# data[].attributes.body
https://indianexpress.com/article/cities/mumbai/social-media-sites-help-to-connect-to-people-worldwide/ (Indian Express, published 16.02.2015. Last accessed: 17.12.2018)

https://www.ted.com/talks/hugh_evans_what_does_it_mean_to_be_a_citizen_of_the_world?referrer=playlist-the_power_of_social_media#t-76085 (Evans, Hugh 2016: Ted Talks. Last accessed: 17.12.2018)

FOR
Fake news:
https://www.thedrum.com/news/2018/11/22/the-drum-review-2018-fake-news-part-one
(Nutely, Mike 2018: The Drum. Last accessed: 18.12.2018)

https://www.bbc.com/news/uk-46226743 (BBC News 2018. Last accessed: 18.12.2018)

Loss of privacy:
https://www.nytimes.com/2018/03/28/technology/social-media-privacy.html (Roose, Kevin 2018: The New York Times. Last accessed: 17.12.2018)

Cyberbullying:
https://www.telegraph.co.uk/science/2018/04/22/cyberbullying-makes-young-people-twice-likely-self-harm-attempt/ (Knapton, Sarah 2018: The Telegraph. Last accessed: 17.12.2018)

https://www.ardmediathek.de/tv/WDR-aktuell/Zu-hässlich-für-Social-Media/WDR-Fernsehen/Video?bcastId=7293644&documentId=50240702 (WDR aktuell 2018: Zu hässlich für social media? Last accessed: 07.01.2019)

AGAINST
The right of freedom and speech
https://www.theguardian.com/sustainable-business/2015/dec/23/banning-teenagers-social-media-europe-regulation-attack-human-rights (Magid, Larry 2018: The Guardian. Last accessed: 07.01.2019)

https://www.smh.com.au/lifestyle/life-and-relationships/why-it-s-a-mistake-to-ban-kids-from-social-media-20180619-p4zmd5.html
(Tierney, Laura 2018: The Sydney Morning Herald. Last accessed: 07.01.2019)

Usage of social media
https://ucpa.ucsd.edu/resources/social/social-101/
(UC San Diego, Last accessed 07.01.2019)

Connection
http://www.journalism.org/2012/11/28/role-social-media-arab-uprisings/
(Mitchell, Amy et al. 2012: The Pew Reasearch Center. Last accessed: 07.01.2019)

Oppurtunities of social media in the classroom

https://bildung-wissen.eu/fachbeitraege/contributions/chances-and-dangers-of-social-networks-in-educational-contexts.html
(Autoren unbekannt, 2018: Gesellschaft für Bildung und Wissen.  Last accessed: 07.01.2019)

# data[].attributes.body
Das Fact File bietet den Schülerinnen und Schülern zunächst einen Überblick über das zu debattierende Thema, listet grob die zentralen Pro- und Kontraargumente zur Motion auf und beinhaltet Links zu weiterführenden Texten und Videomaterialien. Da die Motion die Lebenswelt der Lernenden betrifft und damit relevant ist, ist im Sinne Hallets der Aspekt der Topikalität gegeben, indem "zur fremdsprachlichen Partizipation an gesellschaftlichen Diskursen" angeregt wird (Hallet, 2012, S. 10). Ebenfalls bedient das Fact File das Merkmal der Vielstimmigkeit. Mehrere, teils kontroverse Standpunkte und Äußerungen aus verschiedenen Quellen sind vertreten, müssen aufeinander bezogen werden und dienen nicht zuletzt der Meinungsbildung. Das Wissen wird während der Debatte immer wieder neu verhandelt und der Diskurs entsteht in diesem Zuge. Hallet fasst dies unter einem Diskursbegriff zusammen, bei dem "Wissen, Sinn und Bedeutung [...] das Ergebnis dialogischer [...] Verhandlungen [sind]" (Hallet, 2012, S. 9). Dies dient nicht zuletzt der Förderung der intertextuellen Kompetenz. Das bereitgestellte Videomaterial sowie die Karikaturen ergänzen die ausgewählten Texte. Somit ist die Prämisse gegeben, Wissen multimodal und auf verschiedenen Wegen zu vermitteln. Am Ende der Vorbereitungsphase mit dem Fact File steht die Unterrichtsdebatte, welche eine Form der interaktionalen Aushandlung darstellt. Somit sind alle Merkmale, die Hallet für einen zeitgemäßen Diskursbegriff aufführt, gewährleistet.

Die Auseinandersetzung mit dem Fact File, beziehungsweise die Ver- und Anwendung dessen, kann insofern als komplexe Kompetenzaufgabe verstanden werden, als dass kognitive, sozial-interaktionale und diskursive Fähigkeiten angewandt und zielführend im fremdsprachlichen Kontext eingebettet werden müssen. Ferner werden die Lernenden als kulturelle Subjekte samt ihrer persönlichen Ansichten, Haltungen und Wertvorstellungen mit in den Lernprozess einbezogen, was sich als ein weiteres Merkmal einer komplexen Kompetenzaufgabe kennzeichnen lässt. Aufgrund der Tatsache, dass die Schülerinnen und Schüler zusätzlich mit neuem Wissen und Einstellungen konfrontiert werden und gefordert sind intermedial Transfer leisten zu können, werden auch die Aspekte der Kompetenzentwicklung und Komplexität abgedeckt. Auch die Merkmale der Prozessinitiierung, der Offenheit (sprich offenes Outcome) und der Prozessstrukturierung lassen sich aufgrund der geregelten Abläufe und des Rahmens der Debatte als gewährleistet betrachten. Die Lernenden werden bei ihrem Arbeitsprozess gestützt, indem ihnen Hinweise zum Vorgehen, Strukturierung und Organisation als auch sprachliche Mittel zur Verfügung gestellt werden (Vgl. Hallet, 2012, S. 13).

Verwendete Literatur:

Hallet, Wolfgang (2008): "Diskursfähigkeit heute. Der Diskursbegriff in Piephos Theorie der kommunikativen Kompetenz und seine zeitgemäße Weiterentwicklung für die Fremdsprachendidaktik." In: Legutke, Michael K. (Hrsg.): Kommunikative Kompetenz als fremdsprachendidaktische Vision. Tübingen: Narr. 76-96.

Hallet, Wolfgang (2012): "Die komplexe Kompetenzaufgabe. Fremdsprachige Diskursfähigkeit als kulturelle Teilhabe und Unterrichtspraxis." In: Hallet, Wolfgang & Krämer, Ulrich (Hrsg.): Kompetenzaufgaben im Englischunterricht. Grundlagen und Unterrichtsbeispiele. Kallmeyer/Klett: Seelze. 8-19.

# data[].attributes.body
Many blame social media for increasing rates of young people being depressed, less engaged with the real world and more prone to being distracted. It is claimed that they are less capable of focusing on something for a longer period of time e.g reading longer texts due to being distracted by their social media (Griffey, 2018). Opponents argue that the problems young people face are not caused by social media but rather a side-effect of other problems.

Social media is defined as a primarily internet or cellular phone based application or tool with which information can be shared among people. Social media includes popular networking websites, like Facebook and Twitter; as well as bookmarking sites like Reddit. It involves blogging and platforms and implies any aspect of interactive presence which allows individuals to create content, engage in conversations with one another, often as a discussion over a particular post, news article, or event (Business Dictionary, 2018). They are structurally designed to enable its users to engage in a peer-to-peer exchange. Often their function is to create an online identity in order to use certain aspects of their life for self-portrayal.

Many children in the U.S. posses smartphones and have therefore access to social media at the age of 10 (Chen, 2016). Some commenters compare the need for 'likes' and 'shares' to other addictions such as cigarettes or gambling (Wågström, 2018). Many social media platforms are accused of being designed to keep the users' attention for as long and often as possible as well as harvesting the data of their users (Andersson, 2018). Thus, some parents forbid their children to register for these sites until they are supposily mature enough. In this context the phenomenon of cyberbullying has occured. Especially young children are more prone to getting catfished (Micoleta, 2013).
However, others claim that it is essential for young people to be exposed to the internet and instead be taught how to use social media properly. Many see digital literacy as a basic requirement for the future job market (Burning Glass Technologies, 2017). Furthermore, seperating young people from public discourse could be seen as a hindrance to their developmental process in a democratic society and an infringement on their right to express themselves freely. No classifications have been made on declaring social media addiction as a health threat. The question remains whether those who show signs of addiction or obsession with social media might just be a correlation of some other problem and not the cause (Brown, 2018).

# data[].attributes.headline
The Canadian Press.More than 1 million young Canadians victims of cyberbullying, cyberstalking: StatsCan. CBC. 19.12.2016.

# data[].attributes.subject
The Canadian Press.More than 1 million young Canadians victims of cyberbullying, cyberstalking: StatsCan. CBC. 19.12.2016.

# data[].attributes.body
https://www.cbc.ca/news/technology/million-canadians-cyberbullying-cyberstalking-statcan-1.3903435 (Last accessed: 08.01.2019)

# data[].attributes.headline
Roose, Kevin. Can Social Media Be Saved? New York Times. 28.03.2018.

# data[].attributes.subject
Roose, Kevin. Can Social Media Be Saved? New York Times. 28.03.2018.

# data[].attributes.body
https://www.nytimes.com/2018/03/28/technology/social-media-privacy.html (Last accessed: 08.01.2019)

# data[].attributes.headline
Nutley, Mike.The Drum Review 2018: fake news (part one). Thedrum.com. 22.11.2018.

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Nutley, Mike.The Drum Review 2018: fake news (part one). Thedrum.com. 22.11.2018.

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https://www.thedrum.com/news/2018/11/22/the-drum-review-2018-fake-news-part-one (Last accessed: 08.01.2019

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Youtube. Hours of video uploaded to YouTube every minute as of July 2015. statista.com. Juli 2015.

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Youtube. Hours of video uploaded to YouTube every minute as of July 2015. statista.com. Juli 2015.

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https://www.statista.com/statistics/259477/hours-of-video-uploaded-to-youtube-every-minute/ (Last accessed: 08.01.2018)

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Woollaston, Victoria.Instagram now has half a billion users. 21.06.2016.

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Woollaston, Victoria.Instagram now has half a billion users. 21.06.2016.

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https://www.wired.co.uk/article/instagram-doubles-to-half-billion-users (Last accessed: 08.01.2019)

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Weil, Kevin. Measuring Tweets. Twitter Official Blog. 22.02.2010.

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Weil, Kevin. Measuring Tweets. Twitter Official Blog. 22.02.2010.

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http://www.internetlivestats.com/twitter-statistics/ (Last accessed: 08.01.2019)

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Facebook.Number of monthly active Facebook users worldwide as of 3rd quarter 2018 (in millions). statista.com, Oktober, 2018.

# data[].attributes.subject
Facebook.Number of monthly active Facebook users worldwide as of 3rd quarter 2018 (in millions). statista.com, Oktober, 2018.

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https://www.statista.com/statistics/264810/number-of-monthly-active-facebook-users-worldwide/ (Last accessed: 08.01.2019)

# data[].attributes.headline
Phillips, Gavin.Crime, Terrorism, and Security: The Dark Side of Social Media. makeusof.com, 31.10.2016.

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Phillips, Gavin.Crime, Terrorism, and Security: The Dark Side of Social Media. makeusof.com, 31.10.2016.

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https://www.makeuseof.com/tag/crime-terrorism-security-dark-side-social-media/ (Last accessed: 08.01.2019)

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Andersson, Hilary. Social media apps are 'deliberately' addictive to users. BBC, 04.07.2018.

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Andersson, Hilary. Social media apps are 'deliberately' addictive to users. BBC, 04.07.2018.

# data[].attributes.body
https://www.bbc.com/news/technology-44640959 (Last accessed: 22.12.2018)

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Brown, Jessica. Social Media Is social media bad for you? The evidence and the unknowns. BBC, 05.01.2018.

# data[].attributes.subject
Brown, Jessica. Social Media Is social media bad for you? The evidence and the unknowns. BBC, 05.01.2018.

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http://www.bbc.com/future/story/20180104-is-social-media-bad-for-you-the-evidence-and-the-unknowns (Last accessed: 06.01.2019)

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Burning Glass Technologies. The Digital Edge: Middle-Skill Workers and Careers. 17.09.2017.

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Burning Glass Technologies. The Digital Edge: Middle-Skill Workers and Careers. 17.09.2017.

# data[].attributes.body
https://www.burning-glass.com/research-project/digital-skills-gap/ (Last accessed: 22.12.2018)

# data[].attributes.body
http://www.businessdictionary.com/definition/social-media.html (Last accessed 18.12.2018)

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Chen, Brian. What’s the Right Age for a Child to Get a Smartphone? New York Times, 20.07.2016.

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Chen, Brian. What’s the Right Age for a Child to Get a Smartphone? New York Times, 20.07.2016.

# data[].attributes.body
https://www.nytimes.com/2016/07/21/technology/personaltech/whats-the-right-age-to-give-a-child-a-smartphone.html

# data[].attributes.headline
Griffey, Harriet. The lost art of concentration: being distracted in a digital world. The Guardian, 14.10.2018. 

# data[].attributes.subject
Griffey, Harriet. The lost art of concentration: being distracted in a digital world. The Guardian, 14.10.2018. 

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https://www.theguardian.com/lifeandstyle/2018/oct/14/the-lost-art-of-concentration-being-distracted-in-a-digital-world (Last accessed: 06.01.2019

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Micoleta, Julianne. ‘Catfished’: Teen Reporters Investigate Online Relationships. Huffington Post, 02.03.2013.

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Micoleta, Julianne. ‘Catfished’: Teen Reporters Investigate Online Relationships. Huffington Post, 02.03.2013.

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https://www.huffingtonpost.com/2013/03/02/teens-discuss-online-relationships-and_n_2792601.html?guccounter=1 (Last accessed: 06.01.2019

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Wågström, Göran. Is Social Media Addiction Worse Than Cigarettes? Forbes, 21.11.2018.

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Wågström, Göran. Is Social Media Addiction Worse Than Cigarettes? Forbes, 21.11.2018.

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https://www.forbes.com/sites/forbestechcouncil/2018/11/21/is-social-media-addiction-worse-than-cigarettes/ (Last accessed: 22.12.2018)

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This fact file was created by participants in the university seminar "Debating in the EFL classroom in the light of critical language and culture pedagogies", held in winter term 2018/19 as part of the study degree programme "Master of Education, English" at Humboldt-Universität zu Berlin. The seminar was co-taught by Martina Kaltenbacher (EFL teacher at Leibniz-Schule Berlin) and Dr. Katrin Schultze (researcher/lecturer at HU Berlin).
Authors of this fact file:
- Miriam Tzur
- Moritz Schneider
- Justin Kettler

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http://www.cartoonistgroup.com/properties/smith/art_images/cg5705d5b92509c.jpg

https://www.studentnewsdaily.com/wp-content/uploads/2015/05/children-playing_gary-varvel.jpg

http://media.nj.com/hudson_voices_impact/photo/bullyjpg-e419e5f14e749fad.jpg

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In 2016, our planet counted a number of approximately 7.6 billion people. 2.3 billion of those were members of at least one social media platform (Philips, 2016).
There are over 2 billion  Facebook users worldwide (Statista, 2018) about 500 million tweets are sent daily on Twitter (Weil, 2010), 95 million images are uploaded on Instagram daily and on YouTube (Woollaston, 2016), over 400 hours of video are uploaded per minute (Statista, 2015).
While in most states there are  concrete restrictions on a number of issues, e.g. at what age one is allowed to drink alcohol, smoke or drive a car, there is no legal guideline when it comes to the question at what age one should be allowed to own a smartphone and thus be allowed to use social media. Studies show that children nowadays own their smartphone as young as at the age of 10, for some children the ownership starts even earlier (Chen, 2016).

Besides the fact that there already were horrible crimes happening in the past, like for example rapes, murders or terrorist acts that got initiated via social media, one has to keep in mind that there are also risks that affect especially young users on an everyday basis (Phillips, 2016). At least since Donald Trump's presidency the term "Fake News" became big (Nutley, 2018). Within the frame of social media, it is now easier than ever before to spread false or/and one-sided information.
Moreover, it is common sense that we nowadays live in a world in which data, and especially personal data and privacy, are to be treated more precious than ever. In the end no one can never be sure whether, where or for what purpose personal information is stored. One of the most popular recent events is the facebook privacy scandal which happened in 2018 (Roose, 2018).
Another argument in favor of an age restriction for social media usage would be that adolescents tend to engage more often in cyberbullying, be it as offenders or victims (The Canadian Press, 2016). Victims of cyberbullying are even twice as likely to harm themselves or commit suicide, as a study shows (Knapton, 2018).

Even though lifting a ban on children under 16 from social media may seem appropriate at first glance, it raises the question whether this would suppress their right of freedom and speech (Magid, 2015). Furthermore, confirming one's age on social media platforms with an ID would be a controversial measure: not only could kids ask older friends or relatives for their ID, but one eventually does not know what might happen with the data that the IDs provide.

# data[].attributes.body
catfish
cyberbullying
digital literacy
fake news
online privacy
ownership
self-portrayal

# data[].attributes.body
1. Background information
2. Essential information
3. Caricaturs
4. Key terms
5. Vocabulary
6. Sources
7. Authorship
+
Pedagogical approach

# data[].attributes.body
catfish = a fake or stolen online identity created or used for the purposes of beginning a deceptive relationship
(to) catfish s.o. = lure (someone) into a relationship by adopting a fictional online persona
(to) mature = reifen (im Alter)
subtly = unterschwellig
(to) elicit sth. from sb.  =  jmd. etw. entlocken
(to) expose = aussetzen
harvest = sammeln
infringement = Bruch/Übertretung (eines Gesetzes)
withdrawal = Entzug
restriction = Beschränkung/Einschränkung
(to) spread = verbreiten
storage = Lagerung, Aufbewahrung, Speicherung
(to) provide = bieten, liefern, versorgen