A campaign that’s time has come: Robin Hood Tax #rht

I’ve long supported the idea of a Tobin Tax some form of Tobin-like tax (update 11th Feb) – taxing financial market transactions a minute amount to fund development and investment in poverty reduction (and more recently, climate change prevention, adaptation and mitigation). The trouble is, talking about a financial transaction tax isn’t the easiest thing to do.

So it’s fantastic to see the launch today of the Robin Hood Tax campaign. If you support one campaign this year…make it this one.

ICT Ethics – finding new equilibria profession by profession

Ethical ICT in Youth Work (c) Tim Davies 2010
Ethical ICT in Youth Work (c) Tim Davies 2010

[Summary: Ethics belongs to professions, not problems & an ethical framework for youth and ICTs will require each workforce to seek new equilibria based on a number of inter-related elements]

I spend a very interesting day yesterday at a workshop organised by DC10Plus exploring the possible creation of an ‘ethical framework for ICT and young people’. This post contains a set of reflections and ‘thinking aloud’ following that session…

With technologies and the dynamics of digital environments constantly developing, ethical frameworks, over and above guidance and best-practice, are very much needed to help all those involved in work with young people (and young people themselves) to think critically about the ways technologies are used in, and impact upon, the lives of children and young people. However, when it comes to practical ethics for the public sector, it’s crucial to remember that ethics belong to professions, not problems.

That was a point brought home to me the Connected Practice symposium in September last year, where it was clear that different professional groups approached their work from very different motivations and with very different practical and ethical frameworks. Whilst some would argue the rise of a network society leads to a dissolution of barriers between professionals, and consequently, the dissolution of clear and distinct forms of professional practice, right now we are in an environment of inter-disciplinary practice, rather than post-disciplinary practice  – and there are real advantages to be found in each different professional group working out it’s own ethical responses to ICT. A ‘meta-ethical’ public sector framework of general ethical principles may support a degree of compatibility and interface between different professional ethical approaches to ICT, but should not try to replace the process of each profession working out it’s ICT ethics in it’s own context. For a real practice example of how professional context affects the sorts of ethical and practical implications of using ICT – take a look at this forum thread over on Youth Work Online – where the differences between the nature of practice and relationship with young people and youth workers in statutory and voluntary sector youth work settings is leading to a need to adapt and think critically about guidance on how youth workers should use social networking sites.

The point that ethics belong to professions, not problems also highlights that ICT ethics should start, not from concerns about ICTs per-se, but from a recognition of how ICTs impact upon and cut across the concerns of different professional groups within the public sector. And any approach to ethics for ICTs & Young People should have a clear account of where and why a specific focus on young people is warranted. In Safe and Effective Social Network Site Applications for Young People (p. 7) I’ve argued that the UN Convention on the Rights of the Child, the Law, and neuro-scientific understandings of adolescence are critical to any such account.

Finding a new equilibrium

Professional ethics guide how individuals and organisations with a set of specific goals should behave in the pursuit of those goals, given the particular contexts in which they work. It might be thought that professional groups can just look at their existing ethical codes and apply them directly to the Internet. However, in my experience exploring youth work values and ethics that turns out not to be quite so straightforward. Whilst it is possible (as we do on p.g. 17 & 18 of the Youth Work & Social Networking Report) to explore how the values of a profession play out in a digital world – deriving practical and ethical guidance for real world situations is not just a case of looking at values and the realities of the online world, but involves finding an equilibria between at least six different elements, as the diagram above shows. Each element is both a variable that may be open to change, but equally a constraint on working out an ethical position:

  • Young people’s use of social media/ICT/the Internet – ethics cannot be built for the ‘ideal world’, but must be developed for the world we are in. At the same time, ethical approaches may involve challenging current patterns of ICT use and seeking to encourage young people to approach ICTs in different ways.
  • Professional values and skills – professional values in many service start from an analysis of the world and a desire to change something in it – be that a desire to tip the balance of power in favour of young people in core youth work theory, or a desire to reduce crime and increase social control in the basic analysis of law enforcement services. However, ICTs are implicated in ongoing changes to the world – and so professional values need to be re-examined in light of the digital world – without being abandoned.
  • Models of online communication and collaboration – there are many different ways of working online. Only some should be seen as ‘youth work’ ways of working – and the choice over which ways of working are ruled in, and ruled out, of a youth work framework of ethics for ICT use will impact upon the nature of that framework. The choice of ethics will also determine which forms of online communication and collaboration are (a) open to youth workers, and (b) likely to be open to youth workers in ways that allow them to be effectively used.
  • Features of available / popular social media tools – this is a particularly interesting ‘variable’ – as to an extent, for most professionals, the tools available to use are not seen as something over which they have much control. Facebook works the way it does. Changing that is not in the power of the individual practitioner. However, the plug-in and application architectures of many social media spaces mean that it may be possible for them to be adapted to be made ‘safer spaces’ for youth work practice, or more appropriate settings for the forms of practice a worker wants to explore. Right now, reshaping social media spaces is beyond the means of most practitioners – but if made more accessible, could enhance the possibility of ‘ethical and effective’ online practice.
  • Institutional drivers of, and barriers to, online working. See the 50 Barriers wiki on this one.
  • Consideration of opportunities and risks – based on real evidence about the opportunities and risks young people face online.

I recognise that this is still a fairly sketchy model – and my use of language above is neither as clear, nor as precise, as would be ideal. However, I wanted to share this now both for the Ethical ICT & Youth project, and as part of ongoing thinking for another project which I hope to be blogging more about soon…

What would you ask Tanya Byron?

Update 9th Feb: I took some of the questions suggested below, along with a range of others, to an Interview with Dr Byron last week – and the webcast of that interview is now available through the Young People in a Digital World conference website.

On Saturday, on behalf of WISE KIDS, I’m going to be interviewing Tanya Byron, author of the ‘Safer Children in a Digital World’ report (known as the Byron review), for a video keynote to be shown at the WISE KIDS – WISP (Wales Internet Safety Partnership) conference in Swansea taking place on the 1st of February.

With the recent launch by the UK Council on Child Internet Safety (created as a result of one of Tanya’s recommendations in the report) of the Click Clever, Click Safe strategy, it should be a good opportunity to find out how far the insights of the Byron Review have been taken into account in policy making, and what more practitioners thinking about the opportunities and risks to young people online should be focussed on.

But as well as capturing some of Tanya’s insights on policy and practice around online safety, all the conference team are keen to make sure we’re also getting Tanya’s insights on the questions that practitioners have.

So – what should I be asking in the interview?

I need to put together question ideas by 4pm Friday (22nd Jan 2010), so all quick thoughts welcome as comments, or tweeted on the #ypdw2010 hash-tag.

I’ll ask as many questions as I can, and responses will be shown at the Swansea conference, and we hope, through a new online Digital Youth Wales ning network to be launched very soon…

Skills for public voice & participation alongside skills for social media

Eszter Hargittai was in the Oxford Internet Institute earlier today sharing her research findings on the role of skills and socio-demographic factors in influencing levels of use of the Internet – and particularly web 2.0 spaces.

Implicit in Eszter’s argument was a relationship between the diversity of Web 2.0 use and democratisation. The presentation highlighted how socio-demographic factors, and particularly gender, can have an impact on the extent to which different groups contribute to public online spaces such as YouTube and Wikipedia. It’s not enough to give access to the web, and to web 2.0 for the imbalances in who is speaking and expressing their views through these online platforms to be challenged. Skills matter in addressing the imbalance.

However, as discussion at the presentation explored, if our concerns are of democratisation, social justice and equality, then the the skills that need to be promoted are far wider than technology skills, or skills to work with social media.

Skills to exercise public voice and to participate in community (online and offline) are arguably prior to the skills to use technology for public expression.

Both as we measure engagement online, and as we work to promote online engagement – keeping in mind a focus not only on digital skills, but also on general skills of public expression, interaction and dialogue is key.

For those working with young people and communities then that perhaps adds up to encouragement to address digital skills as part of wider civic skill-building programmes such as ‘Act by Right (now online as a free resource BTW)’ rather than to address digital skills and social media in isolation.

Hanging out, Messing around, Geeking out – connecting the dots

I’ve just been watching this interview by Howard Rheingold with Mimi Ito. Ito was one of the lead researchers on the MacArthur Digital Youth project which published it’s findings in book form at the end of last year, and has a wealth of insights into the different ways American, and Japanese, teenagers engage with the Internet and mobile phones. In the interview (embedded at the bottom of this post) Ito outlines the different ways in which young people engage – using the: ‘Hanging out’, ‘Messing about’ and ‘Geeking out’ framework that the Digital Youth Project developed.

Hanging Out, Messing About, Geeking OutThe framework offered gets us beyond talk of ‘digital natives’ to an understanding that there are many different patterns and levels of youth engagement with the Internet. Young people’s uses range from a majority predominantly using the Internet to keep in touch with friends or for accessing entertainment content – chilling and killing time, rather than seeking opportunities to engage (the hanging out group) – through to a smaller group who are using the Internet to explore existing interests and new interests, experimenting with creating content or engaging in community online in a fairly light way (the messing about group) – and those who are using the Internet to really go deep into their interests, creating content, participating in communities and more (the geeking out group).

Awareness, Use, OutreachI was struck by how the framework of ‘hanging out, messing about, geeking out’ (and thinking about the relative numbers of young people at each layer of the model) fits with the framework I’ve been using in training with youth services around levels of professional engagement with social media. We’ve been talking about three levels in which youth services can engagement with social media:

  • Awareness – all staff need to be aware of how social media affects young people’s lives – and to understand that young people’s lives play out in both online and offline environments. Staff need to be able to identify risks and respond to them; to be sensitive to the role of the Internet and social media when supporting young people’s personal and social development; and to be able to identify and encourage young people to explore positive online opportunities.
  • Use – some staff should have the skills to use social media and other online services as youth work tools – whether to promote, extend or enhance face-to-face work; to equip young people with critical skills in making greater use of social media; or for promoting young people’s participation in projects. There are a wide range of different ‘use’ roles – and no single member of staff will be suited to them all. Use of social media in youth work builds upon existing practice and starts from established activities or groups.
  • Outreach – some services will want to consider creating new models of online working – reaching out to new groups of young people and providing online-only support and projects, or projects that start online, before leading to face-to-face and blended work.

(Drawn from the Youth Work & Social Networking Project final report (PDF), Davies & Cranston, 2008)

Awareness of social media for all workers ensures that youth services can provide support to the young people ‘hanging out’ online. The use of social media as a youth work tool either helps some of those ‘hanging out’ to move to stages of ‘messing about’ and exploring the possibilities of the Internet in more depth, or encourages young people to ‘geek out’ and get involved in-depth in an issue (and not necessarily a ‘geeky’ issue…).

When it comes to promoting the safety of young people online – we can reasonably expect that having a supportive youth work presence in young people’s exploration of the web as a space for messing about/exploring interests, or geeking out, and getting in-depth into an activity – can help young people to develop the critical skills to interact safely when they are exploring the web without youth work presence.

Combining these two frameworks also helps make sense of digital youth work in another practical way. Whenever planning a project, and thinking about whether it’s focus is on ‘awareness’, ‘use’ or ‘outreach’ – think as well about the young people you are trying to reach. Are they young people whose experience of the web is a place to ‘hang out’ only? Do you need to both show that the issue you’re trying to work on is important and that the Internet can be used for group-work, collaboration, campaigning and other community/civic tasks? Or are you trying to attract the attention of groups who are already ‘geeking out’ on other issues they already care about? In that case – you’ll need to really show how your project could use their existing skills, and could be fun/worthwhile/etc.

The interview

Two opportunities to explore social media & work with young people

[Summary: Two day course, and six-month action learning set on social media in youth work and youth participation]

Getting started with digital youth work, or with using digital tools in youth participation, can seem daunting to many. It’s not enough to just talk about how digital skills are essential assets needed in the youth-serving workforce, or to point to tools and approaches that professionals should be using. Training opportunities, capacity building, and ongoing action learning to inform that training are all needed. Which is why I’m really pleased that 2010 will see the return of two key opportunities.

1) Social Media and Youth Participation Action Learning Set

Building on the Action Learning Set I co-facilitated last year, this six-month (one meeting a month) action learning supports participants who are working to increase their own organizations engagement with social media. Through expert inputs, workshops and shared action learning projects with peers – the action learning set aims to develop the skills of individuals, and the capacity of organizations, to engage with social media in youth participation.

Last year’s set resulted in a printed and online guide; and supported a wide range of local projects – ranging from those focussing on social media and youth engagement around commissioning, to projects supporting the use of social networks to engage young people in care in decision making.

You can find out more about this year’s action learning set (first session taking place at the end of January) and details of how to book in this flyer: Social Media and Youth Participation Action Learning Set

2) Two-day training for Youth Work Professionals

After a successful pilot, Katie Bacon will be leading a number of two-day trainings in 2010, on ‘Social Media for Youth Work Professionals’. Katie & I have developed the course together, and initially we’ll be running a number of sessions in partnership with LECP Training.

This two-day training is designed to support youth professionals from a wide range of backgrounds to develop their understanding of social media and how to use it as a tool in their work. Including hands-on activities to learn to use different social media tools – it’s a practical training that grounds the use of social media tools in professional values and practices.

You can read about the pilot training day in this reflective blog post from trainer Katie Bacon, and keep an eye on the LECP Training network for details of when the public course dates are announced (join the network to get training alerts).

We’re also exploring how this training might be offered as in-service training in individual local authorities, or offered on a regional basis – so if you might be interested in having Katie and/or I come to train with your service/region, then do get in touch.


I’m also hopeful that 2010 will bring the completion of a couple more digital youth work resources I’ve been working on. More on that some other time…

Legacies of social reporting: an IGF09 example

[Summary: aggregating content from the Internet Governance Forum & exploring ways to develop the legacy of social reporting at events…]

Introducing social reporting to an event can bring many immediate benefits. From new skills for those participating in the social reporting, to increasing opportunities for conversation at the event, and building bridges between those present at an event, and those interested in the topic but unable to physically take part.

However, the wealth of content gathered through social reporting can also act as a resource ‘after the event’ – offering insights and narratives covering event themes, and offering contrasting and complementary perspectives to any ‘official’ event records that may exist.

Many of the tools I use when social reporting at an event have a certain ‘presentism’ about them. Newer content is prioritised over older content, and, in the case of dashboard aggregators like NetVibes, or services such as Twitter, good content can quickly disappear from the front page, or even altogether.

So, as we got towards the end of a frantic four days social reporting out at the Internet Governance Forum in Egypt earlier this year, I started thinking about how to make the most of the potential legacy impacts of the social reporting that was going on – both in the event-wide Twitterstream, and in the work of the young social reporters I was specifically working with.

Part of that legacy was about the skills and contacts gathered by the social reporters – so we quickly put together this handout for participants – but another part of that legacy was in the content. And gathering that together turned out to be trickier than I expected.

However, I now have a micro-site set up at http://igf2009.practicalparticipation.co.uk/ where you can find all the blog posts and blips created by our social reporters, as well as all the tagged tweets we could collect together. Over the coming weeks colleagues at Diplo will be tagging core content to make it easy to navigate and potentially use as part of online learning around Internet Governance. I’ve run the 3500+ twitter messages I managed to (eventually) aggregate through the Open Calais auto-tagging service as an experiment to see if this provide ways to identify insights within them – and I’ve been exploring different ways to present the information found in the site.

Learning: Next time set up the aggregator in advance
I didn’t start putting together the site (a quick bit of Drupal + FeedAPI, with the later addition of Views, Panels, Autotagging, Timeline and other handy modules) till the final day of IGF09, by which time over 50 blog posts had been added to our Ning website, and over 3000 twitter messages tagged #igf09.

Frustratingly, Ning only provides the last 20 items in any RSS feed, and, as far as I can tell, no way to page through past items; and the Twitter search API is limited to fetching just 1500 tweets.

Fortunately when it came to Twitter I had captured all the Tweets in Google Reader – but still had to scrape Twitter message IDs back out of there – and set up a slow script to spend a couple of days fetching original tweets (given the rate limiting again on the Twitter API).

For Ning, I ended up having to go through and find all the authors who had written on IGF09, and to fetch the feeds of their posts, run through a Yahoo Pipe to create an aggregate feed of only those items posted during the time of the IGF.

It would have been a lot easier if I set up the Drupal + FeedAPI aggregator beforehand, and added new feeds to it whenever I found them.

Discoveries: Language and noise
I’ve spent most of my time just getting the content into this aggregator, and setting up a basic interface for exploring it. I’ve not yet hand chance to dive in and really explore the content itself. However, two things I noticed:

1) There is mention of a francaphone hash-tag for IGF2009 in some of the tweets. Searching on that hash-tag now, over a month later, doesn’t turn up any results – but it’s quite possible that there were active conversations this aggregator fails to capture because we weren’t looking at the right tags.

Social Network Map of Tweets
Mapping Twitter @s with R and Iplot

2) A lot of the Twitter messages aggregated appear to be about the ‘censorship incident‘ that dominated external coverage of IGF09, but which was only a small part of all the goings on at IGF. Repeated tweeting and re-tweeting on one theme can drown out conversations on other themes unless there are effective ways to navigate and filter the content archives.

I’ve started to explore how @ messages, and RTs within Tweets could be used to visualise the structure, as well as content, of conversations – but have run up against the limitations of my meagre current skill set with R and iplot.

I’m now on the look out for good ways of potentially building some more intelligent analysis of tweets into future attempts to aggregate with Drupal – possibly by extracting information on @s and RTs at the time of import using the promising FeedAPI Scraper module from the great folk at Youth Agora.

Questions: Developing social reporting legacies
There is still a lot more to reflect upon when it comes to making the most of content from a socially reported event, not least:

1) How long should information be kept?

I’ve just been reading Delete, which very sensibly suggests that not all content should be online for ever – and particularly with conversational twitter messages or video clips, there may be a case for ensuring a social reporting archive only keeps content public for as long as there is a clear value in doing so.

2) Licensing issues

Aggregation on the model I’ve explored assumes licence to collect and share tweets and other content. Is this a fair assumption?

3) Repository or advocacy?

How actively should the legacy content from social reporting be used? Should managing the legacy of an event also involve setting up search and blog alerts, and pro-actively spreading content to other online spaces? If so – who should be responsible for that and how?


If you are interested in more exploration of Social Reporting, you may find the Social by Social network, and Social Reporters group there useful.

Defining social media

[Summary: I’ve been looking for a definition of social media to use in research, but without much luck. So, tentatively, here is an attempt to provide one: Social media is the creation, publishing and/or sharing of content from an author to a crowd, providing a locus for horizontal interaction across the crowd. This blog post unpacks, and seeks to justify, this choice of definition]

Introduction

Definitions are useful things in research and critical thinking around a subject. When studying the youth work uses of social network sites, I found boyd and Ellison’s clear definition of what constitutes a social network site to be extremely useful in giving focus to the work. Right now I’m working with Kevin Harris on an essay around the potential uses of social media in frontline public services, and one of the first challenges I’ve hit is finding an operational definition of social media.

Search the web and you will find plenty of claims about ‘what social media is’ – but they tend either towards explaining what social media is by examples (e.g. ‘social media is sites like Facebook and YouTube’) or to conflate social media with a whole host of other concepts, often in a normative way (e.g. ‘social media is the open and free sharing of content and conversation between people operating as equals.’). A good definition needs to be general enough to pick out all those things which are, by consensus, examples of social media, and to identify new examples of social media, but to also be tight enough to allow us to ask questions about the empirical and normative properties of social media (rather than assuming them). So far, I’ve not found a definition to fit that bill – so, here is a very tentative attempt to provide one.

What do we want from a definition:

A choice has to be made in advancing a definition of social media.

  • Should the definition only pick out those ‘new’ forms of media that we’ve commonly labeled social media, excluding older media by definition? Or should it allow the use of the term (social media) to refer to older things and historical experiences?
  • Should the definition be tied to the digital? Or can there be non-digital social media?
  • How will the definition set out the relationship and order of sub-terms and related terms. For example, is a social media platform something which hosts social media; or is the platform prior, such that social media is anything hosted on a social media platform?
  • Should a definition try to take in all those things that people commonly call ‘social media’, or should it advance the claim that some of the things commonly called social media are, in fact, not.

My own choices are to: allow the terminology of social media to pick out historical phenomena as well as current ones; to talk first about people’s practice, and not to tie the definition to the digital; and to advance a definition which may exclude some things commonly called social media – but generally only as a result of a rejection of the primacy of platforms in defining what is, or isn’t social media.

Offering a definition

Based on those choices, the definition below is my tentative first attempt at capturing the concept of social media.

Social media is the creation, publishing and/or sharing of content from an author to a crowd, providing a locus for horizontal interaction across the crowd.

Or, for those on Twitter, the 140 character version:

Social media=creation, publishing &/or sharing content from author 2 crowd, providing locus 4 horizontal interaction across the crowd (@timdavies, 2009)

Of course, this is still a little dense – but hopefully with some unpacking I can show why I think this captures the essential concept of social media.

Unpacking the definition

Creating, publishing, sharing content

An interaction can only be a social media interaction when there is some media. Be that a video, a photo or a 140 character tweet. I’ve used the term ‘content’ to avoid importing any connotations from the idea of media that might lead people to exclude content such as simple interpersonal messages from their understanding of social media.

[I’m not entirely sure that these three terms are the best for this part of the definition, but retain them for the time being – open to alternative suggestions. They should be read as ‘Creating [and/or] publishing [and/or] sharing’.]

From an author to a crowd

One key difference between an e-mail and a blog post is that the author of the e-mail chooses, in a deliberate and technically defined way (by e-mail addresses), who to address the e-mail to, whereas, with the blog post, they publish to an unspecified or unknown audience.

It is not necessary that the potential audience of an item of content be ‘everyone’ for it to be social media. Social media can be published or shared within a relatively closed community, but it is always published/shared with the possibility of people within the community / domain where into which it is injected ‘overhearing’ or engaging with it – even if they were not the audience the author had in mind.

If you need an analogy – think of relating an anecdote at a crowded party. You have an idea of who is in the room. An idea of who you want to address the anecdote to. But you do not limit who may listen, and you accept injections from those in the room who overhear and engage.

This author->crowd aspect of social media operates at the level of both technology (e.g. the ease of publishing to a community) and at a level of social norms (knowing that people are not obligated to engage with the content produced, but allowing that they can).

A locus for interaction

Social media involves the possibility of interaction. But that interaction need not be described in terms only of some technical functions (e.g. comment boxes and rating boxes). Rather, in social media, content has the potential of becoming a social object around which interaction can be organized – and this can happen in at least two ways (which are not mutually exclusive):

  • The platform through which the content is published allows for or enables comments and interaction;
  • The content is licensed in ways that allow people to share / remix and engage with and around it in active, creative ways;

The interaction need not take place in a single location, or on only on platforms that call themselves ‘social media platforms’.

Horizontal interaction across the crowd

If the only interaction possible around content is between the author and individual members of the ‘audience’ (vertical interaction), then the potential social interaction around the content is highly constrained. In social media, there must be the possibility of audiences of content interacting with each other around or through the content, with or without reference to the originator of the content.

The requirement that the potential must be for horizontal interaction ‘across the crowd’ distinguishes cases where content is broadcast into multiple small ‘crowds’ where it becomes a social object (e.g. a TV programme watched & discussed in living rooms across the country) within sub-units of the whole crowd, from circumstances which can tie together interaction from right across the crowd who constitute the potential audience of the content (e.g. the use of a hash-tag on Twitter to discuss a broadcast media programme or a weather event).

This does not mean that social media necessarily equalizes people – or that all interaction around social media content is horizontal and peer-to-peer in character. But it does suggest that without the potential for horizontal interaction around content, that content is not social media.

Extensions of the definition

The definition unpacked above is essentially the definition of a process (creating, publishing, sharing content) under certain conditions. But from these we can derive a number of further definitions:

  • Social Media Content – content is social media content iff it is created, published and/or shared from author to crowd in a way that can provide a locus for horizontal interaction across the crow
  • A social media platform/tool – is a platform or tool which, to a significant and noticeable extent, intentionally, or unintentionally, facilitates the creation, publishing or sharing of social media

  • Etc.

Testing the definition

I’ve tried in composing this tentative definition to apply a number of tests to check it’s utility. Example tests check if it rightly rules in, and rules out, certain examples of things that may or may not be generally considered to be social media. Question tests check whether the definition can be used to guide substantive enquiries into social media without including the answers to interesting questions in the definition itself.

For example tests, I believe that:

  • This definition adequately rules in as generally social media: YouTube, Facebook & Twitter. I welcome other suggestions of examples to test.
  • This definition rules out TV, E-mail, Telephone Conversations and Podium Speeches as not being examples of social media. It also rules out use of tools such as YouTube solely as media publishing platforms when all interactive features are turned off. An online video with no interactive features is only made into a social object when shared by someone who adds opportunities for interactivity to it – in which case the ‘social media’ consists of the original non-interactive video, plus the sharing of it in ways permitting horizontal interactivity across a crowd.
  • This definition would rule in content-mediated discussions at an unConference of BarCamp; and the intentional facilitation of a participative workshop using media content – be that multi-media or paper-based media.(I expect this set of examples to be more controversial – and ones that go beyond most people’s commonsense ideas of social media

For question tests, I believe this definition should facilitate the answering of questions such as:

  • Is social media a democratizing force?
  • How can social media be used in front line public services?
  • How do specific examples of social media structurally differ?
  • What properties of social media contribute to collaboration?
  • How can social media contribute to greater community building, rather than to greater individualism?

For questions about the properties of social media – the definition does not only pick out examples of social media, but also gives a framework for assessing different properties of social media – but I feel this is a justifiable bit of additional work done by the definition in this question context.

Use and development

This blog post (at http://www.timdavies.org.uk) is the first attempt at forming and sharing this definition. I will be giving it a practical test in at least one upcoming project – but wish to subject it to a wider critical test.

Perhaps, for purposes other than my own, it is a non-starter – and a definition that cannot achieve some wider than individual acceptance is little use at all. But I hope it can prove useful (in current, or a revised form) for others.

(All comments and feedback; pointers to other works etc. are welcome. Thanks to all who have contributed to conversations on this topic with suggestions of links to follow, or pointers to existing definitions also, and apologies that version 1 this blog post, written whilst I’ve been without Internet access, does not offer specific references and credits.)

Your insights needed: Click Clever, Click Safe

Cover of Click Clever, Click Safe
Cover of Click Clever, Click Safe

I blogged on Tuesday about Click Clever, Click Safe, the UK Council on Child Internet Safety’s strategy, and my belief that it misses the opportunity to frame a positive, and rights-based debate around supporting children and young people to navigate online risks.

However, in fairness to the drafters, the UK Council on Child Internet Safety is a large body of over 140 individual and organizational members – and invariably any attempt to put together a progressive strategy in that environment is tricky. Advocates of informal education & children’s rights; and practitioners who have developed positive approaches to online safety are under-represented in the Council’s Membership, and so there is a clear need to make sure that voices and views on the strategy from research, practice and, crucially, children and young people themselves, have a space to be heard.

To that end, I’ve put a copy of the strategy up on Write to Reply, a fantastic service run by @josswinn and@psychemedia to allow paragraph-by-paragraph comments to be added to public documents.

You can read through and add your insights and comments to the strategy here. If you are involved in supporting children or young people who use the Internet, or you are involved in supporting them to navigate online risks, then I really encourage you to take a few moments to look at where your insights and experiences could form a comment on the strategy.

I am committed to making sure comments get fed back to UKCCIS, and will be encouraging members of the Council to take a look at the shared insights also.

—-

In other Child Safety linked news – the Berkman Centre for Internet & Society have a call out for “Descriptions of Projects and Interventions that Address Risky Youth Behaviours and Online Safety” and it would be great to see them receive brief summaries from UK & European Practitioners who have been exploring positive approaches to supporting young people online.

Click Clever, Click Safe: What happened to resilience?

The government has just launched it’s Child Internet Strategy Strategy – created by the UK Council on Child Internet Safety (UKCCIS) – and it’s not good.

Whilst there is talk in the document of resiliency, the text demonstrates no understanding of how resiliency is developed, and the actions in the strategy are based in a deficit risk-focussed model.

I wrote about the UKCCIS when it launched, and the message of that post – informal education is key, not big public information campaigns – still holds.

I’m just working on trying to get a copy of the strategy up on the Write to Reply site I’ve uploaded a copy of the strategy to the Write to Reply website – to allow it to be scrutinized in more depth (I’ll update this post once that is done) – but I would welcome any reflections from anyone who was at the strategy launch – or who has taken a look at the strategy. Is there space in the strategy for actions that develop young people’s digital literacy – or it a profoundly problematic and mistaken document?

Right now the I’m left feeling the right response is to say:

Supporting young people to navigate online risks, and ensuring that young people are not coming to harm through their online experiences, is undoubtledy important. But the current UK Child Internet Safety Strategy has a long way to go before it’s a positive, constructive contribution to that.