New Media Literacy Skills Empower Learners

Source: MediaOcracy

Media Literacy Week just ended a little over a week ago. It could not have come at a more opportune time for our sixth- and seventh-graders to set up their Twitter accounts and participate in the KQED Do Now challenge called “How Does Social Media Influence Our Political Values.”

As part of the challenge, the students watched the video called “MediaOcracy” from the WeTheVoters, and they tweeted their responses to the guiding questions below with the hashtag #DoNowViews.

• Does social media help or inhibit our ability to develop our own political values?
• Are your social media networks actually shrinking your worldview?
• What do you do now, or what can you start doing to make sure you are seeing all sides of an issue while on social media?

MediaOcracy from We the Voters on Vimeo.

This eye-opening video made the students stop and think a good deal about how viewers could be so easily influenced through algorithms that deliver content from a single point of view, and moreover, how it often leads to a one-sided look at information. It unnerved them a little when they found out that “someone” was aggregating their search results based on likes. It also surprised many that 60% of Americans use social media to get their news.

Source: MediaOcracy

One important takeaway recommended in the video was to watch or listen to another media network that you “violently” oppose to avoid being caught up in a social media stream that feeds only what one wants to hear. With so many modern media outlets openly biased toward the right or left, it was important for these young minds to see the value in comparing information.

The media literacy program at our school has been in place for over 16 years, and it starts with the first graders. We’re fortunate, too, that our students are permitted to use social media for learning; it allows us to update our program to include new media literacy skills as part of the learning process. In an age of media bombardment, learners must be permitted to practice skills not only for today’s world, but also for their future.

The New Media Literacies video below drives this point home. In order for learners to be fully engaged with today's participatory culture, they need the social skills and cultural competencies to do it. It, therefore, must be integrated into the learning environment.



We witnessed first hand just how much it means for students to use their voices to express opinions in a world of shared content. Media is not just questioning the traditional types, such as newspapers, magazines, or websites. It’s participatory. They felt empowered to share their ideas with others and to follow what others had to say. Students need access to new media as it evolves in real time, their time, in order to be discerning learners.

How To Comment In Social Media - An Infographic Of Tips For High Quality Feedback

Students are writing more than ever before. They are tapping out rapid-fire fingerstrokes across multiple platforms. From text messages to social media, children and adults of all ages are engaging like never before with the written word. This type of transliteracy emphasizes more than ever the need for thoughtful conversations and clear instructions that guide students in how best to express high quality feedback.

Most remarks in the comment sections of Instagram and YouTube are useless. They are either crass or curt, sprinkled with emoji that do more to satisfy the ego of the commenter than to further the richness of the page.

Instead, high quality comments on blogs and social media should create a dialogue that furthers the colloquy and deepens the learning. Replies on Twitter, for example, should offer suggestions or make interpersonal connections. Thoughtful comments in social media should add information, incorporate links, or most importantly, ask questions.

Susan Sedro offers a terrific post about "Teaching Children To Comment On Blogs" on her site, "Adventures In Educational Blogging." She includes a presentation, a document, and a rubric to help teachers incorporate successful commenting into their lessons. Similarly, Danielle Degelman recently shared on Twitter (@deedegs) a photo of her whiteboard with excellent tips on helping students comment successfully.

We learned a lot from both Sedro's and Degelman's suggestions. For our own learners, we combined these two teachers' ideas with a few of our own to make a handy one-sheet for our students. For example, our seventh-graders used it to exchange feedback via Twitter (#BCDSHist7) on their Thirteen Colonies research projects.

Here is the infographic we made to promote positive engagement through social media:

10 Ways To Use The Meerkat Streaming Video App In Education

Source: Meerkat

The new Meerkat app has taken the tech world by storm. Especially in the cubicles of Silicon Valley and the newsrooms of political sites, early adopters of Meerkat are trying to figure out how this real-time streaming video app will transform both social media and news reporting.

In the run-up to the 2016 presidential campaign, major news personalities have been signing up for Meerkat like their jobs depend on it — and maybe they do. Now, no political candidate is safe from a phone’s camera lens. More than ever before, any citizen solider can become a news maker. Just like the Internet heralded the slow demise of the daily print newspaper, Meerkat may spell the end of corporate news conglomerates.

Source: Meerkat

Essentially, Meerkat merges the best of real-time video sources into one app. It is a combination of FaceTime, Skype, Vine, Instagram, and Google Hangouts. It makes any person with an iPhone capable of broadcasting live TV. 

Once you authorize Meerkat, all of your Twitter followers will see your video, live, immediately in their stream. The video is saved on your device, but for your followers, à la SnapChat, the video disappears after airing. Because it piggybacks onto your already existing Twitter network, Meerkat has no barriers to entry. Your current followers will see whatever you are broadcasting. Compared to prior technologies, it elevates a time-delayed recording or a static photograph into an instantaneous, interpersonal communication.

The possibilities for using Meerkat in education are only beginning to emerge. Here are 10 possible uses for the Meerkat app in the classroom or in working with students in general:

1. Real-time streaming of class lessons to kids who are absent or at home
2. Genuine remote learning for children in rural or inaccessible environments
3. Super-chats of study groups before tests and quizzes
4. Global connections across continents for widespread cohorts of schools and learners
5. In-the-moment broadcasts of school plays, sporting events, and assemblies for families
6. Authentic connections for working parents to classroom events like speeches and projects
7. Sincere professional development for teachers to join educational conferences remotely
8. Democratization of TED talks and other "experts" to reach all audiences without webinars
9. Immediate access to major news stories and current events on mobile devices
10. Tracking of political candidates for 2016 in history and Social Studies classes

Source: Meerkat

Meerkat follows the same privacy safeguards as Twitter. There are, however, potential risks in welcoming Meerkat into the classroom. These concerns echo similar abuse of apps like SnapChat, Yik Yak, and others, but to a possibly magnified degree. For example, if a student were to broadcast live video from the locker room, or during an altercation, or without peer permission, it could lead to serious ramifications. Like all use of social media, though, regular and meaningful education regarding digital citizenship can help young people avoid improper usage and instead reap the benefits of its learning potential.

NYSCATE 2014 - Simple Ways To Publish In A Paperless Environment

Source: ASIDE, 2014

The increasing use of technology to deliver information means the traditional bulletin board is going the way of the newspaper. While teachers still display student work in traditional venues, they can also seek alternate, virtual opportunities to share projects with peers and parents. Publishing student work motivates them to see, share, and engage in the collective consumption of ideas. Simple, free digital tools make it easier than ever to display content online. Collaborative whiteboards, digital fliers, and virtual pinboards can exhibit student creations with creative design.

Source: ASIDE, 2014

Embedding content in a paperless environment promotes active and continuous discussions about accountability and digital citizenship. Our students are growing up in a world that is always-engaged, always-on, and always-connected. We need to foster dynamic learning networks that take advantage of these tools to help them navigate, curate, and publish their work.

Source: ASIDE, 2014

The increasing move toward 1:1 and BYOD programs has also pushed the speed and availability of information to mobile environments. It is important to employ app smashing and other interactive ways to engage with student work that builds on the collective feedback of teacher to student, student to student, and student to teacher.

Free publishing platforms:

• Twitter
• Kidblog
• Tumblr
• Wordpress
• Wikispaces

Source: ASIDE, 2014

 

Free publishing tools:

 

Adobe Voice

For examples of student creations in Adobe Voice for different grade levels, click here and here.

Kidblog

Source: ASIDE, 2014

 

 

To create a free teacher class in Kidblog, click here. 
 

Padlet

Created with Padlet

For examples of student publishing via Padlet, check out this, this, this, and this.

Smore

For examples of student publishing via Smore, check out this and this.

Source: ASIDE, 2014

For further reading and resources, we recommend:

• D-LIT: Transliteracy And Web 3.0
• Digital Humanities - Writing Analytically Across Disciplines

ISTE Recap - Day 4 - The Curse Of Knowledge

Source: ISTE

The final day of the ISTE-palooza felt more relaxed, as the numbers dwindled with the work week and the attendees fell into a rhythm. The emphasis today seemed less about tools for teachers and more about skills for students. Several speakers pointed to the lack of genuine search ability by students who use Google not just as their default research tool but also as their reflexive second brain for information access.

Indeed, Alan November, in characteristic wit and approachability, encapsulated the entire gist of this year's conference in his too-short morning kick-off session about the need for authentic digital use. Ostensibly billed as a talk about what to do during the first five days of school, November effectively marshaled the audience around his claim that before the advent of the web, there were two important concepts to cover: content and skills. Now schools must add “build out your network” as a critical proficiency for today's wired children.

Source: ASIDE, 2014

November also pointed to the "Curse Of Knowledge," a theory in cognitive science described by Steven Pinker at Harvard that claims teachers in effect know too much. Experienced educators have mastered the material already and, therefore, are unintentionally flawed educators. They have difficulty reaching people who do yet know the information. Students teaching other students, however, do not carry this same bias. In fact, the best teachers are those students who truly struggled with the concepts and who understand what it means really to learn.

At ISTE, the same holds true. The temptation exists to feel cursed by the avalanche of knowledge, the overload of "things you're not yet doing." Yet in the Pinker sense, the same is true of teachers teaching teachers; they live on the same plane, within the same general sphere of understanding. Learning between fellow educators, therefore, is efficient and real.

November did offer some intriguing suggestions for the first five days of school, such as spending time on searching, questioning, global connections, year-long projects, and celebrating a culture of failure. Warming up the crowd, he showed the video of "Audri’s Rube Goldberg Monster Trap," a winning way to lure any students into a culture of tinkering.

Other highlights of ISTE's fourth day were the informal "playgrounds" that invited casual, collaborative exchanges. Topics centered loosely on ideas such as the maker movement, mobile learning, and creative play.

Source: ASIDE, 2014

In total, the possible downsides to a conference like ISTE are the enormous crowds, the outsized demand for BYOD sessions that force organizers to require pre-registration, and the omnipresent techies staring at you with Google Glass.

The upsides are the exposure to cutting-edge ideas and the access to leading names in the edtech space. Also, meeting Twitter friends in person feels like speed dating mixed with college reunions. Above all, the ISTE reward for us is being honest about what we don’t know and returning to class in the fall armed with an reenergized toolkit of apps and ideas.

Click here for recaps of Day 1, Day 2, and Day 3.

ISTE Recap - Day 3 - Where Are All Those “Lazy” Teachers?

Source: ISTE

Nationwide, the witch hunt against teachers unions and teacher tenure has built its argument on the gimcrack premise that educators are inherently lazy. Teachers will no doubt recline in their cushy career thrones once granted a decent living wage and professional flexibility. Well, bring those Chicken Littles to ISTE. Their airy thesis evaporates instantly upon entering the convention hall.

There are no lackadaisical teachers here. There are no uninspired trolls among the animated educators chatting in corridors between rapid-fire sessions. There are no sheeple among the collaborative professionals trading tech on Twitter. The best way to bust open a stereotype is open one’s eyes and see teachers in action at ISTE.

Source: ASIDE, 2014

This morning’s keynote address by writer and “katalyst” Kevin Carroll charged the crowd with an emotional exhortation about the benefits of belonging. Carroll preached the power of play as a uniting force among children. He quoted Plato, saying, “You can discover more about a person in an hour of play than in a year of conversation.” If wishing could make it so, Carroll would speak in every conference, convention, classroom, and living room across the nation. As a former in-house change agent at Nike, he showed the famous “Tag” ad to reinforce his action message.



Other themes from the day centered on digital citizenship as the responsibility not just of teachers but also of students. Schools should let children take ownership over drafting a statement of digital purpose and designing activities to emphasize an Internet honor code.

Source: ASIDE, 2014

Another frequent motif was the power of backchanneling to give voice to the hesitant and to create a crowd-sourced avenue for dialogue. Great resources for teacher-to-student and student-to-student backchanneling include Croak.it, TodaysMeet, and Cel.ly.

Augmented reality has definitely hit the mainstream, given the number of ideas and apps being bandied about today. The maker movement has also gained widespread credence as a hands-on must-have for engaging modern kids. The most pervasive argument, however, remained the reminder that regardless of device or website, learning is a mindset. Passion and sharing are the most potent ingredients in nourishing both the teaching profession and students' lives.

Source: Hakan Forss, via Erin Klein

Click here for a recap of ISTE Day 1 and Day 2.

Visualizing Privacy: Adtech & The New Media Literacy

As educators, we constantly reinforce the skills of media literacy with our learners. This includes traditional types of media, but as more advertising moves online, it’s important to transition beyond the usual print ads, television commercials, and radio announcements. Today's learner needs to be savvy about new media. Traditional advertising is direct; we see, hear, or read it. Other than tapping our senses, it does not take advantage of our privacy. Digital advertising is subliminal and unseen. It secretly gathers data to aggregate and push ads to the devices our students use.

Source: CM Summit & The Office of Creative Research

It is the invisible web behind the banner, ad, or game that they don’t see that matters. The visualization developed by CM Summit and The Office of Creative Research called Behind the Banner provides an interactive view of how the adtech ecosystem collects data based on search patterns.

Source: CM Summit & The Office of Creative Research

It is a fascinating look at the how a digital profile forms based on a piece of anonymous information about a person. The visualization unveils how computers compile a complex network of data to deliver ads tailored to a user's interest and what websites he or she visited. The sheer amount of data can even be customized to target age or gender, and it all takes place in a nanosecond. Most people do not fully understand just how much our privacy is tracked every time we search or share information over digital networks.

Source: CM Summit & The Office of Creative Research

For this reason, we keep an open dialog going with our learners. We try to thread connections throughout the curricula areas by revisiting, reinforcing, and reviewing new resources to help them visualize what happens online, particularly regarding privacy. As technologies continue to change, so do the privacy settings. Unless users remain vigilant in checking updates, or reading the fine print of acceptance policies, their privacy can be easily compromised.

We want our students to know our approach is not to be a cop looking to block access. Unlike many of their parents who are not so tech savvy, we know that our students are far more skilled at getting on the web even with parental restrictions. Instead, our objective is to keep the line of communication open about issues of privacy, opportunities lost over poor judgment, and techniques used to track personal information online.

To help younger children understand digital ads, we recommend the video, What Does The Ad Say?, from the Internet Advertising Bureau in the UK. This short, educational video is perfect for helping children and parents know how online marketing works and the types of digital markteting techniques used to target users.



For other resources, please see:

• Projects In Web 3.0: Privacy Is The New Predator
• Social Media Policy Teaches Digital Citizenship
• Digital Citizenship: Metadata Made Simple
• Online Safety 3.0: Empowering and Protecting Youth

Social Media Policy Teaches Digital Citizenship

Source: Curated Content

This motion graphic speaks volumes about using good digital citizenship in social media. Educators did not design it. Instead, Curated Content created it for the Australian based company Origin. Instead of opting for the traditional “white paper” policy guidelines for social media, Origin chose to inform its employees about its usage with an entertaining approach involving a motion graphic.


Origin - Social Media from Curated Content on Vimeo.

For educators, this is a windfall. It hits on the advice we give our learners on digital citizenship. If you’re like us, starting to use social media in the classroom, this is a fun and interactive way to illustrate the do’s and don’t’s before tweeting or liking something.

Source: Curated Content

In addition, schools considering the adoption of a social media policy would be wise to look at this video as a guide. The visuals engage the viewer to be an active part of the learning process. It also gives faculty who don’t use social media a clear picture of how it's done. They need to know. Their students no doubt use it on a regular basis. Its illustrative examples make this motion graphic much more than a company video.

For other posts on social media, please take a look at:

• Trends Come And Go, But Social Media Keeps Going
• Engaging Tools To Teach Social Media
• Projects In Web 3.0: Privacy Is The New Predator
• Social Networking: Talking About Ourselves

Trends Come And Go, But Social Media Keeps Going

Source: 2Factory

We thought this past year went fast, with all of the new tech tools out there for us to try. Well, get ready for 2014. It seems we just get settled in when new applications come along to add to our growing list of "need to know this," and we're not talking about Pinterest, Facebook, and Twitter.

If the motion graphic Social Media Trends 2014 from 2Factory is any indication of what's ahead, we have our work cut out for us as teachers and parents in trying to keep up with our tech savvy students. To be sure, they may use technology's newest applications, but if your students are like ours, they need constant reminders about protecting their privacy. Even if we don't use these tools ourselves, we need to know about them to help navigate kids to use them responsibly.


SOCIAL MEDIA TRENDS 2014 from 2 FACTORY on Vimeo.

Source: Comfortably 2.0

Formal professional development cannot possibly keep up with the hottest new technology trends among students. It's another reason why teachers should participate in some form of social media or follow education blogs to stay aware and be current.

The recent post called Education Is the Best Medicine from Comfortably 2.0 lists a host of apps with descriptions for parents and teachers alike on what teens are using. We stumbled across a few applications that we did not know ourselves, such as Voxer, Wanelo, and Whisper.

Source: Comfortably 2.0

Other social media applications to add to the list are Pheed and Line. According to Forbes, teens drove Pheed into the number one social media app spot last year, and we still have many teachers not even using Twitter.

Line is a mobile app with over 200 million users who can create messages using an array of stickers. It's huge in Asia and making its way east fast.

These apps are all free. This allows kids to easily download them onto their devices, and it is all the more reason why teachers have to be aware of what's out there. We may not use each application, but knowing them will help us educate our students to use technology as good digital citizens.

Source: Line

For other posts on social media, please see:

• Engaging Tools To Teach Social Media
• Teaching The Super Bowl: Social Media Literacy

Digital Citizenship: Metadata Made Simple

Source: The Guardian

Talking to our learners about digital citizenship requires us continually to revise and update our messages. We tell our students constantly that we are not cops here at school to block their access online, but rather we are here to educate them about using it.

We want them to know just how easy it is to collect everything about them on the Web with very little effort. For most learners, the concept of metadata is abstract. They don’t realize that social networks, online shopping companies, websites, and countless other places are routinely collecting it.

Source: The Guardian

Recently, The Guardian published its video animation, The NSA and Surveillance Made Simple, to help explain how massive amounts of information are collected by tapping cable lines, sifting through databases, or obtaining data straight through company servers. It simplifies the world of metadata and reinforces our constant reminders to our students about privacy.


For many in their innocence, they would never think that spies were trolling Facebook and Gmail; however, we are all being watched online. Granted, what we try to educate our learners about regarding good digital citizenship is different than what the NSA gathers. Nonetheless, this simple animation makes it clear just how much metadata is collected on who you are, when you send, and what you say.

Source: The Guardian

This balance between privacy and security could also expand into lessons on civics and the rights of individuals. It opens up opportunities for debates and essay writing to answer a host of questions, including: Does the government have a right to collect information on its citizens, or other countries? How does this affect your behavior online? Does privacy have a future online at all?

Source: IMDb

Lastly, kids love pop culture. There are plenty of television shows that deal with gathering data. For example, could individuals such as the enigmatic billionaire in Person of Interest really recruit a former CIA operative to prevent violent crimes on his own? It’s a good question, and one that would surely spark a classroom conversation.

We’ve moved beyond what Connect Safely describes as Online Safety 2.0, or “stranger danger," to Online Safety 3.0 that is designed to empower and protect youth. In the fast-paced terrain of digital technologies, "stranger danger" is the least threatening when compared to privacy and security. In their world, Web 3.0 is no longer about pushing and sharing information; it’s live. 

Projects In Web 3.0: Privacy Is The New Predator

Source: ASIDE Square Face Icon

Student digital privacy is a critical currency, to be safeguarded by schools and pillaged by predators. Interactive, social Web 3.0 resources demand proactive ways to access tech tools and still preserve learners’ anonymity.

In the changing edtech landscape, student safety is taking on new dimensions and new gravity. When every online resource now is interactive and linked to social media, Web 3.0 often requires clever ways to give students access to the learning tools they need and still preserve their innocence.


What is facehawk? (overview) from Rajeev Basu on Vimeo.

Most projects and social networks encourage users to upload a personal ID or photograph. Student safety, however, is paramount to shelter identities. Clever and quirky avatars, therefore, can help students distinguish their profiles and still remain incognito. An avatar is a customized online icon that represents a user's virtual self. A signature avatar can give a child great pride in his or her masterpiece. Among the many cartoony or creative avatar generators available on the web, many require accounts or email addresses or are not safe for school.

To take advantage of all that the Web affords, workarounds can be used to protect privacy but still allow for a personalized identity. A few ways to do this include generating avatars, setting-up username conventions, creating email shortcuts, and screencapping of content.

Avatar Resources

• Mess Dudes
• DoppelMe
• Reasonably Clever
• BuiLD YouR WiLD SeLF
• Bitstrips
• Dream Avatar
• Picasso Head
• Square Face Icon
• Voki
• Tellagami App 

Post your original avatars to this collaborative Padlet page to share your unique, protected identity with the group: padlet.com/wall/web30avatars

Created with Padlet

Digital Citizenship and Modern Internet Safety

• Online Safety 3.0: Empowering and Protecting Youth
• Digital Citizenship, the 'lived curriculum': Part 1
• Digital Citizenship, the 'lived curriculum': Part 2
• Using Avatars To Teach Digital Citizenship
• Planet Nutshell - Netsafe

Source: Common Sense Media

  Web 3.0

• Now's The Time for a Web 3.0 Right to Privacy
• How Web 3.0 Will Work

 

New Media Literacy

• Education and E-cology
• New Media Literacy in Education
• New Media Literacy

 

Engaging Tools To Teach Social Media

Source: Avalaunch Media

We could not resist using the creativity of Avalaunch Media products with our students. The company has truly designed some fun graphics to help explain social media not just to kids, but also to other educators and parents who are not quite as up to date. The interactive infographic on The Complete History of Social Media, the entertaining cat video entitled Social MeowDia Explained, and for the dog lovers out there, the Social MEDogIA Explained are all gems. Each in their own right makes for a perfect resource to engage learners.

The colorful graphics and witty catch phrases are the ideal mix to get the point across about what social media is and does. They're done with a tongue and cheek sense of humor, making them just the things to keep kids focused. We would not be surprised if our students play and replay the cat video time and again for fun.



We also love the connections made by the interactive timeline to explain the history of social media. Kids often think of the here and now, and they don't necessarily realize the evolution of communication tools. For most of our learners, Instagram and Twitter are their immediate responses to, “What is social media?” They rarely mention Facebook; it's been relegated to adults, particularly their parents.

Source: Avalaunch Media

This interactive site is also perfect to use with younger children and could easily be made into a history scavenger hunt activity. The Abominable Snowman-like creature named Eddy moves his arm up and down the timeline with a click of the mouse, providing details about social media from B.C. to the 1800s, 1900s, and 2000s.

Source: Avalaunch Media

Avalaunch Media refers to this as “the amazing story behind social media” today and raises the question, “So, what’s next?” It would make an interesting discussion to have students predict what they think will happen in the future, and it could easily be used for a creative writing assignment.

All in all, any of these visualizations make excellent resources for educators.

Source: Avalaunch Media

Social Engineering: A Lesson In Digital Citizenship

Source: Cybercrime Review (detail)

If you’re like us, the term “social engineering” may not have entered your tool kit for teaching digital citizenship. According to Wikipedia, it is the psychological manipulation to get people to divulge confidential information by building a sense of trust. In the current digital environment, it is used for the purpose of gathering information or access to data via the Internet.

We’ve heard of phishing, hacking, or just looking over someone’s shoulder, but this approach is much more, as illustrated in the infographic Hacking the Mind from Veracode. Social engineering affects everyone. Perhaps a good way to describe it is human hacking.

Security Search describes it as away to trick people into breaking normal security procedures by gaining the confidence of the user. Our learners are particular vulnerable to this, because social engineering is designed to exploit the natural trust children have of others, to take advantage of their naïveté, or to prey on their weaknesses from not being fully informed.

While we constantly talk to our students to remind them how to protect themselves online, we have never used the term social engineering. For that reason, we began showing them the following Social Engineering motion graphic to help them build an understanding of what it is and to become familiar with the term.



As we’ve mentioned many times before, we find that visualizations help to seal the deal and make the message better understood. Our young learners have a lot to think about in the digital world. Anytime we can give them one more view of how to protect themselves from online scams, the better.

Social Networking: Talking About Ourselves

Source: Psychology Degree (detail)

The infographic, The Psychology of Social Networking from Psychology Degree, breaks down the world of social media and shows how much it is an integral part of people’s lives.

It seems we love talking about ourselves, even though nine out of ten people think we share too much. According to this graphic, when we reveal information about our own lives, it activates the part of the brain associated with satisfaction.

The numbers are staggering, and perhaps they should give us pause to think about how they affect the students we teach. From status updates, tweets, and adding friends, it seems Americans spend one out of every five minutes online using social media.

Source: Psychology Degree (detail)

Who knew that over 250 million photos are updated daily, or that 35% of people tag themselves in pictures? In other words, they become searchable. Yet how many schools actually teach students, or adults for that matter, what tagging means?

There’s a tech lesson here, and it’s not just for students. Teachers need to know just how much social media plays into the lives of our current generation of kids. If we want to encourage digital citizenship and understand their world of social media, we should take note of the details in this infographic.