California lawmakers propose bills to teach students to identify 'fake news'; Guardian, 1/12/17

Alan Yuhas, Guardian; 

California lawmakers propose bills to teach students to identify 'fake news'

" In northern California, state senator Bill Dodd proposed a measure that would ask the state education board to create a “media literacy” curriculum. His proposal would incorporate training in social science courses from first through 12th grade and try to teach students critical thinking, independent research and “digital citizenship”.

“The rise of fake and misleading news is deeply concerning,” Dodd said in a statement. “Even more concerning is the lack of education provided to ensure people can distinguish what is fact and what’s not.”

“By giving students the proper tools to analyze the media they consume, we can empower them to make informed decisions,” he added.

A Stolen Video of My Daughter Went Viral. Here’s What I Learned; New York Times, 9/26/14

Carrie Goldman, New York Times; A Stolen Video of My Daughter Went Viral. Here’s What I Learned:

"In early September, someone downloaded my video of Cleo, stripped it of all identifying information, changed the title from “Cleo on Equality” to “Wisdom of a 4-Year-Old”, and re-uploaded it to YouTube, passing it off as his or her own video. A woman in Amsterdam posted an embedded version of the stolen video to her Facebook page, from which it went viral. Within a matter of days, the stripped-down version of the video had been shared over 80,000 times.

I only learned about it when the pirated video began appearing in the news feed of people who recognized Cleo and noticed that it was not linked to any of my accounts. I felt sick on multiple levels. I have always known, of course, that the mere act of uploading a video to any digital site means potentially losing control over that content. But now it had happened, and even though the shares appeared to be harmless — approving, even — it was still terrifying. What if someone decided to do something creepy with it?

There was also a part of me that saw all the comments lauding Cleo’s grasp of acceptance, and I wanted those people to be linked back to my anti-bullying work. I missed the opportunity to share what I do for a living with a wide audience. I was sad and confused. Was I upset because the video was out there being viewed by tons of strangers, or was I upset because it was out there and I wasn’t getting credit? Both, probably...

I knew I had rights under the Digital Millennium Copyright Act. Since I speak to students and teachers all the time about good digital citizenship, I knew what steps to take next:

• Do not retaliate against someone online

• Take a screen shot and record the evidence

• Use this online form to report the violation to Facebook.

• Use this online form to report a copyright infringement on YouTube."

[Op Ed] Bullying as True Drama; New York Times, 9/11

[Op Ed] Danah Boyd and Alice Marwick, New York Times; Bullying as True Drama:

"Antibullying efforts cannot be successful if they make teenagers feel victimized without providing them the support to go from a position of victimization to one of empowerment. When teenagers acknowledge that they’re being bullied, adults need to provide programs similar to those that help victims of abuse. And they must recognize that emotional recovery is a long and difficult process.

But if the goal is to intervene at the moment of victimization, the focus should be to work within teenagers’ cultural frame, encourage empathy and help young people understand when and where drama has serious consequences. Interventions must focus on positive concepts like healthy relationships and digital citizenship rather than starting with the negative framing of bullying. The key is to help young people feel independently strong, confident and capable without first requiring them to see themselves as either an oppressed person or an oppressor."