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ARTICLE TITLE: Youth, Social Media and Digital Civic Engagement BY: NCSS…
ARTICLE TITLE: Youth, Social Media and Digital Civic Engagement BY: NCSS Board of Directors
Youth's Use of Social Media
Agency: Children as young as 2 or 3 years old are able to make decisions bout their environments and their surroundings (Ex. choosing what to immerse themselves in digitally)
Networked Publics: physical geography no longer limits one's ability to form relationships with anyone in the world
(Re)Sharing: Sharing one's self and ideas represents a prominent feature of engagement in digital space
Interest driven: The ability to seek out and act on one's interest... distinguish between face-to-face engagement of young people and their social engagement in digital spaces
User-generated knowledge: Information available online, with multiple meanings, enables media literate users to create knowledge in ways that do not line up with history
Moving Youth from Social to Civic Engagement
Young people are shifting from a responsible type of citizenship (voting, writing legislators) to a more personalized politics of self-actualization and expressive engagement
Examples of personalized politics of self-actualization and expressive engagement: volunteering, digital networking, consumer activism
Self-actualized form of citizenship aligns with core practices of participatory politics: research and dialogue about matters of public concern from multiple perspectives
Young people tend to gravitate towards social consumerism... this illustrates their willingness and ability to act on matters of interest and importance to them
After generating their thoughts, students need to distinguish their knowledge and sharing for civic, as well as social, purposes.
Challenges to Using Digital Spaces to Cultivate Participatory Politics
How to create a deliberative, digital public space(s) for young people with diverse perspectives to exercise their public voice matters of interest and importance to them
Many youth and educators shy away from using digital public spaces for many reasons, a few would be: online trolling, the lure echo chambers, etc.
Social studies educators need to provide access to secure digitally networked spaces that are respectful of diverse opinions
How to cultivate the ability of young people to form and nurture networked publics devoted to civic engagement and matters of social justice in a culturally, linguistically, and age appropriate matter
The prevalence of online fandom and interest groups illustrate youth's familiarity with and participation in online networked public
Social studies educators need to create online learning experiences where students seek to transform their social networking experiences (ex. Video games/Instagram) to create networked publics devoted to civic matters of social justice
How to foster among youth a personal interest in and commitment to matters of collective importance
Generating interest in public matters is critical to bridging the gap between students' personal and civic use of social media
Social studies educators need to familiarize youth with the uniqueness of digital spaces
How best to ensure equity of access to civic face-to-face and digital spaces, while protecting youth's privacy in such spaces
15% of people in the US do not have their own smartphone... compounding this problem is the fact that those young people do not have access to online and are most likely to live in "civic deserts"
Social studies educators need to ensure student privacy and security, while enabling them to participate in online networked spaces
Opportunities Digital Spaces Offer for Becoming Immersed in Participatory Politics
Use teacher-facilitated online peer-to-peer deliberation to identify public matters
Provide students with formal and informal learning experiences in the creation and articulation of, and participation in, online networked publics
Promote not simply the creation and sharing of user-generated knowledge on interest-driven social justice . issues
Explore the social norms in online networked publics