLE, EVEN IF THE HISTORY IS CLEARED, AND THAT ANYTHING THAT IS DIGITAL CAN BE STORED, COPIED AND SHARED. RECOGNIZING THAT THE INFORMATION THAT IDENTIFIES THEM ONLINE IS NOT NECESSARILY THE INFORMATION THEY HAVE CHOSEN TO SHARE CAN ALSO HELP THEM TO MORE CAREFULLY FILTER THE CONTENT THEY CHOOSE TO POST ABOUT THEMSELVES AND OTHERS. SAFEGUARDING OUR ONLINE ACTIVITY IS A COLLABORATIVE EFFORT.

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3 SECURE YOUR NETWORKS Connect only with Wi-Fi networks that are known and secure Prevent apps from accessing information stored on your phone (photos, contact lists)

THE WAY THAT WE PRESENT OURSELVES ONLINE HAS REAL LIFE IMPLICATIONS. RECOGNIZING THAT “YOUR MEDIA REPRESENTS YOU” CAN HELP ENSURE THAT THE IDENTITY PORTRAYED ONLINE REFLECTS OUR AUTHENTIC VALUES. WHEN IT COMES TO SHARING AND POSTING ONLINE, THE FOCUS IS OFTEN ON THE SHORT TERM AND ENJOYING THE MOMENT. YET, IT IS HELPFUL TO BROADEN OUR LENS AND THINK ABOUT IF AND HOW THIS MAY AFFECT US IN THE FUTURE. OUR INTERACTIONS WITH OTHERS CAN BE GUIDED BY THE SAME MIDDOT TOVOT AND SOCIAL SKILLS THAT GUIDE OUR OFFLINE INTERACTIONS.

IDENTITY & INTERACTIONS WHAT ARE OUR EXPECTATIONS AND ASSUMPTIONS WHEN WE ARE ONLINE?

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IDENTITY AND INTERACTIONS CONT'D In creating an online identity and online network, together we can consider: How would people that we respect react if they saw the post (i.e., grandparent, school principal, police officer, college admissions office, etc)?

Will this current post create challenges now or in the future?

What are others posting about us?

What is our “image” online?

In particular, when taking, sharing, or posting pictures: Take pictures that are legal Ask permission before photographing and posting when other people are in the picture Discuss our feelings about being mentioned in posts or tagged in photos openly with others Consider the whole image: Ensure that the background of a photo or video is appropriate Exclude information that identifies your current location or is private CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME

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IDENTITY AND INTERACTIONS CONT'D To prepare for safe online activity, we can proactively think with our children about some potentially uncomfortable situations that can occur online, such as: A person reaches out to you online that you do not know Another user communicates with inappropriate language or content You are asked personal or private questions You observe interactions that are mean or cyberbullying

We can present our children with strategies for responding to these situations: Disengage from the conversation Block the user Tell a trusted adult Be an upstander to cyberbullying & support the victim Check whether others’ professed identity is accurate Assume everyone is a stranger online Ask siblings, friends, grown ups to verify the person’s identity

Empowering children to trust their instincts if they feel threatened, uncomfortable, or

suspicious can help them access support in difficult online situations.

Screens

AT HOME

HOW CAN WE HELP OUR CHILDREN MANAGE THEIR DIGITAL MEDIA AT HOME?

Some Tips for Screen Use at Home: The following practices can help create a home environment that balances the demands of our digital age, the need to supervise our children’s online world, and the priority of in-person interactions and connections: Limit screen use to a common/high traffic area Charge devices outside of bedrooms (ex: create a central charging station in the kitchen) Set certain hours that devices can be used Notice any changes in device usage (amount, timing, & location) Set time to sit with children and use digital media together Create a schedule that includes times of the day (ex: off by 8:30 PM) & contexts (ex: never at the kitchen table)

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Screens

AT HOME

HOW CAN WE HELP OUR CHILDREN MANAGE THEIR DIGITAL MEDIA AT HOME?

Partnering with School and Community: Support other parents to navigate the challenges and opportunities of digital media Communicate with other parents about their children’s usage (i.e., for when your children say “but all my friends have X …”)

Communicate with other parents to create shared norms for use amongst peers For example, perhaps all the parents in your child’s social group decide to postpone or prevent access to a device or app Share relevant information with the school CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME

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WHEN EVALUATING OUR DECISIONS ABOUT DIGITAL MEDIA USE, BE MINDFUL THAT: Each person is different What works for me may not work for my child What works for one child may not work for his/her sibling What works for a peer may not work for his/her friend

The guidelines can have some flexibility They can change in different situations (i.e., vacation vs. school, summer vs. school year, etc)

Guidelines cater to the whole child Taking into account personality and other personal circumstances for each child

Digital media introduces emerging, exciting, and complex possibilities.

We look forward to continue partnering with you as we navigate these opportunities and challenges together as a community.

Please don’t hesitate to reach out with any thoughts, questions or suggestions.

REFLECT & RECONNECT HOW DO WE REFRESH OUR ONLINE WORLD?

Making decisions about digital media use is an ongoing process that requires continuous assessment. Regularly reflecting on our own and our family’s online behaviors can ensure that we are being consistent with our core values and principles and that we are staying on the path that we had thoughtfully selected for our family. Asking the following questions can serve as a guide for these check-ins: What is the purpose of our digital media use?

Can our needs be met in other ways?

What are we modelling with our devices?

Are we satisfied with how much and what we are using?

Are we on our devices too frequently?

Is it hard to be away from our devices?

Does our online activity interfere with certain areas of our lives? If/how is it affecting: Academic Achievement Friendships Health (eating and sleeping) Emotional well being (moodiness, irritability)

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ADDITIONAL RESOURCES

HOW CAN WE LEARN MORE? MOBILE DEVICES IN GENERAL:

SOCIAL TRENDS:

A Parent's Guide to Facebook

Parenting in the Age of Awfulness

Mobile Phones for Children

"Dumb" Phones

WEBSITES ABOUT SOCIAL MEDIA:

CONTRACTS:

Parent's Guide to Social Media Apps Used by Kids Be Web Smart

Guide to Contracts & Agreements MEDIA IN FAMILIES:

A Parents' Guide to Apps

How to Manage Media in Families

E-SAFETY FOR 11-13 YEAR OLDS: Resources for Pre-Teens

MONITOR AND MANAGE CHILDREN’S DEVICES:

AGE APPROPRIATE APPS:

Keeping Kids Safe Online

Safe Chat Rooms and Social Sites for Kids CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME

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ACCESS THE OPENDNS WEBSITE HERE.

SAR RECOMMENDED FILTER

SAR RECOMMENDS OPENDNS FAMILY SHIELD SERVICE FOR HOME WEB FILTERING. FAMILY SHIELD IS A SPECIAL SERVICE OFFERED BY OPENDNS MEANT FOR HOME USERS WHO WANT TO KEEP THEIR CHILDREN FROM SEEING INAPPROPRIATE IMAGES AND WEBSITES ON THEIR COMPUTERS. FAMILYSHIELD WILL ALWAYS BLOCK DOMAINS CATEGORIZED IN THEIR SYSTEM AS TASTELESS, PROXY/ANONYMIZER, SEXUALITY, OR PORNOGRAPHY.

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