RESILIENCE DIGITAL BUILDING · be encr ypted or removed more quickly and easily, by self- destruc ting. Users can also send large files using Telegram. PINTEREST Number of users:

BUILDING DIGITALRESILIENCEA guide to online risks and tools to protectyourself, your child and others from harmin the digital space.

Created by Waltham Forest PreventTeam, part of LBWF Community Safety

-Introduction-Social Media Factfiles-Social Media Glossary-Fake News and Biased Writing-Filter Bubbles and Echo Chambers-Hate Speech vs Free Speech-Responding to Online Content-Online Propaganda Techniques andThemes-Don’t Be Fooled Online-Other Support

CONTENTS

This guide is intended todevelop your knowledge of

the online space, inparticular, the world ofsocial media. It is also

designed to help boost yourconfidence in thinkingcritically about online

content and helping othersto do so too.

This guide also focusesspecifically on how digital

spaces are used toencourage or spread violent

extremist messages, buthelps online users to

develop skills to questionany harmful content.

The online space canbe a useful source of

information and auseful tool for

communication.

However, the digitalworld can also

expose individuals toa wide range of

contacts, opinionsand material, some

offensive ordangerous and

linking to broadersocial harms.

SOCIAL MEDIA FACTFILES

FACEBOOK

Number of users: 2.4 billionAge limit: 13

Facebook is a social media platform, whereusers can post text, images or video to aNewsfeed, add friends and comment onother posts. The platform also allows usersto join groups and arrange or sign up for events. YOUTUBE


YouTube is a video content site/app. Theplatform allows users to watch videos,subscribe to channels and upload theirown videos. Users can also comment onvideos.


FACEBOOK MESSENGER


Facebook messenger allows for users toinstant message others, including featuresto live video call, voice messaging andgroup chats.

WHATSAPP


Whatsapp is an instant messaging service,where users can contact others inindividual chats or as groups. The appallows for users to share messages,pictures and videos, send voice notesand make video or phone calls.


TIKTOK

Number of users: 500 millionAge limit: 13

TikTok is a video-sharing platform, whereusers create short lip-syncing and comedyvideos. Users can complete videochallenges and can post reaction videos toothers on the app.

INSTAGRAM

Number of users: 1 billionAge limit: 13

Instagram is an image-based platform,where users can share pictures to a feed ora live story. The app allows users to followothers, tag others and like posts. Instagramalso includes a direct messagingfeature.


REDDIT


Reddit consists of posts from its users ondifferent topics. Users comment on poststo continue the conversation. A key featureto Reddit is that users can cast positive ornegative votes for each post and commenton the site. TWITTER


Twitter is a platform made up of shortposts of 280 characters or less, known astweets. Users can follow accounts andretweet (re-post) content from others, aswell as share images and follow trendingtopics.


TELEGRAM

Number of users: 300 millionAge limit: None

Telegram is a messaging app, similar toWhatsapp but which allows messages tobe encrypted or removed more quickly andeasily, by self-destructing. Users can alsosend large files using Telegram.

PINTEREST


Pinterest is a visual platform where userscan save images and content that theylike- this is known as pinning. Users canfollow pins on a particular theme or topic,as well as being able to like and commentothers' pins.


SNAPCHAT


Snapchat is a photo and video-sharingapp. Users can send short posts whichself-destruct after a few seconds or canadd photos or videos to a story. Snapchatalso allows users to send direct messages and use image filters. TUMBLR


Tumblr is a social network site basedaround blogging. Users can post images,videos and text for others to follow, likeand comment on. There is also a directmessaging feature on this platform.

SOCIAL MEDIA GLOSSARYAlongside the many features of social media sites and apps, there comes a range of

vocabulary adopted by users. Following are some common terms and abbreviations usedon these platforms.

AvatarA character or small image used to represent

a user of a particular website, platform orapp.

ClickbaitAttention-grabbing content which aims to

attract visitors to a particular website,sometimes to generate income.

DeepfakeOften pornographic, replicating a likeness

of an individual on an existing image orvideo to convince viewers of hoax activity.

DM- Direct MessageA private chat function used onmultiple social media platforms.

E-boy/E-girlSometimes used as an insult, but more recentlyused to describe influencers’ style which follows

alternative trends, mostly seen on apps likeTikTok..

CatfishingThe act of creating a fake online identity,

such as on social media or datingsites/apps.

AMA- 'Ask Me Anything'Used to encourage others to ask questions ofa user, sometimes anonymously; this is often

seen on Reddit.

SOCIAL MEDIA GLOSSARY

FilterAn editing tool which can be applied to alterimages and video, such as on Instagram and

Snapchat.

GeotagThe act of listing the location of an exact

post, such as an image on Instagram.

GhostingThe act of ending contact with someone online

(often suddenly) with no explanation, such as oninstant messaging platforms or dating sites/apps.

GifSmall, mostly animated images, which canbe posted alongside text in comments and

instant messages.

HandleAnother word for a username- often

used in relation to Twitter or Instagram.

F4F- 'Follow for Follow'Used to encourage another user of a social media

app to follow an account in order to receive afollower in return, such as on Instagram.

EmojiSmall sticker images used alongside or insteadof text on social media and instant messaging

apps.

HashtagA word or phrase following the # sign, used todraw visitors’ attention to particular topics or

themes on social media.

SOCIAL MEDIA GLOSSARY

MemeAn image, video or short text which mostlyuses humour and which is spread quickly

around social media platforms and websites.

Vlog- Video BlogShort video posts used to document events

or discuss particular topics, in the way a blogor online diary would.

SadfishingThe act of creating exaggerated emotional posts

in order to gain attention or sympathy fromothers.

TagThe act of including another individual or

page within a post on social media.

TrollA person who deliberately posts or

responds in a controversial way to makeanother user/users angry.

InfluencerA person who uses social media to reach a

wide audience and who generate income bypromoting products or services.

VSCO girlA term to describe (and sometimes insult) a girlwho follows certain fashion trends and brands,

named after photo-editing app, VSCO.

Fake news can be describedas articles or posts thatappear to be factual, butwhich contain intentional lies,pretending to be facts, whichare intended to influencepeople, attract viewers, ordeceive them.

FAKE NEWS

43% of 12-15 year-olds haveseen a fake news story

online

Only 16% say that they cantell whether news on social

media is true*

*Ofcom Kids News Consumption Survey 2018

To the right is an example of anews story that circulatedsocial media in 2013. Manyfake news articles will play oncurrent issues, grievances orpersonal biases.

Biased writing is when awriter shows favouritismor prejudice towards aparticular opinion, insteadof being fair andbalanced. It is used topush people towards a particular point of view.

BIASED WRITING

49% of UK adultssay that they usesocial media for

newsconsumption*

*Ofcom News Consumption in the UK- 2019

FILTER BUBBLES

When users are suggestedcontent based on their previous

internet consumption habits, andcan lead to them being separatedfrom information that disagrees

with their viewpoint.

FILTER BUBBLES AND ECHO CHAMBERS

ECHO CHAMBERS

Social spaces in which the sameor similar ideas, opinions andbeliefs are repeated within aclosed group. This can stop

people from appreciating otherpoints of view on a topic.

The samenews story

could look verydifferent in oneperson’s filter

bubble andecho chambercompared to

someone else’s.

A majority ofonline 12-15sthink critically

about websitesthey visit, but

only a thirdcorrectly

understandsearch engineadvertising.*

*Ofcom Children and Parents: Media Use and Attitudes Report- 2018

HATE SPEECH

Hate speech is speech whichattacks a person or group on the

basis of their race, religion, sexualorientation or their physical or

mental disability.

HATE SPEECH VS FREE SPEECH

45% of 12-15year olds have

seen hatespeech onlinein the past 12

months.*

*Ofcom Children and Parents: Media Use and Attitudes Report- 2017

FREE SPEECH

Free speech is the right to voiceand share your opinions and

ideas freely and without fear ofretaliation.

A social media postthreatens graphicviolence against

someone because oftheir religion.

You see commentsunder a social media

post that racially abusesomeone, making

comments about theirskin colour.

Someone posts animage of a disabled

person on social media,and mocks their

disability.

Someone commentsunder an online videothat it is “sexist and

disgusting”.

Someone shares anews article askingwhether politicians

should be criminalisedfor misleading the

public.

Someone posts onsocial media, stating

that more peopleshould become vegan.

RESPONDING TO ONLINE CONTENT

You may come across a wide range of opinions on social media, which youmight agree or disagree with. The chart below shows some potential

outcomes when choosing how to respond to posts online.

ONLINE PROPAGANDA TECHNIQUES

Whilst individuals may post explicit hate speech online, there are also groups who wishto promote violent or hateful agendas and ideas through the use of propaganda. Hereare some of the techniques commonly seen in propaganda from sources ranging from

adverts to extremist groups online.

ASSERTIONSaying something like it’s a fact, but

really it’s just a statement that may ormay not be true.

AMBIGUOUS WORDSUsing words or phrases which can beinterpreted in many different ways to

fit a particular context or agenda.

BANDWAGONBeing influenced to follow the crowd inorder to fit in, because everyone else is

doing it.

GENERALISATIONMaking a judgement on somethingwithout being able to fully prove it.

LESSER OF TWO EVILSConvincing you to make a bad choiceby comparing it to something worsewhen there could be another option.

OMISSIONMissing out small facts which radicallychange the meaning of the message.

SCAPEGOATINGBlaming a problem on one person/agroup of people, even though there

could be other factors involved.

TRANSFERTransferring what you think or feel

about one thing onto another thing, foreither good or bad reasons.

ONLINE PROPAGANDA THEMES

Here are some of the themes commonly seen in propaganda from extremist groupsonline.

IMAGE OF SUCCESSThis theme suggests that thegroup in question are winningand can offer an exciting and

appealing life to those who join.Why settle for less?

STATUS AND BELONGINGBy joining a particular group

you will find others like you andyou will be able to gain respect

and responsibilities frommembers of your new

community.

PERSONAL DUTYThis theme suggests to peoplethat it is their personal duty to

support the ideology of agroup, whether it be about

ethnicity, nationality, religion orpolitics.

WE, THE “DEFENDERS”This approach sets out a group or organisation as the ONLY one able

to offer a meaningful defence against a perceived threat, whetherdomestic or from abroad. Often communications will show acts of

kindness and support as a way of influencing people’s perceptions.

DON'T BE FOOLED ONLINE

The online world can offer either useful information or unreliable information throughsources like articles, videos and images, Take a look at the following tips to help you and

your child/young person question the information you access digitally.

1. Consider the source

- Can you find the sameinformation anywhere

else?- Is the source made of amixture of other sources?- Where did the source

originate?

2. Read beyond

- Is the headlineoutrageous?

- Does it make you feelany strong emotions?- Could it be clickbait?

- Have you read the fullarticle?

3. Is it a half truth?

- Does the source showyou the full story?

- Has something beenchanged, added or

removed?

TOP TIP!Look up fact-checking siteslike Full Fact or Snopes to

find the origin of newsarticles. Use Google Reverse

Image search to find outwhere a photo came from.


4. Supporting sources

- Is the informationbacked up by reliablemainstream sources?

- Is the information up-to-date?

- Have you checkedmultiple news

sites/channels to get arounded view?

5. Is it a joke?

- Is the source sooutrageous it seems

unbelievable?- Is the information

making fun of seriousevents or issues?

6. Ask the experts

- Who would be areliable person with

proven orspecialist knowledge on

this topic?- Which sites might be

useful to show official orexpert guidance on a

topic?


7. Fact or opinion?

- Is there evidence toprove the source to be

true (e.g.scientific/historical

facts)?- Does the source quoteother reliable sources or

people?- Could the author or

creator be biased?

8. Check the author orcreator

- Can you find any otherinformation about the

author or creator?- Are they a real person?

- Do they have realqualifications in the

subject they are talkingabout?

TOP TIP!

Create your own checklist of questions that will help yourecognise unreliable content online.

Try to come up with 5 or 6 questions.For example, "What emotions am I feeling? Why?", "What

might be a different viewpoint of this story or topic?"

WHEREELSE CAN IFINDSUPPORT?

GENERAL DIGITAL RESILIENCE

NSPCCwww.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/Includes useful tools and tips to help you keep track of yourchild's online usage, as well as information on how to talk to yourchild about the online space.

PARENTZONEwww.parentzone.org.uk/parentsIncludes guides to the pros and cons of a range of onlineplatforms, as well as contact details to receive free advice andaccess to the Parenting in the Digital Age course.

THINKUKNOWwww.thinkuknow.co.uk/parents/get-advice/young-people-onlineIncludes videos on a range of online harms, as well as tips ondiscussing how to stay safe online. Also includes links to CEOPreporting function.

INEQE SAFEGUARDING GROUPwww.ineqe.com/learn/safeguardinghubIncludes videos and factsheets on current online trends and risks.More videos can also be found on the organisation's YouTubechannel.

VODAFONE DIGITAL PARENTINGhttps://www.vodafone.co.uk/mobile/digital-parentingIncludes articles on a range of online topics, safety andwellbeing, as well as technical tips and tricks. Also includes a linkto the Vodafone Digital Parenting magazine.

WHEREELSE CAN IFINDSUPPORT?

BUILDING RESILIENCE AGAINST EXTREMISM

EDUCATE AGAINST HATEwww.educateagainsthate.com/parentsIncludes information about warning signs ofradicalisation, online extremism and how to talk to yourchild about extremism. Also offers links to other onlinesafety resources.

THINKUKNOWwww.thinkuknow.co.uk/parents/get-advice/young-people-onlineIncludes videos on a range of online harms, as well as tipson discussing how to stay safe online. Also includes linksto CEOP reporting function.

NSPCC TALKING TO CHILDREN ABOUT TERRORISMwww.nspcc.org.uk/what-we-do/news-opinion/supporting-children-worried-about-terrorism/Specific guidance on how to have open discussions withyour child about terrorist attacks, with accompanyingvideos. Also includes advice on how to report suspiciousactivity online.

REPORTING MATERIAL PROMOTING TERRORISM OREXTREMISMwww.gov.uk/report-terrorismThrough this site, you can anonymously report contentwhich promotes violence or terrorism, as well as materialposted by terrorist or extremist organisations.

Documents

RESILIENCE DIGITAL BUILDING · be encr ypted or removed more quickly and easily, by self- destruc ting. Users can also send large files using Telegram. PINTEREST Number of users: