Social Media Teaching

Top tips and hints

• Investigate and openly discuss professional and/or personal social media dilemmas with staff and students in educational settings
• Increase the awareness of the business models used by social media platform through discussion
• Mechanisms of revenue generation by social media platforms e.g. the of marketisation your (user) data, number or click and time spent
• The amplification of extreme voices on social media platforms
• Be aware of the scrutiny that educators can be subjected to. Related this to creating an authentic online identity with responsible social media behaviour to educate and inform
• Empower individual educators to help them and their future students to become more socially and morally aware of the impact of their online activity

As the Online Safety Bill is debated and gradually progresses through parliamentary process into UK law, it's not surprising that there is a regular focus in the UK media on the safeguarding and protection of children and young people when they're online. As a parent of two Primary-aged children myself, I completely understand the need for children to be 'safe' when engaging online. However, what I am less convinced about is the manner in which the Government is implementing this, through the Department for Education and Department for Science, Innovation and Technology.

When thinking about the proposed approach, children can be considered as 'protected' when browsing the internet at school, but is this really the case? Are we really dealing with binary states of 'safe' and 'unsafe' when children are engaging online? What about before and after the school day or during weekends and holidays? What does this centrally regulated, reductionist approach, actually teach children about navigating the internet independently and responsibly? That their online safety is someone else’s responsibility during school hours when social media and mobile devices don’t seems exist? What happened to empowering learners with informed agency?

'Big tech' also has a huge part to play in addressing harmful online behaviour at source, including resourcing the removal of harmful and hateful content on a much greater scale and faster. However, we also need to inform and empower and enable service users help them deal with exposure to such content more effectively and minimise the spread and impact. That involves individuals knowing where to turn for help/support for how to deal with the feelings that this content surfaces and how to report it effectively to stop it spreading further. These skills are what many refer to as 'digital resilience'.

Being able to do this in an informed way by utilising information literacy and critical thinking skills has never been more important. Whether we like it or not, engaging online using a range of devices and social media platforms is an increasingly important and valuable skill in contemporary life; from booking a train ticket or paying for parking to access to job opportunities and even some local authority services and benefits. The potential social benefits of social media bring to many are well documented (Anderson et al 2023, Frith 2017, Glazzard & Mitchell 2018 and Rosen 2011)

These can be in many areas including Identity development, developing autonomy and psychological benefits (Glazzard & Mitchell, 2018). Professor Tom Harrison of the Jubilee Centre for Character and Virtues states that "The benefits the Internet brings to our lives are often underappreciated. This is, in part, down to its perceived negative impact on our wellbeing, morality" (Harrison, 2021).

I am an advocate of a more progressive and constructive approach, informed by the research. An approach that focuses on educating, informing and empowering individuals to become more socially and morally aware of the impact of their online activity. Becoming aware of the motivations of 'big tech' that focus on metrics such as user-engagement rather than the quality or legitimacy of content. Enabling users to self-regulate their online behaviour by being more informed.

This can be achieved by empowering education staff and their learners to develop and implementation framework for all of those involved in the learning community including staff, students, parents, governors and other stakeholders. Enabling and informing members of the community to operate safely and responsibly in the online space regardless of their physical location or the device they use.

This approach aligns with our own Carnegie School of Education School Mental Health Award developmental framework for schools to work towards. The framework has been recently updated in some key areas based on their work with the Molly Rose Foundation, these updates cover areas such as:

• Professional development and learning for staff
• Support for pupils, leadership and strategy to develop their organisational intelligence around and their organisational response to the potential dangers of social media within the education community

This approach is also underpinned by policy papers such as the Digital Resilience Framework published by the UK Council for Internet Safety. That states "Digital resilience is a dynamic personality asset that grows from digital activation i.e. through engaging with appropriate opportunities and challenges online, rather than through avoidance and safety behaviours."

The framework goes on to highlight the fact that digital resilience cannot be taught and instead "...is developed through online activities in safe, managed environments which enable knowledge, skills and confidence for the individual to develop and cope with the negative consequences of online stress."