“We know from what (Audrie) said that in the process of investigating her own crime she felt that her reputation was ruined forever. She didn’t see any light at the end of the tunnel.”
Sheila Pott, Audrie’s mother
“You already have this wound just ripped clean open. And you’re vulnerable and you’re going through a really hard time. And to have all these people attacking you (online) on top of it, it almost makes the bullying seem more extreme.”
Daisy, in Audrie & Daisy
We all live in a digitally connected world. In Audrie & Daisy we hear about two cases in which smartphones were used to document a sexual assault. The photos and video were then broadcast over social media. Recent trends make it obvious that the use of social media and the internet is only going to increase.i Given this momentum, what safety nets and norms should we as a society establish?
Schools and classrooms are the laboratory to begin answering this question by providing the skills and responsible practices to navigate the changing landscape of online communication. How should we behave online? How can we become good digital citizens? Many of the hallmarks of any good citizen are also the traits and values of a good digital citizen.ii Because the technology landscape is ever-changing, frameworks to teach digital citizenship must also change in response.
This lesson is about instructing and supporting students to help them become healthy and literate digital citizens. By providing ways to practice with the identified traits of a digital citizen, students will be prepared to uphold values that foster a healthy online life. Audrie and Daisy, Paige and Delaney, John_B and John_R came of age where social media and relating online were part of their social fabric. Learning from their experiences and reflecting upon the roles and responsibilities of sharing online, students will develop an understanding of the relationships between social media, sexual assault and digital citizenship.
Through reflection and discussion activities students will prepare to answer the following questions:
Open the lesson by communicating your designed trigger warning. Seek out school personnel for help in designing what is developmentally appropriate for your class. Be sensitive to the range of access and use of digital tools in your classroom. Some students may be very fluent while others less so. While digital citizenship and media literacy per se or not vulnerable or sensitive topics, the overlay of sexual violence within the discussion is cause enough to communicate some form of forethought.
Step 1: Have students complete the following questions individually.
Step 2: Using the same questions, interview one of their classmates. Have students compare and contrast their own answers with those of their peers. As a class discuss any similarities and differences that surfaced.
Transition to small group work. Select key terms from the Key Terms and Concepts in the Resource section in the website and have students develop working definitions. Depending upon the size of the class assign 1-2 terms per student or 4-5 per small group. Have students share their working definitions as a class or post around the room for a gallery walk. Fill in any missing details that they need to know about the terminology.
In Audrie & Daisy John_B admits that the Yahoo account where nude pictures of girls were posted was set up in their 6th or 7th grade year. This is sexting, or sharing nude or sexually suggestive photos online. Sexting is a crime and falls under current child pornography laws. Depending upon the circumstances, sexting may also be a crime under federal law. Some states have adopted laws that make sexting less severe for teenagers than for adults who send such photos.
Regardless, we know teens are sexting and it has led to tragic consequences. The “just say no” approach or enforcing criminal penalties for minors surrounding sexting has not been entirely successful. Twenty percent of teen girls, and 11 percent of tween girls (age 13-16) have electronically sent or posted nude or semi-nude photos or videos of themselves. Fifty-one percent of teen girls say pressure from a guy is a reason they send sexy messages. Nearly half of all of teen girls know it is common for nude or semi-nude photos to get shared with people other than the intended recipient.iii
In Audrie & Daisy John_B admits that the Yahoo account where nude pictures of girls were posted was set up in their 6th or 7th grade year.
Education about the consequences of sexting and changing current social norms are the keys to curbing this dangerous activity. State laws vary considerably on sexting but possessing or sending a nude photo of a minor—even if it’s a photo of yourself—can be prosecuted as a felony under state child-pornography laws. Have students conduct research on their state laws and discuss in groups their understanding of the laws. As they learn more about sexting and the state and federal laws surrounding the practice, have students prepare to address these questions:
(1) What laws are applied to juveniles sexting or engaging in other online violations?
(2) Research your state laws and learn the federal laws regarding sexting. Do the current laws address these crimes effectively?
(3) What would they suggest to educate their fellow students about the dangers of sexting? Discuss as a class their proposals and ways to educate their school community.
Resources for student research
ACLU – Blog on registering teenages who sext as sex offenders
Futures Without Violence– Guide for Judges and Law Professionals on Teen Sexting
Juvenile Law Center – Fact sheet “What Parents Should Know”
Resources for educator background
The Washington Post three part series “The Screen Age.” All four articles are excellent but if time is limited, read Part Three “And Everyone Saw It.”
The Atlantic article, “Why Kids Text.”
Explain to the class that in Audrie and Daisy’s story, what occurred online added further to the trauma and violence the girls had already experienced. View two different video segments from the documentary. The first highlights the misuse of social media. The second illustrates how social media became a tool and a critical lifeline and connector.
As they view the video segments, ask students to note examples of the terms they just defined in class. For example, how was Daisy a victim of cyberbullying or how do Daisy and Delaney use social media as digital citizens. Where do we see examples of drama or empathy?
Online Exposure/Online Bullying
Audrie’s FB Posts: 14:15 – 16:55
Daisy FB posts: 01:07:32 – 01:09:45
Online Connections and Relationships
But social media was also a vehicle for connection and support. Read aloud two exchanges between Delaney and Daisy on Facebook before viewing the second video segment.
Post from October 15, 2013
DH (Delaney Henderson:) Hey Daisy, my name is Delaney.
DH: I was on Facebook and a friend of mine told me about your story and we realized how similar it was to my story.
DH: I was raped by two high school boys at age 16 at a party while I was under the influence…
Post from October 23, 2013
DH: I’ve gotten the same threatening texts, Facebook posts, e-mails, scary encounters,
DH: and dealt with the same emotions of wanting everything to end.
DH: I just want you to never feel alone again. I’m here.
DC: Thank you it means so much!
DH: Cannot wait to meet you soon!!!
Social Media and Relationship Connections
Delaney reaching out to Daisy- 20:31 – 23:15
Sheila Pott and FB msgs as evidence – 19:44- 20:10
Transition from watching the video segments to completing the lesson assessment.
Students will draw upon their reflections, discussions and viewing to develop their own digital citizenship contract. (See example below.) Students will focus on proactive roles and responsibilities rather than emphasize the consequences of irresponsible (and dangerous) use of social media. Remember that in a survey with teens ages 13-18, nearly half (42%) said their parents know nothing or very little about what they do online.
Sample Digital Citizen Pledge
Name:
I pledge to use technology safely, responsibly, and effectively. I will practice digital citizenship skills each time I am online including:
I also pledge to speak to a teacher, or other adult, if I encounter a misuse of social media or witness classmates engaging in any of the following:
Signature of student:
Signature of teacher:
Signature of parent:
i See http://www.pewinternet.org/2011/03/14/how-mobile-devices-are-changing-community-information-environments-2/
ii The National Council for Teachers of English (NCTE) have identified many 21st century literacies to include digital skills. See http://www.ncte.org/positions/statements/21stcentdefinition. Retrieved August 24, 2016.
iii https://thenationalcampaign.org/sites/default/files/resource-primary-download/sex_and_tech_summary.pdf. Retrieved August 26, 2016.