Privileges, Privacy, and Protection of Youth Bloggers in the Social Studies Classroom
Social Education Volume 70, Number 3, ISSN 0037-7724
Internet users continue to develop new ways of communicating online and disseminating information; one of these methods, the blog, also known as web log, has become a significant cultural phenomenon. Blogs offer an interactive medium for internet users to create and contribute content to the web. In some social studies classrooms, teachers are using blogs to supplement classroom instruction and facilitate discussion among students. Through classroom blogging, students can grow accustomed to sharing creative ideas, chronicling experiences, and articulating points of view. They can reflect on current events or interact with other students in distant schools to share views on a range of topics, such as racism, citizenship, poverty, and politics. Although blogging can be an enjoyable way to express oneself, the posting of stories, videos, and photos online can place individuals at risk for identity theft, stalking, harassment, and other privacy infringements. In this article, the authors present the Electronic Frontier Foundation guidelines for avoiding situations that could result in disciplinary action. They also discuss guidelines that provide a framework for managing the challenges associated with young people and blogging. (Contains 25 notes.)
Berson, I.R. & Berson, M.J. (2006). Privileges, Privacy, and Protection of Youth Bloggers in the Social Studies Classroom. Social Education, 70(3), 124-128.
Cited ByView References & Citations Map
Phillip VanFossen, Purdue University, United States; Richard Hartshorne, University of North Carolina at Charlotte, United States; Adam Friedman, Wake Forest University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4941–4947
Kenneth Carano, Natalie Keefer & Michael Berson, University of South Florida, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3531–3538
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