Like it or not, if you use the Internet you have an online identity. Some people call this your “brand.” What’s a brand?
It’s been a busy few months for Facebook: a government investigation, another in a seemingly endless series of changes to the site’s privacy controls, a New Yorker profile of its famously publicity-shy founder and the upcoming release of The Social Network, a thoroughly unauthorized account of its early days. With all of the publicity and controversy around Facebook – not to mention its still-growing popularity – it’s almost impossible to remember what online life was like before it. In fact, it’s not much of an exaggeration to say that those who began using the Internet after the introduction of Facebook and its competitors do so in a way that is fundamentally different from older users.
After the controversy surrounding last year’s proposed copyright bill C-61, which eventually died on the order table when Parliament was prorogued, the Federal government has decided to hold consultations across Canada before introducing a new version of the bill. While only time will tell how responsive the government will be to the public’s submissions, the series of town halls and round tables is definitely a good start in making the process transparent and taking the views of a wide variety of Canadians into account. Below is an expanded version of MNet’s submission to the Round Table held in Gatineau, Quebec on July 29th 2009.
This collection of articles on media education around the world will fulfill an important need: informing us of the struggle to critically understand the global implications of media education.
Educational games have had a troubled history. At their worst, they have been neither educational nor games; even at their best they have faced scepticism from educators, game designers and especially children. The standard response to being given an educational game – This is supposed to be fun? – might be compared to finding a Brussels sprout at the centre of a Tootsie Pop. Teachers, meanwhile, are rightly concerned that the educational content of these games might be outweighed by the entertainment value. Already loaded down with curriculum that has to be delivered, many educators feel they don’t have the time to spare on anything but direct instruction.
With all the recent attention focused on stories of teenagers charged with distributing child pornography for taking sexually suggestive pictures of themselves, jobs lost due to Facebook and MySpace entries, and libel suits over blog posts, people are justifiably concerned about the permanence of material posted to the Internet. Many a teacher or parent has had to carefully explain to children or teens that whatever they post online might be seen by people other than the intended audience, and might be out there for a very long time.
The issue of copyright is one that many of us probably know a little bit about. Copying is stealing – and stealing is bad - but it can still be a grey area in a social media world which is very PRO sharing.
To teach students to be media literate, they – and their teachers – need to be able to critically engage with media. That may seem obvious, but until last year teachers’ ability to use media texts in the classroom was extremely limited by the Copyright Act.
The classic 1985 science fiction novel Ender’s Game is one of several books of that period that foresaw both the advent of the Internet and its eventual importance in society. While certain aspects of its portrayal seem dated – in particular, it more resembles the text-based bulletin board systems of the time than today’s graphic Web – one element stands out as being particularly prescient: the use of the Internet to allow youth to participate fully in society. While today’s young people aren’t using the Internet to take over the world, as the characters in the novel do, they are increasingly using it to change the world, and more and more teachers are using the Internet to bring civic engagement into the classroom.
When Marlene Kane’s sixteen-year-old son Andrew asked her to drive him to the nearby town of Midland last December, she was surprised to hear that he wanted to meet with someone he had met while playing the online game World of Warcraft – and even more surprised to learn that the person he was meeting was a 42-year-old mother of four from Texas. Experts on sexual solicitation of youth online were less shocked however. In fact, for them the only surprising thing was Lauri Price’s sex. Everything else about the scenario – how they made contact, Price’s openness about her age, Andrew’s willingness to meet her, and the lack of deception about her intentions – all fit the evolving picture of how youth are sexually exploited online.