Teach Me and Trust Me: Creating an Empowered Online Community of Tweens and Parents

Subramaniam, Mega; Valdivia, Claire; Pellicone, Anthony; Neigh, Zach

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https://hdl.handle.net/2142/47292 Copy

Description

Title

Teach Me and Trust Me: Creating an Empowered Online Community of Tweens and Parents

Author(s)

• Subramaniam, Mega
• Valdivia, Claire
• Pellicone, Anthony
• Neigh, Zach

Issue Date

2014-03-01

Keyword(s)

• privacy
• new media literacy
• social networking
• cyber-safety
• children
• virtual environments
• parent engagement

Abstract

Although research has shown increasing potential for new media literacy and identity development through the use of social networking tools, there are limited opportunities for young people under age thirteen to legally take part in these environments. We challenge the dominant narrative that young people under thirteen need constant adult surveillance and are incapable of practicing safe online practices. Instead, we present a potential solution through the design of a safe, virtual learning space for tweens that integrates community-based rules and moderation. In partnership with the National Park Service, which is committed to having their virtual learning space accessible to all ages, we collaborate with a group of tweens and their parents by using bonded inquiry and focus group methods. We collate the needs, concerns, and online practices of these tweens and their parents to develop a preliminary design of a cyber-safety framework that learning institutions can employ to allow tween participation. By focusing on building a resilient online community of tweens, parents, and site developers, the framework emphasizes the value of an online environment that balances freedom and protection of tween privacy.

Publisher

iSchools

Series/Report Name or Number

iConference 2014 Proceedings

Type of Resource

text

Language

english

Permalink

http://hdl.handle.net/2142/47292

DOI

https://doi.org/10.9776/14078

Copyright and License Information

Copyright 2014 is held by the authors of individual items in the proceedings. Copyright permissions, when appropriate, must be obtained directly from the authors.

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