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Module 5: Hate Speech and Radicalisation

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Module 5: Hate Speech and Radicalisation

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In this final module, you will learn more about two “hot” online safety topics which have caused a great deal of concern and debate in recent years: online hate speech and radicalisation.

More specifically:

You will learn what online hate speech and radicalisation is – Where does it come from? Why do we need to be concerned? Are there clear warning signs? And what can we do about it?

You will hear about educational approaches to promote critical thinking and mutual respect – we will talk about media literacy again, but also about digital citizenship and social and emotional learning.

Finally, we will explore some other strategies which have emerged in the fight against online hate speech and radicalisation. These will range from counterspeech, over Community Standards on social media platforms like Facebook, Twitter and YouTube, to the importance of reporting harmful and possibly illegal content.

As with all previous modules, we will signpost a wide variety of high-quality and easy-to-use resources and checklists. Meanwhile, we hope you will continue sharing your ideas, questions and suggestions in the forum, the Facebook group and on Twitter.

There will also be a final assessment exercise to evaluate what you have learned in this online safety MOOC.

The Council of Europe defines hate speech as covering“all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin.”

https://youtu.be/kp7ww3KvccE

Within this context, the phenomenon of “online” hate speech is broadly acknowledged as a growing problem across and beyond Europe. The internet has become an important vehicle for promoting racism and intolerance. Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach. As discussed in previous modules, because of its anonymous nature, people are also likely to say things online which they would not say in person.

Childnet – member of the UK Safer Internet Centre – conducted an online survey on online hate speech for Safer Internet Day 2016 in the United Kingdom. An overwhelming 82% of 13-18s said they have seen something hateful on the internet about a certain group in the last year, which made them angry (37%), sad (34%) or shocked (30%).

5.2 What is online radicalisation?
Online hate speech and radicalisation are often mentioned in one breath. However, one could argue that the underlying problem and mechanisms are actually quite different.

Violent radicalisation online is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts. Some of those violently radicalised via the internet may go on to commit acts of terrorism.

In the video below, Humza Arshad – a popular YouTube Creator for Change Ambassador, with many young fans across the world – addresses this problem in a language likely to appeal to your pupils. His accomplishments also show how technology is not just a cause of concern, but can also help to amplify more positive messages and solutions, something we will come back to later in this module.

https://youtu.be/DALMRgakd-c

From a more practical point of view, the educate.against.hate website provides concrete advice for parents, teachers and school leaders on protecting children from extremism and radicalisation, pointing to both Islamist extremism and extreme right-wing groups. The website encourages positive debate and provides a wealth of information and on, possible warning signs, which young people are vulnerable and why, and the important role of prevention and education.

If you were to have concerns about one or several of your pupils being radicalised, how would you respond?

1. I would follow our school’s standard safeguarding procedures – this includes discussing the issue with our designated safeguarding lead.

2. I would contact the local authority or police.

3. I would try to have a meaningful conversation with these pupils, giving them the chance to tell what they really think, letting them know they can trust me, while being honest myself why I feel negative about extremism.

4. I would raise the issue with their parents, explaining my worries, finding out if they also have noticed anything out of the ordinary, and looking for possible solutions together.

5. I would provide a safe environment in the classroom, encouraging these pupils to discuss social and political issues with their peers, building their resilience to extremist ideas and prepare them for an active and responsible role in society.

www.menti.com - tool for voting

5.3 Education approaches to promote critical thinking and mutual respect
UNESCO has long promoted Global Citizenship education to nurture respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. More specifically:

In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.

To prevent and counter violent extremism, education can:

Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

Foster critically informed citizens able to constructively engage in peaceful collective action.

Within this context, media literacy approaches – as discussed in Module 2 – have proved particularly effective. Below, we give two concrete examples of how you can put this into practice.
a) Trust Me

Trust Me is a resource designed by Childnet to support primary and secondary school teachers in exploring critical thinking online. Developed in partnership with the London Grid for Learning to address the emerging area of online extremism and propaganda, this practical resource aims to provoke discussion among pupils so as to challenge them to think critically about what they see on websites and social media as well as the communication they have with others online.
b) MIL for me
MIL for me is an online training resource on media and information literacy (MIL) developed by the Swedish Media Council. It contains various lesson plans and suggested methods. One module for teacher and students covers various elements of online hate and tolerance:

Social and emotional learning

While critical thinking is undoubtedly important, children and young people also need the social and emotional skill set to put cognitive learning into practice and make behavioural change happen. In Module 3 on cyberbullying, we talked in great detail about the ENABLE project, which combats bullying and contributes to the wellbeing of young people aged 11-14 through social and emotional development and peer education.

We also introduced the new My well-being and yours: Respect… begins with me! chapter, which provides some further ideas on how to tackle online hate speech and radicalisation with your pupils.

5.4 Counterspeech and other forms of campaigning
The term counterspeech refers to responses or content that is created to counter a range of extremisms and hate speech online. A counter-narrative is a tool to challenge the ideologies, narratives and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages. They can do this by using logical or factual arguments or using satire and humour. They can be as specific or nuanced, as direct or indirect, as the person or group creating them wants to make them.

In the video below, Dr Erin Saltman from the Institute of Strategic Dialogue (ISD) talks in further detail about counter-speech and counter-narratives.

Other forms of campaigning
Within Europe, the most visible campaign against online hate and extremism has surely been the No Hate Speech Movement.

The No Hate Speech Movement is as a youth campaign of the Council of Europe for human rights online, to reduce the levels of acceptance of hate speech and to develop online youth participation and citizenship, including in Internet governance processes. It comes with an excellent publication –Bookmarks – A manual for combating hate speech online through human rights education – which is designed to support the educational work that will enable young people to find their own ways of addressing and coping with hate speech online. It aims to develop the understanding, skills and motivation that they will need in order to play an active role in shaping an internet which pays due respect to human rights and democratic participation principles. Below, we have already included a ten do’s and don’ts coming from the handbook, to give you some immediate inspiration.

5.5. The role of industry
Apart from education and other civil society stakeholders, industry also has an important role to play, particularly for the most inappropriate and/or harmful types of online content, contact and conduct.

Community standards

Against the background of continued political pressure (sometimes combined with a threat of financial sanctions), big social media companies such as Facebook, Twitter and YouTube have all put community guidelines and reporting mechanisms in place to combat the spread of (certain types) of online hate speech and extremism.

For instance, in its Community Standards, Facebook explains it is not only encouraging respectful behaviour, but it also “removes hate speech, which includes content that directly attacks people based on their Race, Ethnicity, National origin, Religious affiliation, Sexual orientation, Sex, gender, or gender identify, or Serious disabilities or diseases.”

While organisations and people dedicated to promoting hatred against these protected groups are not allowed a presence, Facebook heavily relies on its community to report this content to us. Therefore, it also provides guidance on How to Report Things. If you think a message you have received goes against Facebook’s Community Standards, you can report it by filling out a form. Facebook won't let the person know who reported them. However, keep in mind that not everything that may be upsetting violates Facebook’s Community Standards!

5.6. Criminal law and law enforcement
We have pointed to the important role education, civil society actors and social media platforms play in protecting an empowering children and young people online. Yet, governments have the final responsibility to make sure there is a robust system of law enforcement and criminal law sanctions in place against illegal hate speech and online content, contact or conduct promoting extremism or terrorism.

Therefore, if you have concerns that one of your pupils is being, or has been, radicalised or incited to violence or prejudicial action, you should follow your school’s standard safeguarding procedures.

Within this context, you can:

Contact your local authority or police force – if the child has not committed a criminal offence, the police and local authority will discuss your concerns, suggest how they can best protect the child, and help you gain access to all the support and advice you need.

In many countries, the Department for Education also has a counter-extremism point-of-contact for advice and support.

If in doubt, contact a national helpline – various helplines exist, both as part of the Insafe network and Child Helpline International.

INHOPE is an active and collaborative global network of Hotlines, dealing with illegal content online. While several Hotlines more specifically focus on child sexual abuse, many of them also deal with other types of illegal content, such as racism and xenophobia, incitement to hatred, and so forth.

5.7 P2P Learning Activity

PLEASE MAKE SURE YOU READ THE TEXT BELOW CLOSELY, so that you understand how to complete this REQUIRED activity.

In this activity, you have to write a lesson plan and review the lesson plans of 3 course peers.

1. Write your lesson plan

Prepare a lesson plan using the Learning Designer. The lesson plan should integrate some of the ideas, tools, activities, etc. that have been covered on the course – essentially it needs to address one or more aspects of online safety. Use these rubrics to guide your drafting of the lesson plan. Your lesson plan has to be in English, otherwise it will not qualify. For an introduction on how to draft a lesson plan using the Learning Designer watch this video.

In case you are not usually planning lessons, use the Learning Designer as a planning exercise for any other educational work with students or adults, even if it does not follow a traditional lesson plan approach. Just explain this clearly as part of your submission in step 2.
2. Hand-in your lesson plan

Use the “share” button on the Learning Designer to receive a link to your lesson plan. Copy the link into the text box below. To provide some context to your lesson plan also copy a link to your Learning Diary in the text box or write a short description of your school and class. Click the “Hand-in task” button.

The final deadline to hand-in your lesson plan is 17th May 2017.

3. Review lesson plans

After the submission of your lesson plan wait for 24 hours and then return to this page. Provide feedback for each lesson plan you have been assigned by completing this rubrics document(Open Office version here). Provide valuable and friendly feedback. Your review is not anonymous. Upload the documents below and click the “Review” button for each review.

The deadline to hand-in your reviews is 23rd May 2017.

For an introduction on what to watch out for in your peer review watch this video.

4. Read your reviews

At the end of the course return to this page to see the reviews of your course peers for your lesson plan.

5. (OPTIONAL) Share your lesson plan in this google form!

In case of suspected plagiarism or other types of misuse, as well as other questions about this task, please visit the FAQ section where you will find more detailed instructions on what to do.

My lesson plan: https://v.gd/u9EKLA

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Module 4: Online Relationships and Sexting

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Module 4: Online Relationships and Sexting

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In this module we will address the following key objectives:

1. We will look at what it’s like to grow up in this digital age/environment and consider what are the pressures facing young people.

2. We will look specifically at sexting, something which most schools are having to deal with and try to understand why young people engage in this risky practice and what can be done to support them (and also their families).

3. inally we will look at some of the resources we can use to educate pupils and parents about sexting and associated issues such as sextortion.

Any user of the internet is able to experiment with their identity when they go online. The internet and in particular social media sites can often provide a great platform to push boundaries and project a slightly different persona. This can be both positive and negative. There is the age old problem of knowing who you are actually talking to when you go online but equally it can be a great place to find others with similar interests, faiths, backgrounds, beliefs, ideals and sexuality.

Some young people can feel under pressure to look and behave in a certain way when they are online. A Common Sense Media research brief on Children, Teens, Media and Body Image found that 35% of teens who were active on social networks reported having worried about people tagging them in unattractive photos; 27% reported feeling stressed out about how they look when they post pictures and 22% reported feeling bad about themselves when nobody comments on or “likes” the photos they post. Though boys and girls alike reported having these feelings, they were more common among girls. Girls often talk about needing to look a certain way when they are online and say that they are expected to live up to unrealistic expectations of what they should look like.
Trying to attain something which is clearly not reality (as seen in the video) provides a real challenge for young people. Not only does the pressure come from images that they might see both on and offline, it can come from social media and from their friends. Another report from the Children’s Society found that 34% of 10-15 year old girls were unhappy with their appearance and also noted that much of this unhappiness was due to pressure from social networking.

4.2 The net effect and online reputation
One thoughtless tweet can have long-lasting and potentially devastating consequences. We have all made a careless or ill-chosen comment at one point or another during our lives but when such comments or statements are made online using social media the potential for lots of people (rather than simply our own small circle of friends and acquaintances) to be aware of it grows exponentially. Justine Sacco found this out to her peril when she tweeted what she thought was a joke and ended up on the front page of many newspapers around the world. She was trending on Twitter but for all the wrong reasons as you will find out below.

Several years ago Danah Boyd spoke of the net effect where she described how being online changed the way that people behaved for a number of reasons. We have to remember that the socializing, the behaviour and development of adolescents haven’t really changed that much, but users of social media who are not thinking critically about what they are doing can get into trouble.

There are six key areas to consider:

1. Disinhibition – the lack of visual cues (in some online communication) can reduce empathy. The absence of body language, tone of voice, context and facial expressions can lead to people saying things online that they would never do in a face-to-face situation.

2. Persistence and searchability – the internet provides a permanent searchable archive. Anything which goes online can stay online.

3. Replicability – the internet provides the ability to copy and paste from anywhere to anywhere. In terms of online identity this can be problematic as a message or image intended for one person can easily be replicated and accessed by others. Users need to be able to trust the people they share content with. At another level the proliferation of free download sites such as putlocker, popcorn time and moveitube have led to widespread piracy and copyright violations with many young people thinking that it is acceptable to download content as it’s on the internet, I didn’t put it there so it must be okay.

4. Scalability – as Justine Sacco discovered a careless tweet can change your life. She was making a business trip to South Africa and before she boarded her flight sent a tweet that she thought was amusing, making a comment about AIDS in Africa. It was very racist and offensive. Before her plane had landed in Cape Town she had been sacked but she had also become an internationally renowned hated figure. Her life has completely changed as a result. Her name was trending on Twitter for quite some time with millions of people appalled at what she had said. The viral nature of communication on the internet can be scary when it doesn’t work in your favour.

5. Invisible audiences – if you post something publicly it is impossible to know who is watching or reading. It is very important to remember that not everyone will agree with you or see things from your point of view.

6. Blurring of public and private – boundaries are unclear online. Although an individual may post something privately to a small group of followers, they can easily repost or retweet with unintended consequences.

All of this complicates how we communicate and gives us much more to think about that when we use traditional methods of communication. Unfortunately many people don’t think critically about any of this until it is too late.
A good activity to help students have a better understanding of online reputation is to ask them to Google their own name and use a people search engine https://pipl.com to see how much information there is online about them.

4.3 Sexting
Sexting is a word which describes the sending of personal sexual content, most commonly nude or nearly nude images. The term was originally used by the Australian press about seven years ago now and since then has become a serious challenge for children, young people and their teachers and parents. danah boyd (a social media expert from the US) noted that teen sexting is a very rational act with very irrational consequences.

https://youtu.be/TJyHmoSeHog
Experts suggest that it is not unusual for teenagers to share this type of content, particularly when they are in a relationship but part of the problem lies in the fact that there is a digital copy of the image which can easily be shared beyond the original intended recipient. Different countries have different responses to sexting and in some it is a criminal offence. For example in the UK the law states that it is illegal to take, make, possess or share indecent images of anyone under the age of 18. The law is there to protect children and young people from adults who may be exploiting them but it has also been used against young people themselves (see here).

A great deal of research has been done into sexting and most agree that young people do indeed see this as normal. Research from European countries in the Net Children Go Mobile study shows a varied picture. It can be difficult to establish just how prevalent sexting is, but young people themselves talk about it being quite common.
A much more recent piece of research launched on Safer Internet Day by the UK Safer Internet Centre found that 45% of 13-17 year olds had seen nude or nearly nude photos of someone that they knew being shared around their school or local community.

The Safer Internet Centres have produced a wide range of resources which can be useful in supporting children and young people who have been involved in sexting as well as in raising awareness and encouraging some debate about possible consequences.

The Irish Safer Internet Centre has published an excellent resource aimed at younger pupils. It includes an animation and six lesson plans covering the following areas:

1. The law on sharing intimate content

2. When online sharing goes wrong

3. Victim blaming

4. Peer pressure and non-consensual sharing

5. The influence of media and gender stereotypes

6. Getting help

The full resource can be downloaded from https://www.webwise.ie/lockers

Young people themselves can often provide education for their younger peers on some of these issues and it is widely recognised that peer education can be very effective. It is important to note that sometimes the advice given by young people can differ from the standard responses that teachers might suggest. For example in a peer education workshop on sexting some 16 year old girls said that

if you’re going to send naked images to your boyfriend just make sure that your head isn’t in the picture and that no tattoos or piercings are visible – that way no one can prove that it’s you.

This varies from the more usual messages which tell young people not to do it. However when research suggests that this is quite a widespread phenomenon it is perhaps understandable that some young people think it is quite normal.

If you would like to read more about this type of approach then please read “Beyond Sexting” which is an interesting position paper from Yfoundations Youth Health Sector Support officer Jessie Hunt.
Activity

Do you know what the laws are around sexting and indecent images in your country? Research this topic and try and find out what the situation is in your country. This site may help as a starting point and you may also find some useful information from your Safer Internet Centre (if your country has one). Share your findings and any interesting national resources on the topic in the forum. You can create a thread for your country if it’s not already there.

4.4 Sextortion
Sextortion is a relatively new phenomena which is causing a great deal of concern. It involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, they are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or they are asked to send more content, often more extreme.

https://youtu.be/VPAcTw5PpiE
As you would imagine sextortion causes considerable distress and concern particularly for younger users and unfortunately some young people have committed suicide as they felt unable to speak to anyone about what had happened. Law enforcement recognise that in many cases this is being carried out by criminal gangs who are making millions and often working as organised teams on shifts and being paid bonuses if they managed to extort more money from unwitting victims.
4.5 Additional Resources

Body Image

Is my image edited? A tool to test whether images have been edited or photo shopped. You can just drop any image or photo into the tool and find out if the original has been altered in any way.

Resources for teachers on body image from Dove – this is a set of 3 downloadable lessons which include videos, worksheets and activities aimed at helping to boost young people’s body confidence.

Sexting

So you got naked online – this resource was created by SWGfL (part of the UK Safer Internet Centre) and is available in Danish and English

A guide to sexting – from the Greek Safer Internet Centre and available in English, Greek, Spanish, Albanian and French

A guide for teachers on how to deal with sexting when it has happened – the poster aims to limit possible emotional damage for those involved and restore calm and social safety in school.

Useful resources following the webinar with Facebook

Help centre: This contains a wealth of information and can be accessed here https://www.facebook.com/help/

Think Before You Share is an initiative which encourages users to think carefully about the content that they are sharing online and which provides tips on how to fix things that have gone wrong. The PDF can be accessed here http://mediasmarts.ca/sites/mediasmarts/files/pdfs/tipsheet/TipSheet_Think_Before_You_Share_2.pdf

End Bullying Be Kind Online is another initiative which aims to tackle LGBT abuse. A PDF can be accessed here https://fbnewsroomus.files.wordpress.com/2016/07/lgbt_guide_uk.pdf

A guide to staying safe on Facebook was produced with Women’s Aid in Ireland and contains information dedicated to women at risk – possibly who have been victims of domestic violence or who have been targeted by an ex-partner. It can be downloaded here https://fbnewsroomus.files.wordpress.com/2016/10/womensaidirelandfacebooksafetyguide.pdf

Safety Centre - https://www.facebook.com/safety
This has lots of practical tools and tips including videos. The content is available in over 50 languages and there are lots of PDFs which can be downloaded and well as information on how to connect with experts locally.

Bullying Prevention Hub - https://www.facebook.com/safety/bullying
This was developed in partnership with the Yale Centre for Emotional Intelligence. It has recently been refreshed and is a resource for teens, parents and educators who are seeking support and help for issues related to bullying. It offers step-by-step plans including guidance on how to start important conversations for people being bullied. This is focused on actions and signposts to experts in different countries.

Parents Portal - https://www.facebook.com/safety/parents
The idea of the parent portal is to enable parents to have conversations with their children about what they are doing online and who they are connecting with.
Privacy Checkup - https://www.facebook.com/help/443357099140264/

The Privacy Checkup helps you review who can see your posts and info from your profile, like your phone number and email address. It also shows you your settings for apps you’ve logged into with Facebook.

You can use the Privacy Checkup to review and adjust your privacy settings to help make sure that you’re sharing with who you want.

Congratulations. You finished.

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In this module, you will:

Hear from anti-bullying ambassadors and online safety experts.

Learn more about the European Network Against Bullying in Learning and Leisure Environments (ENABLE)

Understand how to develop social and emotional learning skills.

Discover how to set up an effective peer support scheme.

Discuss with others your own role.

Think about your own well-being and that of others online.

3.1 Different types of (cyber-) bullying

What should you do if you suspect your pupil/child is cyberbullying someone?

What can you do as a teacher and/or parents if your child is being bullied?

https://youtu.be/fjBD9Xlb4Wk

(Cyber-) bullying is any behavior that repeatedly makes someone feel upset, uncomfortable and/or unsafe. This is usually deliberate, and can take forms such as verbal, indirect and physical.

Cyberbullying is the intent to offend, threaten, block or harass others by using technical devices such as the internet and mobile phones. The perpetrator - also called "bully" - is seeking a victim who cannot defend himself against the attacks. Therefore, there is an imbalance between the offender and the victim, which is exploited by the perpetrator, while the victim is socially isolated. Cyberbullying takes place on the Internet (e.g. in social networks, video portals, etc.) and via smartphones (e.g. by instant messaging applications like WhatsApp). Often, the bully is anonymous, so the victim does not know from whom exactly the attacks are coming. Cyberbullying among children and adolescents, however, is often associated with the personal “offline” environment, such as the school, the residential district, the village or the ethnic community. Hence, the victims are therefore usually suspicious about who is behind the threats.

Moreover, cyberbullying is often accompanied by bullying in the offline world – in some cases bullying starts online and continues offline in school, or vice versa. Therefore, in most cases, bullying and cyberbullying cannot be seen as separate issues.

3.2 How does the internet change bullying?
What is special about cyberbullying? Cyberbullying differs in some important aspects from bullying offline:

Intervention into private life around the clock: Cyberbullying does not end after school or work. Because cyberbullies can access the internet around the clock (24/7), the threat continues remotely, when victims are at home or away from the school environment.

The audience is immeasurably large and content is spreading extremely fast: Posts, which are sent electronically, are difficult to control - as soon as they are online. Therefore, the reach of cyberbullying is greater than that of offline bullying. For example, content, which may have been forgotten for a long time, can often be retrieved or discovered at a later date and therefore, will make it more difficult for victims to get over it.

Bullies can act anonymously: Not knowing who the perpetrators are can be scary and unsettle victims, because they do not know who exactly is bothering them. As perpetrators can potentially hide their identity, this can often give them a false sense of security (they think they will never be caught) and sometimes lead to them being more and more unpleasant to their victim.

Victimisation of the victim is not directly perceived: The responses of the victim to a hurtful statement, a disrespectful image, etc., are usually not visible to the offender online. In this way, perpetrators are often not fully aware of the extent of their actions and can often lack any empathy.

How do you address issues related to cyberbullying at your school?

1. We have developed a whole-school anti-bullying policy, which everyone is aware of.

2. We have a designated staff member responsible for overseeing all bullying issues, but are still developing our policy in this area.

3. We have just started to develop our policy in this area, and are engaged in various conversations with staff, parents and pupils in this regards.

4. We don’t have a formal policy yet, but just deal with issues on a case-by-case-basis.

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3.3 Developing social and emotional learning skills
Have you heard about the ENABLE project? - ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group).

The project aims to develop social and emotional learning skills as a means of building resilience in young people so that they can better understand and become more responsible and effective for their on- and offline social interactions.

https://youtu.be/z2zfHRb3bpc

3.4 How to set up an effective peer-support scheme?

https://youtu.be/0d_sA4nQ4n8

3.4 How to set up an effective peer-support scheme?

When talking about cyberbullying with your students some aspects might appear more challenging than others. Look at the list below and think about which of the item(s) on the list is the most challenging for you and why? Share your answer in the Padlet below. 1. Worry about my students asking me something I don’t know about. 2. Encourage my students from speaking their minds when the topic is quite sensitive. 3. Switch from lecturing to discussing with my students. 4. Finding the right resources and ideas for activities to start the discussion with my students.

3.5 My well-being and yours online
Bullying will not go away if we do nothing! But it can if you do something. It is up to all of us to create and shape the online spaces that we like to spend our time in.

In order to stand up against cyberbullying the Irish Safer Internet Centre (Webwise) launched the awareness raising initiative ‘Watch Your Space’, targeting teenagers. It is devoted to promoting safe, effective use of the internet among young people through awareness raising resources and campaigns.
Well-being online is as important as in the offline world, it’s a collective responsibility and we all have a role to play!

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it typically refers to teaching and learning about how to access, analyse, evaluate and create media messages – both offline and online.

Learning objectives for the module are:

1. Consider the various dimensions of media literacy

2. Understand why media literacy and its different dimensions are important for children and young people

3. Understand how media literacy links to some topical issues such as fake news, data privacy, and copyright.

4. Develop ideas how to develop media literacy with your students.

2.1 What is media literacy?

“Media literacy allows us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process.”

European Commission, 2017

From an educational point of view, it typically refers to teaching and learning about how to access, analyse, evaluate and create media messages – both offline and online. As such, it provides you with a powerful tool to equip pupils for risks and opportunities in the digital world.
https://vimeo.com/95563998

The 2006 UNESCO Media Education Kit for Teachers, Students, Parents and Professionals provides a traditional view, defining media education in terms of key concepts such as Production, Representation and Audiences.

It also provides an overview of how to translate these concepts into practice. As part of the ongoing digital revolution, media literacy has reappeared on the education agenda in the form of various literacies, from “digital literacy” over “media and information literacy” to “digital competences”, in order to cover the full variety of digital technologies.

Would you like to empower your pupils to think critically, behave safely, and participate responsibly in the digital world? The South West Grid for Learning (SWGfL) – partner in the UK Safer Internet Centre – has produced schemes of work which will help you to integrate digital literacy and citizenship topics across the curriculum.

Activity

The SWGfL Digital Literacy resource includes a curriculum overview with suggestions on how to implement the various online safety/media literacy topics mentioned, in an age-appropriate way.

Following this structure, select one of the various digital literacy topics above and indicate in the Padlet below how you would integrate it into your teaching.

Be sure to provide the age of your pupils, a possible lesson title and a brief description, in line with the SWGfL example.

2.2 Fake news
"We observe that young people are facing a dilemma. Although they assume that social networks are not trustworthy, they are their main resources for information. Young people are aware of this contradiction, but they don't know how to deal with it."

Bernhard Jungwirth, coordinator at Saferinternet.at

https://youtu.be/xf8mjbVRqao

Fake news has recently drawn a lot of attention in the media. It naturally links to the key concept of representation, which has always been at the very core of media literacy teaching. Because indeed, just like traditional newspapers, radio or television, digital media do not offer a transparent window on the world, but rather a mediated version. They don’t just present reality, they re-present it. Even when it is concerned with real-life events, they invite us to see the world in some particular ways and not others. In that sense, they are bound to be “biased” rather than “objective.”
http://frankwbaker.com/mlc/wp-content/uploads/2016/12/fake-newsadvice.jpg

Activity

The best way to involve your students in fake news activities is to present them with an actual fake news story or website, asking them to analyse its quality/veracity. To help them to organise their thinking, you can use the CRAP or CARS acronym, or one of the fake news checklists mentioned previously.

For this activity, we would like you

a) to identify and share in the Padlet below one fake news story/website for your pupils to analyse, and

b) to list the criteria you would expect them to use for assessing the quality/veracity of this particular source of information. If you need further inspiration, have a look at the Additional resources at the end of this module!
http://www.novosti24.net/
http://www.medijskapismenost.hr/kljucne-vjestine-za-post-truth-eru-naucite-djecu-kako-prepoznati-lazne-vijesti/

2.3 Data privacy

https://youtu.be/y1txYjoSQQc

From a media literacy point of view, this means that pupils need to learn to recognise the commercial interests that are at stake in media production, and the ways in which profits are typically generated.

Within this context, the Digital Gold Miners resource from the Finnish Safer Internet Centre provides four different sections, each with practical ideas, which can help you to structure a possible lesson activity:

a) What, who and how – three questions about big data

Practical idea: First, make your own list detailing what you use the internet for. Examine the list and think about all the ways the devices, websites and applications you use gather information about you. Examine the answers in a group and think about what kind of information may have been collected from each group member.

b) Mountain of information into a digital gold mine – how is data utilised?

Practical idea: Form groups of four, for example. One pair of the group uses a search engine to find texts and news stories with the search words “big data benefits”, while the other pair uses the words “big data threats”. Examine the texts for about half an hour and make notes about the threats and benefits you find. After that, return to the groups, compare your results and discuss which seem more significant, the threats or the benefits.

c) Dangerous waters – is privacy under threat?

Practical idea: Are you familiar with the terms of use of the social media service you most frequently use? Examine the terms of use of various services together. Did you find any surprises? Do you find the terms clear or difficult to understand?

d) Controlling your own data

Practical idea: Search for information online both with the incognito mode and the default settings. Does the search yield similar results from Google, for example? Does YouTube recommend the same videos with both settings? Examine the results in a group or in pairs.

2.4. Copyright, plagiarism, piracy

2.5 Towards a participatory culture?

Activity

How can media literacy contribute to a participatory culture? Share your ideas on Twitter using the #onlinesafetyMOOC hashtag. Alternatively, you can let us know in the Facebook group, forum or in your personal Learning diary or in the Padlet below.

2.6 Additional resources
a) On media literacy…

Would you like to read more about how online safety and media literacy can possibly meet? Over the years, Insafe network members have created various media literacy resources, often combined with wider campaigning activity. An extensive overview is available in our Better Internet for Kids Bulletin on Media Literacy. Some specific country examples in national languages include:

Austria – the Austrian Ministry of Education has implemented a digital competences strategy. Named ‘digi.komp', it targets young people in the age groups of 6-10 and 10-14 years. The Austrian Safer Internet Centre has supported in a number of ways, providing handbooks and trainings for teachers.

Finland – Media Literacy Week takes place each year in February in order to raise awareness and promote the importance of media literacy and media education.

Netherlands – Mediawijzer.net looked at what has happened in the past 10 years, while asking 21 prominent artists, scientists, entrepreneurs, developers, philosophers and even a hacker what kind of media literacy we will need in the future. The result is a book (in English) full of inspiring, refreshing and sometimes disquieting and disruptive ideas and visions.

Sweden – MIL for Me brings together a range of online learning modules and lessons plans for teachers and librarians on media and information literacy. Insafe translated one chapter on online relationships into English – we will discuss this resource further in a subsequent module on online hate speech and radicalisation.

UK – Childnet (partner in the UK Safer Internet Centre), launched Trust Me last year, a resource designed to support primary and secondary school teachers in exploring critical thinking online. We will again discuss this resource in further detail in the module on online hate speech and radicalisation.

b) On fake news…

If you would like to delve deeper into the topic of fake news, have a look at the following sources of information:

The recent Stanford University study of 7,804 students – which was mentioned by John Spencer in his video – summed up young people’s ability to reason about the information on the internet in one word: “bleak”! “In 2016, we would hope students, who spend hours each day online, would look beyond a .org URL and ask who’s behind a site that presents only one side of a contentious issue”, the author of the study said. However, “in every case and at every level, we were taken aback by students’ lack of preparation. […] At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.”

David Buckingham gives – apart from a more in-depth critical analysis of the fake new problem – a number of interesting (and sometimes funny) examples of fake news. Next to a long list of fake news websites on Wikipedia, Buckingham quotes as his favourite example the spoof story about North Korean leader Kim Jong Un being voted the sexiest man alive. The story was posted on the US satirical site The Onion in 2012, but it was taken up by the official newspaper the China People’s Daily, which featured a 55-page photo spread on its website.

Howard Rheingold, who has been at the forefront of media literacy since the 1990s, coined the term crap detection as a way to describe the necessary skills to consume media of any kind. He borrowed this term from Ernest Hemingway, who is reported to have said back in 1954: “Every man should have a built-in automatic crap detector operating inside him.” According to Rheingold, learning to be a critical consumer of online news/information is not rocket science – it’s not even algebra. It’s about asking a few questions, and using the available tools to see if you can find the answers. “Who is the author?” is the root question – and if you don’t find the author, you need to turn up your skepticism meter!

Fact checking online is more important than ever! Swedish fact checker Viralgranskaren and IIS (The Internet Foundation In Sweden) released the guide ”Fact checking online” – the guide is in Swedish, but you can look at their video in English.

c) On data privacy…

Across and beyond the Insafe network, many examples of resources and activities exist which may inspire you to teach about data protection/privacy:

The European Handbook for Teaching Privacy and Data Protection at Schools – from the ARCADES project, available in English, Hungarian, Polish or Slovenian.

Your guide to “Digital Defenders vs. Data Intruders – Privacy for kids!”, to help young people between 10-14 years to protect their privacy – a booklet from EDRi (European Digital Rights).

Helping schools with data protection compliance, through a self-review kit – from the UK Safer Internet Centre.

That data, actually OUR data, in the Cloud – from the Luxembourg Safer Internet Centre.

The Guide to Online Services on the Better Internet for Kids (BIK) website provides key information and step-by-step guidelines in multiple languages about the most popular apps, social networking sites and other platforms which are commonly being used by children and young people (and adults) today.

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1.5. Campaign for a safer and better internet!

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1.5. Campaign for a safer and better internet!

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Maintaining an open dialogue between pupil and teacher and child and parent is one of the most effective ways of helping children and young people to stay safe online.

One way to facilitate whole-school interaction, is to take part in Safer Internet Day (SID), involving staff, pupils, parents and carers, and even the wider community in your actions.

Every year, for the last 14, Safer Internet Day (SID) has been celebrated in February, right across the globe.

This year, SID took place on 7 February 2017 with a theme of “Be the change: Unite for a better internet”, with more than 130 countries participating. SID is an ideal opportunity for schools to engage the whole community in the debate around online safety with a wealth of resources being made available for pupils, parents, and teachers.

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Module 1: An Introduction to Online Safety

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Module 1: An Introduction to Online Safety

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The module will address the following objectives:

What are the main risks faced by children and young people when they go online?

How can schools support pupils and their parents?

What do teachers need to take into consideration with regard to managing their own online reputation?

Is there a statutory requirement to teach/deliver online safety in schools?

1.1 The challenges faced by young people when they are online

65% of respondents said that they had been a victim of at least one online risk (unwanted contact 43%, treated mean 22%, online harassment (17%).

58% of 13-17 year olds had met the perpetrator of the online risk face to face.

People found that the internet overall was a “civil” place but there were “strong concerns over safety, both today and in the future”.

1.2 The challenges faced by teachers
Adults are also users of technology and will have varying levels of expertise. Many teachers report that they feel ill-equipped to deal with questions and challenges from pupils about online safety issues.

The Insafe network of Safer Internet Centres (SICs) provides a huge amount of information for teachers which can help them to become more confident in supporting pupils. From guides on addressing issues such as cyberbullying and sexting, to safety and privacy information for the most popular social media services being used by young people, the Better Internet for Kids (BIK) portal provides access to hundreds of SIC resources in different languages.

Meanwhile, adults also need to be aware of their own behaviour online and particularly their online reputation.
Teachers are entitled to a private life, but the extent of that privacy can often be determined by how much content is shared on social media.
A photograph from a party or social event may not necessarily create the right image or set the right example. A photograph is a split second in time, but such images or careless comments can give others the wrong impression and cause problems that last far beyond that moment.
1.3 Where to find resources and support
Many countries are highlighting the importance of children and young people being able to use the internet safely and the quote above demonstrates just how seriously this is being taken in the UK at present.

Furthermore, in 2006 the European Parliament recognized Digital Literacy as one of the eight key competences that every European citizen should master, and as one of the four foundational skills for learning. Further, enhancing Digital Literacy is one of seven pillars in the European Commission’s 2020 Digital Agenda for Europe

Now that we have identified some of the challenges that we can all face online, let’s explore some of the resources that will help us to address them.

A recent UNICEF report found that when adolescents are threatened or feel unsafe online,

54% said that they would tell a friend,

48% said that they would tell a parent,

but only 19% said that they would tell a teacher.

What do the others do? Who do they turn to? Do they get the help and support that they might need?

For teachers, there is an endless variety of different types of educational and awareness-raising resources available online. These will help you to address online safety issues in your classroom or school. For example, if you go to the resources section of the Better Internet for Kids (BIK) portal, you will find both resources and videos on many different topics across all EU languages.

Some examples include:

Crossing the Line – A practical online safety toolkit from the UK Safer Internet Centre with films and lesson plans to explore online issues with pupils aged 11-14. The purpose of this toolkit is to help educators generate discussion among young people about their online experiences. It covers topics such as cyberbullying, sexting, peer pressure and self-esteem.

Handbook on the internet and early sexualisation – this guide and lesson plan from the Bulgarian Safer Internet Centre provides information about a number of different online issues, recommendations on how to discuss them with young people, and a sample lesson plan.

Guide for Cyberbullying – a brochure from the Greek Safer Internet Centre providing tips and advice on how to avoid cyberbullying and what to do if it happens.

Protecting privacy in social networks – a leaflet for teens from the Slovenian Safer Internet Centre about how to protect privacy on social networks.

It isn’t funny, it hurts – this is a video resource from the Latvian Safer Internet Centre which helps young people to understand the challenges of life online and the impact that negative comments can have.

Alongside the use of bespoke resources, it is important that conversations about online safety are a regular feature of the classroom. Discussions should take place as appropriate and there will be many news stories that can be used to stimulate discussion and debate with pupils.
https://docs.google.com/spreadsheets/d/1N6yjxQ-hIi7OfmE9sNLBmGB5GAcSSEQf4-OXRKIez1M/edit#gid=1518402403

1.4 A whole-school approach to online safety
Although in many schools online safety is championed by one member of staff, there should ideally be a whole-school approach with all members of staff playing a role along with supporting policies which are understood by everyone in the school community.

This course will explore how you, as a teacher, can address issues of online safety but it is important to also consider how this work is embedded into that whole-school approach. Good practice is often divided into four key areas: Policy, Infrastructure, Education and Standards as shown in the PIES model below.
In some countries, there is a requirement to teach online safety as part of the curriculum, but this is not the case everywhere. Ideally, online safety should be:

Embedded within the curriculum in all subjects where relevant (not just ICT or computing). Many schools will cover online safety as part of the PSHE (personal, social, health education) curriculum.

Based around teaching children and young people to be media literate.

Evaluated within schools to demonstrate impact. Many pupils are excellent at reciting the rules for staying safe when they are online, but whether this translates into them actually changing or modifying their behaviours when they are online is more difficult to determine.

A statutory part of the curriculum so that no children and young people are left vulnerable.

Part of an inspection regime so that schools are held to account.

Delivered in partnership with parents and pupils. Pupils can be excellent peer educators, particularly for younger users in their school.

Having identified the challenges facing young people earlier in this module, it is important that schools create a culture where young people feel that they can share their concerns about things that have happened online.

Young people can often feel unable to discuss what has happened to them online as they fear an overreaction from parents and teachers. Adults can sometimes be quite shocked at what young people have been doing or saying online; a greater understanding of what is actually happening online, what the trends are, what young people are doing, and so on is important if teachers and parents are to give a balanced and measured response when young people talk to them about something that has happened.

The action plan should set SMART objectives (Specific, Measurable, Achievable, Realistic, and Time-related).

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European Safer Internet Centres (SICs) develop various educational resources aimed at helping teachers, parents and carers, and children and young people, to discover the online world safely.

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https://www.zeemaps.com/edit/cv0zId_xkFE2ZWUgucSOFprlj5LFxzAw

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- The course will last in total 6 weeks, from 10th April 2017 to 23rd May 2017. So the final deadline for all work is the 23rd May 2017.
- peer review exercises have separate deadlines, so make sure to check the information carefully.
- the workload, we estimate it to be around 3-4 hours per week
- For the final activity of the course you have to create a lesson plan. The idea is for you to reflect on everything you have learned on the course and integrate this into a final course product that is directly useful for your work in the classroom.
- To design the lesson plan we use a very nice tool called the Learning Designer

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Creating a Lesson Plan with the Learning Designer