Early on, you describe some of the concerns which motivate your work: “I harbor real concerns about the local and global consequences, often hidden, of the uncivil, cruel, and harmful conduct that is common, if not routine, in some online communities. I worry that such conduct discourages participation, thus undercutting one of the central promises of the Internet. I also worry about the general lack of attention to moral and ethical concerns on the Internet, compared with the emphasis on personal safety issues.” What role do you think we as scholars and researchers can play in addressing those concerns?
Scholars and researchers in the digital media and learning space have an important role to play here. While a number of scholars attend to these issues in their work (e.g., Whitney Phillips forthcoming book), I’ve often perceived a lack of interest – and sometimes even push back – in the DML community about focusing on digital misdeeds or areas of concern. I do appreciate the importance of calling attention to the positive learning, civic, and other opportunities that the internet provides for youth. I also appreciate the need to push against media panics that often dominate the discourse around the internet. But what sometimes feels like an over-emphasis on the “good stuff” is at odds with the reality that online spaces can be unfriendly, hostile, and aggressive non-communities for some participants (female bloggers and gamers are a case in point).
With those thoughts on the table, I think we can do more to support one another in doing research that attends to all sides of digital life — from the very positive, supportive, and promising to the very troubling, disconcerting, and discouraging examples, and everything in between.
But research is really just the beginning, or only part of developing effective approaches to addressing negative behavior online. Scholars need to make their work accessible to parents, educators, and youth. We need to support them and, when appropriate, even partner with them to raise the status of these issues on the educational agenda. Some of this work is being done as part of efforts to stem cyberbullying. However, I worry about the emphasis on bullying and cyberbullying in the strict sense, which can exclude attention to more subtle acts of exclusion and meanness often propagated on social media sites, through apps and other digital means.
As noted, a big part of our work on the Good Play Project has been the educational piece. We’ve collaborated with your group and with Common Sense Media in the past to develop supports for conversations about digital citizenship in schools and other learning environments. Through our Project Zero summer institutes and offsite conferences, Katie Davis and I convene educators for workshops related to this work. In these sessions, we share ideas and tools for reflection on the ethical dilemmas that often arise online.
One of the most common misperceptions about youth today is that they have little to no interest in privacy. Yet your findings show something different. How would you characterize the attitudes towards privacy that emerged from your interviews?
When we spoke with youth even as young as 10 about online privacy issues, we found that they were keenly aware of and concerned about privacy risks online. For those of us in the digital research community, this is not news. A number of other studies have shown that youth care about privacy (e.g., boyd & Marwick, 2011). The misconception that they don’t is often based on cases where privacy isn’t perfectly handled by youth. Further, there may be misalignments between youth and adults about what should be private vs. semi-public vs. public.
Pushing beyond the question of whether or not youth care about privacy, I also sought to understand how they approached online privacy more generally. I wondered about their mindsets about privacy and, given the focus of my book, the extent to which their mindsets were attentive to the moral and ethical aspects of online privacy given the opportunities digital technologies afford for breaching other people’s privacy.
The findings here were quite interesting. Nearly all the youth we spoke with conveyed support in some way for the mindset that privacy is largely “in your hands” online. That is, they argued that it’s up to the individual to adjust privacy settings, to consider audiences, and to make thoughtful decisions about what to post or not. However, many of these youth also suggested that privacy is not fully in your hands online. This argument was part of the mindset that “privacy is forsaken” in a digital age – that full privacy is unattainable online, so one must be careful about what one posts or be resigned to fact that privacy lapses are bound to happen. Both mindsets are attentive in different ways to the privacy risks that exist today, yet they also contain blind spots. The privacy is “in your hands” approach, taken in absolute terms, can be blind to the numerous ways in which one’s privacy can be broken online, despite efforts to control it. The forsaken mindset is more realistic. Yet, we also observed that it sometimes went along with an “anything goes” attitude with respect to other people’s privacy. In other words, for some youth, the fact that everyone gives up some measure of privacy online justifies looking at, circulating, or leveraging any information found about someone online.
Given these blind spots, it was gratifying to find evidence of another mindset that attends more directly to moral and ethical themes: the “privacy is social” mindset. Here, youth spoke in eloquent terms about the need to be vigilant about other people’s potential privacy concerns online. Some youth spoke about routine practices of checking in with friends before posting any photos featuring them on social media. Others said they developed guidelines with friends, siblings, and parents for protecting and respecting each other’s privacy online. These measures are impressive in taking seriously that privacy is a social, moral, and ethical issue in an environment in which we can search and share freely about one another. Unfortunately, the privacy as social mindset, and explicit measures to achieve it, didn’t come up as often as the other attitudes. Related to this, messages from adults about online privacy almost always supported the privacy as forsaken and “in your hands” mindsets along with individual-centered (and ultimately insufficient) strategies for privacy protection. This is a front where educators and parents could be doing much more to shift the conversation in ways that support social, moral and ethical approaches to privacy.
Carrie James is a Research Director and Principal Investigator at Project Zero, and Lecturer on Education at the Harvard Graduate School of Education. Her research explores young people’s digital, moral, and civic lives. Since arriving at Project Zero in 2003, Carrie has worked with Howard Gardner and colleagues on The Good Project. She co-directs the Good Play Project, a research and educational initiative focused youth, ethics, and the new digital media, and the Good Participation project, a study of how youth “do civics” in the digital age. Carrie is also co-PI of the Out of Eden Learn project, an educational companion to Pulitzer Prize-winning journalist Paul Salopek’s epic Out of Eden walk. Her publications include Disconnected: Youth, New Media, and the Ethics Gap (The MIT Press, 2014). Carrie has an M.A. and a Ph.D. in Sociology from New York University.