WEBVTT

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>>Hello, and welcome back.

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Just making sure we have all of
our panelists for our Panel 2.

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Welcome back
to our second panel today

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for the Digital Forum
on Prevention.

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One, I am very excited

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that we'll discuss
digital literacy education,

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youth and peer led programs
that empower digital literacy,

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and digital civility initiatives

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and ways to prevent the spread
of harmful misinformation.

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So we have a really
great panel today

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that I'm honored
to introduce.

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For this panel we welcome
Courtney Gregoire

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who is the
Chief Digital Safety Officer

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of Microsoft Corporation,

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and she's responsible
for Microsoft's companywide

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digital safety strategy
to reduce harm from illegal

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and harmful content online

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through technology, policy,
and partnerships.

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We also welcome
Michelle Ciulla Lipkin,

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the Executive Director
of the National Association

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for Media Literacy Education

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which is
a professional association

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for educators,
academics, activists,

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and students as a leading voice
convenor and resource

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to foster critical thinking
and effective communication

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for empowered
media participation.

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We also welcome Ebonee Rice
who is the Senior Vice President

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of the Educator Network
at The News Literacy Project

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which is having their third

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annual National News Literacy
Week this week,

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so thank you, Ebonee,

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for being here
during what I'm sure

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is a very busy week
for you as well.

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We also welcome Tami Bhaumik,

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the Vice President of Civility
and Partnerships at Roblox

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where she spearheads

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the platform's
digital civility initiative

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working to create
positive online experiences.

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Also on the panel
is Dr. Kristen Mattson

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who is an educational consultant
and adjunct professor

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at the University of Illinois
at Urbana-Champaign

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and a leader in digital
citizenship curriculum

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and digital citizenship
in action.

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Also on the panel we welcome
Jennie King,

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the head of Civic Action
and Education

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at the Institute for Strategic
Dialogue who has co-authored

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the Be Internet Citizens
curriculum

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that was formally accredited
for schools in the U.K.

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And as our moderator
for the panel today,

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we are lucky to welcome
Jimmeka Anderson.

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She is ProgramFellow
at New America

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and Project Manager for the
Cyber Citizenship Initiative

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at the National Association
for Media Literacy Education

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who is also busy with her

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PhD in the Curriculum
and Instruction Urban Education

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program at the University
of North Carolina at Charlotte.

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So thank you to our esteemed
and expert panel here today,

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and without further ado,
Jimmeka,

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I will throw it over to you.

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>>Good afternoon, everyone.

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I am super excited to be here.
I don't know if you all know,

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but this is the highlight
of my week,

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so I'm really excited
about this conversation.

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So welcome.
Welcome to today's panel titled

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"Navigating Student
Safety Online."

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I am Jimmeka Anderson,

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a media literacy education
author and media literacy

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consultant for several
national organizations

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in the U.S. that focus
on media literacy.

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I'm also the current
project manager

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for the Cyber
Citizenship Initiative

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which focuses
on equipping educators

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with easily accessing tools
and resources

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to teach media literacy
and cybersecurity skills

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to combat misinformation.

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Lastly, I'm
a doctoral candidate, okay,

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and I must tell you that
my research agenda delves deeply

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and heavily
into today's topics

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which is why I'm super excited
to serve as the moderator.

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I said this was
the highlight of my week

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because I'm going
to be taking notes,

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so some of this conversation
might end up in a dissertation.

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So why this topic?

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Well, the online world
currently provides information

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and connection in every realm
of our society

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from our business and politics
to the education of our children

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and the ways
that they communicate

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and share with each other.

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Yet it is also a realm
of manipulation and threat

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that has exponentially grown
in recent years.

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False and misleading claims
and conspiracy theories

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have gone viral threatening
not just our democracy,

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but even public health.

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At the same time,
it's the very ways

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that the online world works
to present new challenges

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for students just trying
to find reliable information

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for a school research project

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or just make plans
for the weekend.

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In facing this new world
new skills are needed,

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digital media literacy skills.

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For context for today's
conversation, I love context,

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we define these skills
as being the ability

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to access, analyze,
evaluate, create,

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and act with various modes
of text and medium.

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Our focus
for today's conversation

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is on skill building

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and what is needed
to better navigate

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an increasingly online world
safely and effectively,

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including against
the potential for manipulation

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at the individual
and social level.

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I know you just got to hear
about this amazing panel

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and their introductions
from Kristi,

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but I would be remiss
if I did not highlight

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this esteemed panel
of dynamic leaders

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that's doing this work
one more time.

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We have Courtney.

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She is the Chief Digital
Safety Officer at Microsoft.

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Microsoft is here, ya'll.

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We have Michelle Lipkin

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who is the Executive Director
of the National Association

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of the National Association
for Media Literacy Education.

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Come on, when we talk
about leadership on this topic,

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you all are hearing
from experts.

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We have Ebonee Rice
with News Literacy Project.

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We have Tami who is
the Vice President

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of Civility
and Partnerships with Roblox.

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If you have kids or tweens,
I have a tween, Roblox,

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you should know
what Roblox is.

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Everybody knows what Roblox is
if you have a kid.

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We have Dr. Kristen Mattson
who is an educational consultant

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and adjunct professor,
and we also have Jennie King

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who is head of Civic Action
and Education.

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We have an amazing panel.

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This panel today will focus
on ways in which schools

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and students
are using digital citizenship

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and digital civility skills

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to mitigate hate
and harassment online

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including how these programs
can also help

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prevent the spread of malicious,
violent, mis,

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dis and malformation.

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If you don't know what that is,

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we're going to discuss
that in a second.

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The panel will be
a roundtable discussion

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with other panelists
on ways schools,

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students, parents, and guardians
can help build resilience

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against the consumption

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and spread of false
and harmful narratives,

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hate, and harassment through
digital media literacy,

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critical thinking, and promoting
positive online civility.

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As for the outline
of today's session,

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the flow of the panel
will be broken into three parts.

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Part One will focus on the issue
of online polarization

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and misinformation.

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What is it? What does that mean?
What's going on, right?

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Part Two will delve
into exploring

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the state of media
literacy education

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and how it may serve
as one potential solution.

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Not the overall solution,

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let me make that clear,
but one potential solution

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for combatting this issue.

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And lasty, in Part
Three of today's panel

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these panelists will share
some tips and tools

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to build resilience
for educators and parents.

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Each part of today's panel

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is allotted ten minutes
for discussion,

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and we will save the last
ten minutes at the end

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for questions from the audience.
Feel free to drop your questions

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in the chat
throughout the panel,

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and we will answer them
at the end.

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Now, let's get ready
for some great convo.

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All right, so my first question
is going to go to Ebonee.

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Let's start off
this conversation

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by defining what is
online polarization,

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and what ways false
or misleading information

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is spread on the internet
to cause this issue.

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How can it lead to offline harm?
But let me go back, Ebonee.

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I'm sorry.
Let's define misinformation,

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not online polarization.
Misinformation.

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>>Great. Let's do that.

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Firstly, I just want
to thank you all for coming.

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I thank you for that
wonderful introduction.

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It's such a pleasure to be here.
Thank you so much, Jimmeka.

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So we at
The News Literacy Project

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define misinformation

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really just as information

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that is created or shared
that is misleading,

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disinformation as a subset
of misinformation,

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and we break that down
into five categories.

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So the first is satire,
things that you see online

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that are meant to be jokes
or meant to be funny

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but are used
as something serious

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and are manipulated
into making people think

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that this is something that's
actually true or very serious.

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The other is false context which
is literally just something

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taken out of context
like a quote, an event,

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or something that is just
literally taken out of context

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and put into a context
that makes it appear true

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or appear in another context
that was either not

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originally said
or that didn't happen.

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The third is fabricated content

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which is exactly
what it sounds like.

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It's like misleading images
or things that you see like

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charts or graphs and things
that are fabricated to also,

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again, give the intention that
it is something that it is not.

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Then of course
there's imposter content

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which is when you see like
famous people or celebrities

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and they're holding a sign
or they're wearing a t-shirt

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that says something
or is doing something

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that they probably
weren't doing.

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It's an imposter.

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And then the final thing that
we categorize as misinformation

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is manipulated content,
and that's when you see slogans

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and you see hats
and see so much of this

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that is literally just
a manipulated program online

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or on our phones that we see

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that's just been manipulated
or changed like

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when you see a person
who is in a place

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that they weren't actually at
or you see a background

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that doesn't represent
the real-time event

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that was actually happening
at that time

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or the content has just been
manipulated to make it seem

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as if it's something else.

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Now, I think the tricky part
about misinformation

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and disinformation

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is that the difference there can
sometimes come down to intent.

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With misinformation, often times
people share that by accident.

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They have good intentions,

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and they're just trying
to let you know something

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that they see online that caused
a reaction out of them

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and want the world to know it.

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They want everyone to see it.

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And then on

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the disinformation side
of things you have bad actors

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or people that are capitalizing
on our emotions, our values,

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and our morals as a country

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or as a person
or racial identity.

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Whatever it is. They're using
that to meet a desired end.

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The challenge is that we're not
able to judge that intention.

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We don't know these people.

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We don't know
where something originated.

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It's really difficult
to find those things.

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So when we're talking
about misinformation

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at The News Literacy Project

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we are talking about
all five of those things

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within that category
that I listed earlier.

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>>Wow, thank you, Ebonee,
so much for a very cool

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explanation
of defining misinformation.

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So I know that
a lot of the challenges

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that we're seeing right now
in the online environment

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are such things
as online polarization

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and the challenge
to create online safe spaces

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or really even knowing
how to navigate online

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which has been a huge issue

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that has been brought
to the forefront.

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So it's very clear
that this is a global issue.

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It impacts many sectors and
fields and facets of our lives

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from politics to health,
education, safety, and security.

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This next question is for you,
Kristen.

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How important do you think it is

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to take
a multi-stakeholder approach

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when it comes
to tackling challenges

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in the online space
that we're facing?

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What do you think
it will take to do so?

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How can we create
this kind of space

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to address this collectively?

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>>Yeah, my background
is as a former educator

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and school librarian,

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and I now teach preservice
school librarians

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and work
with practicing educators.

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Education is definitely
part of the solution,

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but when I go out and work
with schools

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I hear about so many barriers

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to media literacy
education initiatives.

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Some of those barriers

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are really outside
of the control of the classroom,

00:12:04.641 --> 00:12:07.060
so when think
about policy change

00:12:07.060 --> 00:12:10.647
and we think about availability
to high-quality resources

00:12:10.647 --> 00:12:15.318
and think about teacher training
and just the skills

00:12:15.318 --> 00:12:18.488
that our educators are going
to need to carry out this work,

00:12:18.488 --> 00:12:21.324
it really has to be
a comprehensive approach

00:12:21.324 --> 00:12:23.451
where all stakeholders
are coming together

00:12:23.451 --> 00:12:28.081
to really pave the way to make
this stick in classrooms.

00:12:28.081 --> 00:12:32.669
So I want to give a shoutout
to folks like you, Jimmeka,

00:12:32.669 --> 00:12:37.507
and you, Ebonee, and Michelle
who work with ISTE, New America,

00:12:37.507 --> 00:12:41.344
All Tech is Human
and David Ryan Polgar-I'm sorry

00:12:41.344 --> 00:12:43.346
and non-profit organizations

00:12:43.346 --> 00:12:45.181
who are doing
just a really great job

00:12:45.181 --> 00:12:47.809
of putting people
at the table together.

00:12:47.809 --> 00:12:51.104
They're breaking down
those silos between work

00:12:51.104 --> 00:12:55.400
that is happening
in tech companies like Roblox

00:12:55.400 --> 00:12:59.696
and non-profit spaces
and educational institutions.

00:12:59.696 --> 00:13:02.365
It really is just going
to take all of us

00:13:02.365 --> 00:13:04.993
coming together
to make a change.

00:13:04.993 --> 00:13:06.536
So I appreciate this panel

00:13:06.536 --> 00:13:08.496
because I think
it's a great opportunity

00:13:08.496 --> 00:13:09.998
to start the conversation.

00:13:11.332 --> 00:13:15.169
>>Yes, it is, and you're right,
Dr. Kristen.

00:13:15.169 --> 00:13:17.046
It's okay for me to call you
Dr. Kristen, right?

00:13:17.046 --> 00:13:18.464
Are we informal here?

00:13:18.464 --> 00:13:19.757
>>Yes.

00:13:19.757 --> 00:13:22.677
>>Well, you know, I do want
to highlight so much work

00:13:22.677 --> 00:13:23.970
which is now being done,

00:13:23.970 --> 00:13:27.473
and we're seeing cybersecurity
sectors coming together

00:13:27.473 --> 00:13:31.436
and seeing national associations

00:13:31.436 --> 00:13:35.106
and policy thinktanks
and researchers

00:13:35.106 --> 00:13:37.233
and everyone kind of now saying,

00:13:37.233 --> 00:13:38.776
"You know what?
This is hitting us.

00:13:38.776 --> 00:13:42.530
Every facet is impacting us
just like it's impacting you."

00:13:42.530 --> 00:13:44.365
At first I think
it was impacting the kids.

00:13:44.365 --> 00:13:46.284
I think that's something
the media literacy educators

00:13:46.284 --> 00:13:47.660
were saying with
"Let's help the kids.

00:13:47.660 --> 00:13:48.494
Let's teach the kids."

00:13:48.494 --> 00:13:49.912
I think everyone is now saying

00:13:49.912 --> 00:13:53.374
that it's beyond
just education with this issue.

00:13:53.374 --> 00:13:55.835
We all have to
come together, right?

00:13:55.835 --> 00:13:58.504
But I think for the most part

00:13:58.504 --> 00:14:02.842
there still is not one consensus

00:14:02.842 --> 00:14:05.887
of really what is
happening, right?

00:14:05.887 --> 00:14:09.140
There's so many
different conversations

00:14:09.140 --> 00:14:11.517
that are taking place
to the general public

00:14:11.517 --> 00:14:12.810
for understanding

00:14:12.810 --> 00:14:15.396
what misinformation
or disinformation is,

00:14:15.396 --> 00:14:19.567
so I'm going to throw
this question out to the panel.

00:14:19.567 --> 00:14:22.070
Michelle, I think
you'll be great for this one.

00:14:22.070 --> 00:14:23.696
What do you believe
is the general public's

00:14:23.696 --> 00:14:26.532
understanding of mis and
disinformation and what it does?

00:14:26.532 --> 00:14:30.036
What do you wish they knew
or understood better?

00:14:30.036 --> 00:14:31.621
>>I will jump in
if that's okay, Jimmeka.

00:14:31.621 --> 00:14:32.830
Thank you so much.

00:14:32.830 --> 00:14:35.291
It's so nice to be here,
and it's so great.

00:14:35.291 --> 00:14:38.127
I'm already taking notes
and learning.

00:14:38.127 --> 00:14:41.923
I have to say, I think
that we can't underestimate

00:14:41.923 --> 00:14:45.259
what an impact the change
of our communication systems

00:14:45.259 --> 00:14:46.469
over the last decade

00:14:46.469 --> 00:14:50.389
has had on everything
about being human, right?

00:14:50.389 --> 00:14:52.141
We have completely
changed the way

00:14:52.141 --> 00:14:54.102
that we communicate
as a species,

00:14:54.102 --> 00:14:56.854
and that's hard to keep up
with and hard to understand.

00:14:56.854 --> 00:15:00.066
I think that thankfully
for efforts like

00:15:00.066 --> 00:15:01.317
The News Literacy Project

00:15:01.317 --> 00:15:06.280
and other organizations we are
getting better at teaching

00:15:06.280 --> 00:15:08.825
and making sure
people understand

00:15:08.825 --> 00:15:11.994
mis and disinformation.

00:15:11.994 --> 00:15:14.163
There's a lot of mis
and disinformation out there,

00:15:14.163 --> 00:15:16.332
and there's a lot
of work to do,

00:15:16.332 --> 00:15:21.462
and I think for me with
the media literacy organization

00:15:21.462 --> 00:15:22.588
that I run

00:15:22.588 --> 00:15:24.132
that I want to focus

00:15:24.132 --> 00:15:27.802
on the what do you wish
the public understood better.

00:15:27.802 --> 00:15:32.640
I think we have had such a focus
on battling

00:15:32.640 --> 00:15:35.101
and combating mis
and disinformation

00:15:35.101 --> 00:15:36.811
that we do have to remember

00:15:36.811 --> 00:15:41.274
that if we magically were able
to solve this problem, right,

00:15:41.274 --> 00:15:43.151
and we could disappear

00:15:43.151 --> 00:15:45.987
all the mis and disinformation
on the internet,

00:15:45.987 --> 00:15:49.615
there is still a lot
of plain ol' information

00:15:49.615 --> 00:15:51.117
that we don't understand.

00:15:51.117 --> 00:15:53.244
So it's recognizing
that the skills

00:15:53.244 --> 00:15:56.831
that we need to understand mis
and disinformation

00:15:56.831 --> 00:16:00.042
really apply
to all information.

00:16:00.042 --> 00:16:03.087
Information is
super complicated,

00:16:03.087 --> 00:16:05.006
and most of the information
out there

00:16:05.006 --> 00:16:08.009
isn't completely true
and isn't completely false.

00:16:08.009 --> 00:16:09.677
We need to understand
that nuance,

00:16:09.677 --> 00:16:12.138
and we need to be willing
to dive deep

00:16:12.138 --> 00:16:14.807
into understanding
our communication systems.

00:16:14.807 --> 00:16:18.519
So I kind of want everyone
to understand

00:16:18.519 --> 00:16:21.814
that this is hard work
that we need to be doing,

00:16:21.814 --> 00:16:23.232
and I just want to stress

00:16:23.232 --> 00:16:27.069
that while education
might not be the sole answer,

00:16:27.069 --> 00:16:30.823
we cannot do this
without education.

00:16:30.823 --> 00:16:35.119
When I see multi-stakeholder
groups my biggest frustration

00:16:35.119 --> 00:16:38.539
is if the education conversation
isn't part of that.

00:16:38.539 --> 00:16:40.750
We have to really,
really continue that.

00:16:40.750 --> 00:16:44.503
Like Dr. Kristen said,
it's a multi-stakeholder problem

00:16:44.503 --> 00:16:49.550
that deserves thoughtful
multi-stakeholder solutions.

00:16:49.550 --> 00:16:51.135
>>Thank you.
I'm not sure if someone else

00:16:51.135 --> 00:16:53.304
wants to jump in
on that question.

00:16:53.304 --> 00:16:58.142
>>I'd love to jump in,
soon-to-be Dr. Anderson,

00:16:58.142 --> 00:17:01.437
just because I think
there's a critical bridge

00:17:01.437 --> 00:17:03.773
between the last
two discussions.

00:17:03.773 --> 00:17:07.360
We at Microsoft really
try to advance the conversation

00:17:07.360 --> 00:17:10.988
about the broad concept
of digital safety online

00:17:10.988 --> 00:17:12.990
whether that is today's
important discussion

00:17:12.990 --> 00:17:14.617
about misinformation

00:17:14.617 --> 00:17:17.995
to child sexual exploitation
or terrorism content.

00:17:17.995 --> 00:17:20.456
These are truly
whole-of-society problems

00:17:20.456 --> 00:17:23.417
that need
whole-of-society solutions.

00:17:23.417 --> 00:17:25.461
In other context
we've brought together

00:17:25.461 --> 00:17:27.964
critical multi-stakeholder
organizations

00:17:27.964 --> 00:17:30.299
to tackle
those important issues.

00:17:30.299 --> 00:17:33.552
One of the spaces that I love
helping advance

00:17:33.552 --> 00:17:35.846
that multi-stakeholder is to
come from the tech industry

00:17:35.846 --> 00:17:38.766
and say, "Listen,
we are a partner here."

00:17:38.766 --> 00:17:40.810
We approach this
through prevention,

00:17:40.810 --> 00:17:44.522
and we approach this
through internal policies,

00:17:44.522 --> 00:17:46.315
partnerships, and innovation.

00:17:46.315 --> 00:17:50.152
But if you think nerding harder
is going to solve the problem of

00:17:50.152 --> 00:17:53.197
global misinformation, it's not.

00:17:53.197 --> 00:17:57.118
It has to be a much
more holistic approach.

00:17:57.118 --> 00:17:59.745
So what I loved about
what Michelle just said

00:17:59.745 --> 00:18:02.748
is that we've thought
about other topical areas.

00:18:02.748 --> 00:18:05.126
We've walked into
a really critical framework

00:18:05.126 --> 00:18:07.461
in which we know
we have to invest in research

00:18:07.461 --> 00:18:10.339
to understand the threats that
they expose themselves online.

00:18:10.339 --> 00:18:11.966
We need to invest in research
to understand

00:18:11.966 --> 00:18:15.761
the connectivity between
online harms and offline harms,

00:18:15.761 --> 00:18:18.264
and then we really need
to see that research applied

00:18:18.264 --> 00:18:21.350
in practical mechanisms that,
to be perfectly frank,

00:18:21.350 --> 00:18:24.812
are not just accessible
to the big tech companies

00:18:24.812 --> 00:18:27.648
that Microsoft is,
but enable any new,

00:18:27.648 --> 00:18:32.486
small app developer to access
a critical playbook of tools

00:18:32.486 --> 00:18:36.699
to make sure that their platform
is safer for the consumers.

00:18:36.699 --> 00:18:39.368
I think I have to underscore it
one more time.

00:18:39.368 --> 00:18:43.497
If the public thinks we can
delete misinformation online,

00:18:43.497 --> 00:18:45.833
that is a fundamental
non-understanding of the topic

00:18:45.833 --> 00:18:47.418
that we're here
to talk about today,

00:18:47.418 --> 00:18:51.672
and it's why it comes right back
to that whole society approach.

00:18:51.672 --> 00:18:53.090
>>Jimmeka, if I could jump
in as well.

00:18:53.090 --> 00:18:53.799
>>Go ahead.

00:18:53.799 --> 00:18:55.843
>>I think that there's so much
important research

00:18:55.843 --> 00:18:58.929
that also needs to be
in the educational space.

00:18:58.929 --> 00:19:01.932
We've tried very hard
to empower young people

00:19:01.932 --> 00:19:04.268
with that filter
between their ears

00:19:04.268 --> 00:19:05.561
which I'm a huge fan of, right,

00:19:05.561 --> 00:19:08.189
and if we can empower
young people with skills

00:19:08.189 --> 00:19:09.648
they're going to be
more equipped

00:19:09.648 --> 00:19:12.151
than if we just tell them
a bunch of rules to follow.

00:19:12.151 --> 00:19:14.195
But we don't have
a lot of research right now

00:19:14.195 --> 00:19:17.406
to prove the effectiveness
of these different curriculum

00:19:17.406 --> 00:19:19.283
that we've tried to implement.

00:19:19.283 --> 00:19:20.826
I'm teaching a graduate class

00:19:20.826 --> 00:19:23.996
right now the discussion
that we all had last night

00:19:23.996 --> 00:19:26.540
which was if media
literacy education is working,

00:19:26.540 --> 00:19:29.585
and we sort of looked
at the points and counterpoints

00:19:29.585 --> 00:19:32.004
between have we created
a society

00:19:32.004 --> 00:19:34.673
that maybe questions
too critically

00:19:34.673 --> 00:19:37.343
and if we've pushed
young people into believing

00:19:37.343 --> 00:19:39.553
that nothing can be trusted.

00:19:39.553 --> 00:19:44.642
What is the danger there
when we get young people

00:19:44.642 --> 00:19:46.394
almost overly

00:19:46.394 --> 00:19:48.646
criticizing everything
that they come across?

00:19:48.646 --> 00:19:50.773
So I think it's going to be
really important to invest

00:19:50.773 --> 00:19:52.566
in research to determine

00:19:52.566 --> 00:19:54.819
if the curriculum that we are
implementing in schools

00:19:54.819 --> 00:20:00.157
really is giving us the intended
outcome that we desire,

00:20:00.157 --> 00:20:02.326
not just from a space
of whether our kids

00:20:02.326 --> 00:20:05.663
can answer a quiz question
or produce a paper,

00:20:05.663 --> 00:20:07.081
but are they taking the skills

00:20:07.081 --> 00:20:08.541
that they're learning
in the classroom

00:20:08.541 --> 00:20:12.920
and actually applying them out
in the wild of the internet?

00:20:12.920 --> 00:20:14.130
>>Thank you, Dr. Kristen.

00:20:14.130 --> 00:20:15.339
>>Jimmeka, if I might...

00:20:15.339 --> 00:20:17.091
->>Oh, go ahead, Jennie.
->>[Laughter]

00:20:17.091 --> 00:20:19.385
We're all very, very excited
about this question clearly,

00:20:19.385 --> 00:20:22.096
but to build on
what's being said,

00:20:22.096 --> 00:20:25.307
ISD as an organization we have
an enormous evidence base

00:20:25.307 --> 00:20:27.476
in terms of the proliferation
of harms online.

00:20:27.476 --> 00:20:29.353
That was where we started
as an organization

00:20:29.353 --> 00:20:32.523
with researching
the extremist movements,

00:20:32.523 --> 00:20:35.526
electrical integrity,
disinformation, and hate,

00:20:35.526 --> 00:20:40.322
and there's always an instinct
to rewrite your resources

00:20:40.322 --> 00:20:42.992
every time a new phenomenon
occurs in the online space.

00:20:42.992 --> 00:20:44.577
So, you know, QAnon happens,

00:20:44.577 --> 00:20:45.995
so do we need to be
teaching young people

00:20:45.995 --> 00:20:47.246
directly about QAnon

00:20:47.246 --> 00:20:49.874
without providing more oxygen
for these things?

00:20:49.874 --> 00:20:52.334
What we have always said
to educators is

00:20:52.334 --> 00:20:54.879
if you do that you
are automatically reducing

00:20:54.879 --> 00:20:57.298
the shelf life
of your materials

00:20:57.298 --> 00:20:59.550
because the reality
is that the fad

00:20:59.550 --> 00:21:02.011
or the thing that everyone is
the most worried about today

00:21:02.011 --> 00:21:04.346
will not be the case
potentially in a day,

00:21:04.346 --> 00:21:07.141
let alone a week,
let alone six months.

00:21:07.141 --> 00:21:09.393
What that does is you have
an over fixation

00:21:09.393 --> 00:21:11.854
on individual types of content

00:21:11.854 --> 00:21:14.815
or individual trends
in disinformation

00:21:14.815 --> 00:21:16.859
rather than the relationship

00:21:16.859 --> 00:21:19.069
that we as individuals
have to content

00:21:19.069 --> 00:21:25.451
and how it plays upon our biases
and our unconscious biases

00:21:25.451 --> 00:21:28.787
as well as our own echo
chambers, etc.

00:21:28.787 --> 00:21:30.998
So when we come
to developing resources

00:21:30.998 --> 00:21:33.000
we're always very
keen to put it back

00:21:33.000 --> 00:21:35.169
to those constituent
building blocks, right,

00:21:35.169 --> 00:21:38.422
of how do you navigate

00:21:38.422 --> 00:21:40.508
this terrain
of online information?

00:21:40.508 --> 00:21:43.385
Also as Michelle was saying,
it's the fact that

00:21:43.385 --> 00:21:45.679
this is not a completely
different experience

00:21:45.679 --> 00:21:47.598
or set of learning outcomes
than you would want

00:21:47.598 --> 00:21:49.767
from general
citizenship education.

00:21:49.767 --> 00:21:52.853
The fact is we just have
a rubric for what it means

00:21:52.853 --> 00:21:55.314
to be a good citizen
in the offline space

00:21:55.314 --> 00:21:57.650
which might mean
that you pay your taxes

00:21:57.650 --> 00:21:58.984
or you vote in elections,

00:21:58.984 --> 00:22:02.488
and we do not have
a comparable framework

00:22:02.488 --> 00:22:05.157
of what it means to be
a positive contributor

00:22:05.157 --> 00:22:07.493
or participant
in online spaces.

00:22:07.493 --> 00:22:11.413
So the two things are very much
interconnected, for us anyway,

00:22:11.413 --> 00:22:12.998
and that's always been
the full principle

00:22:12.998 --> 00:22:15.793
of our material development
rather than,

00:22:15.793 --> 00:22:18.337
"Oh, god, we need to teach them
explicitly about deepfakes

00:22:18.337 --> 00:22:19.547
because who knows

00:22:19.547 --> 00:22:21.507
whether deepfakes are going
to be the thing

00:22:21.507 --> 00:22:25.678
or whether TikTok is going
to continue to exist," etc.

00:22:28.347 --> 00:22:29.848
>>So I'm with Roblox,

00:22:29.848 --> 00:22:32.059
and for those of you
who are unfamiliar with Roblox,

00:22:32.059 --> 00:22:39.066
we are a platform that allows
and educates young developers

00:22:39.066 --> 00:22:42.778
to create experiences
to bring people together

00:22:42.778 --> 00:22:46.365
to learn about one another
in diverse and inclusive worlds.

00:22:46.365 --> 00:22:49.159
We have all of
the parental settings

00:22:49.159 --> 00:22:51.495
and the tools available
just like Microsoft

00:22:51.495 --> 00:22:54.665
and just like so many
of these other platforms.

00:22:54.665 --> 00:22:58.961
We can do everything that we
can do to educate parents, kids,

00:22:58.961 --> 00:23:01.463
and teens to be able
to use those tools,

00:23:01.463 --> 00:23:05.509
but it's not just about
Roblox or Microsoft.

00:23:05.509 --> 00:23:08.470
I'm incredibly encouraged
by this panel

00:23:08.470 --> 00:23:10.681
and some of
the incredible work

00:23:10.681 --> 00:23:12.474
that is going on out there

00:23:12.474 --> 00:23:15.436
to really, really put
a spotlight

00:23:15.436 --> 00:23:20.524
on the necessity for education
in order to make sure

00:23:20.524 --> 00:23:25.195
that this next generation
thrives for all of us.

00:23:25.195 --> 00:23:30.284
Quite frankly, the whole digital
world is still in its infancy,

00:23:30.284 --> 00:23:32.202
and for those of us
that have kids

00:23:32.202 --> 00:23:36.749
who are growing up in this world
there's no hard line

00:23:36.749 --> 00:23:39.001
between the digital world
and the physical world,

00:23:39.001 --> 00:23:41.670
so it's really,
really important to understand

00:23:41.670 --> 00:23:44.340
and to listen to them
and understand

00:23:44.340 --> 00:23:45.674
what they're going through

00:23:45.674 --> 00:23:50.220
so that we can adapt new
features, new policies, etc.

00:23:50.220 --> 00:23:52.598
that's not fear based.

00:23:52.598 --> 00:23:55.142
So many of our parents
come to us and say,

00:23:55.142 --> 00:23:56.977
"Well, I don't know
really what to do.

00:23:56.977 --> 00:24:01.440
I don't really know
what Roblox is."

00:24:01.440 --> 00:24:04.568
Honestly, that's not
okay anymore.

00:24:04.568 --> 00:24:11.659
I think it's a necessity
for this older generation

00:24:11.659 --> 00:24:14.495
to be able to empower
this younger generation.

00:24:18.707 --> 00:24:22.836
Dr. Mattson, you mentioned
All Tech is Human.

00:24:22.836 --> 00:24:25.547
We're deeply,
deeply involved with that.

00:24:25.547 --> 00:24:29.301
There's a lot of research
with incredible academics

00:24:29.301 --> 00:24:31.887
through Boston
Children's Hospital

00:24:31.887 --> 00:24:35.766
with the Digital Wellness Lab
and Harvard Medical School.

00:24:35.766 --> 00:24:37.976
Then there's Common Sense Media

00:24:37.976 --> 00:24:40.562
and Family Online Safety
Institute.

00:24:40.562 --> 00:24:43.357
All of these
incredible organizations

00:24:43.357 --> 00:24:46.068
have digital
citizenship curriculum

00:24:46.068 --> 00:24:48.487
and hopefully will help
level the playing field

00:24:48.487 --> 00:24:50.447
so that we can really,

00:24:50.447 --> 00:24:54.410
really make sure
this next generation thrives.

00:24:54.410 --> 00:24:59.039
>>Thank you all for jumping
in and tackling that question.

00:24:59.039 --> 00:25:03.377
So many amazing thoughts
came to mind,

00:25:03.377 --> 00:25:07.381
and I think that one of the main
premises of this dialogue

00:25:07.381 --> 00:25:08.924
was what's working?

00:25:08.924 --> 00:25:13.679
What's not? What's happening?
What needs to still happen?

00:25:13.679 --> 00:25:16.265
I know, Dr. Kristen,
you brought up a lot

00:25:16.265 --> 00:25:19.768
about even assessing
media literacy education

00:25:19.768 --> 00:25:22.563
and is it really
being effective.

00:25:22.563 --> 00:25:24.189
If we were in person
I would shift

00:25:24.189 --> 00:25:26.650
and turn to Michelle
like this and say,

00:25:26.650 --> 00:25:29.236
"Hey, Michelle."
[Laughter]

00:25:29.236 --> 00:25:32.656
You all are doing
a lot of work at NAMLE

00:25:32.656 --> 00:25:34.700
that has really been
assessing the landscape

00:25:34.700 --> 00:25:36.577
of media literacy education,

00:25:36.577 --> 00:25:39.788
so what can you share with us
about what's happening?

00:25:39.788 --> 00:25:40.998
What does this landscape

00:25:40.998 --> 00:25:43.333
look like with media
literacy education?

00:25:43.333 --> 00:25:45.836
What has the organization
seen as successes

00:25:45.836 --> 00:25:47.921
or still challenges
that are out there?

00:25:47.921 --> 00:25:49.757
>>Great.
So thank you for that question,

00:25:49.757 --> 00:25:53.135
and I do want to say that I
usually answer that question

00:25:53.135 --> 00:25:54.678
in an hour presentation,

00:25:54.678 --> 00:25:58.849
so if anyone wants to talk
more about it just contact me.

00:25:58.849 --> 00:26:00.142
Let me just summarize.

00:26:00.142 --> 00:26:03.645
So we are an organization
of 7,000 members,

00:26:03.645 --> 00:26:08.692
and within our organization we
have 90 organizational partners.

00:26:08.692 --> 00:26:11.153
The reason I tell you that
is because what I know

00:26:11.153 --> 00:26:12.863
and what I see
on a daily basis

00:26:12.863 --> 00:26:17.159
is incredible work
being done in this space.

00:26:17.159 --> 00:26:19.828
Every organization,
every practitioner,

00:26:19.828 --> 00:26:22.748
and every researcher, what
they're doing in their classroom

00:26:22.748 --> 00:26:26.376
and what they're bringing to
their community is incredible.

00:26:26.376 --> 00:26:27.711
That's the good news.

00:26:27.711 --> 00:26:30.589
The bad news is that media
literacy education

00:26:30.589 --> 00:26:33.717
is not a national priority
in our country.

00:26:33.717 --> 00:26:35.511
It is not across the board.

00:26:35.511 --> 00:26:39.473
We are still working
from bottom up.

00:26:39.473 --> 00:26:41.141
We are going to have
a really, really

00:26:41.141 --> 00:26:45.604
difficult time scaling and
really making systemic change

00:26:45.604 --> 00:26:48.232
unless we change
some of that, right?

00:26:48.232 --> 00:26:49.733
So let me just tell you
this quickly.

00:26:49.733 --> 00:26:51.985
Where is it being practiced?
What have we noticed?

00:26:51.985 --> 00:26:55.364
We kind of separate practice
into three buckets.

00:26:55.364 --> 00:26:59.159
One is PreK-12 one is Higher Ed,
and one is Communities.

00:26:59.159 --> 00:27:00.994
These are enormous buckets.

00:27:00.994 --> 00:27:04.373
Just within PreK-12
you might see media literacy

00:27:04.373 --> 00:27:05.958
being taught
in a subject area

00:27:05.958 --> 00:27:08.168
or being taught by
the library media specialist

00:27:08.168 --> 00:27:10.504
or being taught by
a tech integration specialists.

00:27:10.504 --> 00:27:13.173
It might be taught from
an outside organization

00:27:13.173 --> 00:27:15.926
like News Literacy Project
coming into a school.

00:27:15.926 --> 00:27:17.511
In Higher Education
you can see it

00:27:17.511 --> 00:27:18.929
as a stand-alone course

00:27:18.929 --> 00:27:21.223
or integrated
into existing courses.

00:27:21.223 --> 00:27:23.225
You might see it
in an education school,

00:27:23.225 --> 00:27:25.477
or you might see it
in a communications school.

00:27:25.477 --> 00:27:26.687
There are strands of studies.

00:27:26.687 --> 00:27:30.399
There are degrees and programs
and growing scholarships.

00:27:30.399 --> 00:27:32.067
With communities there are tons

00:27:32.067 --> 00:27:34.319
of non-profit
community-based organizations

00:27:34.319 --> 00:27:36.613
or public libraries
taking on this work.

00:27:36.613 --> 00:27:39.491
There's after-school programs
and community centers.

00:27:39.491 --> 00:27:40.826
Our public media system

00:27:40.826 --> 00:27:43.871
is taking media literacy
incredibly serious,

00:27:43.871 --> 00:27:45.330
and then we have
our partnerships

00:27:45.330 --> 00:27:47.165
with the media
and tech companies,

00:27:47.165 --> 00:27:49.877
all of whom are taking
some responsibility

00:27:49.877 --> 00:27:51.920
in moving media
literacy forward.

00:27:51.920 --> 00:27:54.047
So the opportunities
are vast, right?

00:27:54.047 --> 00:27:56.091
We see urgency is evident.

00:27:56.091 --> 00:27:57.384
I have to tell you,

00:27:57.384 --> 00:28:00.637
my organization
has existed since 1997,

00:28:00.637 --> 00:28:04.558
and the fact that urgency is
evident now is a huge victory.

00:28:04.558 --> 00:28:08.353
For the first five years
of my job I had to show up

00:28:08.353 --> 00:28:11.440
and prove that this was
important to talk about,

00:28:11.440 --> 00:28:15.444
and now I can't stop talking
about it because everyone cares.

00:28:15.444 --> 00:28:17.696
That is a huge
opportunity for us.

00:28:17.696 --> 00:28:19.573
Growing attention
is attached to that.

00:28:19.573 --> 00:28:21.992
There's increased support,
increased practice,

00:28:21.992 --> 00:28:23.243
and increased research.

00:28:23.243 --> 00:28:26.079
This is amazing.

00:28:26.079 --> 00:28:29.249
I can't even tell you,
from the time I started in 2012

00:28:29.249 --> 00:28:33.295
and the time we're at now,
it's a world of difference.

00:28:33.295 --> 00:28:37.174
So where are the big challenges?

00:28:37.174 --> 00:28:39.259
Just listen to what I said
about the buckets.

00:28:39.259 --> 00:28:41.345
There's no standard model,
right?

00:28:41.345 --> 00:28:44.348
There's no way I can go
into a school or school district

00:28:44.348 --> 00:28:46.975
and say, "Oh, this is
what you have to do."

00:28:46.975 --> 00:28:49.561
It depends on community,
it depends on population,

00:28:49.561 --> 00:28:52.606
and it depends
on a lot of individual,

00:28:52.606 --> 00:28:55.108
kind of unique,
circumstances.

00:28:55.108 --> 00:28:57.402
It still relies on individuals,
like I said.

00:28:57.402 --> 00:29:00.614
It relies on the teacher,
the organization, or the school.

00:29:00.614 --> 00:29:02.783
Who is going to say
this is important?

00:29:02.783 --> 00:29:05.953
It's a very, very difficult
place to scale from.

00:29:05.953 --> 00:29:08.330
There's still limited
funding in this space,

00:29:08.330 --> 00:29:10.290
and there's a lot of us
that need it,

00:29:10.290 --> 00:29:11.583
so that competition

00:29:11.583 --> 00:29:14.670
can really kind of muddy
the waters a little bit.

00:29:14.670 --> 00:29:17.339
Then there is that lack
of public understanding,

00:29:17.339 --> 00:29:20.592
so while the conversation about
fake news and misinformation

00:29:20.592 --> 00:29:22.719
and disinformation is vital

00:29:22.719 --> 00:29:24.471
and has really brought
all of this

00:29:24.471 --> 00:29:27.349
into the cultural conversation,
thank goodness,

00:29:27.349 --> 00:29:29.142
there's still a lack
of public understanding

00:29:29.142 --> 00:29:31.979
about what media
literacy skills are

00:29:31.979 --> 00:29:35.148
and what we are
really trying to do

00:29:35.148 --> 00:29:37.359
when it comes
to people understanding

00:29:37.359 --> 00:29:39.152
the media ecosystem.

00:29:39.152 --> 00:29:41.279
So bottom line,
it's a great practice

00:29:41.279 --> 00:29:45.534
with amazing organizations
and amazing educators out there,

00:29:45.534 --> 00:29:48.036
but we need to be
doing more in the U.S.

00:29:48.036 --> 00:29:51.665
to make systemic change.

00:29:51.665 --> 00:29:53.834
->>Thank you.
->>Can I cut in, Jimmeka?

00:29:53.834 --> 00:29:55.127
>>Oh, okay.

00:29:55.127 --> 00:29:58.630
>>Oh, I'm sorry. Were you going
to ask another question?

00:29:58.630 --> 00:30:00.298
>>Yeah, but it's okay.
Go ahead. [Laughter]

00:30:00.298 --> 00:30:03.093
>>Okay, I'll be brief
because this is like the thing

00:30:03.093 --> 00:30:04.970
that we do at
The News Literacy Project.

00:30:04.970 --> 00:30:08.640
We work with NAMLE and a bunch
of other organizations,

00:30:08.640 --> 00:30:11.059
so super-quick context.

00:30:11.059 --> 00:30:15.939
So with NLP our whole mission
is to help people discern fact

00:30:15.939 --> 00:30:19.484
from fiction in news
and other forms of content,

00:30:19.484 --> 00:30:22.946
and we've been doing that since
2008 which I think is important.

00:30:22.946 --> 00:30:25.824
And to Michelle's point,

00:30:25.824 --> 00:30:27.993
we specifically focus
on news literacy,

00:30:27.993 --> 00:30:30.829
but media literacy
and fake news

00:30:30.829 --> 00:30:32.164
and all these kinds of buzzwords

00:30:32.164 --> 00:30:35.250
have been popularized
in recent years,

00:30:35.250 --> 00:30:37.753
but we've been doing this work
for a very long time

00:30:37.753 --> 00:30:40.213
and really believe
that we have a framework

00:30:40.213 --> 00:30:44.176
that has proved the efficacy
of news literacy education.

00:30:44.176 --> 00:30:47.721
I mean, just today the state
of Delaware

00:30:47.721 --> 00:30:49.639
passed a media literacy bill

00:30:49.639 --> 00:30:51.641
that mandates media
literacy education,

00:30:51.641 --> 00:30:56.021
and those are the kinds
of wins that we want to see.

00:30:56.021 --> 00:30:58.315
The same is true of Texas,

00:30:58.315 --> 00:30:59.941
and the same
is true for Illinois.

00:30:59.941 --> 00:31:01.193
There are a couple of states

00:31:01.193 --> 00:31:03.820
that are really understanding
this issue,

00:31:03.820 --> 00:31:06.490
and right now what
my team focuses on

00:31:06.490 --> 00:31:10.243
is really creating what we call
news literacy champions

00:31:10.243 --> 00:31:15.373
who are in districts, in cities,
and in states across the country

00:31:15.373 --> 00:31:17.417
where maybe you are
the only school librarian

00:31:17.417 --> 00:31:18.668
in your entire district,

00:31:18.668 --> 00:31:21.505
but you understand how
important these issues are.

00:31:21.505 --> 00:31:23.882
So we want our resources
to come alongside you,

00:31:23.882 --> 00:31:25.175
we want to be
in news deserts,

00:31:25.175 --> 00:31:27.302
and we want to be
in places where we know

00:31:27.302 --> 00:31:30.555
that the communities need
this information the most.

00:31:30.555 --> 00:31:33.225
In 2020 in fact
we expanded our offering,

00:31:33.225 --> 00:31:35.644
so it's not just
for educators,

00:31:35.644 --> 00:31:38.480
but for the general public
as well because we recognized

00:31:38.480 --> 00:31:42.484
that there was a critical need
for news literacy education

00:31:42.484 --> 00:31:44.903
because in order to be
civically engaged

00:31:44.903 --> 00:31:48.448
and in order to be an equal
participant in democracy

00:31:48.448 --> 00:31:50.242
we know that news literacy

00:31:50.242 --> 00:31:52.369
is a cornerstone of that
in our society.

00:31:52.369 --> 00:31:56.039
There's literally no other way
to be able to participate

00:31:56.039 --> 00:31:57.791
and to be engaged equally

00:31:57.791 --> 00:32:00.168
if you don't understand
news literacy

00:32:00.168 --> 00:32:02.462
and if you don't understand
how the system works.

00:32:02.462 --> 00:32:05.173
It's just not
going to happen.

00:32:05.173 --> 00:32:08.343
We believe, as a lot of folks
have alluded to,

00:32:08.343 --> 00:32:11.596
that education is one of
the solutions to that

00:32:11.596 --> 00:32:13.515
because educators are
on the frontlines

00:32:13.515 --> 00:32:15.517
in the fight
against misinformation,

00:32:15.517 --> 00:32:18.019
and it's also a great way
to empower students

00:32:18.019 --> 00:32:20.272
to really take responsibility

00:32:20.272 --> 00:32:22.482
and to understand
the digital ecosystem

00:32:22.482 --> 00:32:23.275
that they've inherited.

00:32:23.275 --> 00:32:25.610
It's incredibly complicated

00:32:25.610 --> 00:32:28.572
to just know what it means
to cause harm online

00:32:28.572 --> 00:32:32.325
so they can be good stewards
of their social media,

00:32:32.325 --> 00:32:36.204
their phones, or their computers
and what have you,

00:32:36.204 --> 00:32:37.914
and we have
resources and tools

00:32:37.914 --> 00:32:41.501
that have been developed over
time on our website for that.

00:32:41.501 --> 00:32:44.004
We're promoting them
this entire week,

00:32:44.004 --> 00:32:45.630
and I'm really proud of that.

00:32:45.630 --> 00:32:48.216
I'm proud of how
that's evolved and changed

00:32:48.216 --> 00:32:49.968
and gotten better over time.

00:32:49.968 --> 00:32:51.178
And to Jennie's point,

00:32:51.178 --> 00:32:54.222
it really focuses on some key
tenets of news literacy

00:32:54.222 --> 00:32:56.683
and not just like
very specific things

00:32:56.683 --> 00:32:58.727
that are happening right now.

00:32:58.727 --> 00:33:00.645
Conspiracy theories that
we're seeing in the news media

00:33:00.645 --> 00:33:03.190
right now, those things
won't be as relevant later,

00:33:03.190 --> 00:33:06.318
so it's our goal to not just be
responsive to the moment,

00:33:06.318 --> 00:33:09.112
but to be very forward
thinking and intentional

00:33:09.112 --> 00:33:11.740
about making sure that educators
have the support that they need

00:33:11.740 --> 00:33:14.409
and that the general public
has the support and resources

00:33:14.409 --> 00:33:18.663
that they need to understand
this incredibly critical moment

00:33:18.663 --> 00:33:20.999
that we're living in right now

00:33:20.999 --> 00:33:23.627
and have the tools
to be news literate

00:33:23.627 --> 00:33:25.837
and have the tools
to participate in

00:33:25.837 --> 00:33:29.966
our democracy
and to be engaged in the things

00:33:29.966 --> 00:33:33.470
that are happening around
their communities every day.

00:33:33.470 --> 00:33:35.597
And again, I just wanted
to share that

00:33:35.597 --> 00:33:37.265
and to both highlight
those resources,

00:33:37.265 --> 00:33:40.101
but also to talk about
how we have seen

00:33:40.101 --> 00:33:41.478
how news literacy education

00:33:41.478 --> 00:33:43.939
is not just becoming
an important thing right now,

00:33:43.939 --> 00:33:46.233
but how states and districts
are recognizing

00:33:46.233 --> 00:33:47.984
that and putting
funding behind that.

00:33:47.984 --> 00:33:49.653
We could use a lot more
of that happening,

00:33:49.653 --> 00:33:52.322
and that's something that we're
pushing for and working for.

00:33:52.322 --> 00:33:55.825
Also we've seen the efficacy
of news literacy education

00:33:55.825 --> 00:33:57.869
as more students
and more parents

00:33:57.869 --> 00:34:01.331
and more people are really
rallying behind this issue,

00:34:01.331 --> 00:34:02.749
and I think we're
going to continue

00:34:02.749 --> 00:34:04.793
to see more of that
in the future.

00:34:06.670 --> 00:34:08.672
>>Thank you so much,
Ebonee, for sharing.

00:34:08.672 --> 00:34:12.425
Shoutout to News Literacy
Project and NAMLE,

00:34:12.425 --> 00:34:14.719
and shoutout
to Media Literacy Now.

00:34:14.719 --> 00:34:19.266
I see that Michelle dropped
Media Literacy Now in the chat.

00:34:19.266 --> 00:34:20.976
They just came out
with a new report

00:34:20.976 --> 00:34:22.560
when we were talking about
what's happening

00:34:22.560 --> 00:34:24.646
in the states with policy.

00:34:24.646 --> 00:34:27.941
They're focused on trying
to move policy

00:34:27.941 --> 00:34:29.526
in these states to get
media literacy education

00:34:29.526 --> 00:34:34.155
in schools such as what's
happening in Washington State.

00:34:34.155 --> 00:34:36.449
They're investing
in media literacy

00:34:36.449 --> 00:34:38.952
and putting funding
in media literacy.

00:34:38.952 --> 00:34:41.329
There's so much
that has been happening,

00:34:41.329 --> 00:34:46.251
so just kudos to all of those
on the ground with bootstraps

00:34:46.251 --> 00:34:49.004
tied who are all in the game and
all in the fight to [Laughter]

00:34:49.004 --> 00:34:52.465
media literacy value
in the states.

00:34:52.465 --> 00:34:54.426
I also want to shout out this.

00:34:54.426 --> 00:34:55.719
I see Jenn in the chat who said,

00:34:55.719 --> 00:34:57.304
"Look at this amazing
panel of women,"

00:34:57.304 --> 00:34:59.097
so I'm just shouting you
all out too,

00:34:59.097 --> 00:35:00.849
the amazing women
on this panel.

00:35:00.849 --> 00:35:03.310
Alright, so we learned
about what's going on

00:35:03.310 --> 00:35:05.228
with media literacy
in the U.S.,

00:35:05.228 --> 00:35:08.815
but I know that that
doesn't really paint a picture

00:35:08.815 --> 00:35:10.984
on what's happening
on a global level.

00:35:10.984 --> 00:35:12.819
There's a lot of things
that are happening

00:35:12.819 --> 00:35:16.072
beyond the U.S. in this field,

00:35:16.072 --> 00:35:18.575
and, Jennie, I know
that you've done a lot of work

00:35:18.575 --> 00:35:22.329
on an international level
and looking at where the strides

00:35:22.329 --> 00:35:24.205
are that have been happening
in media literacy.

00:35:24.205 --> 00:35:25.790
I know Michelle provided context

00:35:25.790 --> 00:35:27.667
to kind of
what's happening in the U.S.,

00:35:27.667 --> 00:35:29.878
but I'm hoping
you can share with us

00:35:29.878 --> 00:35:32.672
kind of what does media literacy
look like on a global level,

00:35:32.672 --> 00:35:34.090
and how does it compare
to some of the things

00:35:34.090 --> 00:35:35.592
that we just discussed?

00:35:35.592 --> 00:35:38.678
>>Sure. I mean, I think that
provision is extremely scarce

00:35:38.678 --> 00:35:40.555
in large regions
of the world,

00:35:40.555 --> 00:35:42.807
so if you look at perhaps
in Africa

00:35:42.807 --> 00:35:45.477
or across MENA and South Asia

00:35:45.477 --> 00:35:48.146
this is still an extremely
nascent conversation,

00:35:48.146 --> 00:35:51.191
and certainly the idea
of having a formalized mechanism

00:35:51.191 --> 00:35:56.112
through the education system
is miles away in most contexts.

00:35:56.112 --> 00:35:58.907
The reality is also that we have
an extremely poor understanding

00:35:58.907 --> 00:36:00.617
of how any of these
phenomena play out

00:36:00.617 --> 00:36:04.037
in a non-English language
context across social media,

00:36:04.037 --> 00:36:06.331
and most of the tech
platforms themselves

00:36:06.331 --> 00:36:10.001
do not have internal teams
or capacity to be understanding.

00:36:10.001 --> 00:36:14.339
For example, the real nature and
proliferation of disinformation

00:36:14.339 --> 00:36:19.010
and hate speech in Arabic
or Urdu or Swahili

00:36:19.010 --> 00:36:23.139
there's both
a supply side issue

00:36:23.139 --> 00:36:25.183
and then a lack
of infrastructure

00:36:25.183 --> 00:36:27.811
to deliver some of this
education on the ground.

00:36:27.811 --> 00:36:31.147
In Europe I would say it's now
a fairly well established

00:36:31.147 --> 00:36:33.650
and well-developed
conversation.

00:36:33.650 --> 00:36:35.652
The approach will vary
slightly depending

00:36:35.652 --> 00:36:38.571
on how centralized
an education system is.

00:36:38.571 --> 00:36:41.032
You know, I do not envy
America in that respect

00:36:41.032 --> 00:36:44.244
because you do not have
that sense of

00:36:44.244 --> 00:36:46.496
like a national curriculum.

00:36:46.496 --> 00:36:49.582
Even in the U.K. where there is
a huge amount of autonomy

00:36:49.582 --> 00:36:51.042
provided to schools
in the way

00:36:51.042 --> 00:36:53.002
that they structure
teaching and learning,

00:36:53.002 --> 00:36:54.421
and in comparison
to other systems

00:36:54.421 --> 00:36:55.964
it's quite decentralized,

00:36:55.964 --> 00:37:00.385
there are still statutory
mandates and a lot of guidance.

00:37:00.385 --> 00:37:02.345
In theory there's that
sort of uniformity

00:37:02.345 --> 00:37:06.766
between the core principles
of what schools are teaching.

00:37:06.766 --> 00:37:10.603
Last year the Department
of Culture Media and Sports

00:37:10.603 --> 00:37:12.856
who have sort of
claimed responsibility

00:37:12.856 --> 00:37:16.234
for the national media literacy
strategy in the U.K. published

00:37:16.234 --> 00:37:19.320
that which had been
a long time in the making,

00:37:19.320 --> 00:37:22.824
and that does have obligations
on the education system

00:37:22.824 --> 00:37:24.200
to be delivering this.

00:37:24.200 --> 00:37:26.703
The question which I know
we might come to later

00:37:26.703 --> 00:37:28.037
in the session is,

00:37:28.037 --> 00:37:30.665
how do you fit that
into the working day?

00:37:30.665 --> 00:37:33.710
There have been different
approaches taken across Europe

00:37:33.710 --> 00:37:36.546
based on really the history
of the education system.

00:37:36.546 --> 00:37:39.841
You know, some countries have
a very well-developed precedent

00:37:39.841 --> 00:37:44.137
of civics education or some form
of general studies education,

00:37:44.137 --> 00:37:46.723
and there is allocated time
in the school day

00:37:46.723 --> 00:37:49.225
where I guess
this is kind of slotted in.

00:37:49.225 --> 00:37:51.519
In the U.K.
it's primarily been delivered

00:37:51.519 --> 00:37:54.355
by what we call personal,
social, and health education,

00:37:54.355 --> 00:37:56.024
or PSHE,

00:37:56.024 --> 00:38:01.404
and I think there is a growing
sort of clammer from people

00:38:01.404 --> 00:38:04.824
working in this space
to not view it as a new subject

00:38:04.824 --> 00:38:06.868
that needs to be taught
independently.

00:38:06.868 --> 00:38:10.330
So it's not like you go
from a history class

00:38:10.330 --> 00:38:14.125
into a digital
citizenship class.

00:38:14.125 --> 00:38:17.045
It means that you're probably
only going to engage

00:38:17.045 --> 00:38:19.047
a very small proportion
of your staff

00:38:19.047 --> 00:38:21.174
in understanding
any of these issues

00:38:21.174 --> 00:38:24.427
or it becomes the sole
responsibility of one educator

00:38:24.427 --> 00:38:29.182
or it silos it
or sort of compartmentalizes it

00:38:29.182 --> 00:38:32.810
from the broader learning that
children are doing at school.

00:38:32.810 --> 00:38:34.729
In some countries there's
more discussion now

00:38:34.729 --> 00:38:37.023
about how to build
some of the competencies

00:38:37.023 --> 00:38:39.317
that the other panelists
have been talking about today

00:38:39.317 --> 00:38:44.239
into science classes or English
classes or history classes.

00:38:44.239 --> 00:38:46.449
You can't teach the history
of World War II

00:38:46.449 --> 00:38:49.494
without teaching about
disinformation and propaganda.

00:38:49.494 --> 00:38:51.996
You might have not used
that vocabulary previously,

00:38:51.996 --> 00:38:54.624
but equally you can sort of use
that as a lens to talk

00:38:54.624 --> 00:38:58.253
about echo chambers
or "us versus them" dynamics.

00:38:58.253 --> 00:39:01.965
There's plenty of opportunities
to talk about conspiracy

00:39:01.965 --> 00:39:05.635
theories or disinformation
in terms of vaccines

00:39:05.635 --> 00:39:08.763
and looking at the history
of vaccines or MMR.

00:39:08.763 --> 00:39:10.139
You know, it's about

00:39:10.139 --> 00:39:12.809
trying to find points of entry,

00:39:12.809 --> 00:39:16.563
I think, at the moment to have
as many educators as possible

00:39:16.563 --> 00:39:19.566
to have the confidence
to at least broach

00:39:19.566 --> 00:39:22.110
on some of these topics.

00:39:22.110 --> 00:39:24.737
The final thing I'd say is that
it's very patchy

00:39:24.737 --> 00:39:25.989
across countries

00:39:25.989 --> 00:39:29.617
and across the EU if we're going
to take that as a collective,

00:39:29.617 --> 00:39:33.204
but there are probably
slightly more formalized

00:39:33.204 --> 00:39:36.124
cross-border institutions

00:39:36.124 --> 00:39:37.959
now than there ever
have been before.

00:39:37.959 --> 00:39:39.335
For example, a few years ago

00:39:39.335 --> 00:39:42.797
the European Digital Media
Observatory was founded,

00:39:42.797 --> 00:39:44.674
and one of its core mandates

00:39:44.674 --> 00:39:49.137
is to promote robust
media literacy education

00:39:49.137 --> 00:39:53.141
which includes putting quite
a lot of EU investments

00:39:53.141 --> 00:39:55.810
into monitoring evaluation
exercises.

00:39:55.810 --> 00:39:58.062
So it's creating,
again, frameworks

00:39:58.062 --> 00:40:00.899
or sort of easily
transferrable tools

00:40:00.899 --> 00:40:03.901
which allow you to talk
about the meaningfulness

00:40:03.901 --> 00:40:06.321
and the impact of those.

00:40:06.321 --> 00:40:10.116
So it's not that we are miles
ahead of the U.S. by any means.

00:40:10.116 --> 00:40:11.993
You can go into pockets
of the U.K.

00:40:11.993 --> 00:40:13.828
where no one has ever heard

00:40:13.828 --> 00:40:16.122
a single word related
to media literacy,

00:40:16.122 --> 00:40:18.166
and then you can go into
some schools

00:40:18.166 --> 00:40:20.543
where it's bread and butter now

00:40:20.543 --> 00:40:23.212
and has been integrated
into general studies for years.

00:40:23.212 --> 00:40:27.216
And that could apply in relation
to entire countries

00:40:27.216 --> 00:40:28.468
across the region,

00:40:28.468 --> 00:40:33.222
but really the main thrust of
discussion now is all about MLE.

00:40:33.222 --> 00:40:37.477
That's what everyone
is interested in.

00:40:37.477 --> 00:40:39.395
We want digital
systems education,

00:40:39.395 --> 00:40:42.815
and we want media literacy,
but how do we measure it?

00:40:45.443 --> 00:40:47.987
It's not just leading
to educational outcomes,

00:40:47.987 --> 00:40:49.864
but whether it's leading
to behavioral change.

00:40:51.658 --> 00:40:55.161
>>Wow. So you pretty much
kind of set me up

00:40:55.161 --> 00:40:57.747
for the next question
I wanted to ask.

00:40:57.747 --> 00:41:00.166
I know I see [Phonetic]
in the chat

00:41:00.166 --> 00:41:03.127
kind of threw out
there the challenges

00:41:03.127 --> 00:41:06.089
with media literacy

00:41:06.089 --> 00:41:09.592
from the library
end stance in schools.

00:41:09.592 --> 00:41:13.137
I worked in the library world
for over ten years,

00:41:13.137 --> 00:41:16.140
and I know one of
the conversations

00:41:16.140 --> 00:41:17.975
that has come to the forefront

00:41:17.975 --> 00:41:20.978
even now
with doing media literacy

00:41:20.978 --> 00:41:24.315
is the perspective of it
being political.

00:41:24.315 --> 00:41:28.945
So we see there are some
limitations and barriers

00:41:28.945 --> 00:41:32.990
that are kind of preventing
media literacy

00:41:32.990 --> 00:41:38.037
from being presented and taught.

00:41:38.037 --> 00:41:39.706
This is an open question
for the panel,

00:41:39.706 --> 00:41:43.000
but I know
I want to get us to Part Three

00:41:43.000 --> 00:41:45.002
where we can really go more
into the tools

00:41:45.002 --> 00:41:47.463
that are out there where
we can share more resources.

00:41:47.463 --> 00:41:48.798
But I'm just going to open it up

00:41:48.798 --> 00:41:51.467
for maybe one or two people
to touch base on.

00:41:51.467 --> 00:41:54.220
What do you see are
the limitations right now,

00:41:54.220 --> 00:41:56.097
specific limitations,

00:41:56.097 --> 00:42:00.268
with teaching media
literacy education in schools?

00:42:00.268 --> 00:42:01.644
Anyone?

00:42:01.644 --> 00:42:03.479
>>If I'm answering it
correctly, Jimmeka,

00:42:03.479 --> 00:42:07.900
and I'm hoping that
I understood the question,

00:42:07.900 --> 00:42:13.489
evidence shows actually that
teachers want to bring this

00:42:13.489 --> 00:42:16.743
into the classroom,
but they don't have the time

00:42:16.743 --> 00:42:18.369
or they don't have
the resources.

00:42:18.369 --> 00:42:20.997
They might not have
the administrative support.

00:42:23.499 --> 00:42:26.919
So I think what we do notice
across the research

00:42:26.919 --> 00:42:30.465
when talking to teachers
is that there is that desire,

00:42:30.465 --> 00:42:33.801
but it's just the how, right?

00:42:33.801 --> 00:42:37.388
I think in the experience
right now

00:42:39.515 --> 00:42:42.101
we've always seen a little bit
of liberal pushback

00:42:42.101 --> 00:42:43.186
for media literacy,

00:42:43.186 --> 00:42:45.605
but I think that as a community

00:42:45.605 --> 00:42:48.316
we need to continue
to push back on that

00:42:48.316 --> 00:42:54.071
because information
is kind of something

00:42:54.071 --> 00:42:56.032
that we're all
trying to understand

00:42:58.951 --> 00:43:02.455
and trying to bring in as
many opportunities to understand

00:43:02.455 --> 00:43:06.250
that we're all working to
understand these new systems.

00:43:06.250 --> 00:43:07.210
I think that's really important,

00:43:07.210 --> 00:43:09.253
but I think it's also
important to note

00:43:09.253 --> 00:43:11.631
what we have seen
and the research shows

00:43:11.631 --> 00:43:15.676
that there's an intense interest
for this work and this training,

00:43:15.676 --> 00:43:18.429
but there isn't always
the resources, the time,

00:43:18.429 --> 00:43:20.473
or the administrative support.

00:43:20.473 --> 00:43:22.850
I don't know if others
have heard similar things

00:43:22.850 --> 00:43:24.977
in their studies.

00:43:26.229 --> 00:43:29.607
>>Yes, the time
and the support.

00:43:29.607 --> 00:43:34.070
Dr. Kristen, you wanted
to answer that question?

00:43:37.448 --> 00:43:39.700
>>[Laughter]
I clicked it twice.

00:43:39.700 --> 00:43:43.204
Yeah, I think
another big barrier

00:43:43.204 --> 00:43:46.833
is coming from the high school

00:43:46.833 --> 00:43:49.418
and having these conversations
with teachers in that,

00:43:49.418 --> 00:43:50.586
yes, this is important,

00:43:50.586 --> 00:43:52.213
and, yes, I think
we should prioritize this,

00:43:52.213 --> 00:43:55.508
but we're still in such
a very old model where kids go

00:43:55.508 --> 00:43:58.261
from Math to Science
to Social Studies to English.

00:43:58.261 --> 00:44:00.012
It's all very compartmentalized,

00:44:00.012 --> 00:44:01.806
and there's still
so much pressure

00:44:01.806 --> 00:44:03.641
to get a high SAT score,

00:44:03.641 --> 00:44:07.478
to get a high ACT score,
or to get into college.

00:44:07.478 --> 00:44:11.315
Unfortunately those
national standardized tests

00:44:11.315 --> 00:44:15.111
are not assessing things like
news media information literacy

00:44:15.111 --> 00:44:16.696
and digital citizenship,

00:44:16.696 --> 00:44:19.031
so until we have a national
collective conversation

00:44:19.031 --> 00:44:21.659
about what we really want
our high school graduates

00:44:21.659 --> 00:44:23.744
leaving school with

00:44:23.744 --> 00:44:27.540
and how we're going to
assess them on those skills,

00:44:27.540 --> 00:44:30.585
I'm not sure that we're going
to see this huge change

00:44:30.585 --> 00:44:31.752
that we're looking for

00:44:31.752 --> 00:44:35.715
because there is still
so much pressure to achieve

00:44:35.715 --> 00:44:40.636
all of these other academic bars

00:44:40.636 --> 00:44:44.140
that have been set by folks
outside of the classroom.

00:44:44.140 --> 00:44:45.433
So that's one big barrier.

00:44:45.433 --> 00:44:48.352
I think another big barrier
is just

00:44:48.352 --> 00:44:51.439
a lack of quality
professional development

00:44:51.439 --> 00:44:54.525
and updates to the
teacher preparation program.

00:44:54.525 --> 00:44:55.276
When I think about

00:44:55.276 --> 00:44:59.488
how stale many teacher
preparation programs still are

00:44:59.488 --> 00:45:03.242
and how many of our teachers
are not going into schools

00:45:03.242 --> 00:45:05.328
with the media
information literacy

00:45:05.328 --> 00:45:08.331
or digital citizenship
technology integration skills,

00:45:08.331 --> 00:45:09.999
they're having to
pick those up later

00:45:09.999 --> 00:45:12.793
as they're also just trying to
figure out how to be teachers.

00:45:12.793 --> 00:45:14.295
That's really, really difficult,

00:45:14.295 --> 00:45:16.797
so updates to that preservice
teaching program

00:45:16.797 --> 00:45:20.009
are going to be vital.

00:45:20.009 --> 00:45:22.136
>>Thank you so much.

00:45:22.136 --> 00:45:25.723
I know I want to transition
us over to Part Three

00:45:25.723 --> 00:45:28.559
to look at the solutions
as time is flying by

00:45:28.559 --> 00:45:30.144
in looking at these resources.

00:45:30.144 --> 00:45:33.439
If there's limitations
that you all are experiencing

00:45:33.439 --> 00:45:36.025
if you're educators,
drop them in the chat.

00:45:36.025 --> 00:45:39.820
Let's continue
the conversation

00:45:39.820 --> 00:45:41.280
because I know
there are other barriers

00:45:41.280 --> 00:45:43.324
that we probably
didn't touch on.

00:45:43.324 --> 00:45:44.867
I would love to see
some of the challenges

00:45:44.867 --> 00:45:47.870
that you all are experiencing
with doing media literacy work.

00:45:47.870 --> 00:45:50.831
So let's talk about
what's out there to help us.

00:45:50.831 --> 00:45:52.166
[Laughter]

00:45:52.166 --> 00:45:53.751
What's out there
to help that teacher

00:45:53.751 --> 00:45:56.003
that doesn't have
that much time

00:45:56.003 --> 00:45:58.965
that could me
it efficient to do this?

00:45:58.965 --> 00:46:02.134
What organizations are out there
that they need to connect

00:46:02.134 --> 00:46:03.886
with and partner
with to do this work?

00:46:03.886 --> 00:46:07.431
Let's talk about
that conversation.

00:46:07.431 --> 00:46:09.475
I'm going to first touch base

00:46:09.475 --> 00:46:15.815
on this concept
of digital civility.

00:46:15.815 --> 00:46:19.902
What I want to talk about is,
one, let's define what this is

00:46:19.902 --> 00:46:22.738
because this was a new term
to me not too long ago.

00:46:22.738 --> 00:46:24.115
There might be people out there

00:46:24.115 --> 00:46:25.324
that don't know
what that term means,

00:46:25.324 --> 00:46:27.159
so what is digital civility,

00:46:27.159 --> 00:46:31.414
and how does peer led education
around civility and citizenship

00:46:31.414 --> 00:46:33.874
work effectively
in the metaverse?

00:46:33.874 --> 00:46:35.668
Some people might need to know
what the metaverse is.

00:46:35.668 --> 00:46:37.294
[Laughter]

00:46:37.294 --> 00:46:38.587
I don't want
to throw out buzzwords

00:46:38.587 --> 00:46:39.922
and assume everyone knows,

00:46:39.922 --> 00:46:43.801
but I do want to direct these
questions to Tami and Courtney

00:46:43.801 --> 00:46:46.554
because I know you all do
a lot of work in this space

00:46:46.554 --> 00:46:49.682
with the youth digital
civility campaigns.

00:46:49.682 --> 00:46:52.268
So let's just talk about it.
What is digital civility,

00:46:52.268 --> 00:46:55.146
and how is peer led education
around civility

00:46:55.146 --> 00:47:00.026
and citizenship affected?
How can we scale it?

00:47:00.026 --> 00:47:03.195
How do we measure impact?
Let's go, Tami or Courtney.

00:47:03.195 --> 00:47:04.530
[Laughter]

00:47:04.530 --> 00:47:07.658
>>So I'll jump in first
in terms of the metaverse.

00:47:07.658 --> 00:47:09.493
Courtney, I'm sorry.
I spoke over you.

00:47:09.493 --> 00:47:10.786
[Laughter]

00:47:10.786 --> 00:47:15.416
So at Roblox the metaverse

00:47:15.416 --> 00:47:19.128
has sudden become
this very overused term.

00:47:19.128 --> 00:47:23.466
Quite simply at Roblox
we simply look at our platform

00:47:23.466 --> 00:47:26.761
as bringing people together
from all over the world

00:47:26.761 --> 00:47:28.054
to learn about each other

00:47:28.054 --> 00:47:31.891
and to make connections
to create friendships.

00:47:31.891 --> 00:47:36.312
And because our platform is 100
percent user-generated content

00:47:36.312 --> 00:47:40.232
which means that young
developers create experiences

00:47:40.232 --> 00:47:42.902
and then
publish it out on our platform,

00:47:42.902 --> 00:47:47.782
it puts the power of creation
into these young people's hands.

00:47:47.782 --> 00:47:53.996
We have seen firsthand how smart
these young people are.

00:47:53.996 --> 00:47:55.581
We're having
all of these conversations,

00:47:55.581 --> 00:47:58.709
and we were originally
talking about politicizing

00:47:58.709 --> 00:48:01.128
some of the information
that's out there.

00:48:01.128 --> 00:48:06.634
Well, we feel that we've learned
so much from our community,

00:48:06.634 --> 00:48:08.427
and the power that
these young people

00:48:08.427 --> 00:48:11.680
have to teach us is enormous.

00:48:11.680 --> 00:48:14.308
I think that some of the
challenges right now

00:48:14.308 --> 00:48:17.978
with educators is,
one, lack of time,

00:48:17.978 --> 00:48:23.067
and also as Dr. Mattson
pointed out,

00:48:23.067 --> 00:48:25.861
a lot of our educators
don't feel confident

00:48:25.861 --> 00:48:29.448
with their digital
citizenship knowledge.

00:48:29.448 --> 00:48:33.994
So in order to make sure
that we're listening

00:48:33.994 --> 00:48:36.831
and learning
from our young people,

00:48:38.833 --> 00:48:40.126
and this is probably something

00:48:40.126 --> 00:48:43.587
that Microsoft
would agree to as well,

00:48:43.587 --> 00:48:46.799
we need to make sure that the
features that we're developing

00:48:46.799 --> 00:48:51.470
are based upon evidence
from our users

00:48:51.470 --> 00:48:54.932
from the industry itself
and researchers

00:48:54.932 --> 00:49:00.437
to prioritize features
that put our users first.

00:49:00.437 --> 00:49:03.357
In terms of civility
and the definition of that,

00:49:03.357 --> 00:49:07.862
it's really putting
the knowledge and the tools

00:49:07.862 --> 00:49:09.655
into young people's hands

00:49:09.655 --> 00:49:13.159
in order to really thrive
and to be able to creative

00:49:13.159 --> 00:49:15.828
positive experiences
for themselves

00:49:15.828 --> 00:49:19.415
and be in the driver's seat
versus a victim.

00:49:19.415 --> 00:49:22.042
You know, I think
that we are so focused

00:49:22.042 --> 00:49:26.338
and so passionate
about educating young people,

00:49:26.338 --> 00:49:29.175
parents, and policymakers

00:49:29.175 --> 00:49:32.803
as to how to use
the online tools

00:49:32.803 --> 00:49:36.015
and advocating externally
as well as taking that research

00:49:36.015 --> 00:49:39.351
and advocating
internally within Roblox

00:49:39.351 --> 00:49:42.688
to prioritize
and inform our roadmap.

00:49:45.399 --> 00:49:46.609
>>Thank you, Tami.

00:49:46.609 --> 00:49:48.277
I'm going to let Courtney
jump in.

00:49:48.277 --> 00:49:51.071
>>Well said, Tami.

00:49:51.071 --> 00:49:53.115
I like actually
driving a distinction,

00:49:53.115 --> 00:49:53.824
if this makes sense.

00:49:53.824 --> 00:49:55.743
My job and responsibility

00:49:55.743 --> 00:49:58.454
as Microsoft's Chief
Digital Safety Officer

00:49:58.454 --> 00:50:00.831
is handling some of the darkest
parts of the internet.

00:50:00.831 --> 00:50:03.792
How do we prevent
radicalization,

00:50:03.792 --> 00:50:05.127
terrorism
and violent extremism,

00:50:05.127 --> 00:50:08.255
child sexual exploitation,
and cyber harassment?

00:50:08.255 --> 00:50:10.007
When we talk about
digital civility,

00:50:10.007 --> 00:50:13.594
we're really trying to call
to the better angels

00:50:13.594 --> 00:50:17.223
for how to have a conversation
to promote safer, healthier,

00:50:17.223 --> 00:50:21.143
and more respectful online
interactions among all people.

00:50:21.143 --> 00:50:23.312
And really to further
that conversation,

00:50:23.312 --> 00:50:25.648
Microsoft has invested
in annual research

00:50:25.648 --> 00:50:29.985
now six years running
where we globally survey

00:50:29.985 --> 00:50:33.614
teens and adults about
their online experiences

00:50:33.614 --> 00:50:36.909
and their exposure
to 21 different online risks

00:50:36.909 --> 00:50:39.119
across the spectrum
from behavioral

00:50:39.119 --> 00:50:43.290
to sexual to reputation
to personal and intrusive.

00:50:43.290 --> 00:50:46.710
Now, I can't release our data

00:50:46.710 --> 00:50:48.545
that will be coming
on Safer Internet Day

00:50:48.545 --> 00:50:52.591
on February 8, 2022,
please stay tuned,

00:50:52.591 --> 00:50:55.052
but looking back
we've had roughly around

00:50:55.052 --> 00:50:58.305
16,000 respondents
in 32 markets,

00:50:58.305 --> 00:51:01.642
and what we do is we provide
a digital civility index score

00:51:01.642 --> 00:51:03.310
by each one
of those countries

00:51:03.310 --> 00:51:07.147
where it's really a relative
exposure to risk.

00:51:07.147 --> 00:51:10.693
Last year we found with the year
over trend by age group

00:51:10.693 --> 00:51:12.736
that teens were actually
responsible for

00:51:12.736 --> 00:51:17.032
the most noticeable improvement
in online civility overall,

00:51:17.032 --> 00:51:20.244
and to be perfectly blunt,
it fell among adults.

00:51:20.244 --> 00:51:23.497
Maybe it's somewhat because
of that Covid experience.

00:51:23.497 --> 00:51:26.417
And as Tami indicated,
we also want to make sure

00:51:26.417 --> 00:51:30.587
that we really are more deeply
understanding the experience

00:51:30.587 --> 00:51:33.007
that these young people
are having online.

00:51:33.007 --> 00:51:36.302
We have had several occasions
to bring together what we call

00:51:36.302 --> 00:51:39.805
our Youth Engagement Council
to have a deeper conversation

00:51:39.805 --> 00:51:42.641
so that they understand
how those who on my team

00:51:42.641 --> 00:51:44.768
think about the trust
and safety issues

00:51:44.768 --> 00:51:49.815
or a privacy team from product
design to product enhancement

00:51:49.815 --> 00:51:52.109
and where their voice could be.

00:51:52.109 --> 00:51:53.777
We asked them to engage deeply

00:51:53.777 --> 00:51:56.196
and write their own
personal manifesto

00:51:56.196 --> 00:51:58.657
as to how they want
their online environment to be

00:51:58.657 --> 00:52:00.451
and how they
can help promote it,

00:52:00.451 --> 00:52:01.827
and then we asked them to take

00:52:01.827 --> 00:52:03.704
the Digital Civility
Challenge online,

00:52:03.704 --> 00:52:07.791
which to be perfectly blunt,
is a lot like the golden rule

00:52:07.791 --> 00:52:10.419
that they'll act with empathy,
compassion, and kindness,

00:52:10.419 --> 00:52:12.463
that they respect differences,

00:52:12.463 --> 00:52:14.131
and then there's
those critical steps

00:52:14.131 --> 00:52:15.966
when you think about
the online environment.

00:52:15.966 --> 00:52:18.093
Pause before replying.

00:52:18.093 --> 00:52:20.429
I liked Dr. Mattson's comment
to use that thing

00:52:20.429 --> 00:52:23.640
between your two ears
and to stand up for myself

00:52:23.640 --> 00:52:26.310
and others
in the online environment.

00:52:26.310 --> 00:52:28.270
Often times they're
more ready to do that

00:52:28.270 --> 00:52:30.522
on the playground,
and they need to understand

00:52:30.522 --> 00:52:34.109
that in the anonymous space
as well.

00:52:34.109 --> 00:52:37.488
I will just take a pause here
to acknowledge my principle

00:52:37.488 --> 00:52:39.323
for the metaverse
which is we need to acknowledge

00:52:39.323 --> 00:52:41.075
that there will be
greater risks,

00:52:41.075 --> 00:52:43.535
but with the principles
we're setting for the internet

00:52:43.535 --> 00:52:46.497
and the lessons we've learned
about what has gone wrong

00:52:46.497 --> 00:52:48.540
when there's too much control
in certain spaces,

00:52:48.540 --> 00:52:51.627
that should not be duplicated
in a new opportunity

00:52:51.627 --> 00:52:53.295
to have a decentralized
metaverse.

00:52:53.295 --> 00:52:58.133
That gives better control
to all of our global citizens

00:52:58.133 --> 00:53:00.636
over their own
online environment.

00:53:00.636 --> 00:53:02.262
Hope that helps.

00:53:02.262 --> 00:53:05.724
>>That did help.
Wow, so much information.

00:53:05.724 --> 00:53:09.269
So many gems have been
dropped today,

00:53:09.269 --> 00:53:11.605
and so many resources
have been dropped in the chat.

00:53:11.605 --> 00:53:14.400
If you haven't seen
some of those resources

00:53:14.400 --> 00:53:15.818
[Laughter],
News Literacy Project

00:53:15.818 --> 00:53:17.653
has shouted out
with their resources,

00:53:17.653 --> 00:53:21.824
their Checkology resources
for educators.

00:53:21.824 --> 00:53:25.828
I'm also seeing that
they do amazing PDs.

00:53:25.828 --> 00:53:28.622
NAMLE has dropped their list
of work partners

00:53:28.622 --> 00:53:31.583
if you're looking for people
to partner with or organization.

00:53:31.583 --> 00:53:35.129
PD is Professional
Development, Jordan.

00:53:35.129 --> 00:53:37.631
So, yes,
Professional Development,

00:53:37.631 --> 00:53:40.217
if you need them to come in
and help train some teachers

00:53:40.217 --> 00:53:42.636
on how to teach media literacy,

00:53:42.636 --> 00:53:46.348
or news literacy because
their focus is on news literacy,

00:53:46.348 --> 00:53:49.852
yes, please, look at the chat.
There's so many resources.

00:53:49.852 --> 00:53:51.728
Now we only have five minutes,

00:53:51.728 --> 00:53:54.273
and I want to make sure
that we answer your questions.

00:53:54.273 --> 00:53:57.109
So let's go and check out
some of the questions

00:53:57.109 --> 00:53:59.736
that you all have.

00:53:59.736 --> 00:54:04.158
We have one question that says
it's for Jennie specifically.

00:54:04.158 --> 00:54:05.617
It says, "Wasn't media literacy

00:54:05.617 --> 00:54:08.662
a bit of
a political football in England

00:54:08.662 --> 00:54:11.290
when conservatives
rejected efforts

00:54:11.290 --> 00:54:13.959
to advance media studies?"

00:54:13.959 --> 00:54:15.961
Jennie, are you familiar
with this topic?

00:54:15.961 --> 00:54:17.379
This is directed towards you.

00:54:17.379 --> 00:54:19.882
How do we address
the inevitably political nature

00:54:19.882 --> 00:54:21.675
of media literacy education?

00:54:21.675 --> 00:54:23.218
>>Well, that particular
controversy

00:54:23.218 --> 00:54:25.804
was a little bit
before my time,

00:54:25.804 --> 00:54:28.390
but when it comes
to the current landscape

00:54:28.390 --> 00:54:32.436
I would say it feels less
politicized than it once did.

00:54:32.436 --> 00:54:34.688
The government has empowered
the release

00:54:34.688 --> 00:54:36.648
of a whole national
media literacy strategy

00:54:36.648 --> 00:54:38.859
which applies
partially to schools.

00:54:38.859 --> 00:54:43.780
And because they won't design
a curriculum which is mandatory,

00:54:43.780 --> 00:54:46.325
what they will tend do
is sort of pass the buck over

00:54:46.325 --> 00:54:48.410
to schools and say,
"You deal with this.

00:54:48.410 --> 00:54:50.704
You create resources
and forms of teaching

00:54:50.704 --> 00:54:52.706
that make the most sense
for your school community."

00:54:52.706 --> 00:54:55.751
So in that way it can avoid
some of the major pitfalls

00:54:55.751 --> 00:55:00.797
of having to have a standardized
curriculum, for example.

00:55:00.797 --> 00:55:03.258
There's more politicization

00:55:03.258 --> 00:55:07.596
really in where some of
the funding for this comes from,

00:55:07.596 --> 00:55:10.307
and it is the case
across much of Europe.

00:55:13.143 --> 00:55:16.480
The tech companies themselves
have put the majority

00:55:16.480 --> 00:55:18.524
of the investment
into these programs,

00:55:18.524 --> 00:55:19.775
and it's not that

00:55:19.775 --> 00:55:21.109
they're not acting
in good faith,

00:55:21.109 --> 00:55:23.445
but very often those programs
are being funded

00:55:23.445 --> 00:55:26.532
out of marketing departments
or PR departments

00:55:26.532 --> 00:55:28.158
rather than
educational departments,

00:55:28.158 --> 00:55:31.078
and what that's created
is a complete dependency

00:55:31.078 --> 00:55:33.956
for the third sector
on tech companies

00:55:33.956 --> 00:55:36.083
who will obviously
have red lines on what they do

00:55:36.083 --> 00:55:39.461
and don't want to broach
within the content of curricula.

00:55:39.461 --> 00:55:42.422
So if there's going to be
politicization anywhere,

00:55:42.422 --> 00:55:45.217
I think it's in how you balance
some of those things

00:55:45.217 --> 00:55:46.802
and sort of how you do
an education

00:55:46.802 --> 00:55:48.095
that is candid about

00:55:48.095 --> 00:55:51.265
some of the architectural
issues of the internet.

00:55:51.265 --> 00:55:56.270
That is not accusatory against
one platform over the other,

00:55:56.270 --> 00:55:57.604
and I wouldn't say
that that was

00:55:57.604 --> 00:55:59.815
a government
controversy particularly,

00:55:59.815 --> 00:56:06.113
but it is sort of something that
the sector is contending with.

00:56:06.113 --> 00:56:07.906
>>Thank you so much, Jennie.

00:56:07.906 --> 00:56:12.744
We do have some requests to drop
your emails into the chat.

00:56:12.744 --> 00:56:16.331
Some of these audience members
want to get in contact

00:56:16.331 --> 00:56:18.208
with you experts and leaders,

00:56:18.208 --> 00:56:22.504
so please drop your email
in the chat.

00:56:22.504 --> 00:56:24.715
Right now I don't see
any more questions,

00:56:24.715 --> 00:56:27.968
and I know we are coming
to an end,

00:56:27.968 --> 00:56:30.679
but I do want to make sure
that I thank the panel

00:56:30.679 --> 00:56:33.348
for their time,
for their wisdom,

00:56:33.348 --> 00:56:35.976
for sharing such
insightful information,

00:56:35.976 --> 00:56:38.854
and for sharing
all of the resources

00:56:38.854 --> 00:56:43.275
that their organizations and
their companies are working on

00:56:43.275 --> 00:56:46.653
to help combat this issue
with misinformation

00:56:46.653 --> 00:56:50.449
and online polarization
and just creating a space for us

00:56:50.449 --> 00:56:53.160
to better educate our kids
on these topics.

00:56:53.160 --> 00:56:55.996
So thank you all
for doing the work

00:56:55.996 --> 00:56:58.206
that you do and
for being here today.

00:56:58.206 --> 00:56:59.291
>>Thank you, Jimmeka.

00:56:59.291 --> 00:57:01.793
-You're awesome. Thank you.
->>Yes.

00:57:01.793 --> 00:57:03.045
>>Thank you, Dr. Anderson.

00:57:03.045 --> 00:57:04.296
>>I'm going to turn it over.
[Laughter]

00:57:04.296 --> 00:57:07.466
I'm going to turn it
back over to Kristi.

00:57:07.466 --> 00:57:09.968
>>Thank you, Jimmeka.
Thank you to that whole panel

00:57:09.968 --> 00:57:12.846
so much for that wisdom
and knowledge shared.

00:57:12.846 --> 00:57:15.724
Thank you all. I know we had
a lot going on in the chat,

00:57:15.724 --> 00:57:17.059
so thank you all
to the panelists

00:57:17.059 --> 00:57:20.187
that were answering questions
as we went through as well.

00:57:20.187 --> 00:57:21.605
Just a reminder
to everyone attending

00:57:21.605 --> 00:57:24.483
that we'll have all
those resources available to you

00:57:24.483 --> 00:57:26.818
in a document post-event,

00:57:26.818 --> 00:57:28.445
so you don't have to sift
through all of that

00:57:28.445 --> 00:57:29.863
because there was
a lot of information.

00:57:29.863 --> 00:57:32.282
So thank you all.

00:57:32.282 --> 00:57:36.328
I'm really want to emphasize
how important hearing

00:57:36.328 --> 00:57:37.954
from all sectors of society

00:57:37.954 --> 00:57:41.792
was today from industry
and from non-profits

00:57:41.792 --> 00:57:43.168
and being able to host you
all to

00:57:43.168 --> 00:57:45.796
have that conversation.
I think it's really important,

00:57:45.796 --> 00:57:47.297
so thank you again
for all of that.

00:57:47.297 --> 00:57:48.507
What an amazing conversation

00:57:48.507 --> 00:57:51.134
we had about
media literacy education,

00:57:51.134 --> 00:57:54.513
supporting youth engagement
in digital civility programs,

00:57:54.513 --> 00:57:59.017
and learning tools and skills as
a way to empowerment in agency.

00:57:59.017 --> 00:58:01.853
So just thank you all again
for joining us.