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Internet Safety and Cyber Bullying
Transcript of Internet Safety and Cyber Bullying
TL's should be flexible, learn with and from students, and activiely engaged in the issue to be effective.
Becoming an expert on the issue, TL's can guide parents and students to additional resources, contact numbers, and support.
Keeping up-to-date on news
related to cyber bullying ,TL's
can facilitate meaningful
understanding and connections
Previously discussed in Module 1, we determined that a 21st century exemplary library program would act as a social and intellectual 'hub' that fosters equity, an inclusive environment, and collaboration. Students can learn effective and responsible web behaviour through; teacher modeling, student-teacher collaboration; an inclusive and safe environment.
In a respectful environment, TL's can guide student discussions on responsible web strategies. Relevant lesson plans and cross-curricular connections will allow student to scaffold their knowledge and experience. By creating dialogue between teachers, will ensure appropriate web practice is taking place within the classroom. Finding and sharing teachable moments (i.e. responding to a bullying situation) in a variety of circumstances will foster a proactive attitude among students, teachers, administration and parents.
Does your school have an Acceptable Internet Use Policy?
By acting as a leader in responsible technology use, TL's become a proactive agent against inequity and unsafe internet practice.
To become a catalyst for change, TL's should share their knowledge and experiences of appropriate internet use with students, teachers and parents.
TL's can model positive behaviour
An understanding and awareness of new technology, such as social media sites, will allow TL's to relate to the various methods that students can communicate
How you might teach students to be effective and responsible Web users?
What role can the Teacher-librarian play?
What steps can the school
take to combat Cyber Bullying?
What is happening in your school?
Web Safety &
All teachers have a legal responsibility to advocate for a safe, welcoming, and inclusive school environment. The 21st century library, an equitable learning commons space based on the Four Cornerstones of a successful library program, aims to teach students to become responsible media and technology users. Therefore, TL's must take a leadership role in promoting internet safety and preventing cyber bullying.
Module 2: Response Sue Tang
My first reaction when I looked over the discussion topics of Module 2 was the emergence of cyber bullying among students and the importance of a preventative and proactive approach. The outcome and impact of cyber bullying is evident in the cases of Canadian teenagers, Amanda Todd and Rehtaeh Parson. Although I don't think the nature of the cases are suitable for elementary students, it can be used in reference to explain the serious implications of cyber bullying.
A TL can provide anti-bullying resources and can incorporate literature/Read Alouds that promote diversity, community, and social responsibility.
Books such as Recess Queen by Alexis O'Neill & Laura Huliska-Beith, You're Mean, Lily Jean! by Frieda Wishinsky, Juice Box Bully by Robert Sornson and Stargirl by Jerry Spinelli, are valuable resources to teach elementary school students respect.
Discussions, lessons, and activities that revolve around literature about equity will enable an understanding of appropriate behaviour in the classroom, in the playground and elsewhere. An extension of the discussion can led to expectations in virtual space.
A cross-curricular approach can be used with Read Alouds. Students can dramatize the story and illustrate their interpretation of their understanding, which incorporates drama and visual arts. Social studies learning about rights and responsibilities can be explored.
Library Collection & Lesson Plans
Although I am not currently with a school board, I researched TDSB's Code of Online Content. The document, found at http://www.tdsb.on.ca/communications/code_of_
online_conduct/documents/occ.pdf, outlines personal safety rules, unacceptable sites and materials, use guidelines, prohibited uses and activities, consequences, online publishing, and liability. The document is a valuable resource to share and discuss with the students. The personal safety rules and unacceptable sites and material information is applicable to all grades. It allows students to understand that everyone, including teachers, have to be responsible internet users.
Although there was an anti-bullying program and community safety, I was unaware of specific cyber bullying and internet safety initiatives in my internship school. Community building, respect for diversity, and an inclusive learning environment was promoted through the TDSB Character Traits Assembly, Future Aces, and the Newcomer Program. Positive actions were celebrated and awarded within the school. Working with K-3 students, there was an emphasis on general safety precautions, such as dealing with strangers. I have observed the grade 5 and grade 6 holding community circles to resolve bullying incidences, but I am unsure if cyber bullying and internet safety was discussed.
Globe and Mail's commentary article about cyber bullying
emphasizes how bullying within school is a precursor
to online attacks. Therefore, to prevent cyber bullying,
anti-bullying initiatives and attitudes must exist first.
Media Smart's website, presents studies which found "that while young people believe most of the negative behaviour that happens online was meant as a joke", therefore teachers must educated students on the boundaries of respect, equity, and community building behaviour. A proactive approach to bullying should occur with all grade. Teachers, administration, parents, students, and the community should be aware of acceptable and unacceptable actions. Authentic understanding of the cyber bullying issue and a desire for equity are crucial components for meaningful change to occur.
Schools must create partnerships between the community to educate parents and students about cyber bullying. A strong community of support can be formed through; a dialogue with parents, pamphlets, talks, newsletters, outreach programs, clubs, assemblies, and access to appropriate and relevant resources.
A database for internet safety and anti-bullying links should be provided for parents. Toronto Police, Media Smarts, and ConnectEd supply parents and guardians with tips, information, activities, and a discussion direction with their child. Anti-bullying and inclusive learning must occur at home and in school.
TL as a responsible
TLs as a resource for
current and relevant information
TLs as an catalyst for critical thinking
Examples of teaching tools
According to a 2008 University of Toronto cyberbullying survey, nearly one in five Canadian students surveyed reported having been bullied online in the past three months. In an Alberta study, one-third of students who had cyberbullied had also been victims of it. -Mediasmart
TL's can integrate internet safety and anti-cyber bullying resources in technology used in the school (i.e. SmartBoard lessons, websites, online polls)
It is crucial for students to be critical thinkers so they can recognize the
consequences of their actions. By reflecting on literature, news, personal
experiences and scaffolding knowledge of cyber bullying and internet safety
students can evaluate positive and negative behaviour.
Although cyber attacks can be 'anonymous', it is important for student to be aware of legal consequences. TL's can provide information on consequence and a "thinking before doing' mentality.
Students must realize that "in Ontario, the Safe Schools Act has been changed to specifically include online behaviour: students can now be suspended or expelled for cyber bullying,
even if it is done outside the school." Consequences include
10 years in prison forcriminal harassment and 5 years in
prison for defamatory libel.
Information can also be provide to enable to reflect
on the different forms of cyberbullying (i.e. insulting,
targeting, identity theft,
TLs should provide varied teaching tools and information that will support all student learning and represent different perspectives.