What started as a proposal to present at a conference became this blog post

Print tabloid journalism was one-way information distribution. No matter how much the headlines yelled at passersby from the newsstand, they couldn’t yell back. Standing in the grocery checkout line, all you can do is scan the all-caps headlines yelling at you from the pages and passively receive their messages. To dispute the claim that Elvis fathered an alien love child, required that you purchase the journal, write a letter, stuff it in an envelope, find the address in the journal, address and stamp the letter, deliver it to a mailbox… Right. It wasn’t going to happen because it likely wasn't worth it. Digital delivery of and access to information happens at an ever accelerating pace, and we can and do respond, instantly, from anywhere, at any time. The limits of time, place, and access imposed on us by in-real-life civic participation sometimes also serve to temper our contributions to these discussions. So how do we foster productive, thoughtful, effective engagement in digital communities?

Perhaps we could debate the notion that digital citizenship (not the behaviors, but the state of being connected) is a choice. After all, being born (as I was) in the United States by default conferred citizenship status upon me. But digital citizenry required me to make a choice to join a community (actual, multiple communities) and agree to their standards of conduct. Even though I periodically self-impose a digital citizenry hiatus upon myself, I can’t imagine this as a permanent state of being. Whether we distinguish ourselves from our children, our students, or a younger generation as digital immigrants vs. digital natives, joining a digital citizenry is, to some extent and at least at some point, a choice. If we choose to be and to educate digital citizens we must hone a new and complex skill set. We must:

• Develop graphicacy: the ability to unpack images that blend data, text, and iconography
• Think like fact-checkers: triangulate the information we consume to verify its origin, purpose, and accuracy
• Understand our own bias: know when our bias prevents us from critically seeing someone else’s and inclines us to confuse opinion with evidence
• Empathize: understanding and accepting the hopes, fears, and other motivating factors in another person’s life is essential to building constructive dialogue
• Employ emotional intelligence: recognize when an emotional response to something is suppressing our ability to speak or write with measure. 

Consider Dylan Marron starting a podcast of phone calls with the people who leave hate comments on his videos. Marron’s conversations help him and his detractors build empathy with one another. Marron invites people who posted rather hateful comments to and about him to discuss their opinions with him. He doesn't seek to convert, only to understand them. In return, they reflexively dial down their vitriol in favor of a reasonable exchange of ideas. Proving that agreeing to disagree can be an acceptable and productive outcome to dialogue.

We could make Dylan Marron's life a little easier (although that might rob him of an incredible podcast) because it is possible to teach our students to engage in effective digital dialogue. Empathy and emotional intelligence, combined with media literacy are the keys to healthy digital citizens and productive digital community interactions. Kristin Mattson writes convincingly and authoritatively about how to foster a networker's mindset and build students' effective digital communication skills through guided practice unpacking digital conversations that scaffolds to the ultimate goal: positive and productive digital agency.

A couple of months ago I was fortunate to work with a group of students at my school piloting the anti-cyberbullying curriculum designed by the Trust and Safety group at Google in partnership with media production company, Harmony Labs. The key to the effectiveness of this curriculum is that all the material is delivered via virtual reality. By immersing themselves in the scenarios they are going to discuss, actually becoming a part of the scene, students are drawn to certain characters in the video they are watching. They are likely also put off by or dislike characters. And they can be guided to watch and follow a certain character as a story unfolds seeing the action as that person sees it. Again, it's all about empathy. All of the videos are accessible on YouTube via the phones students carry in their pockets and the virtual reality experience is made possible with a Google Cardboard. I like the symmetry of using the power of media access provided by their phones to teach them to use their phones (and all they can access via them) to conduct themselves wisely.

This experience with the anti-cyberbullying curriculum reminded me of Anna Deavere Smith's TED performance: Four American Characters. When I was a history teacher I used her talk in my US History classes to show students why primary sources mattered to understanding history. "Look what she is doing," I used to say to my students, "spending so much time with a person that she can become that person. That is what primary sources do for you. If you can wrestle with them and unpack them, they return you to a place a in time to live a moment the way a real person experienced it." After I discovered this 2005 TED talk, I started building living tableaux with my students. I would present them with an iconic historical photograph and let them work in teams to pose one another in order to replicate the action of the photo. Then, they worked together to unpack the image we had reconstructed in order to understand the motivations of the people depicted. We would consider how the image we were examining was distributed, what voice the subjects of the image had in its making and distribution, and what we need to keep in mind as viewers of this snapshot of a moment in time composed by someone else with his/her/their own purpose or agenda. Finally, we compared the historical image to a very current one to illustrate the challenge in applying these skills to media that incites a visceral response and inclines viewers to unsavory, hateful, or otherwise nonconstructive posts. Or inhibits viewers from engaging in dialogue about posts that are hateful, discriminatory, or in some way offensive. (For more on this methodology, see this post.)

That's empathy.What Deavere did, what Marron does, what we must do as educators, is provide our students as many ways as we can, to develop empathy with the subjects of their studies, with the authors of the information they consume; so that they can compose their reactions (whether those reactions are research papers or social media comments and posts) from a place of insight into the motives and experiences of the original author and self-awareness about what their digital relationship with that person is and can be.

So, given that this started as a conference proposal, would you attend this workshop?

Media Literacy, Emotional Intelligence, and a Slumber Party

At the Google Innovator Academy we were presented with a rocket ship metaphor: as the academy was ending we each had a rocket ship on a launch pad. How would we fuel it? When might it take off? Into what uncharted areas would we navigate and explore? For a little while now, I have been feeling as though my rocket ship is fueled up and ready for ignition but ground control is waiting on favorable weather conditions to authorize a launch. And the weather has been inclement for way too long. Houston, we have a problem.

To address the problem I have had irons in many fires lately. Or, perhaps a better (still fire-related) metaphor is that I have been striking lots of matches to see which burst into flame.

• I offered an "Appy Hour" at my school for teachers to learn about my Innovator project and join if they were interested. One colleague met with me and invited me to pitch my "social media think tanks" to his Humanities class: 55 ninth graders. 
• My town library is preparing a series of adult seminars on media literacy and a colleague referred them to me as a presenter. I have been working with one of the other participants to prepare a workshop for this event.
• As a result of that public library's interest in the topic of media literacy with adults as the audience, I have contacted other are libraries and will be meeting more adult programming coordinators in discuss workshops for the adults raising digitally engaged teens. The focus will be on media literacy and digital citizenship.
• And the book is heading to print! With my friend and former colleague, Michelle Luhtala (@mluhtala) I wrote a book on media literacy full of lessons and strategies for library media specialists and classroom teachers to use with their students.

Despite these cool opportunities, I am still feeling less effective than I want to be. Media literacy is such an important skill but so little direct attention is paid to it. Content is still King and the content is still being delivered in traditional text forms and digital media (not too mention social media) in the classroom is rare. As schools undertake 1:1 and BYOD initiatives, there are movements in my area to ban cell phones in schools. So I am left looking for small pockets of opportunity and my rocketship feels like it is turning into a package of mentos and a diet coke bottle.

Once again, I am returning to the powerful "How might we..." question stem that Les McBeth (@lesmcbeth) of the Future Design School, used in our design thinking work at the Google Academy. How might we:

• amp up the good? (One teacher is letting me pitch my idea to his class!)
• remove the bad? (Create an optional non-tech school within the school)
• explore the opposite? (Teaching media literacy to adults as well as teens.)
• question an assumption? (Let's teach class virtually through social media!)
• go after adjectives? (Online spaces can be safe and educational.)
• find unexpected resources? (Public libraries!)
• play against the challenge? (Encourage more teachers to engage in social media for learning)
• create an analogy from need or context? (Make school spaces and interaction like social media)
• change the status quo? (Make digital media reliable information for learning and being informed)
• break point of view into pieces? (Address teachers by discipline or by grade level)

And all of this got me thinking about emotional intelligence. If that seems like a stretch, stick with me. Back in December, I attended at Digital Citizenship conference hosted by Connor Regan (@ConnorRegan), a program manager for Google for Education and Be Internet Awesome, where one of the presenters, Kerry Gallagher (@KerryHawk02) from ConnectSafely spoke about the connection between Emotional Intelligence and media literacy when it comes to recognizing and unpacking sensational material and good habits of digital citizenship. Her message resonated with me because increasing mindfulness was an underlying principle of the digital citizenship lessons we created for our ninth graders this year.

How can increased emotional intelligence help us (adults) understand how we respond to student cell phone use? And understand why students are using their phones with the frequency or in the manner that they are? How can learning about emotional intelligence help students understand their digital interactions better? AND, how can increased emotional intelligence help all of us navigate digital media?

To begin finding answers to these questions I am attending the RULER parent training offered by Marc Brackett (@marcbrackett) and his team at Yale Center for Emotional Intelligence. This morning I took advantage of having a gaggle of high school seniors hanging at my house after a slumber party to have an informal conversation with them about social media, school, and friends. What they said about Facebook didn't surprise me, and they were nuanced and insightful in their explanations. What they said about SnapChat did surprise me as did the fact that some of them are on Twitter.

Here are some of the highlights regarding Facebook:

• "I didn't join Facebook until I had to set it up for school."
• "You can't do anything at school without Facebook. Sports are there, clubs, and everything. We set up groups for our classes and that is really helpful. We can ask each other questions about assignments and deadlines or just vent about the class."
• "Facebook isn't obsolete because it has a purpose like business. There's no room to be creative. If you post pictures they just get lost in the stream."
• "Who has 60 friends? I don't."
• "Parent presence is there."
• "My nana likes everything that is posted that I’m tagged in."

And about SnapChat:

• "I hate streaks."
• "I never have streaks."
• "Streaks feel like a chore."
• "Sending a Snap is more personal than a text."
• "I use it to actually talk to someone one."

Then I explained that I don't think most teens are addicted to their phones. Rather, I think most teens have an emotional need to be connected to their friends and from the outside that looks like an obsession with their device when in reality the device is the means of friend connection. In response to that they said:

• "People who are always on their phones, it's the whole FOMO thing."
• "That’s what I don’t like about it. I don’t want to know if I wasn’t invited somewhere."
• "People will post just so that people know they are doing something."
• "They just want certain people to know what they are up to."

Admittedly there was nothing scientific about my collection of these perceptions and insights. And I'm not sure yet how I will proceed with this information, but I think there is a lot of room for a Google Innovator in the social media and emotional intelligence spaces.