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Online safety as we know it is obsolete by Anne Collier, NetFamilyNews.org and ConnectSafely.org I. Why obsolete? a. Rooted in the ancient past - Web 1.0 - the Web of hyperlinked, static, one-tomany "content" and clunky discussion boards and chatrooms, with users as consumers/downloaders, and young users seen and referred to pervasively as potential victims. (Obviously we've moved on to a multiplatform, fixed and mobile highly user-produced environment, with users as full participants.) b. Online safety 1.0 is dominated by lawyers and law enforcement people - wellmeaning, of course - but experts in crime (many online -safety meetings for parents and students in schools are still given by police, ICAC members, FBI agents, etc.) c. When crime is where expertise lies, criminals - predators - become the focus of all discussion, and fear underlies it. Yet we know now that probably less than one-tenth of 1% of teens are at risk of sexual exploitation as a result of any Internet activity (and even fewer children under 13), according to UNH's Crimes Against Children Research Center, and meanwhile the most common risk online kids face is peer harassment - non-criminal adolescent behavior. d. The predator p anic

Lesson Introduction to Cyberbullying - Avatars and Identity Overview With the layering of identity through the use of nicknames and avatars, as well as a sense of anonymity, it is easy for young people to sometimes forget that real people - with real feelings - are at the heart of online conversations. In this lesson, students are provided with opportunities to explore this concept and discuss the importance of using empathy and common sense when talking to others online. Learning Outcomes Students will demonstrate:  understanding of how online communication differs from faceto- face conversation  awareness of how the distinct attributes of online communication may contribute to inappropriate or bullying behaviour  recognition of cyberbullying behaviour  understanding of the crucial role played by bystanders, including themselves, in fuelling or stopping bullying behaviour - online and offline  awareness of the impact of cyberbullying on targeted individuals  knowledge of appropriate action to take when cyberbullying occurs  awareness of rules for "good Netizenship"