CREATING APOSITIVEDIGITAL MEDIAENVIRONMENTAT HOME SAR Academy6th grade digital media presentationJANUARY 2016

T E C H N O L O G Y

Aliza Davis, Ph.D. |Michelle Sarna, Ph.D.

adavis@saracademy.org|msarna@saracademy.org

C O N T E N T S

1 Introduction and InvitationHow to Use this Guide

3 Creating Expectations &Sharing Values

6 Navigating A New Social MediaWorldPopular Social Media Platformsin SAR Middle School

10 Setting STRATEGIES forsuccessPrivacy and SecurityScreens at Home

16 Reflect & Reconnect

17 Additional Resources

TABLE OF

16 EVALUATING OURDECISIONS

18SAR RECOMMENDEDFILTER

4 DECIDING WHETHER TO ALLOWFOR DEVICES/SOCIAL MEDIA APPS?

5 Talking To Your Kids

INTRODUCTION &INVITATIONHOW DO WE USE THIS GUIDE?

Take a peek into the

topics addressed in

this guide on the

next page.

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

How do Idiscuss theseimportantissues with mychildren?

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 1

   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?

topics:This guide addresses thefollowing

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 2

ur digital media use

projects our identity and

reflects our core values. The

way we engage with the

world online has social and

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

can consider the following

questions:

EXPECTATIONS & SHARING VALUES

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

rendered whether or not to provide and enable use of a

device, we can communicate our decision and the guiding

values clearly & effectively to our families.

O

HOW DO WE CREATESHARED VALUES &

EXPECTATIONS ABOUTDIGITAL MEDIA USE?

C R E A T I N G

What are the opportunities andchallenges that digital media offers youand your family? What are the values that arereflected in your family’s digital mediapractice? What are some shared policies thatyou have established with your family? What are some shared commitmentsthat you would like to develop?

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 3

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.

EXPECTATIONS & SHARING VALUESC R E A T I N G

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 4

Throughout our children’s

digital media lives, it is

beneficial to have frequent

and ongoing dialogue about

digital media use and to

express interest & investment

in our children’s lives online.

We want to help our children

to feel empowered to be “our

guide and teacher” about

what their friends are using.

Afterall, in many ways, they

are the experts in this realm

and partnering with them

will be more likely to yield

successful outcomes.

HOW DO WE DECIDE WHETHER TO ALLOWFOR DEVICES/SOCIAL MEDIA APPS?

Does the child demonstrate a sense of responsibility?

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

reasons?

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

not being distracted during class or disturbing others?

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

downloaded?

Will the child use the functions responsibly and not to embarrass or

harass others?

On which devices is the child accessing which apps & social

networks?

The decision about whether to provide our children with access to a

device or social media network may be difficult and dependent on

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

this responsibility. The following questions can help guide these

decisions:

TALKING TOYOUR KIDS

1 I F / H O W R E G U L A R L Y T H E P A R E N TW I L L M O N I T O R A N D S U P E R V I S E T H EC H I L D ’ S A C C O U N T S . S O M E W A Y ST O M O N I T O R / S U P E R V I S E I N C L U D E :Become a friend or a followerCheck postsLog into their accountsReview regular reports of media use (through your wireless provider)

2 T H E O P P O R T U N I T I E S A N DR I S K S O F T H E P A R T I C U L A RD E V I C E O R F O R U M

3 T H E P U R P O S E O F T H ED E V I C E A N D / O R A P P

4 A N Y L I M I T A T I O N S O RC O N S T R A I N T S Y O U W I S HT O S E T W I T H T H I S D E V I C EO R F O R U M :With whom can you use it?When can you use it?Where can you use it?For how long can you use it?

onversations about media use ideally continuethroughout the process of deciding the guidelinesfor how and what the device will be used for.Ongoing communication about the followingfactors is suggested:

It can be tremendouslyrewarding and effective for

parents and children to fosteran environment of mutual

trust and respect, informedby shared values and clear

expectations.

C

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Navigating A New SocialMedia World

Many helpful and instructive resources on social and digital media areavailable to guide parents, but exploring all of this information can be adaunting task. Below are links that can help to better understand the socialmedia platforms that our children are using. Please refer to additionalresources provided at the end of this presentation as well. Of course, this isby no means an exhaustive list. In order to continue to be thoroughlyinformed about our children’s digital media world, we need to activelyfollow the rapidly shifting social media trends, as cleverly demonstratedhere. Our children and our peers may be our best resource in this endeavor.

T H E D A U N T I N G D I G I T A L R E A L M

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THE FOLLOWING PLATFORMS WERE REPORTED BY OURCURRENT 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 THENEXT PAGE INCLUDES HYPERLINKS WITH RESOURCES.

N A V I G A T I N G A N E W S O C I A L M E D I A W O R L D

POPULARSOCIAL MEDIAPLATFORMS IN

SAR MIDDLESCHOOL

WHICHPLATFORMS

ARE OURCHILDREN

USING & HOWDO THEYWORK?

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 mediaheavily. Parents and children are encouraged to make informed choices aboutwhich - if any - social media platforms they use and learn about guidelines forbest practice for safe and secure use. An effective and proactive strategy couldinclude engaging the parents of our child’s peer group to make deliberatechoices regarding which devices and social media platforms to allow.

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PLATFORMS AND RESOURCESEXPLORE THE SOC IAL MEDIA S I TES OUR

CH I LDREN ARE US ING

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

Oovoo:

Video call with up to 12 friends, four people

on a screen at a time

Send texts, pictures, and video messages

POPULAR SOCIAL MEDIA PLATFORMS IN SAR MIDDLE SCHOOL

Information on each of the social

media sites can be found here

along with the blue links to the

listed resources.

Guidelines for parents

Recommended version for kids under 13

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

Guidelines for parents

Vine:

Create, share, & link together 6-second

videos which can be played in a

continuous loop

Guidelines & Reviews for parents

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

locationGuidelines & Review for parents

Youtube:

View, link, post, browse, comment on videos

Guidelines, review, & safety recommendations

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 8

CONSIDERATIONSIt is important to consider that many socialmedia platforms were designed withparticular age restrictions. The U.S. Children’sOnline Privacy Protection Act (COPPA)includes legal constraints for minimum agerequirements. Often, the minimal age is 13years old (Facebook, Instagram) while othersplatforms restrict to older ages, such as Vine(age 17) and Whatsapp (age 16). Therefore,these apps have not been designed with thesafety and security of younger cohorts inmind. Yet, research indicates that children areusing these sites at much younger ages, withand without parental permission. Forexample, 7.5 million facebook users areyounger than 13 and over 5 million areyounger than 10. In other studies,

children are most likely to post an imageor video online or create a fake profile atage 11, try Twitter and message astranger at age 12, and try services likeSnapChat at the age of 13.

However, several social media apps aredesigned specifically for kids youngerthan 13, including Yoursphere, Kuddle,Snapkidz, BeSeen, Kidzworld. Byconsulting with the parents of our child’speer group, we can collectively promotechoices that ensure all of the childrenare included, as well as jointly motivateour children to appropriately engage insocial media.

Additional Resources:

COPPA

Social Media Research

Consumer Reports Study

Another study on children and socialmedia

Safe chatrooms and social media sites

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SET “PRIVACY SETTINGS”

1PROTECT PASSWORDS : SECURE YOUR NETWORKS

2 3

Connect only with Wi-Finetworks that areknown and securePrevent apps fromaccessing informationstored on your phone(photos, contact lists)

Fortunately, we can help to ensure that our personalinformation, posts, photos/videos, and communications arelikely only viewed & received by the people that we select:

PRIVACY & SECURITYHOW DO WE ENSURE OURCOMMUNICATIONS ARE SECURE &PROTECTED?

INFORMATION SHARED ONLINE IS PUBLICAND PERMANENT AND ONLINE ACTIONSYIELD REAL-LIFE CONSEQUENCES. OURCHILDREN MAY NOT FULLY GRASP THAT“WHAT GOES ONLINE STAYS ONLINE” EVENWHEN PICTURES OR MESSAGES REPORTEDLY“DISAPPEAR.” IT’S HELPFUL TO EMPHASIZETHAT SEARCHES AND ONLINE ACTIVITYREMAIN ACCESSIBLE, EVEN IF THE HISTORYIS CLEARED, AND THAT ANYTHING THAT ISDIGITAL CAN BE STORED, COPIED ANDSHARED. RECOGNIZING THAT THEINFORMATION THAT IDENTIFIES THEMONLINE IS NOT NECESSARILY THEINFORMATION THEY HAVE CHOSEN TO SHARECAN ALSO HELP THEM TO MORE CAREFULLYFILTER THE CONTENT THEY CHOOSE TO POSTABOUT THEMSELVES AND OTHERS.SAFEGUARDING OUR ONLINE ACTIVITY IS ACOLLABORATIVE EFFORT.

Use a strong password(combination of letters,numbers, and symbols)Use different passwordsfor different servicesNever share passwordsor personal informationwith anyone exceptfamily membersChange passwordsfrequently

Set profile to private oneach device andplatformCheck regularly assettings and policieschange frequentlySelect whom should bea “friend” or a “follower”onlineChoose which sitesshould have access to“location” in “settings”

Setting Strategies for Success

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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 & INTERACTIONSWHAT ARE OUR EXPECTAT IONS AND

ASSUMPT IONS WHEN WE ARE ONL INE?

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IDENTITY ANDINTERACTIONS

CONT'D

I n crea t ing an on l ine i den t i t yand on l ine network , toge therwe can cons ide r :

How would people that we respect react ifthey saw the post (i.e., grandparent, schoolprincipal, police officer, collegeadmissions office, etc)?Will this current post create challengesnow or in the future?What are others posting about us?What is our “image” online?

I n par t i cu la r , when t ak ing ,sha r ing , or pos t ing p ic tu res :

Take pictures that are legalAsk permission before photographing andposting when other people are in thepicture Discuss our feelings about beingmentioned in posts or tagged in photosopenly with othersConsider the whole image: Ensure that the background of a photo orvideo is appropriate Exclude information that identifies yourcurrent location or is private

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 12

IDENTITY ANDINTERACTIONS

CONT'D

To prepare fo r sa fe on l ineac t i v i t y , we can proac t i ve lyth ink wi th our ch i ld ren aboutsome potent i a l l yuncomfor tab le s i tua t ions tha tcan occur on l ine , such as :

A person reaches out to you online thatyou do not know Another user communicates withinappropriate language or content You are asked personal or privatequestionsYou observe interactions that are mean orcyberbullying

We can present our ch i ld renwi th s t ra teg ies fo rrespond ing to theses i tua t ions :

Disengage from the conversationBlock the userTell a trusted adult Be an upstander to cyberbullying &support the victimCheck whether others’ professed identityis accurate Assume everyone is a stranger onlineAsk siblings, friends, grown ups to verifythe 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.

ScreensAT

HOME

HOW CAN WE HELP OURCHILDREN MANAGE THEIRDIGITAL MEDIA AT HOME?

Some Tips for Screen Use at Home:The following practices can help create a home environment that balances thedemands of our digital age, the need to supervise our children’s online world, andthe priority of in-person interactions and connections:

Limit screen use to a common/high traffic areaCharge devices outside of bedrooms (ex: create a central charging station inthe kitchen)Set certain hours that devices can be usedNotice 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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CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 5

ScreensAT

HOME

HOW CAN WE HELP OURCHILDREN MANAGE THEIRDIGITAL MEDIA AT HOME?

Partnering with School and Community:Support other parents to navigate the challenges and opportunities of digitalmedia Communicate with other parents about their children’s usage (i.e., for whenyour children say “but all my friends have X …”)Communicate with other parents to create shared norms for use amongst peersFor example, perhaps all the parents in your child’s social group decide topostpone or prevent access to a device or appShare relevant information with the school

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 15

WHEN EVALUATING OURDECISIONS ABOUTDIGITAL MEDIA USE, BEMINDFUL THAT:

REFLECT &RECONNECT

Each person is different What works for me may not workfor my childWhat works for one child may notwork for his/her siblingWhat works for a peer may notwork for his/her friend

The guidelines canhave some flexibility

Making decisions about digital media use is an ongoingprocess that requires continuous assessment. Regularlyreflecting on our own and our family’s online behaviors canensure that we are being consistent with our core values andprinciples and that we are staying on the path that we hadthoughtfully selected for our family. Asking the followingquestions can serve as a guide for these check-ins:

HOW DO WE REFRESH OUR ONLINE WORLD?

Digital mediaintroduces emerging,exciting, andcomplex possibilities.We look forward tocontinue partneringwith you as wenavigate theseopportunities andchallenges togetheras a community.Please don’t hesitateto reach out with anythoughts, questionsor suggestions.

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 16

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 ourlives? If/how is it affecting:Academic AchievementFriendships Health (eating and sleeping)Emotional well being (moodiness, irritability)

They can change in differentsituations (i.e., vacation vs. school,summer vs. school year, etc)

Guidelines cater tothe whole child

Taking into account personality andother personal circumstances foreach child

A D D I T I O N A L

R E S O U R C E S

HOW CAN WE LEARN MORE?

A Parent's Guide to Facebook

MO B I L E   D E V I C E S   I N   G E N E R A L :

Mobile Phones for Children

W E B S I T E S   A B O U T   S O C I A L   M E D I A :

Parent's Guide to Social Media Apps Used by Kids

Be Web Smart

A Parents' Guide to Apps

E - S A F E T Y   F O R   1 1 - 1 3   Y E A R   O L D S :

Resources for Pre-Teens

A G E   A P P R O P R I A T E   A P P S :

Safe Chat Rooms and Social Sites for Kids

S O C I A L   T R E N D S :

Parenting in the Age of Awfulness

"Dumb" Phones

C O N T R A C T S :

Guide to Contracts & Agreements

M E D I A   I N   F A M I L I E S :

How to Manage Media in Families

MO N I T O R   A N D   M A N A G EC H I L D R E N ’ S   D E V I C E S :  

Keeping Kids Safe Online

Parental Controls for ios

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 17

SARRECOMMENDED FILTER

ACCESS THEOPENDNSWEBSITEHERE.

SAR RECOMMENDS OPENDNS FAMILY SHIELD SERVICEFOR HOME WEB FILTERING. FAMILY SHIELD IS A SPECIALSERVICE OFFERED BY OPENDNS MEANT FOR HOME USERS WHOWANT TO KEEP THEIR CHILDREN FROM SEEING INAPPROPRIATEIMAGES AND WEBSITES ON THEIR COMPUTERS. FAMILYSHIELDWILL ALWAYS BLOCK DOMAINS CATEGORIZED IN THEIR SYSTEMAS TASTELESS, PROXY/ANONYMIZER, SEXUALITY, ORPORNOGRAPHY.

CREATING A POSITIVE DIGITAL MEDIA ENVIRONMENT AT HOME | 18