A summary of issues to take into consideration when reviewing and developing social media policy at the school district level.

1. SOCIAL MEDIA POLICY
SD10 Arrow Lakes COW meeting, Dec. 13, 2011

2. SOCIAL MEDIA DEFINED
The definition of social media includes digital tools
such as blogs, surveys, polls, forums, wikis, social
bookmarking, RSS, site-building, file-sharing,
collaboration, messaging, gaming, virtual
environments, conferencing, chat, text, email and more.
Most social networks (like Facebook) perform a
number of these or similar functions in one place.
People participate and engage with social media in
different ways.

3. SOCIAL MEDIA = THE INTERNET
The Internet originated as a two-way communication
tool rather than as an information repository.
Operating systems and apps on handheld devices are
designed for sharing.
Social Networking (especially Facebook) raises
concerns for schools, because of its design, popularity
and rules.

4. COSN REPORT 2009
To what extent are American K-12 schools
redesigning education to tap into the learning
potential of Web 2.0?
Educational mindsets and school cultures do not yet
align learning to the realities of the 21st century.
School leaders see the potential and see a need for
educational innovation.

5. POSITIVE/NEGATIVE/NEUTRAL?
"Social network sites, online games…and devices such
as ipods…are now fixtures of youth culture…Today's
youth (are) coming of age…amid new worlds of
communication, friendship, play and self-expression."
Dr. Mikauko Ito, COSN report
This kind of anticipation of positive outcomes for
students using digital tools is grounded in research
and real classroom experience. The educational use of
digital tools is one of the most positive classroom
innovations we are likely to experience in our careers.

6. WHY USE SOCIAL MEDIA?
Student interest and engagement;
Opportunities for differentiated learning;
Opportunities for critical and creative thinking;
Contextual and relevant learning;
21st century job and life skills;
You need to use it to learn how to use it!

7. COSN REPORT:
CONCERNS FOR SCHOOLS
Time wasting and distraction;
Non-authoritative or biased sources;
Cheating and plagiarism;
Inappropriate online social interactions, sharing of
personal or inappropriate material, cyber-bullying.

8. INTERNET SAFETY
We have done a good job of Internet-based “Stranger
Danger” education.
Cyber-bullying, sexting, impersonation, baiting (trolling)
and cyber-stalking are now bigger concerns - and anyone
can be a victim.
We cannot always apply pre-existing behaviour policies -
the Internet has attributes we haven’t seen before.
Anonymity creates different power imbalances.

9. LORD OF THE FLIES?
Children and adolescents are known to ignore risks and
disregard consequences;
Cyber-bullying has serious health, relationship,
occupational and reputation consequences;
Half of girls 15-16 years old report they have been victims;
75% of initiators are known to victims from daily life.
We assume kids know more than we do about everything
to do with computers - do they really?

10. LORD OF THE FLIES?
In a traditional bullying scenario, schools can talk to
everyone involved, including bystanders and parents.
Situations can be resolved with adult scaffolding in face-to-
face meetings.
Consequences are more devastating when the audience is
global and the bullying can happen whenever a child opens
an electronic device to communicate with others (there is no
safe place to be online).
Even something as simple as a photo in the local paper is
now shared globally, and could become the means by which
a bully does irreparable harm.

11. DIGITAL FOOTPRINTS
The nature of the Internet is pervasive, persistent,
replicable and always on.
We all need to manage our digital footprints.
Children and adolescents need extra protection - they
freely share intellectual property, photographic images,
public posts, personal information, files and data.
Social media is increasingly woven into our everyday
lives. Prohibition is not a responsible option.
What are we as a society actually doing to protect our
kids?

12. THINGS THE NEUTRAL
INTERNET DOES WELL:
Spread information (or misinformation) widely and quickly;
Retain multiple records of information (or misinformation)
and make them searchable;
Allow people to protect (or hide) their true identity;
Spread information freely (possibly without consent);
Mash-up, redesign, and reformat data;
Track personal information (or cyber-stalk).

13. OUR POLICY:
PROACTIVE OR REACTIVE?
Most policies in North American schools are developed
in response to experienced or anticipated problems.
Prohibition and extensive filtering promote covert use
which makes both individuals and the system
vulnerable.
Data networks and proxy servers are pervasive, and can
be used to circumvent our attempts to filter content.
Reactive approaches and covert use occurs in the
presence of educational and policy deficits.

14. PROACTIVE POLICY
Is founded on a positive vision of best practices in
education;
Is framed around the educational and real life
benefits of social media;
Addresses education, positive relationships, ethical
considerations, legal considerations and school safety.

15. FIVE PILLARS OF MANAGING
SOCIAL MEDIA RISK
In order to proceed safely we all need:
Knowledge
Training
Experience
Policy
Confidence

16. EDUCATION AND PROTECTION:
A MODEL FOR POLICY DEVELOPMENT
K-2 3-6 7-9 11-12
Modelled and Contained and Licensed to Gradual
Mediated Corrected Learn Graduation
Adults use social Students participate Students participate Students participate
media in the presence in fenced systems in fenced systems in fenced systems
of children in fenced with other students and open systems and open systems
or limited systems. known to school. under supervision. under direction.
No names, photos, or Limited use of photos Limited use of photos Photos and names used
identifying info. and partial names, but and names, but not with appropriate
Pseudonyms used in not together. Promote together. Pseudonyms permissions. All shared
password protected sites. use of Pseudonyms. can be used. data must be authorized.

17. DIGITAL FOOTPRINTS
As part of career education we need to teach kids:
How to create a positive digital presence;
How to create a personal brand;
How to access their complete digital footprint;
How to protect themselves into the future.

18. POLICIES THAT ADDRESS
BEHAVIOUR AND CONDUCT
We need policy that covers:
On and off campus behaviour that affects learning;
Behaviour intended to cause harm;
Inappropriate or personally harmful behaviour;
A delineated chain of contacts for reporting harmful
or inappropriate behaviour;
Restitution, remediation and proactive education.

19. POLICY THAT ADDRESSES PRIVACY
AND INTELLECTUAL PROPERTY
Original content creators retain intellectual property rights
regardless of age or school involvement. Schools need the
written consent of the author and parents to publish student
work to a mass audience.
Schools need written permission to store student content or
data out of the country.
We are responsible for what children are doing during school.
A fenced system protects us and them until we are able to
ensure they have sufficient education and maturity to safely
navigate the open Internet.

20. POLICY THAT INVOLVES
STAKEHOLDERS AND COMMUNITY
We need to develop policy together with stakeholders:
students
staff
families
community
aboriginal band
MCFD
RCMP

21. POLICY THAT CHANGES WITH
CHANGING TIMES
Technologies change. Policy needs to be able to:
Provide a framework so the district can investigate
and assess emerging technologies and media;
Provide a framework to assess the value of new
media, its possible risks, and its relevance to youth
culture;
Address the results of these assessments.

22. POLICY THAT GETS APPLIED:
Includes a vision statement;
Includes a positive education component;
Involves stakeholders;
Fits local contexts;
Is supported by legal counsel;
Helps create relationships between agencies,
community groups, stakeholders and industry;
Promotes ongoing growth and development.

23. POLICY THAT SUPPORTS LEARNING
Students have clear rules for acceptable conduct.
Teachers know processes for dealing with problems.
All staff receive guidance with regard to social networks, social
media and professionalism.
Citizens gain greater understanding of intellectual property
rights and data location issues.
The wider community understands the issues surrounding the
use of social media with children.

24. This presentation was given to our board of education and
community of learning partners in School District 10, Arrow Lakes,
BC, Canada as a call to action to begin to work on exemplary social
media and Internet use policy.
A huge thank you goes to Julia Hengstler for all the work she has
done with our district so far, and especially for her presentations and
supporting materials, which formed the basis of this summary of her
call to action to educators across BC.
Please direct feedback and questions by email to SallyLynn McLean at
smclean@sd10.bc.ca