- You can start by asking the person who shared it to take it down or stop sharing it. Kids report that this works more often than not!
- Ask the service or platform where it was shared to take it down. If you’re under 18, they may be required by law to take it down, and most also have a policy of taking down any photos that were shared without the subject’s permission.
Talk Back! How to Take Action on Media Issues gives you the tools to talk back to media companies.
There’s significant evidence that media education can counter unrealistic media representations of men’s and women’s bodies. For example, a 2010 study found that showing the video Evolution (which was created by Dove to show how media images of women are manipulated) significantly reduced negative effects on confidence and body satisfaction of young girls when they looked at pictures of ultra-thin models afterwards.
Images of men and women in the media are often based on stereotypical roles of males and females in our society. Because stereotyping can affect how children feel about themselves and how they relate to others, it’s important that they learn to recognize and understand gender stereotypes in different media.
Few issues capture our anxiety about young people and digital media so perfectly as sexting. As with technologies at least as far back as the telegraph, much of this anxiety has focused specifically on girls and women.
In this lesson students learn about the systems used to classify films, TV programs and video games. Students are asked to take a critical look at the criteria applied to classify these media products, and then take into account and discuss the underlying social and political aspects arising from those systems.
Intended for girls in grades 7-9, Half Girl, Half Face explores many of the online image issues teenage girls may encounter when they use digital media – particularly social networks.
In this lesson students are introduced to the concept of “avatars” and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in terms of available body types and gender markers, first creating an avatar of their own gender and then of the opposite gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and compare that experience to the more limited version. Finally, students use the more versatile program to create avatars that represent how they see themselves and how they would like others to see them online and reflect on the choices that went into creating them.
In this lesson, students are introduced to concepts of gender identity and gender expression and learn about common portrayals of trans people in movies and TV shows.
In this lesson, students learn to question media representations of gender, relationships and sexuality. After a brief “myth busting” quiz about relationships in the media and a reminder of the constructed nature of media products, the teacher leads the class in an analysis of the messages about gender, sex and relationships communicated by beer and alcohol ads. Students analyze the messages communicated by their favourite media types and then contrast it with their own experience.