Tile Library

iVIedia Specialist's Roie

in Teaching Oniine Safety
By Cynthia Martin Schmidt
Hot Potato! Hot Potato! Hot Potato! Cold! Do you remember standing in a circle and choosing teams based on this
children's chant? The one left with the "hot potato" had the unpleasant task of being "it." This image is an apt analog)when thinking about to whom the task of teaching online safety and security should fall. Many school library media
specialists (LMS) would gladly pass along the "hot potato" of teaching online safety. Others may feel that it is the job
of the computer lab personnel, the classroom teacher, or the parent. So how does the LMS fit into this scenario?

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August/September 200'^

Professional Standards
So what lio our professional sr
say? They mandate that we take a leading
role in teaching our students online safety.
According to Information Power: Building
Partnerships for Learning. "The library media

As a
N
^
technology leader
\
in the school, the LMS must
also take a leading role in
teaching students and classroom
y teachers about online safety ;
\
and privacy issues.
^

standards require that students have the ability

of all ldnd.s of technologiesboth instructional and

to use and nia.ster technology tools, including .social

infi)rmationalto enhance learning" (54). As a technology

teaching students and classroom teachers about online safety and privacy
issues. The LMS "brings a broad expertise to teachers" and administracors'
discussions of technology issues" and can help "students and others become
independent, lifelong learners who use information and information
technology profitably, re.sponsibly, and ethically" (AASL/AECT, Informaiion
Power 55). LMSs receive specialized training on information literacy and
related issues while many classroom teachers and administrators are never
exposed to this tj'pe of training in their preparatory coursework. As a result,
i.MSs are better prepared to tackle the issue of online safety than other
educators.
As our profession embraces the new Standards for the 21st-century Learner,
we must be prepared to help our students successfully master these skills and
dispositions. Several specifically address student online safety issues:

responsibly and safely, it is our responsibility

to ensure that students have the knowledge
and skills necessary to do so. [four professional

specialist is a primary leader in the school's use

leader in the school, the LMS must also take a leading role in

If out professional standards state that

students need to be able to use technology

networks, then they need the necessary skills and knowledge to

do so in a safe way.
Grade-level benchmarks for grades 2, 5, 8. I. and 12 have been established
to support LMSs in teaching tbe skills identified in the Standare for the
21st-century Learner. These benchmarks address online safety issues in
a more explicit manner. By grade two students should be able to "follow
school guidelines related to the acceptable use of technology" and to "use
technology in appropriate ways outside of the school" (AASL, Standards for
the 2Ist'CenTury Learner in Action 32). By grade five students are expected to
"observe Web safety procedures including safeguarding personal informacin"
as well as "practice responsible use of technology and describe personal
consequences of inappropriate use" (32). In addition, fifth graders should
be able to "use social networking tools to create and sbare information" and
eighth graders should be able to not only use social networks, but should be
able to "responsibly and safely share information and ideas" (38).

1.3.5 Use information technology responsibly.

3.1.6 Use information and technology ethically
and responsibly.
4.3.4 Practice safe and ethical behaviors in
personal electronic communication
and interaction.

Federal Legislation
So are there any laws that require us to do this? Several pieces of federal
legislation require that schools address online safety issues. The Children's
Internet Protection Act (CIPA) requires that schools that receive e-rate
funding have an Internet safety policy and technology protection measures
in place. In addition, schools must educate minors about appropriate online
behavior, including cyberbullying awareness and how to responsibly interact

In addition, several others require the use of online technology tools:

with other individuals on social netwotk sites and in chat rooms. While this
law does place responsibility on the school, it does not specifically place it
on the LMS. Nevertheless, LMSs should take a leading role in helping the

1.1.8 Demonstrate mastery of technology

school to implement the training necessary to meet the requirements of the

tools for accessing information and

law and to ensure that the students have the skills necessary to

pursuing inquiry.

protect themselves.

2,1.4 Use technology and other information

tools to analy7.e and organize
information.
3.1.4 Use technology and other information

Another related federal law is the Children's Online Privacy Protection Act
(COPPA). COPPA seeks to protect children from the collection of their
private, identifying information from commercial Internet sites. It requires
those sites and services to post a privacy policy on their homepage and link

tools to organize and display knowledge

to it whenever personal information is collected, to provide notice to parents

and understanding in ways that others

about the site's information collection practices, and to require verifiable

can view, use, and assess.

parental consent before collecting personal information from children.

4.1.7 Use social networks and information

tools to gather and share information.

However, the act has fallen short of adequately protecting youth from
the collection of online data. First, it only protects children under 13 and
secondly, it is easy for children to provide false information

4.3.1 Participate in the social exchange of

regarding their age.

ideas, both electronically and in person.

August/September 2009

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Online Risks
So how real are the online risks anyway? There is a great deal oi hype
regarding online safety, which can make it hard to truly understand the
nature and extent of this problem. It is vital that students realize that
revealing too much personal information can not only lead to unwanted
contact from strangers and in turn pose a safety issue, hut that it can also
result in identity theft. Furthermore, employers and college admissions
boards are increasingly reviewing the digital footprints of applicants. Students
need to be aware of the implications of their online activities in terms of
personal safety, identity safety, and the security of future opportunities.

profile, or blog posting" (5). Students need to be educated on the social,

psychological, and, in some instances, legal ramifications of cyberhullying.
'fhey must be taught not only to avoid engaging in online bullying behaviors
but also how to handle them if they are on the receiving end. Who better
lo teach students this than the LMS who has already (hopefully) taught the
students how to evaluate the quality of online information and how to utilize
a variety of virtual tools?
With 93% of teens using the Internet, these issues can become a serious
matter {Lenhart, et al.). "The percentage of online teens who report using
the Internet daily has increased from 42% in 2000 and 51% in 2004 to
61% in 2006. Among teens who go online daily, 34% use the Internet
multiple times a day and 27% use the Internet once a day" (2). In this 2006
study, libraries were found to be a venue in which teens are increasingly
accessing the Internet with 50% reporting that they use the library to
access the Internet which is up from ust 36% in 2000. With more

So are students practicing safe online habits? According to a recent Pew

study, 81% of parents and 79% of teens agree that teens aren't cateful enough
when online (Lenhart 15). As students engage in more online activities,
it is imperative that they learn how to be safe online as well as why it is
important. Many see nothing wrong with posting photos of themselves
students accessing the Internet in libraries, LMSs have a wonderful
and their friends. In fact, 79% of online teens post photos of
opportunity to provide instruction to students on online
themselves while 66% post photos of friends (Lenhart
safety issues and ways to protect themselves.
and Madden). The good news seems to be that more
y
If our professional ^ ^ While many studies downplay the actual
teens understand the risks involved in online
instances of sexual predators finding victims
behavior and arc taking precautions. This is
/standards state that students\ through online interactions, the reality is
need to be able to use technology that the potential is there for students to
interact with a wide variety of people,
responsibly and safely, it is our
some of whom have less than honorable
intentions. In fact, MySpace removed
responsibility to ensure that
almost 90,000 profiles of sex offenders
from their social networking site in
\
students
have
the
knowledge
y
evidenced by a finding that 66% of teens with
February 2009. On a positive note, attorney
online profiles limit access to their profiles in
\^ and skills necessary y generals have been working with both MySpacc
some way, while 46% who allow open access of
and Facebook, two of the most popular social
^ ^
to do so. ^ ^ networking
their profiles falsify at east some of their information.
sites, to make them safer. As a result, both
These findings, while encouraging, still indicate that many
sites "implemented dozens of safeguards, including finding
teens are not adequately protecting their personal information.
better ways to verify users' ^es, banning convicted sex oiFenders from using
Many teens (32%) admit to having been contacted by a stranger online and
the sites, and limiting the ability of older users to search members under
23% reported being scared as a result of the contact. This only amounts to
18" (Walker para. 5). These safeguards, however, should not be seen as a
7% of all online teens, but still demonstrates a need to continue to educate
substitute for proper education of students in how to protect their identities
online youth of the risks of online behavior. Ihe study also revealed that
when engaging in online activities.
82% ofteens who have profiles include their first name on the profile, 61%
include where they live, 49% include their school name, 29% include their
The Role of Filtering
last name, and 29% include their email address.
In addition to revealing too much personal information, students also must
learn how to handle cyberbuliying. "About one third (32%) of all teenagers
who use the Internet say they have been targets of a range of annoying
and potentially menacing online activitiessuch as receiving threatening
messages; having their private emails or text messages forwarded without
consent; having an embarrassing picture posted without permission; or
having rumors about them spread online" (Lenhart, Cyberbuliying 1). This
online bullying can be a serious matter. "Bullying has entered the digital
age. The impulses behind it are the same, but the effect is magnified. In
the past, the materials of bullying would have been whispered, shouted, or
passed around. Now, with a few clicks, a photo, video, or a conversation
can be shared with hundreds via email or millions through a website, online

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So why not ust install filtering software and allow ii to protect the students?
The reason is simplethey don't work. Not only can filters hinder research
by over-blocking legitimate sites, they are not entirely effective in blocking
unwanted content. An analysis of research studies addressing the effectiveness
offiltersfound that filters block a large amount of valuable information. By
relying on them, students are being denied access to necessary information.
In fact, the researchers concluded that "Internet filters are powerful, often
irrational, censorship tools" (Heins, Cho, & Feldman 2006, 73). After
carefully evaluating a wide variety offilteringprograms and research studies
on their effectiveness, these researchers observed that "filters erect barriers
and taboos rather than educating youth about media literacy and sexual
values. They replace educational judgments by teachers and librarians with

August/September 2009

il
censorship decisions hy private companies that usually do not disclose their
operating methods or their political biases, and that often make misleading,
if not false, marketing claims" (73). The best approach to protecting students
online is not a reliance on fitters, but rather in "developing educational
approaches to online literacy and Internet safety. Despite the superficial
.ippeaJ offilters,they are not a solution to concerns about pornography or
other questionable concent online. Internet training, sex education, and
media literacy are the best ways to protect the next generadon" (73). Did I
hear someone say "media literacy"? Well, that sounds like it is right up the
LMS's alley.
So why not just let the parents worry about it? Well, aside from the fact
that CIPA requires schools to provide online safety training, parents may
not be equipped to provide the necessary training to students. While 61%
of parents report monitoring their teens online activities, only 38% of the
teens reported rhat the parents monitor them. This finding indicates that
the parents perceive that they are providing more monitoring than the teens
actually recognize (Wang, Bianchi, and Raley, 2005). It's great that 61%
of [he parents are in some way monitoring their children's online activity,
but what about the other 39%? Of even greater concern is a finding by the
Internet Safety Task Force that the students who are most at-risk online are
also the ones who most often "engage in risky behaviors and have difFitulties
in other parts ot their lives" (6). These are the very students who are most
likely to fall into the 39% whose parents are not monitoring their online
activities. As a result, it is even more important for LMSs ro provide the
necessary training in online safety practices to all students, especially those
who may not receive adequate supervision outside of school and who may be
mosi vulnerable.

Conclusions
While it is certainly appropriate for parents and classroom teachers to take
joint responsibility for educating students on online safety issues, LMSs need
to take a leading role in ensuring that students are taught how to protect
their privacy while online and how to safely uriize the vast array of resources
that are available through the internet. Without this training. LMSs cannot
tulfill their professional responsibility to help all of our students achieve the
skills to be 21st Century Learners! S

AugusySeptember 2009

Wori(s Cited
American Association of School l.ibrarian.s. SiaruLirds for he 2!st-Century Learner.
Chicago: Americin Library Association, 2007.
American Association of School Librarians. Standardsforthe 21 st-Century Learner in
Action. Chicago: American Library Association, 2009.
American Association of School Librarians and A.ssociation for Educational
Communications and Tcchnolog>-. Information Power: Building Partnerships for
Learning. Ciiicago: American Library Association, 1998.
Heins. Marjoric, Cho, Christina, and Feldman, Arid. Internet Filters: A Public Policy
Report. New York: Brennan Center for Social Justice, 2006. 15 Mar. 2009 www.
treespecchoniine.org/webdocs/filters2, pdf.
Internet Safety Technical Task Force. Enhancing Child Safety & Online Technologies:
Final Report of the Internet Safely Technical Task Force to the Multi-State Working Group
on Social Networking of State Aeiorneys General of the United States. Camhridge, Mass.:
Harvard. 2008. ! 5 Mar. 2009 http://cyber.law.harvard.edu/sites/cyber,!aw.harvard edu/
fiies/ISTTF_FinaLReport.pdf
Lenharr, Amanda. Cyherbullying and Online Teens. Washington D.C.: Pew Internet
& American Life l'roect, 2007, 15 Mar. 2009 www. pe win ter net.org/-/media//F i les/
Reports/2007/PIP%20Cyberbullying%20Memo,pdf.pdf.
Unliari, Anianda. Protecting Teens Online. Washington D.C.: Pew Internet &
American Lite Project, 2005, 15 Mar. 2009 www,pewinternet.org/-/media//Fles/
Reports/200 5/PIP3"ilters_Repo rt.pdf.pdf,
Lenhart. Amanda and Madden, Mary, Teens, Privacy, and Online Social Netiuorks: How
Teens Manage Their Online Identities and Personal Information in the Age ofMySpace.
Washington D,C,: Pew Intern & American Life Project, 2007. 15 Mar. 2009 wvm.
pewinternet.org/Rcports/2007/Teens-Privacy-anct-Online-Social-Networks.aspx.
Unhari, Amanda, et al. Teens and Social Media. Washington D,C.: Pew Internet &
American Life Project. 2007. 15 Mar. 2009 www,pewlnternet.org/-/media//piles/
Reporis/2007/PIP_Teens_SociaLMedia_Finai,pdf.pdf.
Walker, Marlon A. "MySpace Removes 90,000 Sen Offenders: New Figure Is Nearlv
Double "OCbat MySpace Officials F^timated Use Year." MSNBC Feb. 2009. 15 Mar,
2009www.msnbc.msn.com/id/28999.165/from/RSS/.
Wang, Rong, Suzanne M. Bianchi, and Sara Raley. "Teenagers' Internet Use and
Family Rules: A Research Uoic." Journal of Marriage and Family 67 (Dec. 2005):
1249-1258, Academic One File, Ebsco. Longwood U Lib., Farmville, VA. 15 Mar.
2009, www,fcc,gov/cgb/consiimerfatts/cipa.html.

Cynthia M a r t i n Schm\(\X s an Assistant Professor

of School Library Media at Longwood University in Farmviiie.
Virginia. She can be reached at schmidtcm@tongwood. edu.

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