Can the social Web be policed?

In "Cyber-bullying cases put heat on Google, Facebook," Reuters points to increasing signs around the world that people want to hold social-media companies responsible for their users' behavior. "The Internet was built on freedom of expression. Society wants someone held accountable when that freedom is abused. And major Internet companies like Google and Facebook are finding themselves caught between those ideals," it reports. Back before social networking, when people harassed or fought merely over the phone, people didn't hold phone companies accountable for settling the disputes. In the US, the Communications Decency Act extended that "safe haven" to Internet service providers, and courts have included social-media companies in that category ever since.

Here's the view from Australia, where the Sydney Morning Herald reports some cruel defacement of tribute pages in Facebook have gotten Prime Minister Kevin Rudd to consider "appointing an online ombudsman to deal with social networking issues." [Maybe that's where we're headed: countries having ombudsmen able to decide if complaints in their countries should be "escalated" to their specially appointed contacts at social sites at home and abroad? But what about sleazy social-media operations that fly under the radar or refuse to deal?]

Certainly it's understandable that people expect more from social network sites than they do from phone companies because bullying is more public and harder to take back, but is the expectation logical? That's an honest question, not a rhetorical one (please comment here or in the ConnectSafely forum), because what does not seem to be different in this new media environment is how arguments and bad behavior get resolved: by the people involved. It may take time with complaints sent from among tens and in some cases hundreds of millions of users, but fake defaming profiles and hate groups do get deleted by reputable social network sites like MySpace and Facebook. Deleting the visible representation of bullying behavior, however, doesn't change much. Bullies can put up new fake profiles as quickly as – often more quickly than – the original ones can be taken down.

Of course we should expect companies to be responsible and take such action, but can we reasonably blame them if doing so has no effect on the underlying behavior? What court cases like the one in Italy against Google executives for an awful bullying video on YouTube that the court felt wasn't taken down fast enough (see the article in the Washington Post above) illustrate are: humanity's struggle to wrap its collective brain around a new, truly global, user-driven medium where the "content" is not just social but behavioral – and the full spectrum of human behavior at that.

If you do, please comment, but I know of no real solution to social cruelty on the social Web as yet except a concerted effort on the part of the portion of humanity that cares to adjust to this strange, sometimes scary new media environment by adjusting our thinking and behavior. That includes teaching children from the earliest age, at home and school, social literacy as well as tech and media literacy (social literacy involves citizenship, civility, ethics, and critical thinking about what they upload as much as download) – as well as modeling them for our children. Can it be that universal, multi-generational behavior modification is not just an ideal, but the only logical goal? What am I missing, here?

Major study on youth & media: Let's take a closer look

With its fresh, sweeping look at the media lives of US 8-to-18-year-olds, the Kaiser Family Foundation's just-released "Generation M2" is a tremendous service to parents and educators – but also a subtle disservice. The latter, because it looks at kids' and teens' experiences with today's media through the lens of yesterday's, the mass-media culture we adults grew up in. "The story of media in young people’s lives today is primarily a story of technology facilitating increased consumption," the authors write, even while a growing body of research shows that the youth-media story is actually more about sharing, playing with, and producing media, individually and collectively, than consuming it. But more on that in a moment. First, the findings....

1. The data

As "one of the largest and most comprehensive publicly available sources of information on the amount and nature of media use among American youth," this is also Kaiser's third such study (the first two were done in 1999 and 2004), so it shows usage trends. "Generation M2" also zooms in on individual media and devices, behaviors such as multimedia multitasking, and gender and ethnicity differences in the data. Here are some highlights:

Nothing but more (almost): Youth media consumption has grown from 6:21 hours/day five years ago to 7:38 today, and they now "pack a total of 10 hours and 45 minutes of media content into those 7.5 hours a day." The breakdown: Movies and print, 0 growth; 47 more min./day for music/audio; 38 more min./day for "TV content"; 24 more min./day with videogames; and 27 more min./day on computers (though I'm not sure why computers are called media, when they're more delivery devices). Age-wise, the biggest media-use growth spurt is "when children hit the 11-to-14-year-old age group," when total media use goes up a whopping 4 hours a day (from 7:51 for kids 8-10 to 11:53 for those 11-14).

Much more mobile: All that growth in media use was "driven in large part by ready access to mobile devices like cell phones and iPods," according to the study's press release – cellphone ownership for 8-to-18-year-olds went from 39% to 66% and iPods and other music players from 18% to 76% for iPods and other MP3 players. Of course parents know that kids spend more time doing everything besides talking on their cellphones (games, music, photo-sharing, video-viewing, etc.: 49 min./day; talking 33 min./day). This study did not consider texting a form of media use, it says, but it did find that people in grades 7-12 spend an average of 1:35/day texting.

"Parental control": About 30% of youth "say they have rules about how much time they can spend" with various media. But children who do have rules at their house spend almost 3 hours less time with media a day than those with no rules.

TV leads in more ways than 1: "TV remains the dominant type of media content consumed, at 4:29 a day," and 64% of 8-to-18-year-olds "say the TV is usually on during meals; 45% say it's on "most of the time"; 71% have a TV in their bedroom; 50% have a videogame console in their room. The authors did say that this latest study found for the first time that TV-viewing on *TV sets* went down 25 min./day between 2004 and '09, but TV-viewing on other devices more than offset that decline: 24 min./day online; 16 a day on MP3 players; 15 a day on cellphones. "All told, 59% (2:39) of young people’s TV-viewing consists of live TV on a TV set, and 41% (1:50) is time-shifted, on DVDs, online, or mobile.]

Media use & grades: With the caveat that the study "cannot establish a cause and effect relationship between media use and grades," the authors write that 47% of heavy media users ("the 21% of young people who consume more than 16 hours of media a day") say they usually get "mostly Cs or lower," compared to 23% of light users. ["Light users" are the 17% who consume less than 3 hours/day.] Book reading held steady over the past five years at about 25 min./day, but magazine and newspaper reading are both down ("from :14 to :09 for magazines and from :06 to :03 for newspapers").

Favorite Net uses: In terms of time, social networking unsurprising topped the list (74% of people in grades 7-12 have profiles), but – surprising to me – they spent only 22 min./day at it, followed by gaming (17 min.) and checking out video sites (15 min.).

Girls & boys: Girls spend more time than boys in social sites (:25 vs. :19), listening to music (2:33 vs. 2:06), and reading (:43 vs. :33), but not by all that much. The real gap shows up in game playing and video use: console games (:56 boys vs. :14 girls), computer games (:25 vs. :08), and sites like YouTube (:17 vs. :12).

2. Removing the mass-media filter

So are we looking at all this data largely from the context of the media environment we grew up in, where media were consumed, professionally produced (much of it for entertainment), and government-regulated? As we read, are we worried that new media are just a waste of our kids' time, a distraction, or even a potential health problem (Kaiser's study appears in its "Media & Health" practice)? The Kaiser report is riddled with the words "consume" and "consumption," when really what youth do so much more with media now is blog, share, post, text, discuss, remix, and produce, often collaboratively, as mentioned above. As sweeping as this study's scope was, a study about their consumption is only a small part of today's youth-media equation.

The report refers to "screen media" vs. "print media," when what can appear on that Net-connected screen is virtually all traditional media as well as the new, user-generated kind – because the Internet increasingly mirrors all of human life, the behavioral parts (from bullying to mentoring) as well as the consumables (from great literature to research to frat party photos) and creative productions (photos, tunes, videos, podcasts) are there too. Yet, when referring specifically to young people reading text on the screen, the report cites "the latest advice column on a fashion website or a classmate’s posting on a social networking site," not peers' blog posts, videos or other creations.

This study wasn't about the informal learning going on in social media, but that needs consideration in the context of youth media use. [A question asked in the 1999 Kaiser study – about whether time spent using the computer was mainly entertaining, killing time, or learning something – was in fact dropped for the next two studies (see pp. 46 and 47).] It's important to keep in mind that extensive research into how youth use social media at home, in school, and in after-school programs shows that a lot of learning, not just entertainment, is going on in their media use. In its 2008 report, "Living and Learning with New Media," the Digital Youth Project found that, "by exploring new interests, tinkering, and 'messing around' with new forms of media, [youth] acquire various forms of technical and media literacy.... By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning." In a paper on videogame-based learning, Digital Youth Project lead investigator, Dr. Mimi Ito, wrote last fall that "online groups mobilizing through games like World of Warcraft, [alternate-reality game] I Love Bees, or [virtual world] Whyville have demonstrated the possibilities of new forms of collaborative problem solving and collective action which exhibit properties of scientific inquiry."

Probably since the beginning of modern-day-style adolescence, parents have had to adjust to unnerving new kinds and uses of media, but today's media shift is an order of magnitude different: Not only is it mobile, multimedia, multidirectional, user-produced, one-to-many, many-to-many, and many-to-one; it's all mixed up with traditional, professionally produced media in the same "place" – the Internet, via proliferating devices – and it's social and behavioral (see "Youth, adults & the social-media shift"). It's asking a lot of us adults, so there's a strange need for both patience (with ourselves and each other as we adjust) and urgency (to hurry up and adjust!). There's also a need to be alert to mass-media biases in what we read about youth and social media and open to the positive as well as negative implications.

Related links

"Kids pack in nearly 11 hours of media use daily," by my ConnectSafely co-director, Larry Magid, at CNET and his audio interview with the study's director Kaiser Family Foundation vice president Victoria Rideout, where she makes 2 interesting points: 1) how hard it is to categorize kids' media use when it's so fluid (it would be a lot easier if the study were youth-centric, not media- or tech-centric), and 2) how most of kids' media use right now is what might be called passive and non-productive (which is no surprise when we block social media from school and leave them on their own in new media – see "School & social media: Uber big picture").

"If Your Kids Are Awake, They're Probably Online" in the New York Times, or did that headline writer mean watching TV, as the study actually suggests? The Times reports that "the study’s findings shocked its authors," then cites the view of Boston pediatrician Michael Rich that it's "time to stop arguing over whether it was good or bad and accept it as part of children’s environment."

"Living and Learning with New Media: Summary of Findings from the Digital Youth Project"

"Generation M2: Media in the Lives of 8- to 18-Year-olds"

"Youth, adults & the social-media shift" here at NetFamilyNews

Thankful for new media & what they're teaching us

Here in the US, this is kind of, partially a week of reflection and thanksgiving, as many of us shop, cook, travel, cook some more, and feast and some of us try to keep it really simple. But for the reflection and thanksgiving part, treat yourself to this enriching example of participatory media, a video by Michael Wesch and his students (the main one on this page). Then treat yourself to Professor Wesch's whole playlist on the right-hand side of that page. These students of anthropology – of humanity, really – understand social media from the inside out, so this is efficient, fun, joyful, profound, unsettling, mixed-media learning for us people who grew up in the profoundly different mass-media era.

In 12 years of writing about youth and tech, I have not seen a better resource for parents, teachers, police, and policymakers working in the youth and online-safety or 21st-century-learning spaces (pls see Related links below for teaching and parenting resources). [I've seen many, many great resources, mind you, but nothing quite as moving in the social-media space as this one.] Young people deserve to have their parents and teachers informed. And we all deserve exposure to the care and quality of thought that went into producing and presenting this 55.5-minute video that was presented at the US Library of Congress June 2008 (months later Wesch was named Professor of the Year; see his brief acceptance speech here). It's a global picture, which is essential, I think, given the nature of new media, and naturally it's not entirely a pretty picture – some viewers may find parts of it disturbing. But what picture of humanity is entirely beautiful? What's important is the humanity.

I think Mike Wesch understands cultural shifts, media shifts, and human beings well for two reasons: 1) his own shift from 18 months' anthropological field work in a remote (Iron Age?) village in Papua New Guinea to teaching the anthropology of social media in and with YouTube in 21st-century Kansas and, 2) as his talks and sound bytes indicate, he loves working with people and seems to have a way of bringing out the best in them – even when the picture is grainy. You'll get that in his playlist.

Related links

Parents, here's why we need to understand new media: Prof. Henry Jenkins at the University of Southern California says it's because social media "weren't part of the world of our childhood," and "now we're in a space where we're dealing with stuff our parents never had to deal with.... But we have to be open to the new ... there's much more valuable stuff here [online] than risky stuff.... At the end of the day, they need us to be informed about this. They don't need us looking over their shoulders; they need us watching their backs.... We have to recognize that they're going some place we never went and that's what's exciting and what's terrifying about the present moment," he says. [Thanks to CommonSenseMedia.org for linking to this clip at the MacArthur Foundation site.]

Teachers, if you wonder how Prof. Wesch uses new-media tools in his classes, he describes how (both in his huge undergraduate anthropology classes and small graduate-level digital ethnography classes) in a talk he gave at the University of Manitoba a little over a year ago. You can read a description of how the class is set up here, with an insightful comment below it from Bryan, a teacher of 9th- and 10th-graders, about how social-media tools can be used at those grade levels.

Here's the spring 2009 work of Wesch's class - a 6-min. video they created out of the class's "trailers," or spring semester projects (each student produces one) - and one of the trailers.

This month YouTube named Wesch its Curator of the Month. He explains all that here.

My previous piece on Wesch, August 2008: "Watch this video, parents"