Someone encountering the Internet for the first time might be forgiven for assuming it was created specifically for teenagers. Indeed, the Internet could reasonably be said to have been aging backwards since its birth – the domain first of scientists and the military, then of university students in the 1990s and now children and teenagers.
If anyone still doubts that youth need to learn how to evaluate online information, those doubts should have been dispelled by a recent hoax perpetrated by the group called the Yes Men. This group, which has a history of staging fake press conferences, decided to draw attention to Canada’s position at the Copenhagen conference on climate change by creating a number of fake Web sites purporting to be, among others, the Copenhagen summit site, the Wall Street Journal, and Environment Canada’s site. While it didn’t take long for Environment Canada to make a statement exposing the hoax, by that time many journalists had reported the story as fact and the story had been widely distributed by wire services.
“A lie can travel halfway around the world while the truth is still putting on its shoes.”
We generally think of our kids’ online and offline lives as being two separate things. In reality, they constantly overlap, flowing back and forth face-to-face in the schoolyard and through texts and social networks at home. But on the Internet there are lots of moral and ethical choices that don’t have to be made offline.
There are two main strategies for addressing online hate and cultures of hatred in the classroom: teaching youth to recognize and deconstruct it, and empowering them to intervene by answering back to it.
Young Canadians today are growing up in a culture where gambling is legal, easily accessible – especially online – and generally presented as harmless entertainment.
Schools are fully aware that the Internet is a treasure trove of knowledge and don’t hesitate to recommend it for research. According to a 2008 study, 77 per cent of teachers assign work involving the use of the Internet. Unfortunately, school curriculums rarely include teaching how to do research on the Web, so parents need to learn the skills for guiding their children as they go online for school assignments.
Research shows that less than 20 per cent of parents discuss gambling with their children; this issue is seen as minor, mainly because parents are generally unaware of their kids’ participation in these sorts of activities.
It’s been almost fifteen years since Mark Prensky coined the term “digital native” to describe young people who have grown up with the Internet and digital media. In fact, the children who were born the year Prensky’s book was published are now in high school. While for many, the public perception of young people taking to digital platforms like ducks to water persists – accompanied by the image of adults, particularly parents, who are seen (often by themselves) as hopelessly out of their depth – the question remains how close that image is to reality. Are Canadian youth truly digitally literate? And if they are not “digital natives” who effortlessly acquire their skills on their own or from peers, are students learning what they need from their parents or teachers?
In e-Parenting Tutorial: Keeping up with your kids’ online activities, Alice, a witty and cyber-savvy mom, takes parents on a tour of the many different Web environments and activities that are popular with children and youth.