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FM","link":"/"}},"mindshift_59143":{"type":"posts","id":"mindshift_59143","meta":{"index":"posts_1591205157","site":"mindshift","id":"59143","score":null,"sort":[1653686438000]},"guestAuthors":[],"slug":"war-crisis-tragedy-how-to-talk-with-kids-when-the-news-is-scary","title":"What to Say to Kids When The News Is Scary","publishDate":1653686438,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.kqed.org/news/11915314/como-hablar-con-los-ninos-cuando-las-noticias-dan-miedo\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The news can be devastating: Communities are reeling after a \u003ca href=\"https://www.npr.org/2022/05/25/1101175912/uvalde-texas-shooting-victims-4th-grade-classroom\">mass shooting killed 21 people — including 19 children — at an elementary school in Uvalde, Texas.\u003c/a> That's after a\u003ca href=\"https://www.npr.org/2022/05/18/1099642679/the-buffalo-community-honors-victims-of-the-tops-shooting-and-calls-for-big-chan\"> shooter, motivated by a racist conspiracy theory, shot and killed 10 people at a grocery store in Buffalo, N.Y.\u003c/a>, and \u003ca href=\"https://www.npr.org/2022/05/17/1099453183/dallas-koreatown-hair-salon-shooting-arrest-hate-crime\">another shooter in Dallas injured three women of Asian descent \u003c/a>in what the police chief called \"a hate crime.\"\u003c/p>\n\u003cp>These events can be incomprehensible for adults — so how do we talk about them with kids?\u003cspan style=\"font-weight: 400;\">[aside postID='news_11915314' label='Read this story in Spanish']\u003c/span>\u003c/p>\n\u003cp>We spoke with a handful of child development experts about what parents, teachers and other caregivers can say to help kids process all the scary news out there. Here's what they had to say:\u003c/p>\n\u003ch3>Limit their exposure to breaking news\u003c/h3>\n\u003cp>\"We can control the amount of information. We can control the amount of exposure,\" says \u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop.\u003c/p>\n\u003cp>Truglio says that for starters, try not to let your children experience the news without you. That includes letting the TV or audio play in the background. In 2017, 42 percent of parents of young children told Common Sense Media that \u003ca href=\"https://www.npr.org/sections/ed/2017/10/19/558178851/young-children-are-spending-much-more-time-in-front-of-small-screens\">the TV is on \"always\" or \"most\" of the time\u003c/a>.\u003c/p>\n\u003cp>As a little girl growing up in rural Louisiana, Alison Aucoin remembers her father watching the evening news during the Vietnam War. \"The way that our house was set up, it was kind of impossible for me to completely miss it.\"\u003c/p>\n\u003cp>Aucoin vividly recalls the rapid fire of rifles and the shouting of soldiers, but it was two \u003cem>words\u003c/em> that the reporters and anchors kept using that truly frightened her.\u003c/p>\n\u003cp>\"[I] heard the words 'guerrilla warfare' and ... thought, gorillas — like apes,\" Aucoin says. \"And I literally had a plan for where I would hide in my closet when the gorillas came.\"\u003c/p>\n\u003cp>Truglio says that because we can't control the news itself, adults need to control the technology that exposes kids to potentially traumatic news.\u003c/p>\n\u003ch3>For big stories, ask: \"What have you heard and how are you feeling?\"\u003c/h3>\n\u003cp>While it's important to limit your kids' exposure to potentially frightening media, some stories are simply too big to avoid. And as kids get older, if they don't hear about it at home, they'll almost certainly hear something from classmates at school.\u003c/p>\n\u003cp>\u003ca href=\"https://www.montclair.edu/newscenter/experts/dr-tara-l-conley/\">Tara Conley\u003c/a>, a media researcher at Montclair State University, says adults should choose a quiet moment to check in with their kids, maybe at the dinner table or at bedtime.\u003c/p>\n\u003cp>The idea, she says, is to allow kids to \"ask questions about what they're seeing, how they're feeling and what do they think.\" In other words: Give kids a safe space to reflect and share.\u003c/p>\n\u003ch3>Give kids facts and context\u003c/h3>\n\u003cp>Check-ins also allow you to debunk memes, myths and misconceptions, and that's important in the social media maelstrom, says Holly Korbey, author of \u003ca href=\"https://www.hollykorbey.com/buildingbettercitizens\">Building Better Citizens\u003c/a>\u003cem>, \u003c/em>a new book on civics education. In the days since the recent Iran news broke, she says, \"My own teenagers were showing me these memes and rumors on Instagram spreading about boys being drafted for World War III, no kidding.\"\u003c/p>\n\u003cp>Korbey says, \"One of the most important things parents can do in this scary climate is to talk to kids about facts. For example: 'No, there is not a draft, and no we haven't started World War III.' \"\u003c/p>\n\u003cp>Truglio says that if scary news is happening far from home, the best thing a parent or caregiver can do is to reach for a map. Then, she says, a child could \"see distance, that it's not in their immediate environment.\"\u003c/p>\n\u003cp>Some traumatic events, however, might be closer to home — a school shooting, for example. In that case, it's important to convey that, overall, \u003ca href=\"https://www.npr.org/2018/03/15/593831564/the-disconnect-between-perceived-danger-in-u-s-schools-and-reality\">such events are incredibly rare\u003c/a>. After all, that's why it's news.\u003c/p>\n\u003ch3>When they ask why something happened, avoid labels like \"bad guys\"\u003c/h3>\n\u003cp>Evan Nierman, a father of two, lives in Parkland, Fla. His son turned 11 the day after the 2018 shooting at Marjory Stoneman Douglas High School, and his daughter was 8. He says one of the toughest moments for him as a father was when his kids asked why the shooting happened. \"And there's obviously not a great answer for that. It's hard to explain.\"\u003c/p>\n\u003cp>Truglio says we should resist the temptation to label anyone \"bad guys\" or \"evil.\" It's not helpful, and it may increase fear and confusion. Instead, she says, talk about people being in pain, being angry and making bad choices. That's what Nierman and his wife settled on, telling their children that the shooter wasn't well and needed help.\u003c/p>\n\u003cp>And according to Truglio, there's one important thing parents shouldn't be afraid to say: I don't know.\u003c/p>\n\u003cp>\"Sometimes we don't have the answers to all of these whys,\" she explains. \"It's important for parents to say ... 'I don't know why it happened.'\"\u003c/p>\n\u003ch3>Encourage kids to process the story through play and art\u003c/h3>\n\u003cp>Children often try to make sense of what they see and hear through art and creative play. Sometimes it can be disturbing for adults to see children reenact or draw something scary or violent, but this kind of play serves an important purpose.\u003c/p>\n\u003cp>Conley says, \"Play is part of reconstructing [children's] own stories.\" She calls it \"meaning-making\" and says adults do it too — by discussing stories with friends or even sharing memes on social media. \"It also helps us make sense of the world around us ... when we're being bombarded with information,\" she explains, \"and it helps us discern credible information.\"\u003c/p>\n\u003ch3>\"Look for the helpers\"\u003c/h3>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/11/20/781140591/beautiful-day-director-on-mister-rogers-radical-notion-telling-kids-the-truth\">Fred Rogers\u003c/a>, the beloved children's TV host, famously passed on this advice from his mother: \"When something scary is happening, look for the helpers. You will always find people who are helping.\"\u003c/p>\n\u003cp>Truglio did this when she talked to her then-young son about the 2012 Sandy Hook school shooting. The shooting happened on a Friday, and she kept him away from the television all weekend.\u003c/p>\n\u003cp>\"We didn't turn on the TV until President Obama spoke and there was a memorial service,\" Truglio says. \"We focused on the positive — how people were gathering and taking care of each other.\"\u003c/p>\n\u003cp>There's evidence that talking about helpers really does make a difference in how kids see their world. After the Columbine school shooting in 1999, Sesame Workshop studied school-age children's perceptions of the world through their drawings. The images were full of violence, Truglio says: \"guns and knives and dead people.\"\u003c/p>\n\u003cp>But after the Sept. 11 attacks, just two years later, media coverage changed, she says, focusing more on themes like \"the country is strong. The country's coming together. We are united. We are going to get through this.\" And this made a difference for kids: Their drawings featured American flags and heroes like police officers or firefighters.\u003c/p>\n\u003ch3>Take positive action together\u003c/h3>\n\u003cp>Alison Aucoin, who shared her memories and fears of the Vietnam War, is white; her daughter, Edelawit, was adopted from Ethiopia. Edelawit was just 7 years old when Michael Brown, a black teenager, was shot and killed while unarmed by a white police officer in Ferguson, Mo., in 2014.\u003c/p>\n\u003cp>\"I was scared that something like this would happen to me,\" Edelawit, now 12, says, and ever since, whenever a similar, police-related shooting happens, she and her mother follow a few steps. First, her mother shares the news.\u003c/p>\n\u003cp>\"I always have time to process it,\" Edelawit says. \"And then she says what I can do to protect myself. And then we go and protest.\"\u003c/p>\n\u003cp>\"In talking with our children,\" Conley says, \"we also have to show them how we're helping too, and asking them, 'How do you see yourself as a helper in these situations?' \"\u003c/p>\n\u003cp>You might consider bringing your child to a peaceful rally or protest, collecting donations together or writing to an elected official. A sense of agency can dramatically reduce a child's anxiety.\u003c/p>\n\u003cp>In other words, don't just look for the helpers ... \u003cem>be\u003c/em> the helpers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3 class=\"edTag\">Additional resources\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/articles/explaining-the-news-to-our-kids\">Common Sense Media: Explaining news to kids\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://childmind.org/topics/trauma-grief/\">Child Mind Institute: Articles on kids, trauma and grief\u003c/a>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Chloee Weiner. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+to+say+to+kids+when+the+news+is+scary+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cem>This story was first published on KQED's site on February 25, 2021.\u003c/em>\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Whether an international war, a flash flood or a school shooting, scary events in the news can leave parents struggling to know when — and how — they should talk with their kids about it. Rosemarie Truglio of Sesame Workshop and Tara Conley, a media studies professor at Montclair State University, give us tips.","status":"publish","parent":0,"modified":1653686791,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1470},"headData":{"title":"What to Say to Kids When The News Is Scary - MindShift","description":"Whether an international war, a flash flood or a school shooting, scary events in the news can leave parents struggling to know when — and how — they should talk with their kids about it. Rosemarie Truglio of Sesame Workshop and Tara Conley, a media studies professor at Montclair State University, give us tips.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What to Say to Kids When The News Is Scary","datePublished":"2022-05-27T21:20:38.000Z","dateModified":"2022-05-27T21:26:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59143 https://ww2.kqed.org/mindshift/?p=59143","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/27/war-crisis-tragedy-how-to-talk-with-kids-when-the-news-is-scary/","disqusTitle":"What to Say to Kids When The News Is Scary","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz and Cory Turner","nprImageAgency":"NPR","nprStoryId":"716704917","nprApiLink":"http://api.npr.org/query?id=716704917&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/04/24/716704917/when-the-news-is-scary-what-to-say-to-kids?ft=nprml&f=716704917","nprRetrievedStory":"1","nprPubDate":"Thu, 24 Feb 2022 13:48:00 -0500","nprStoryDate":"Thu, 24 Feb 2022 11:11:00 -0500","nprLastModifiedDate":"Thu, 24 Feb 2022 13:48:50 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lkparenting/2019/04/20190416_lkparenting_life_kit_-_scary_stuff_in_the_news__-_final_30_for_dynamic_insertion-6e63ea1b-ffa4-420a-a19f-945bfc712e41.mp3?orgId=1&topicId=1013&aggIds=676529561&d=1591&p=510342&story=716704917&t=podcast&e=716704917&ft=nprml&f=716704917","nprAudioM3u":"http://api.npr.org/m3u/1716705460-654685.m3u?orgId=1&topicId=1013&aggIds=676529561&d=1591&p=510342&story=716704917&t=podcast&e=716704917&ft=nprml&f=716704917","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59143/war-crisis-tragedy-how-to-talk-with-kids-when-the-news-is-scary","audioUrl":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lkparenting/2019/04/20190416_lkparenting_life_kit_-_scary_stuff_in_the_news__-_final_30_for_dynamic_insertion-6e63ea1b-ffa4-420a-a19f-945bfc712e41.mp3?orgId=1&topicId=1013&aggIds=676529561&d=1591&p=510342&story=716704917&t=podcast&e=716704917&ft=nprml&f=716704917","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11915314/como-hablar-con-los-ninos-cuando-las-noticias-dan-miedo\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The news can be devastating: Communities are reeling after a \u003ca href=\"https://www.npr.org/2022/05/25/1101175912/uvalde-texas-shooting-victims-4th-grade-classroom\">mass shooting killed 21 people — including 19 children — at an elementary school in Uvalde, Texas.\u003c/a> That's after a\u003ca href=\"https://www.npr.org/2022/05/18/1099642679/the-buffalo-community-honors-victims-of-the-tops-shooting-and-calls-for-big-chan\"> shooter, motivated by a racist conspiracy theory, shot and killed 10 people at a grocery store in Buffalo, N.Y.\u003c/a>, and \u003ca href=\"https://www.npr.org/2022/05/17/1099453183/dallas-koreatown-hair-salon-shooting-arrest-hate-crime\">another shooter in Dallas injured three women of Asian descent \u003c/a>in what the police chief called \"a hate crime.\"\u003c/p>\n\u003cp>These events can be incomprehensible for adults — so how do we talk about them with kids?\u003cspan style=\"font-weight: 400;\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11915314","label":"Read this story in Spanish "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>We spoke with a handful of child development experts about what parents, teachers and other caregivers can say to help kids process all the scary news out there. Here's what they had to say:\u003c/p>\n\u003ch3>Limit their exposure to breaking news\u003c/h3>\n\u003cp>\"We can control the amount of information. We can control the amount of exposure,\" says \u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop.\u003c/p>\n\u003cp>Truglio says that for starters, try not to let your children experience the news without you. That includes letting the TV or audio play in the background. In 2017, 42 percent of parents of young children told Common Sense Media that \u003ca href=\"https://www.npr.org/sections/ed/2017/10/19/558178851/young-children-are-spending-much-more-time-in-front-of-small-screens\">the TV is on \"always\" or \"most\" of the time\u003c/a>.\u003c/p>\n\u003cp>As a little girl growing up in rural Louisiana, Alison Aucoin remembers her father watching the evening news during the Vietnam War. \"The way that our house was set up, it was kind of impossible for me to completely miss it.\"\u003c/p>\n\u003cp>Aucoin vividly recalls the rapid fire of rifles and the shouting of soldiers, but it was two \u003cem>words\u003c/em> that the reporters and anchors kept using that truly frightened her.\u003c/p>\n\u003cp>\"[I] heard the words 'guerrilla warfare' and ... thought, gorillas — like apes,\" Aucoin says. \"And I literally had a plan for where I would hide in my closet when the gorillas came.\"\u003c/p>\n\u003cp>Truglio says that because we can't control the news itself, adults need to control the technology that exposes kids to potentially traumatic news.\u003c/p>\n\u003ch3>For big stories, ask: \"What have you heard and how are you feeling?\"\u003c/h3>\n\u003cp>While it's important to limit your kids' exposure to potentially frightening media, some stories are simply too big to avoid. And as kids get older, if they don't hear about it at home, they'll almost certainly hear something from classmates at school.\u003c/p>\n\u003cp>\u003ca href=\"https://www.montclair.edu/newscenter/experts/dr-tara-l-conley/\">Tara Conley\u003c/a>, a media researcher at Montclair State University, says adults should choose a quiet moment to check in with their kids, maybe at the dinner table or at bedtime.\u003c/p>\n\u003cp>The idea, she says, is to allow kids to \"ask questions about what they're seeing, how they're feeling and what do they think.\" In other words: Give kids a safe space to reflect and share.\u003c/p>\n\u003ch3>Give kids facts and context\u003c/h3>\n\u003cp>Check-ins also allow you to debunk memes, myths and misconceptions, and that's important in the social media maelstrom, says Holly Korbey, author of \u003ca href=\"https://www.hollykorbey.com/buildingbettercitizens\">Building Better Citizens\u003c/a>\u003cem>, \u003c/em>a new book on civics education. In the days since the recent Iran news broke, she says, \"My own teenagers were showing me these memes and rumors on Instagram spreading about boys being drafted for World War III, no kidding.\"\u003c/p>\n\u003cp>Korbey says, \"One of the most important things parents can do in this scary climate is to talk to kids about facts. For example: 'No, there is not a draft, and no we haven't started World War III.' \"\u003c/p>\n\u003cp>Truglio says that if scary news is happening far from home, the best thing a parent or caregiver can do is to reach for a map. Then, she says, a child could \"see distance, that it's not in their immediate environment.\"\u003c/p>\n\u003cp>Some traumatic events, however, might be closer to home — a school shooting, for example. In that case, it's important to convey that, overall, \u003ca href=\"https://www.npr.org/2018/03/15/593831564/the-disconnect-between-perceived-danger-in-u-s-schools-and-reality\">such events are incredibly rare\u003c/a>. After all, that's why it's news.\u003c/p>\n\u003ch3>When they ask why something happened, avoid labels like \"bad guys\"\u003c/h3>\n\u003cp>Evan Nierman, a father of two, lives in Parkland, Fla. His son turned 11 the day after the 2018 shooting at Marjory Stoneman Douglas High School, and his daughter was 8. He says one of the toughest moments for him as a father was when his kids asked why the shooting happened. \"And there's obviously not a great answer for that. It's hard to explain.\"\u003c/p>\n\u003cp>Truglio says we should resist the temptation to label anyone \"bad guys\" or \"evil.\" It's not helpful, and it may increase fear and confusion. Instead, she says, talk about people being in pain, being angry and making bad choices. That's what Nierman and his wife settled on, telling their children that the shooter wasn't well and needed help.\u003c/p>\n\u003cp>And according to Truglio, there's one important thing parents shouldn't be afraid to say: I don't know.\u003c/p>\n\u003cp>\"Sometimes we don't have the answers to all of these whys,\" she explains. \"It's important for parents to say ... 'I don't know why it happened.'\"\u003c/p>\n\u003ch3>Encourage kids to process the story through play and art\u003c/h3>\n\u003cp>Children often try to make sense of what they see and hear through art and creative play. Sometimes it can be disturbing for adults to see children reenact or draw something scary or violent, but this kind of play serves an important purpose.\u003c/p>\n\u003cp>Conley says, \"Play is part of reconstructing [children's] own stories.\" She calls it \"meaning-making\" and says adults do it too — by discussing stories with friends or even sharing memes on social media. \"It also helps us make sense of the world around us ... when we're being bombarded with information,\" she explains, \"and it helps us discern credible information.\"\u003c/p>\n\u003ch3>\"Look for the helpers\"\u003c/h3>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/11/20/781140591/beautiful-day-director-on-mister-rogers-radical-notion-telling-kids-the-truth\">Fred Rogers\u003c/a>, the beloved children's TV host, famously passed on this advice from his mother: \"When something scary is happening, look for the helpers. You will always find people who are helping.\"\u003c/p>\n\u003cp>Truglio did this when she talked to her then-young son about the 2012 Sandy Hook school shooting. The shooting happened on a Friday, and she kept him away from the television all weekend.\u003c/p>\n\u003cp>\"We didn't turn on the TV until President Obama spoke and there was a memorial service,\" Truglio says. \"We focused on the positive — how people were gathering and taking care of each other.\"\u003c/p>\n\u003cp>There's evidence that talking about helpers really does make a difference in how kids see their world. After the Columbine school shooting in 1999, Sesame Workshop studied school-age children's perceptions of the world through their drawings. The images were full of violence, Truglio says: \"guns and knives and dead people.\"\u003c/p>\n\u003cp>But after the Sept. 11 attacks, just two years later, media coverage changed, she says, focusing more on themes like \"the country is strong. The country's coming together. We are united. We are going to get through this.\" And this made a difference for kids: Their drawings featured American flags and heroes like police officers or firefighters.\u003c/p>\n\u003ch3>Take positive action together\u003c/h3>\n\u003cp>Alison Aucoin, who shared her memories and fears of the Vietnam War, is white; her daughter, Edelawit, was adopted from Ethiopia. Edelawit was just 7 years old when Michael Brown, a black teenager, was shot and killed while unarmed by a white police officer in Ferguson, Mo., in 2014.\u003c/p>\n\u003cp>\"I was scared that something like this would happen to me,\" Edelawit, now 12, says, and ever since, whenever a similar, police-related shooting happens, she and her mother follow a few steps. First, her mother shares the news.\u003c/p>\n\u003cp>\"I always have time to process it,\" Edelawit says. \"And then she says what I can do to protect myself. And then we go and protest.\"\u003c/p>\n\u003cp>\"In talking with our children,\" Conley says, \"we also have to show them how we're helping too, and asking them, 'How do you see yourself as a helper in these situations?' \"\u003c/p>\n\u003cp>You might consider bringing your child to a peaceful rally or protest, collecting donations together or writing to an elected official. A sense of agency can dramatically reduce a child's anxiety.\u003c/p>\n\u003cp>In other words, don't just look for the helpers ... \u003cem>be\u003c/em> the helpers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3 class=\"edTag\">Additional resources\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/articles/explaining-the-news-to-our-kids\">Common Sense Media: Explaining news to kids\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://childmind.org/topics/trauma-grief/\">Child Mind Institute: Articles on kids, trauma and grief\u003c/a>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Chloee Weiner. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+to+say+to+kids+when+the+news+is+scary+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cem>This story was first published on KQED's site on February 25, 2021.\u003c/em>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59143/war-crisis-tragedy-how-to-talk-with-kids-when-the-news-is-scary","authors":["byline_mindshift_59143"],"categories":["mindshift_21385"],"tags":["mindshift_20565","mindshift_231","mindshift_20568"],"featImg":"mindshift_59144","label":"mindshift"},"mindshift_50781":{"type":"posts","id":"mindshift_50781","meta":{"index":"posts_1591205157","site":"mindshift","id":"50781","score":null,"sort":[1521616259000]},"guestAuthors":[],"slug":"hey-alexa-what-are-you-teaching-our-kids","title":"Hey, Alexa, What Are You Teaching Our Kids?","publishDate":1521616259,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>“Alexa, tell me a story.” “Siri, what is 32 divided by 3?” “Google, why does it snow?”\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalpublicmedia.com/smart-audio-report/\">One in six\u003c/a> Americans now owns a smart speaker like Amazon’s Alexa or Google Home, and \u003ca href=\"https://www.voicebot.ai/2017/04/14/gartner-predicts-75-us-households-will-smart-speakers-2020/\">75 percent of homes\u003c/a> are likely to have one by 2020. That means information and learning opportunities are more accessible to children than ever before, but it also raises unsettling questions for educators and parents. How do children know whether to trust information from these devices’ disembodied voices? Will kids miss opportunities for rich conversation when they ask Alexa a question instead of mom or dad?\u003c/p>\n\u003cp>Smart speakers are so new that we don’t yet know for sure how they are impacting learning and development. But it’s a question of great interest to many media and child development experts as they, like the rest of us, try to keep up with the ever-evolving technology around us.\u003c/p>\n\u003cp>\u003cstrong>Lots of talk but little conversation \u003c/strong>\u003c/p>\n\u003cp>It’s no surprise that children delight in the ease and speed of information provided by smart speakers, given their endless curiosity and appetite for instant gratification. But it takes more than information to learn. Another key ingredient for learning, especially in young children, is conversation. \u003ca href=\"https://www.gse.harvard.edu/news/uk/18/02/brain-changing-power-conversation\">Mounting evidence\u003c/a> shows that children develop better language, literacy and social skills when they are engaged in lots of \u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/serve-and-return/\">“serve-and-return,”\u003c/a> or back-and-forth, dialogue with adults. (They don’t learn as much from \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15475441.2011.579839\">hearing adults talk\u003c/a> around them.) The most beneficial conversations involve \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cogs.12349/full\">“wh-“ questions\u003c/a>, like why and where, and involve lots of turn-taking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>An interaction with a smart speaker is not a conversation — at least not yet — and that concerns some experts. “I’m worried about parents handing off the responsibility for serve-and-return conversations to the device because they’re tired,” says Chip Donohue, director of the \u003ca href=\"http://teccenter.erikson.edu/\">Technology in Early Childhood Center\u003c/a> at the Erikson Institute. We adults do have some bad habits around technology, studies find; for example, \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2478386\">parents tend to talk less\u003c/a> with their children in the presence of an electronic toy than a traditional one.\u003c/p>\n\u003cp>Does that mean young children shouldn’t use smart speakers? Not necessarily. The key is to be thoughtful about \u003cem>how\u003c/em> they are using them, advise Donohue and other child development experts. Adults should make sure children are still getting plenty of rich conversation, and they can do that in combination with the devices. For example, if a child asks Alexa, “What’s the weather?,” a parent can turn that into a learning opportunity by asking him a follow-up question like, “Alexa told us it’s raining, so what do you think we should wear?”\u003c/p>\n\u003cp>Parents should also monitor how the child feels about interacting with the device. Children could become frustrated if the devices don’t understand them. On the other hand, some speech therapists suggest the devices could actually motivate children to practice their articulation. It likely depends on the child, and the issue may soon become moot; engineers are \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fnhum.2017.00073/full\">tackling the challenge\u003c/a> of developing \u003ca href=\"https://www.nytimes.com/2014/10/20/business/media/sesame-workshop-to-tackle-preschool-literacy-with-technology.html\">robots attuned to children’s speech patterns\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Smart speakers as storytellers\u003c/strong>\u003c/p>\n\u003cp>Children of all ages love stories, so they are likely to be attracted to smart speakers’ storytelling and audiobook functions. Parents can ask, “Alexa, read a bedtime story to Allie,” Amazon suggests on its \u003ca href=\"https://www.amazon.com/gp/browse.html?node=15144553011&tag=googhydr-20&hvadid=245714959094&hvpos=1t1&hvexid=&hvnetw=g&hvrand=15721243467772355848&hvpone=&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_4rd22a8txv_e&hvtargid=kwd-319065120890\">website\u003c/a>. Many parents and teachers cringe at the notion of delegating that most classic of bonding moments to a robot. But when an adult isn’t available, children probably do benefit from asking the device for a story. \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">Listening to audiobooks and podcasts\u003c/a> can be helpful for reading development, at least \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2016/07/31/is-listening-to-a-book-a-cheating/?utm_term=.59f3e0fef718\">for comprehension and vocabulary, although not for decoding\u003c/a>. And listening to audio narration while following along with text \u003ca href=\"https://www.slj.com/2011/06/sljarchives/are-ebooks-any-good/\">helps struggling readers\u003c/a>.\u003c/p>\n\u003cp>Lisa Guernsey, deputy director of the \u003ca href=\"https://www.newamerica.org/education-policy/\">Education Policy\u003c/a> program and director of the \u003ca href=\"https://www.newamerica.org/education-policy/learning-technologies-project/\">Learning Technologies\u003c/a> project at New America, recommends that educators and parents should take a “both-and” approach to printed books and newer media, including smart speakers. Different media offer different benefits. For example, Guernsey points out that audiobooks allow children to engage their imaginations. On the other hand, printed books make it easier to do \u003ca href=\"https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Dialogic_Reading_020807.pdf\">dialogic reading\u003c/a>, a highly effective strategy where an adult pauses while reading to ask questions that require thought and analysis. In addition, children’s needs vary. For instance, \u003ca href=\"http://psycnet.apa.org/record/2004-15619-003\">English language learners\u003c/a> and children with \u003ca href=\"https://www.sciencedaily.com/releases/2016/12/161206111709.htm\">below-average vocabulary\u003c/a> levels tend to comprehend less with audio narration than when hearing a present adult read the story.\u003c/p>\n\u003cp>\u003cstrong>Expanding notions of literacy \u003c/strong>\u003c/p>\n\u003cp>Guernsey points out that getting information from smart speakers isn’t all that different from hearing the news in our cars or relying on smartphones — but in all cases, young people are failing to evaluate the information source. According to a \u003ca href=\"https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online\">Stanford study\u003c/a>, 80 percent of middle schoolers thought “sponsored content” on a news website was a real story, and three-quarters of high schoolers couldn’t tell the difference between a real news website and a fake one. Media literacy education is lacking in most schools, according to Sherri Hope Culver, who directs the \u003ca href=\"https://centermil.org/\">Center for Media and Information Literacy\u003c/a> at Temple University, and smart speakers only heighten the urgency of filling that gap.\u003c/p>\n\u003cp>The \u003ca href=\"https://namle.net/\">National Association for Media Literacy Education (NAMLE)\u003c/a> provides helpful resources with questions young people should ask about the content they are consuming, including who created the message, its purpose, and the values that are included and omitted. That is a complex process that requires adult scaffolding, especially when a disembodied voice provides information with no visible cues such as \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=2093&category=Digital-and-media-literacy&article=Today%27s+news%3a+Real+or+fake%3f+%5bInfographic%5d\">a website’s url, byline and links to credible sources. \u003c/a>“The earlier we start those conversations, the better,” counsels Culver.\u003c/p>\n\u003cp>Smart speakers aren’t inherently beneficial or harmful — it’s the way we use them that determines whether children will gain or lose learning opportunities. As they become increasingly present in our lives, it is important for educators and parents to help children understand the devices’ functions and limitations. \u003ca href=\"https://drive.google.com/file/d/0B552cSaArazGUGpma2RKWDFTYUU/view\">A recent MIT study\u003c/a> found that young children viewed smart speakers as having thoughts and feelings like a human, and Culver thinks the line between technology and humans is likely to get blurrier as devices look and sound more human.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is the first moment when we are having that interaction [with robots] on a large scale,” she points out. “It’s fascinating, cool and scary.”\u003c/p>\n\n","blocks":[],"excerpt":"As smart speakers proliferate in homes, childhood development experts are monitoring how kids interact with devices and make informed choices about what they hear. ","status":"publish","parent":0,"modified":1521616259,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1119},"headData":{"title":"Hey, Alexa, What Are You Teaching Our Kids? | KQED","description":"As smart speakers proliferate in homes, childhood development experts are monitoring how kids interact with devices and make informed choices about what they hear. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hey, Alexa, What Are You Teaching Our Kids?","datePublished":"2018-03-21T07:10:59.000Z","dateModified":"2018-03-21T07:10:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50781 https://ww2.kqed.org/mindshift/?p=50781","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/21/hey-alexa-what-are-you-teaching-our-kids/","disqusTitle":"Hey, Alexa, What Are You Teaching Our Kids?","nprByline":"Suzanne Bouffard","path":"/mindshift/50781/hey-alexa-what-are-you-teaching-our-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Alexa, tell me a story.” “Siri, what is 32 divided by 3?” “Google, why does it snow?”\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalpublicmedia.com/smart-audio-report/\">One in six\u003c/a> Americans now owns a smart speaker like Amazon’s Alexa or Google Home, and \u003ca href=\"https://www.voicebot.ai/2017/04/14/gartner-predicts-75-us-households-will-smart-speakers-2020/\">75 percent of homes\u003c/a> are likely to have one by 2020. That means information and learning opportunities are more accessible to children than ever before, but it also raises unsettling questions for educators and parents. How do children know whether to trust information from these devices’ disembodied voices? Will kids miss opportunities for rich conversation when they ask Alexa a question instead of mom or dad?\u003c/p>\n\u003cp>Smart speakers are so new that we don’t yet know for sure how they are impacting learning and development. But it’s a question of great interest to many media and child development experts as they, like the rest of us, try to keep up with the ever-evolving technology around us.\u003c/p>\n\u003cp>\u003cstrong>Lots of talk but little conversation \u003c/strong>\u003c/p>\n\u003cp>It’s no surprise that children delight in the ease and speed of information provided by smart speakers, given their endless curiosity and appetite for instant gratification. But it takes more than information to learn. Another key ingredient for learning, especially in young children, is conversation. \u003ca href=\"https://www.gse.harvard.edu/news/uk/18/02/brain-changing-power-conversation\">Mounting evidence\u003c/a> shows that children develop better language, literacy and social skills when they are engaged in lots of \u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/serve-and-return/\">“serve-and-return,”\u003c/a> or back-and-forth, dialogue with adults. (They don’t learn as much from \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15475441.2011.579839\">hearing adults talk\u003c/a> around them.) The most beneficial conversations involve \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cogs.12349/full\">“wh-“ questions\u003c/a>, like why and where, and involve lots of turn-taking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>An interaction with a smart speaker is not a conversation — at least not yet — and that concerns some experts. “I’m worried about parents handing off the responsibility for serve-and-return conversations to the device because they’re tired,” says Chip Donohue, director of the \u003ca href=\"http://teccenter.erikson.edu/\">Technology in Early Childhood Center\u003c/a> at the Erikson Institute. We adults do have some bad habits around technology, studies find; for example, \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2478386\">parents tend to talk less\u003c/a> with their children in the presence of an electronic toy than a traditional one.\u003c/p>\n\u003cp>Does that mean young children shouldn’t use smart speakers? Not necessarily. The key is to be thoughtful about \u003cem>how\u003c/em> they are using them, advise Donohue and other child development experts. Adults should make sure children are still getting plenty of rich conversation, and they can do that in combination with the devices. For example, if a child asks Alexa, “What’s the weather?,” a parent can turn that into a learning opportunity by asking him a follow-up question like, “Alexa told us it’s raining, so what do you think we should wear?”\u003c/p>\n\u003cp>Parents should also monitor how the child feels about interacting with the device. Children could become frustrated if the devices don’t understand them. On the other hand, some speech therapists suggest the devices could actually motivate children to practice their articulation. It likely depends on the child, and the issue may soon become moot; engineers are \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fnhum.2017.00073/full\">tackling the challenge\u003c/a> of developing \u003ca href=\"https://www.nytimes.com/2014/10/20/business/media/sesame-workshop-to-tackle-preschool-literacy-with-technology.html\">robots attuned to children’s speech patterns\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Smart speakers as storytellers\u003c/strong>\u003c/p>\n\u003cp>Children of all ages love stories, so they are likely to be attracted to smart speakers’ storytelling and audiobook functions. Parents can ask, “Alexa, read a bedtime story to Allie,” Amazon suggests on its \u003ca href=\"https://www.amazon.com/gp/browse.html?node=15144553011&tag=googhydr-20&hvadid=245714959094&hvpos=1t1&hvexid=&hvnetw=g&hvrand=15721243467772355848&hvpone=&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_4rd22a8txv_e&hvtargid=kwd-319065120890\">website\u003c/a>. Many parents and teachers cringe at the notion of delegating that most classic of bonding moments to a robot. But when an adult isn’t available, children probably do benefit from asking the device for a story. \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">Listening to audiobooks and podcasts\u003c/a> can be helpful for reading development, at least \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2016/07/31/is-listening-to-a-book-a-cheating/?utm_term=.59f3e0fef718\">for comprehension and vocabulary, although not for decoding\u003c/a>. And listening to audio narration while following along with text \u003ca href=\"https://www.slj.com/2011/06/sljarchives/are-ebooks-any-good/\">helps struggling readers\u003c/a>.\u003c/p>\n\u003cp>Lisa Guernsey, deputy director of the \u003ca href=\"https://www.newamerica.org/education-policy/\">Education Policy\u003c/a> program and director of the \u003ca href=\"https://www.newamerica.org/education-policy/learning-technologies-project/\">Learning Technologies\u003c/a> project at New America, recommends that educators and parents should take a “both-and” approach to printed books and newer media, including smart speakers. Different media offer different benefits. For example, Guernsey points out that audiobooks allow children to engage their imaginations. On the other hand, printed books make it easier to do \u003ca href=\"https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Dialogic_Reading_020807.pdf\">dialogic reading\u003c/a>, a highly effective strategy where an adult pauses while reading to ask questions that require thought and analysis. In addition, children’s needs vary. For instance, \u003ca href=\"http://psycnet.apa.org/record/2004-15619-003\">English language learners\u003c/a> and children with \u003ca href=\"https://www.sciencedaily.com/releases/2016/12/161206111709.htm\">below-average vocabulary\u003c/a> levels tend to comprehend less with audio narration than when hearing a present adult read the story.\u003c/p>\n\u003cp>\u003cstrong>Expanding notions of literacy \u003c/strong>\u003c/p>\n\u003cp>Guernsey points out that getting information from smart speakers isn’t all that different from hearing the news in our cars or relying on smartphones — but in all cases, young people are failing to evaluate the information source. According to a \u003ca href=\"https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online\">Stanford study\u003c/a>, 80 percent of middle schoolers thought “sponsored content” on a news website was a real story, and three-quarters of high schoolers couldn’t tell the difference between a real news website and a fake one. Media literacy education is lacking in most schools, according to Sherri Hope Culver, who directs the \u003ca href=\"https://centermil.org/\">Center for Media and Information Literacy\u003c/a> at Temple University, and smart speakers only heighten the urgency of filling that gap.\u003c/p>\n\u003cp>The \u003ca href=\"https://namle.net/\">National Association for Media Literacy Education (NAMLE)\u003c/a> provides helpful resources with questions young people should ask about the content they are consuming, including who created the message, its purpose, and the values that are included and omitted. That is a complex process that requires adult scaffolding, especially when a disembodied voice provides information with no visible cues such as \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=2093&category=Digital-and-media-literacy&article=Today%27s+news%3a+Real+or+fake%3f+%5bInfographic%5d\">a website’s url, byline and links to credible sources. \u003c/a>“The earlier we start those conversations, the better,” counsels Culver.\u003c/p>\n\u003cp>Smart speakers aren’t inherently beneficial or harmful — it’s the way we use them that determines whether children will gain or lose learning opportunities. As they become increasingly present in our lives, it is important for educators and parents to help children understand the devices’ functions and limitations. \u003ca href=\"https://drive.google.com/file/d/0B552cSaArazGUGpma2RKWDFTYUU/view\">A recent MIT study\u003c/a> found that young children viewed smart speakers as having thoughts and feelings like a human, and Culver thinks the line between technology and humans is likely to get blurrier as devices look and sound more human.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is the first moment when we are having that interaction [with robots] on a large scale,” she points out. “It’s fascinating, cool and scary.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50781/hey-alexa-what-are-you-teaching-our-kids","authors":["byline_mindshift_50781"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_21052","mindshift_20565","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_21067","mindshift_74","mindshift_21182"],"featImg":"mindshift_50815","label":"mindshift"},"mindshift_50525":{"type":"posts","id":"mindshift_50525","meta":{"index":"posts_1591205157","site":"mindshift","id":"50525","score":null,"sort":[1518023104000]},"guestAuthors":[],"slug":"what-the-screen-time-experts-do-with-their-own-kids","title":"What The Screen Time Experts Do With Their Own Kids","publishDate":1518023104,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Parents today struggle to set screen time guidelines.\u003c/p>\n\u003cp>One big reason is a lack of role models. Grandma doesn't have any tried-and-true sayings about iPad time. This stuff is just too new.\u003c/p>\n\u003cp>But many experts on kids and media are also parents themselves. So when I was interviewing dozens of them \u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\">for my book The Art of Screen Time\u003cem>,\u003c/em>\u003c/a> I asked them how they made screen time rules at home.\u003c/p>\n\u003cp>None of them held themselves up as paragons, but it was interesting to see how the priorities they focused on in their own research corresponded with the priorities they set at home.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the research pediatrician:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dr. Jenny Radesky is the lead author of the most recent revision of the \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591\"> guidelines on media and children\u003c/a> from the American Academy of Pediatrics. She is also the mother of two young boys, and as she says, \"We're not a tech-averse household.\"\u003c/p>\n\u003cp>She and her husband both grew up watching \"tons of TV\" and playing video games. \"We have a big flatscreen TV,\" Radesky says. \"I have a smartphone.\"\u003c/p>\n\u003cp>In fact, she says, as a doctor she may be more prone to distraction than he is: \"My husband's really good. His stuff is always just on the kitchen counter and he hardly checks it unless it rings. But if I'm on call I have my pager on. If something is an emergency that's how I can be found.\"\u003c/p>\n\u003cp>For the kids, since they started school, the rule is \"no media on weekdays.\" They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of \"joint media engagement,\" or simply sharing screen time.\u003c/p>\n\u003cp>On weekends, they allow the kids cartoons, apps and games like Minecraft. But more than just limiting time, says Radesky, \"I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.\" For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the sleep researcher:\u003c/strong>\u003c/p>\n\u003cp>Lauren Hale is a sleep researcher at Stony Brook University in New York. She sums up her findings from over a decade of research: \"As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.\"\u003c/p>\n\u003cp>Hale is also the mother of two young children. She strictly enforces these rules: No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine. It seems to be sinking in. When he was 4 years old, her son told his grandmother: \"You don't want to look at a screen before bed because it tells your brain to stay awake.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the anti-obesity doctor:\u003c/strong>\u003c/p>\n\u003cp>Tom Warshawski, a pediatrician in Canada and founder of the Childhood Obesity Foundation there, has been involved in education efforts to get parents to cut back on media time.\u003c/p>\n\u003cp>His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages.\u003c/p>\n\u003cp>He and his wife, also a doctor, split their pediatrics practice when their son and daughter were young so that one of them could always be home.\u003c/p>\n\u003cp>\"We limited TV to an hour on weekdays after all other homework was done,\" he says. \"We said categorically no video games — my daughter didn't care, but my son thought it was extremely oppressive and unfair. Then he resigned himself. Ultimately, both of them have thanked us.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the media and violence researcher:\u003c/strong>\u003c/p>\n\u003cp>Douglas Gentile, a professor at Iowa State University, has two nearly grown daughters. He says when they were younger, he \"pretty much followed AAP guidelines: one hour a day in elementary school, two hours as they got older. But I'm much more strict on content than I am on time.\"\u003c/p>\n\u003cp>Not surprisingly, he doesn't rely on ratings. Instead, he would watch something himself before allowing his girls to see it. They were big fans of the Harry Potter books; they would wait for each movie to come out on video and then watch it in short bits, fast-forwarding through the scary parts.\u003c/p>\n\u003cp>But, he says, being the strict dad did once backfire in a funny way. He's a huge Star Wars fan. \"I was 13 when the original movie came out. I waited 10 years, ever since she was born, to share this pivotal, important movie with my older daughter.\"\u003c/p>\n\u003cp>Based on his description, though, she wasn't having it.\u003c/p>\n\u003cp>\"She says, 'No. All they do is fight all the way through it.'\u003c/p>\n\u003cp>\" 'Oh, please?'\u003c/p>\n\u003cp>\" 'No, Dad.' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reluctantly, Gentile saw her point: \"She had learned the lesson — if the movie is just about people fighting, it's not going to make her feel happy. She's not going to enjoy it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+The+Screen+Time+Experts+Do+With+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many of these experts are also parents, and their work informs their approach to making rules with their kids about phones, TV and other media.","status":"publish","parent":0,"modified":1518023104,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":884},"headData":{"title":"What The Screen Time Experts Do With Their Own Kids | KQED","description":"Many of these experts are also parents, and their work informs their approach to making rules with their kids about phones, TV and other media.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What The Screen Time Experts Do With Their Own Kids","datePublished":"2018-02-07T17:05:04.000Z","dateModified":"2018-02-07T17:05:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50525 https://ww2.kqed.org/mindshift/?p=50525","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/07/what-the-screen-time-experts-do-with-their-own-kids/","disqusTitle":"What The Screen Time Experts Do With Their Own Kids","nprByline":"Anya Kamenetz","nprImageAgency":"Raymond Biesinger for NPR","nprStoryId":"579555110","nprApiLink":"http://api.npr.org/query?id=579555110&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/02/06/579555110/what-the-screen-time-experts-do-with-their-own-kids?ft=nprml&f=579555110","nprRetrievedStory":"1","nprPubDate":"Tue, 06 Feb 2018 13:30:00 -0500","nprStoryDate":"Tue, 06 Feb 2018 06:01:00 -0500","nprLastModifiedDate":"Tue, 06 Feb 2018 13:31:07 -0500","path":"/mindshift/50525/what-the-screen-time-experts-do-with-their-own-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents today struggle to set screen time guidelines.\u003c/p>\n\u003cp>One big reason is a lack of role models. Grandma doesn't have any tried-and-true sayings about iPad time. This stuff is just too new.\u003c/p>\n\u003cp>But many experts on kids and media are also parents themselves. So when I was interviewing dozens of them \u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\">for my book The Art of Screen Time\u003cem>,\u003c/em>\u003c/a> I asked them how they made screen time rules at home.\u003c/p>\n\u003cp>None of them held themselves up as paragons, but it was interesting to see how the priorities they focused on in their own research corresponded with the priorities they set at home.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the research pediatrician:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dr. Jenny Radesky is the lead author of the most recent revision of the \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591\"> guidelines on media and children\u003c/a> from the American Academy of Pediatrics. She is also the mother of two young boys, and as she says, \"We're not a tech-averse household.\"\u003c/p>\n\u003cp>She and her husband both grew up watching \"tons of TV\" and playing video games. \"We have a big flatscreen TV,\" Radesky says. \"I have a smartphone.\"\u003c/p>\n\u003cp>In fact, she says, as a doctor she may be more prone to distraction than he is: \"My husband's really good. His stuff is always just on the kitchen counter and he hardly checks it unless it rings. But if I'm on call I have my pager on. If something is an emergency that's how I can be found.\"\u003c/p>\n\u003cp>For the kids, since they started school, the rule is \"no media on weekdays.\" They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of \"joint media engagement,\" or simply sharing screen time.\u003c/p>\n\u003cp>On weekends, they allow the kids cartoons, apps and games like Minecraft. But more than just limiting time, says Radesky, \"I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.\" For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the sleep researcher:\u003c/strong>\u003c/p>\n\u003cp>Lauren Hale is a sleep researcher at Stony Brook University in New York. She sums up her findings from over a decade of research: \"As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.\"\u003c/p>\n\u003cp>Hale is also the mother of two young children. She strictly enforces these rules: No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine. It seems to be sinking in. When he was 4 years old, her son told his grandmother: \"You don't want to look at a screen before bed because it tells your brain to stay awake.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the anti-obesity doctor:\u003c/strong>\u003c/p>\n\u003cp>Tom Warshawski, a pediatrician in Canada and founder of the Childhood Obesity Foundation there, has been involved in education efforts to get parents to cut back on media time.\u003c/p>\n\u003cp>His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages.\u003c/p>\n\u003cp>He and his wife, also a doctor, split their pediatrics practice when their son and daughter were young so that one of them could always be home.\u003c/p>\n\u003cp>\"We limited TV to an hour on weekdays after all other homework was done,\" he says. \"We said categorically no video games — my daughter didn't care, but my son thought it was extremely oppressive and unfair. Then he resigned himself. Ultimately, both of them have thanked us.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the media and violence researcher:\u003c/strong>\u003c/p>\n\u003cp>Douglas Gentile, a professor at Iowa State University, has two nearly grown daughters. He says when they were younger, he \"pretty much followed AAP guidelines: one hour a day in elementary school, two hours as they got older. But I'm much more strict on content than I am on time.\"\u003c/p>\n\u003cp>Not surprisingly, he doesn't rely on ratings. Instead, he would watch something himself before allowing his girls to see it. They were big fans of the Harry Potter books; they would wait for each movie to come out on video and then watch it in short bits, fast-forwarding through the scary parts.\u003c/p>\n\u003cp>But, he says, being the strict dad did once backfire in a funny way. He's a huge Star Wars fan. \"I was 13 when the original movie came out. I waited 10 years, ever since she was born, to share this pivotal, important movie with my older daughter.\"\u003c/p>\n\u003cp>Based on his description, though, she wasn't having it.\u003c/p>\n\u003cp>\"She says, 'No. All they do is fight all the way through it.'\u003c/p>\n\u003cp>\" 'Oh, please?'\u003c/p>\n\u003cp>\" 'No, Dad.' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reluctantly, Gentile saw her point: \"She had learned the lesson — if the movie is just about people fighting, it's not going to make her feel happy. She's not going to enjoy it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+The+Screen+Time+Experts+Do+With+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50525/what-the-screen-time-experts-do-with-their-own-kids","authors":["byline_mindshift_50525"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20565","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_21116","mindshift_20816"],"featImg":"mindshift_50526","label":"mindshift"},"mindshift_47580":{"type":"posts","id":"mindshift_47580","meta":{"index":"posts_1591205157","site":"mindshift","id":"47580","score":null,"sort":[1487255330000]},"guestAuthors":[],"slug":"media-literacy-five-ways-teachers-are-fighting-fake-news","title":"Media Literacy: Five Ways Teachers Are Fighting Fake News","publishDate":1487255330,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As the \u003ca href=\"http://www.npr.org/2016/11/19/502717970/mark-zuckerberg-addresses-fake-news-on-facebook\">national attention to fake news\u003c/a> and the debate over what to do about it continue, one place many are looking for solutions is in the classroom.\u003c/p>\n\u003cp>Since a recent \u003ca href=\"https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online\">Stanford study\u003c/a> showed that students at practically all grade levels can't determine fake news from the real stuff, the push to teach media literacy has gained new momentum. The study showed that while students absorb media constantly, they often lack the critical thinking skills needed to tell fake news from the real stuff.\u003c/p>\n\u003cp>Teachers are taking up the challenge to change that. NPR Ed put out \u003ca href=\"https://twitter.com/npr_ed/status/829714901950152707\">a social media call\u003c/a> asking how educators are teaching fake news and media literacy, and we got a lot of responses. Here's a sampling from around the country:\u003c/p>\n\u003cp>\u003cstrong>Fake news \"Simon Says\"\u003c/strong>\u003c/p>\n\u003cp>In Scott Bedley's version of Simon Says, it's not those two magic words that keep you in the game, but deciding correctly whether a news story is real or not.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To start off the game, Bedley sends his fifth-graders at Plaza Vista School in Irvine, Calif., an article to read on their laptops. He gives them about three minutes to make their decision — they have to read the story carefully, examine its source and use their judgment. Those who think the article is false, stand up. The \"true\" believers stay in their seats.\u003c/p>\n\u003cp>Bedley says he's been trying to teach his students for a while to look carefully at what they're reading and where it comes from. He's got a seven-point checklist his students can follow:\u003c/p>\n\u003cp>1. Do you know who the source is, or was it created by a common or well-known source? Example National Geographic, Discovery, etc.\u003cbr>\n2. How does it compare to what you already know?\u003cbr>\n3. Does the information make sense? Do you understand the information?\u003cbr>\n4. Can you verify that the information agrees with three or more other sources that are also reliable?\u003cbr>\n5. Have experts in the field been connected to it or authored the information?\u003cbr>\n6. How current is the information?\u003cbr>\n7. Does it have a copyright?\u003c/p>\n\u003cp>\u003cstrong>Subtle changes\u003c/strong>\u003c/p>\n\u003cp>Bedley also teamed up recently with Todd Flory at Calamus Wheatland Elementary School in Calamus, Iowa, to do a fake news challenge via Skype. Flory's fourth-graders chose two real articles and wrote a fake article of their own. Then, they presented them to Bedley's class in California.\u003c/p>\n\u003cfigure id=\"attachment_47582\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47582\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4.jpg\" alt=\"Bedley's class Skypes with Todd Flory's fourth-graders at Calamus Wheatland Elementary School in Calamus, Iowa.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4.jpg 3737w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bedley's class Skypes with Todd Flory's fourth-graders at Calamus Wheatland Elementary School in Calamus, Iowa. \u003ccite>(Courtesy of Scott Bedley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The fifth-graders had four minutes to do some extra research based on the presentations, and then they decided which article out of the three were fake. Most importantly, they had to explain why they thought it was fake. Otherwise, no points.\u003c/p>\n\u003cp>Flory says writing the fake news article was more difficult for his students than they expected because they had to make it \u003cem>believable\u003c/em>.\u003c/p>\n\u003cp>\"It really hammered home the idea to them that fake news doesn't have to be too sensational,\" he says. \"It can be a very subtle change, but that subtle change can have big consequences.\"\u003c/p>\n\u003cp>Every Friday, Flory's class participates in what he calls Genius Hour. His students propose a question to answer through online research. But before they took to the Internet, Flory had to walk his students through the steps: What are reliable and trusted websites? How do you effectively search on the Internet and verify information?\u003c/p>\n\u003cp>He uses Skype to connect his students with researchers and scientists from all over the world. He calls this \"authentic research.\"\u003c/p>\n\u003cp>\"It's so much more powerful for them to do some of this authentic research when they're able to hear from a scientist who's seeing firsthand the effects of climate change,\" Flory says. This year's class got to talk to a penguin scientist.\u003c/p>\n\u003cp>Flory says he's not only teaching his students effective media literacy skills; he is also helping them to be better citizens through global engagement and interaction.\u003c/p>\n\u003cp>\u003cstrong>Let them eat fake (news)\u003c/strong>\u003c/p>\n\u003cp>Remember Marie Antoinette and \"Let them eat cake\" — her \u003ca href=\"https://www.youtube.com/watch?v=G2EARJGkdTM\">famous line\u003c/a> about the poor that got her in all that trouble?\u003c/p>\n\u003cp>Thing is, it never happened. Fake news!\u003c/p>\n\u003cp>For Diane Morey and her ninth-graders at Danvers High School in Danvers, Mass., that's a teachable moment.\u003c/p>\n\u003cp>\"The media of the day didn't have Facebook, Twitter or partisan websites,\" Morey says. \"But they did have pamphlets.\"\u003c/p>\n\u003cp>She shows her class cartoons and pamphlets from the French Revolutionary period that criticized Antoinette, and then discusses the conclusions that were made from those sources. She also includes a primary source: a letter written by Antoinette.\u003c/p>\n\u003cp>Morey says history is rich with examples of fake news, and since \u003ca href=\"http://www.smithsonianmag.com/history/remedy-spread-fake-news-history-teachers-180961310/\">source analysis \u003c/a>is the core of her lesson plans, she doesn't need a textbook.\u003c/p>\n\u003cp>\"We don't study [history] to memorize Marie Antoinette and Louis XVI,\" she explains. \"We're studying this because we can see this happening in the current-day political climate.\"\u003c/p>\n\u003cp>Morey encourages students to bring in examples of articles from today's news that don't ring true.\u003c/p>\n\u003cp>\"Once you expose it to them,\" she says, \"it's like a game for them, seeing, 'Hey, I'm not sure I can trust this.' \"\u003c/p>\n\u003cp>\u003cstrong>Extra layers \u003c/strong>\u003c/p>\n\u003cp>For 13 years, Larry Ferlazzo has been teaching kids who are learning English how to read and write. Now, he's adding another layer: helping them figure out if what they're reading is true.\u003c/p>\n\u003cp>Ferlazzo teaches at Luther Burbank High School in Sacramento, Calif. He's also a \u003ca href=\"http://larryferlazzo.edublogs.org/about/\">blogger and journalist\u003c/a>.\u003c/p>\n\u003cp>Last month, he wrote a lesson plan on addressing fake news to English language learners (ELLs), which was published in \u003ca href=\"https://mobile.nytimes.com/2017/01/26/learning/lesson-plans/ideas-for-ells-finding-reliable-sources-in-a-world-of-fake-news.html?_r=0&referer=\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>He says media literacy is especially important for ELLs for two reasons. First, they're not fluent in the language they're reading, adding an extra level of difficulty in deciding what to believe. On top of that, false or exaggerated news about immigration could have a major impact on their lives.\u003c/p>\n\u003cp>His lesson starts off with a few examples of reliable and fake news. Then, some basic journalism stuff: Students identify the different parts of the news, from the \"lede\" to quotations. They enter all that into a diagram on paper so they have a visual representation of what they're reading.\u003c/p>\n\u003cp>That diagram eventually becomes a guide for students to write their own fake news lede that they can share with other classmates or post on a class blog.\u003c/p>\n\u003cp>\u003cstrong>Media consumers and contributors\u003c/strong>\u003c/p>\n\u003cp>In 2015, Spencer Brayton and his colleague Natasha Casey revamped a media literacy course for students at Blackburn College in Carlinville, Ill. Brayton says the key is the critical approach.\u003c/p>\n\u003cp>\"Students come in expecting that we're going to lecture,\" Brayton explains. \"But we have them think about certain power structures in how information is produced and how it reaches them. If they're going to understand how they're going to take it in, then they have to know how the news is going to be produced.\"\u003c/p>\n\u003cp>To take the class, students need a Twitter account. From the very first week, they are asked to follow five to 10 accounts on Twitter that promote media and information literacy, like \u003ca href=\"https://twitter.com/MediaLitNow\">Media Literacy Now\u003c/a> or \u003ca href=\"https://twitter.com/reneehobbs\">Renee Hobbs\u003c/a>.\u003c/p>\n\u003cp>As they follow these posts and add additional ones, the goal is that they'll start to recognize fake news and other biases or viewpoints in media.\u003c/p>\n\u003cp>By the end of the course, Brayton says students begin to see themselves not only as creators of information, but as credible sources of information too.\u003c/p>\n\u003cp>The Twitter assignments encourage his students to engage with social media - retweeting, following and commenting — which Brayton says helps his students see how they play a role in spreading information to other media consumers. That means they have to take what they share more seriously.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"In looking at this issue, people seem to want a quick solution to fake news, but I'm not sure there is a solution (at least an easy one),\" Brayton writes in an email. \"Students need to recognize that these skills and ideas need to stay with them through adulthood, but that's easier said than done — we all fall into this trap.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Ways+Teachers+Are+Fighting+Fake+News+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In an era of national attention to what's real and what isn't, we asked educators to share their strategies for helping students sort out fact from fiction.","status":"publish","parent":0,"modified":1497649005,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1404},"headData":{"title":"Media Literacy: Five Ways Teachers Are Fighting Fake News | KQED","description":"In an era of national attention to what's real and what isn't, we asked educators to share their strategies for helping students sort out fact from fiction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Media Literacy: Five Ways Teachers Are Fighting Fake News","datePublished":"2017-02-16T14:28:50.000Z","dateModified":"2017-06-16T21:36:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47580 https://ww2.kqed.org/mindshift/?p=47580","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/16/media-literacy-five-ways-teachers-are-fighting-fake-news/","disqusTitle":"Media Literacy: Five Ways Teachers Are Fighting Fake News","nprByline":"Sophia Alvarez Boyd","nprImageAgency":"Courtesy of Scott Bedley","nprStoryId":"514364210","nprApiLink":"http://api.npr.org/query?id=514364210&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/02/16/514364210/5-ways-teachers-are-fighting-fake-news?ft=nprml&f=514364210","nprRetrievedStory":"1","nprPubDate":"Thu, 16 Feb 2017 09:02:00 -0500","nprStoryDate":"Thu, 16 Feb 2017 06:00:00 -0500","nprLastModifiedDate":"Thu, 16 Feb 2017 09:02:18 -0500","path":"/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the \u003ca href=\"http://www.npr.org/2016/11/19/502717970/mark-zuckerberg-addresses-fake-news-on-facebook\">national attention to fake news\u003c/a> and the debate over what to do about it continue, one place many are looking for solutions is in the classroom.\u003c/p>\n\u003cp>Since a recent \u003ca href=\"https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online\">Stanford study\u003c/a> showed that students at practically all grade levels can't determine fake news from the real stuff, the push to teach media literacy has gained new momentum. The study showed that while students absorb media constantly, they often lack the critical thinking skills needed to tell fake news from the real stuff.\u003c/p>\n\u003cp>Teachers are taking up the challenge to change that. NPR Ed put out \u003ca href=\"https://twitter.com/npr_ed/status/829714901950152707\">a social media call\u003c/a> asking how educators are teaching fake news and media literacy, and we got a lot of responses. Here's a sampling from around the country:\u003c/p>\n\u003cp>\u003cstrong>Fake news \"Simon Says\"\u003c/strong>\u003c/p>\n\u003cp>In Scott Bedley's version of Simon Says, it's not those two magic words that keep you in the game, but deciding correctly whether a news story is real or not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To start off the game, Bedley sends his fifth-graders at Plaza Vista School in Irvine, Calif., an article to read on their laptops. He gives them about three minutes to make their decision — they have to read the story carefully, examine its source and use their judgment. Those who think the article is false, stand up. The \"true\" believers stay in their seats.\u003c/p>\n\u003cp>Bedley says he's been trying to teach his students for a while to look carefully at what they're reading and where it comes from. He's got a seven-point checklist his students can follow:\u003c/p>\n\u003cp>1. Do you know who the source is, or was it created by a common or well-known source? Example National Geographic, Discovery, etc.\u003cbr>\n2. How does it compare to what you already know?\u003cbr>\n3. Does the information make sense? Do you understand the information?\u003cbr>\n4. Can you verify that the information agrees with three or more other sources that are also reliable?\u003cbr>\n5. Have experts in the field been connected to it or authored the information?\u003cbr>\n6. How current is the information?\u003cbr>\n7. Does it have a copyright?\u003c/p>\n\u003cp>\u003cstrong>Subtle changes\u003c/strong>\u003c/p>\n\u003cp>Bedley also teamed up recently with Todd Flory at Calamus Wheatland Elementary School in Calamus, Iowa, to do a fake news challenge via Skype. Flory's fourth-graders chose two real articles and wrote a fake article of their own. Then, they presented them to Bedley's class in California.\u003c/p>\n\u003cfigure id=\"attachment_47582\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47582\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4.jpg\" alt=\"Bedley's class Skypes with Todd Flory's fourth-graders at Calamus Wheatland Elementary School in Calamus, Iowa.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4.jpg 3737w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/skype-1-toned-bee6925b48ba4aea9b978e7800b40c706b17a7d4-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bedley's class Skypes with Todd Flory's fourth-graders at Calamus Wheatland Elementary School in Calamus, Iowa. \u003ccite>(Courtesy of Scott Bedley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The fifth-graders had four minutes to do some extra research based on the presentations, and then they decided which article out of the three were fake. Most importantly, they had to explain why they thought it was fake. Otherwise, no points.\u003c/p>\n\u003cp>Flory says writing the fake news article was more difficult for his students than they expected because they had to make it \u003cem>believable\u003c/em>.\u003c/p>\n\u003cp>\"It really hammered home the idea to them that fake news doesn't have to be too sensational,\" he says. \"It can be a very subtle change, but that subtle change can have big consequences.\"\u003c/p>\n\u003cp>Every Friday, Flory's class participates in what he calls Genius Hour. His students propose a question to answer through online research. But before they took to the Internet, Flory had to walk his students through the steps: What are reliable and trusted websites? How do you effectively search on the Internet and verify information?\u003c/p>\n\u003cp>He uses Skype to connect his students with researchers and scientists from all over the world. He calls this \"authentic research.\"\u003c/p>\n\u003cp>\"It's so much more powerful for them to do some of this authentic research when they're able to hear from a scientist who's seeing firsthand the effects of climate change,\" Flory says. This year's class got to talk to a penguin scientist.\u003c/p>\n\u003cp>Flory says he's not only teaching his students effective media literacy skills; he is also helping them to be better citizens through global engagement and interaction.\u003c/p>\n\u003cp>\u003cstrong>Let them eat fake (news)\u003c/strong>\u003c/p>\n\u003cp>Remember Marie Antoinette and \"Let them eat cake\" — her \u003ca href=\"https://www.youtube.com/watch?v=G2EARJGkdTM\">famous line\u003c/a> about the poor that got her in all that trouble?\u003c/p>\n\u003cp>Thing is, it never happened. Fake news!\u003c/p>\n\u003cp>For Diane Morey and her ninth-graders at Danvers High School in Danvers, Mass., that's a teachable moment.\u003c/p>\n\u003cp>\"The media of the day didn't have Facebook, Twitter or partisan websites,\" Morey says. \"But they did have pamphlets.\"\u003c/p>\n\u003cp>She shows her class cartoons and pamphlets from the French Revolutionary period that criticized Antoinette, and then discusses the conclusions that were made from those sources. She also includes a primary source: a letter written by Antoinette.\u003c/p>\n\u003cp>Morey says history is rich with examples of fake news, and since \u003ca href=\"http://www.smithsonianmag.com/history/remedy-spread-fake-news-history-teachers-180961310/\">source analysis \u003c/a>is the core of her lesson plans, she doesn't need a textbook.\u003c/p>\n\u003cp>\"We don't study [history] to memorize Marie Antoinette and Louis XVI,\" she explains. \"We're studying this because we can see this happening in the current-day political climate.\"\u003c/p>\n\u003cp>Morey encourages students to bring in examples of articles from today's news that don't ring true.\u003c/p>\n\u003cp>\"Once you expose it to them,\" she says, \"it's like a game for them, seeing, 'Hey, I'm not sure I can trust this.' \"\u003c/p>\n\u003cp>\u003cstrong>Extra layers \u003c/strong>\u003c/p>\n\u003cp>For 13 years, Larry Ferlazzo has been teaching kids who are learning English how to read and write. Now, he's adding another layer: helping them figure out if what they're reading is true.\u003c/p>\n\u003cp>Ferlazzo teaches at Luther Burbank High School in Sacramento, Calif. He's also a \u003ca href=\"http://larryferlazzo.edublogs.org/about/\">blogger and journalist\u003c/a>.\u003c/p>\n\u003cp>Last month, he wrote a lesson plan on addressing fake news to English language learners (ELLs), which was published in \u003ca href=\"https://mobile.nytimes.com/2017/01/26/learning/lesson-plans/ideas-for-ells-finding-reliable-sources-in-a-world-of-fake-news.html?_r=0&referer=\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>He says media literacy is especially important for ELLs for two reasons. First, they're not fluent in the language they're reading, adding an extra level of difficulty in deciding what to believe. On top of that, false or exaggerated news about immigration could have a major impact on their lives.\u003c/p>\n\u003cp>His lesson starts off with a few examples of reliable and fake news. Then, some basic journalism stuff: Students identify the different parts of the news, from the \"lede\" to quotations. They enter all that into a diagram on paper so they have a visual representation of what they're reading.\u003c/p>\n\u003cp>That diagram eventually becomes a guide for students to write their own fake news lede that they can share with other classmates or post on a class blog.\u003c/p>\n\u003cp>\u003cstrong>Media consumers and contributors\u003c/strong>\u003c/p>\n\u003cp>In 2015, Spencer Brayton and his colleague Natasha Casey revamped a media literacy course for students at Blackburn College in Carlinville, Ill. Brayton says the key is the critical approach.\u003c/p>\n\u003cp>\"Students come in expecting that we're going to lecture,\" Brayton explains. \"But we have them think about certain power structures in how information is produced and how it reaches them. If they're going to understand how they're going to take it in, then they have to know how the news is going to be produced.\"\u003c/p>\n\u003cp>To take the class, students need a Twitter account. From the very first week, they are asked to follow five to 10 accounts on Twitter that promote media and information literacy, like \u003ca href=\"https://twitter.com/MediaLitNow\">Media Literacy Now\u003c/a> or \u003ca href=\"https://twitter.com/reneehobbs\">Renee Hobbs\u003c/a>.\u003c/p>\n\u003cp>As they follow these posts and add additional ones, the goal is that they'll start to recognize fake news and other biases or viewpoints in media.\u003c/p>\n\u003cp>By the end of the course, Brayton says students begin to see themselves not only as creators of information, but as credible sources of information too.\u003c/p>\n\u003cp>The Twitter assignments encourage his students to engage with social media - retweeting, following and commenting — which Brayton says helps his students see how they play a role in spreading information to other media consumers. That means they have to take what they share more seriously.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In looking at this issue, people seem to want a quick solution to fake news, but I'm not sure there is a solution (at least an easy one),\" Brayton writes in an email. \"Students need to recognize that these skills and ideas need to stay with them through adulthood, but that's easier said than done — we all fall into this trap.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Ways+Teachers+Are+Fighting+Fake+News+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news","authors":["byline_mindshift_47580"],"categories":["mindshift_193"],"tags":["mindshift_20565","mindshift_21068","mindshift_20784","mindshift_1040","mindshift_21067"],"featImg":"mindshift_47581","label":"mindshift"},"mindshift_44038":{"type":"posts","id":"mindshift_44038","meta":{"index":"posts_1591205157","site":"mindshift","id":"44038","score":null,"sort":[1456536675000]},"guestAuthors":[],"slug":"an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature","title":"An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature","publishDate":1456536675,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marley Dias is like a lot of 11-year-olds: She loves getting lost in a book.\u003c/p>\n\u003cp>But the books she was reading at school were starting to get on her nerves. She enjoyed \u003cem>Where The Red Fern Grows\u003c/em> and the \u003cem>Shiloh\u003c/em> series, but those classics, found in so many elementary school classrooms, were all about white boys or dogs ... or white boys and their dogs, Marley says.\u003c/p>\n\u003cp>Black girls, like Marley, were almost never the main character.\u003c/p>\n\u003cp>What she was noticing is actually a much bigger issue: Fewer than 10 percent of children's books released in 2015 had a black person as the main character, according to a yearly analysis by the \u003ca href=\"https://ccbc.education.wisc.edu/books/pcstats.asp\">Cooperative Children's Book Center\u003c/a> at the University of Wisconsin-Madison. And while the number of children's books about minorities has increased in the last 20 years, many classroom libraries have older books.\u003c/p>\n\u003cp>Last fall, Marley decided to do something about it. She set a goal of collecting 1,000 books about black girls by the beginning of February, and \u003ca href=\"https://twitter.com/hashtag/1000blackgirlbooks?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Ehashtag\">#1000blackgirlbooks\u003c/a> was born.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She has far exceeded her goal, with almost 4,000 books and counting. Now, she wants to set up a black girl book club and pressure school districts to change what books are assigned to students. Morning Edition's David Greene spoke with Marley about her campaign and how she's handled her success.\u003c/p>\n\u003cp>The thing NPR Ed wanted to know? Her take on a subject she now knows well: books about black girls. Here are her top five picks.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.jacquelinewoodson.com/category/books-ive-written/middle-grade-titles/\" rel=\"attachment wp-att-44046\">\u003cimg class=\"alignleft size-full wp-image-44046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/brown-girl-dreaming.jpg\" alt=\"brown girl dreaming\" width=\"300\" height=\"443\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Brown Girl Dreaming:\u003c/strong> by Jacqueline Woodson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 6-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Autobiography\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's definitely one of my favorites, mainly because I am a very avid reader and it was one of the first books I ever had a challenge reading. I know that sounds not really good because then you couldn't understand it. But it was like the first time that I ever fully had to wait and think through something and take my time, which I think is definitely something important because you have to be patient.\"\u003cbr>\n\"It's also a poetry book and I think that poetry is cool even though I don't really write poetry that much. I do think it's cool to read it. And it's a very important book and there's a lot of themes in the book. There's a lot of ways to interpret it, but it's about the '60s and '70s and Jim Crow laws in South Carolina and New York and how a girl talks about her family and racism and how they experience it.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.ritawg.com/one-crazy-summer/\" rel=\"attachment wp-att-44048\">\u003cimg class=\"alignleft size-full wp-image-44048\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/one-crazy-summer.jpg\" alt=\"one crazy summer\" width=\"300\" height=\"448\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>One Crazy Summer:\u003c/strong> by Rita Williams-Garcia\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"The black girls that I know ... thought that this was one of the best books about black girls. I haven't finished reading it yet. I know it's kind of disappointing that I haven't read one of the most popular books that we've been getting. It's about three girls who go to see their mother, who they haven't seen ever since they were babies babies. So, they go to visit the summer with her and they have a whole giant adventure.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.hachettebookgroup.com/titles/sherri-winston/president-of-the-whole-fifth-grade/9780316114332/\" rel=\"attachment wp-att-44049\">\u003cimg class=\"alignleft size-full wp-image-44049\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/president-fifth-grade.jpg\" alt=\"president fifth grade\" width=\"300\" height=\"441\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>President of the Whole Fifth Grade:\u003c/strong> by Sherri Winston\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's about a girl named Brianna Justice who runs for fifth-grade president.\" Marley explains the main character is following in the footsteps of her role model, \"who's a cupcake baker from the same town in Michigan that she's from. So, it's about her whole journey to become president of the whole fifth grade. It's a series and there's President of the Whole Sixth Grade as well.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.amazon.com/Roll-Thunder-Hear-My-Cry/dp/0142401129\" rel=\"attachment wp-att-44051\">\u003cimg class=\"alignleft size-full wp-image-44051\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/roll-of-thunder.jpg\" alt=\"roll of thunder\" width=\"300\" height=\"420\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Roll of Thunder, Hear My Cry:\u003c/strong> by Mildred D. Taylor\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 5-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction, classical\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"I like this one because it's a classic book in general and it's one of the most famous black girl books ever. The main character, she's very independent. She's very strong. She's very family-oriented and she protects her family. So, that's definitely one of the main things that the book is popular for. It has a very important life lesson: to be protective of the things you have, even though you might not be 100 percent grateful for it and to always stand up for what you believe in, even if you're the only one. So, I think those are definitely good themes that could help girls — and boys — learn how to represent their voices when there's a problem.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://books.simonandschuster.com/Please-Baby-Please/Spike-Lee/9781416949114\" rel=\"attachment wp-att-44052\">\u003cimg class=\"alignleft size-full wp-image-44052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/please-baby-please.jpg\" alt=\"please baby please\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Please, Baby, Please:\u003c/strong> by Spike Lee, Tonya Lewis Lee and Kadir Nelson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Ages 2-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Comedy\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> When it comes to books for little kids, Marley has a tie: Please, Baby, Please and Please, Puppy, Please. \"They're really funny and sweet little books about a baby who is being a little trouble maker and then about a dog who's being a little trouble maker. They're funny and they're sweet and kids enjoy them.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Where%27s+The+Color+In+Kids%27+Lit%3F+Ask+The+Girl+With+1%2C000+Books+%28And+Counting%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Eleven-year-old Marley Dias went on a quest to collect and donate 1,000 books with a black girl as the main character.","status":"publish","parent":0,"modified":1456536675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":892},"headData":{"title":"An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature | KQED","description":"Eleven-year-old Marley Dias went on a quest to collect and donate 1,000 books with a black girl as the main character.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature","datePublished":"2016-02-27T01:31:15.000Z","dateModified":"2016-02-27T01:31:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44038 http://ww2.kqed.org/mindshift/?p=44038","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/26/an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature/","disqusTitle":"An Eleven-Year-Old's Quest To Spotlight Black Girls In Literature","nprByline":"Meg Anderson","nprImageAgency":"Andrea Cipriani Mecchi","nprStoryId":"467969663","nprApiLink":"http://api.npr.org/query?id=467969663&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/26/467969663/wheres-the-color-in-kids-lit-ask-the-girl-with-1-000-books-and-counting?ft=nprml&f=467969663","nprRetrievedStory":"1","nprPubDate":"Fri, 26 Feb 2016 14:34:00 -0500","nprStoryDate":"Fri, 26 Feb 2016 05:14:00 -0500","nprLastModifiedDate":"Fri, 26 Feb 2016 14:34:52 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2016/02/20160226_me_wheres_the_color_in_kids_lit_ask_the_girl_with_1000_books_and_counting.mp3?orgId=1&topicId=1013&d=221&p=3&story=467969663&t=progseg&e=468216058&seg=16&ft=nprml&f=467969663","nprAudioM3u":"http://api.npr.org/m3u/1468216230-b08de4.m3u?orgId=1&topicId=1013&d=221&p=3&story=467969663&t=progseg&e=468216058&seg=16&ft=nprml&f=467969663","path":"/mindshift/44038/an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2016/02/20160226_me_wheres_the_color_in_kids_lit_ask_the_girl_with_1000_books_and_counting.mp3?orgId=1&topicId=1013&d=221&p=3&story=467969663&t=progseg&e=468216058&seg=16&ft=nprml&f=467969663","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marley Dias is like a lot of 11-year-olds: She loves getting lost in a book.\u003c/p>\n\u003cp>But the books she was reading at school were starting to get on her nerves. She enjoyed \u003cem>Where The Red Fern Grows\u003c/em> and the \u003cem>Shiloh\u003c/em> series, but those classics, found in so many elementary school classrooms, were all about white boys or dogs ... or white boys and their dogs, Marley says.\u003c/p>\n\u003cp>Black girls, like Marley, were almost never the main character.\u003c/p>\n\u003cp>What she was noticing is actually a much bigger issue: Fewer than 10 percent of children's books released in 2015 had a black person as the main character, according to a yearly analysis by the \u003ca href=\"https://ccbc.education.wisc.edu/books/pcstats.asp\">Cooperative Children's Book Center\u003c/a> at the University of Wisconsin-Madison. And while the number of children's books about minorities has increased in the last 20 years, many classroom libraries have older books.\u003c/p>\n\u003cp>Last fall, Marley decided to do something about it. She set a goal of collecting 1,000 books about black girls by the beginning of February, and \u003ca href=\"https://twitter.com/hashtag/1000blackgirlbooks?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Ehashtag\">#1000blackgirlbooks\u003c/a> was born.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She has far exceeded her goal, with almost 4,000 books and counting. Now, she wants to set up a black girl book club and pressure school districts to change what books are assigned to students. Morning Edition's David Greene spoke with Marley about her campaign and how she's handled her success.\u003c/p>\n\u003cp>The thing NPR Ed wanted to know? Her take on a subject she now knows well: books about black girls. Here are her top five picks.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.jacquelinewoodson.com/category/books-ive-written/middle-grade-titles/\" rel=\"attachment wp-att-44046\">\u003cimg class=\"alignleft size-full wp-image-44046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/brown-girl-dreaming.jpg\" alt=\"brown girl dreaming\" width=\"300\" height=\"443\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Brown Girl Dreaming:\u003c/strong> by Jacqueline Woodson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 6-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Autobiography\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's definitely one of my favorites, mainly because I am a very avid reader and it was one of the first books I ever had a challenge reading. I know that sounds not really good because then you couldn't understand it. But it was like the first time that I ever fully had to wait and think through something and take my time, which I think is definitely something important because you have to be patient.\"\u003cbr>\n\"It's also a poetry book and I think that poetry is cool even though I don't really write poetry that much. I do think it's cool to read it. And it's a very important book and there's a lot of themes in the book. There's a lot of ways to interpret it, but it's about the '60s and '70s and Jim Crow laws in South Carolina and New York and how a girl talks about her family and racism and how they experience it.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.ritawg.com/one-crazy-summer/\" rel=\"attachment wp-att-44048\">\u003cimg class=\"alignleft size-full wp-image-44048\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/one-crazy-summer.jpg\" alt=\"one crazy summer\" width=\"300\" height=\"448\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>One Crazy Summer:\u003c/strong> by Rita Williams-Garcia\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"The black girls that I know ... thought that this was one of the best books about black girls. I haven't finished reading it yet. I know it's kind of disappointing that I haven't read one of the most popular books that we've been getting. It's about three girls who go to see their mother, who they haven't seen ever since they were babies babies. So, they go to visit the summer with her and they have a whole giant adventure.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.hachettebookgroup.com/titles/sherri-winston/president-of-the-whole-fifth-grade/9780316114332/\" rel=\"attachment wp-att-44049\">\u003cimg class=\"alignleft size-full wp-image-44049\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/president-fifth-grade.jpg\" alt=\"president fifth grade\" width=\"300\" height=\"441\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>President of the Whole Fifth Grade:\u003c/strong> by Sherri Winston\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 3-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Fiction\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"It's about a girl named Brianna Justice who runs for fifth-grade president.\" Marley explains the main character is following in the footsteps of her role model, \"who's a cupcake baker from the same town in Michigan that she's from. So, it's about her whole journey to become president of the whole fifth grade. It's a series and there's President of the Whole Sixth Grade as well.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://www.amazon.com/Roll-Thunder-Hear-My-Cry/dp/0142401129\" rel=\"attachment wp-att-44051\">\u003cimg class=\"alignleft size-full wp-image-44051\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/roll-of-thunder.jpg\" alt=\"roll of thunder\" width=\"300\" height=\"420\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Roll of Thunder, Hear My Cry:\u003c/strong> by Mildred D. Taylor\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Grades 5-8\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Historical Fiction, classical\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> \"I like this one because it's a classic book in general and it's one of the most famous black girl books ever. The main character, she's very independent. She's very strong. She's very family-oriented and she protects her family. So, that's definitely one of the main things that the book is popular for. It has a very important life lesson: to be protective of the things you have, even though you might not be 100 percent grateful for it and to always stand up for what you believe in, even if you're the only one. So, I think those are definitely good themes that could help girls — and boys — learn how to represent their voices when there's a problem.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ca href=\"http://books.simonandschuster.com/Please-Baby-Please/Spike-Lee/9781416949114\" rel=\"attachment wp-att-44052\">\u003cimg class=\"alignleft size-full wp-image-44052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/please-baby-please.jpg\" alt=\"please baby please\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/please-baby-please-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cp>\u003cstrong>Please, Baby, Please:\u003c/strong> by Spike Lee, Tonya Lewis Lee and Kadir Nelson\u003cbr>\n\u003cstrong>Age Level:\u003c/strong> Ages 2-5\u003cbr>\n\u003cstrong>Genre:\u003c/strong> Comedy\u003c/p>\n\u003cp>\u003cstrong>Why Marley recommends it:\u003c/strong> When it comes to books for little kids, Marley has a tie: Please, Baby, Please and Please, Puppy, Please. \"They're really funny and sweet little books about a baby who is being a little trouble maker and then about a dog who's being a little trouble maker. They're funny and they're sweet and kids enjoy them.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Where%27s+The+Color+In+Kids%27+Lit%3F+Ask+The+Girl+With+1%2C000+Books+%28And+Counting%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44038/an-eleven-year-olds-quest-to-spotlight-black-girls-in-literature","authors":["byline_mindshift_44038"],"categories":["mindshift_194"],"tags":["mindshift_20565","mindshift_20610","mindshift_20784","mindshift_1040","mindshift_20564"],"featImg":"mindshift_44039","label":"mindshift"},"mindshift_42720":{"type":"posts","id":"mindshift_42720","meta":{"index":"posts_1591205157","site":"mindshift","id":"42720","score":null,"sort":[1447230781000]},"guestAuthors":[],"slug":"how-to-provide-kids-with-screen-time-that-supports-learning","title":"How to Provide Kids With Screen Time That Supports Learning","publishDate":1447230781,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">The digital landscape of American childhood is in flux, according to surveys: \u003c/span>\u003ca href=\"http://www.nytimes.com/2015/11/02/health/many-children-under-5-are-left-to-their-mobile-devices-survey-finds.html?_r=0\">\u003cspan style=\"font-weight: 400\">Most\u003c/span>\u003c/a> \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\">\u003cspan style=\"font-weight: 400\">children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the age of 8 now have access to mobile devices in their homes. In the last five years, children have spent \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/zero-to-eight-2013-infographic\">\u003cspan style=\"font-weight: 400\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> watching television, but more time tapping on tablets and smartphones. And recently the American Academy of Pediatrics has \u003c/span>\u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Children-And-Media-Tips-For-Parents.aspx\">\u003cspan style=\"font-weight: 400\">softened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> its zero-screentime recommendation for children under 2. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the increased access to digital media, there's a greater opportunity to pay closer attention to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> children use devices and ways that parents and educators can use media as a tool to help children learn, according to Lisa Guernsey and Michael Levine, authors of \u003c/span>\u003ca href=\"http://tapclickread.org/\">\u003cspan style=\"font-weight: 400\">\"Tap, Click, Read: Growing Readers in a World of Screens.\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>From Literacy to Literacies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it mean to be literate in a world where screens are ubiquitous? Literacy traditionally includes reading, writing, speaking and listening skills. But children growing up in a “world of information overload” must acquire strong media and critical literacy skills, argue \u003ca href=\"https://www.newamerica.org/experts/lisa-guernsey/\">Guernsey\u003c/a> of New America and \u003ca href=\"http://www.joanganzcooneycenter.org/author/michael-h-levine/\">Levine\u003c/a> of the Joan Ganz Cooney Center at Sesame Workshop. Kids need to be able to “read” and analyze information presented in a variety of formats -- from videos to images to multimedia texts. In short, says Guernsey, children not only need to learn “how to decode the letters and words they read, but also to gain an understanding of what goes into creating information and stories of all kinds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young children, media literacy can start as simply as discussing the concept of authorship. Guernsey recommends pointing out authors’ and illustrators’ names during on and offline reading time. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Even preschoolers can grasp what it means to be an author or creator, especially when they themselves are given opportunities to dictate captions under photographs or create their own books using software [or] paper and crayons,” says Guernsey. “The more they learn about authorship, the more keenly they can start to understand information behind why books, games or videos were created.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critical literacy involves helping children hone their observational skills. Reading aloud offers rich opportunities to lay this groundwork, says Guernsey. Parents can pause in a story to ask, “What do you think will happen next?” and then “How do you know?” Questions like these challenge children to analyze the pictures and text they encounter -- a technique that can also be used when watching media together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Three C’s of a Balanced Media Diet\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey and Levine do not advocate putting babies in front of a screen, but neither do they espouse shielding children from all screentime. \u003c/span>They argue that when families can actively engage around media, including digital media, the discussions and conversations that are sparked from those shared experiences can lead to meaningful learning outcomes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents sometimes feel guilty about letting their kids watch TV or use electronic devices, but Guernsey says that this is counterproductive: “Feeling guilty shuts down conversation and leads parents to hide their questions about what movies to watch, what apps to download or what to do about bedtime.” Instead, she says, “we should be helping parents seek high-quality content that is designed for learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help parents make smarter choices about the media they use with children, Guernsey advocates “The Three C's”: the content, the context and the individual child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Content: \u003c/b>\u003cspan style=\"font-weight: 400\">Is this TV show or app designed to support young children’s learning? That’s the key question for parents, but determining the answer isn’t always easy. Levine and Guernsey call the ed-tech marketplace the “Digital Wild West.” To help parents make informed decisions, Levine and Guernsey have put together this \u003c/span>\u003ca href=\"http://www.tapclickread.org/book/resources/\">\u003cspan style=\"font-weight: 400\">list of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes links to organizations that rate and review apps. But parents need to ask their own critical questions, says Guernsey, such as: “Are there signs that the content is well designed for learning? and “Does it make sense for my child at this age, at this stage in development?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Context:\u003c/b>\u003cspan style=\"font-weight: 400\"> Strong daily routines help support children’s wellness and intellectual development. A “balanced media diet,” according to Levine and Guernsey, always includes daily exercise, social engagement and good sleep. Finding that balance is crucial for developing the whole child\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child:\u003c/b>\u003cspan style=\"font-weight: 400\"> When choosing media, parents should tune into each child’s individual disposition. How does a child respond to particular noises, storylines and images? Does media use before bed disrupt sleep? Does watching stories about dinosaurs inspire your child to research these creatures and engage in related imaginative play? In order to answer these questions, parents must be engaged with what their children are viewing and experiencing. Research indicates that \u003c/span>\u003ca href=\"http://www.joanganzcooneycenter.org/initiative/the-new-coviewing-initiative-investigating-and-designing-for-joint-media-engagement/\">\u003cspan style=\"font-weight: 400\">“joint media engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- talking with children about what they are viewing, experiencing or creating -- supports cognitive development and helps children learn more from media. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Using Media To Support Literacy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading isn’t simply about phonics and fluency. As Guernsey and Levine point out, “one way to predict a good reader is to find a kid who knows a little bit about everything.” Background knowledge helps children make inferences and draw connections -- which are essential for strong reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tap-Click-Read-Growing-Readers/dp/1119091896\">\u003cimg class=\"alignleft size-full wp-image-42754\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/tap-click-read-e1447230710773.png\" alt=\"tap click read\" width=\"200\" height=\"265\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to develop rich background knowledge, a child needs to be exposed to “the thousands of intricate concepts lurking within science, geography, history, government, art, music, movement, mathematics, engineering and, yes, everyday life,” according to Guernsey and Levine. Digital media is a profound resource for this aspect of literacy development -- from viewing short online videos on topics of interest to Skyping with relatives in other parts of the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Consider how much elementary-age children can learn by watching the TV show ‘\u003ca href=\"https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTig/videos?sort=p&view=0&flow=grid\">How It's Made\u003c/a>,’ ” says Guernsey. “These little bits of knowledge can be a great help to a child when he or she is reading because they provide some context for ideas and words they may encounter in a nonfiction or fiction book. That will enable them to make inferences and grasp the sentences they read, which helps them to learn more, which helps them to feel confident enough to read more, and so on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, say Guernsey and Levine, even parents without strong reading skills can support their children’s cognitive development by using traditional and digital media as a springboard for engagement and conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey, who has spent a decade studying how media affects child development, says the research has had a profound impact on her own parenting -- particularly the studies around the learning that can take place when families talk about or use media \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">together.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This doesn't mean that my kids are never alone with media,” says Guernsey. “Of course they are, and there have been plenty of times that I have appreciated the chance to take a phone call or chop tomatoes while they played with an app or watched a video. But I have learned to take advantage of moments to ask my kids why they like a certain character, and to sing their favorite TV show theme song along with them, and, as they grew older, to ask them to critique the apps they were using.\"\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"This has led us to many fascinating discussions,\" she says, \"and I am proud of their capacity to think critically about who and what they are watching and to feel empowered to use new tools to communicate their own ideas.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educating children on digital literacies will depend a lot on parents who can guide them towards a balanced media diet.","status":"publish","parent":0,"modified":1447230781,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1282},"headData":{"title":"How to Provide Kids With Screen Time That Supports Learning | KQED","description":"Educating children on digital literacies will depend a lot on parents who can guide them towards a balanced media diet.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Provide Kids With Screen Time That Supports Learning","datePublished":"2015-11-11T08:33:01.000Z","dateModified":"2015-11-11T08:33:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42720 http://ww2.kqed.org/mindshift/?p=42720","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/","disqusTitle":"How to Provide Kids With Screen Time That Supports Learning","path":"/mindshift/42720/how-to-provide-kids-with-screen-time-that-supports-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">The digital landscape of American childhood is in flux, according to surveys: \u003c/span>\u003ca href=\"http://www.nytimes.com/2015/11/02/health/many-children-under-5-are-left-to-their-mobile-devices-survey-finds.html?_r=0\">\u003cspan style=\"font-weight: 400\">Most\u003c/span>\u003c/a> \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\">\u003cspan style=\"font-weight: 400\">children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the age of 8 now have access to mobile devices in their homes. In the last five years, children have spent \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/zero-to-eight-2013-infographic\">\u003cspan style=\"font-weight: 400\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> watching television, but more time tapping on tablets and smartphones. And recently the American Academy of Pediatrics has \u003c/span>\u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Children-And-Media-Tips-For-Parents.aspx\">\u003cspan style=\"font-weight: 400\">softened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> its zero-screentime recommendation for children under 2. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the increased access to digital media, there's a greater opportunity to pay closer attention to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> children use devices and ways that parents and educators can use media as a tool to help children learn, according to Lisa Guernsey and Michael Levine, authors of \u003c/span>\u003ca href=\"http://tapclickread.org/\">\u003cspan style=\"font-weight: 400\">\"Tap, Click, Read: Growing Readers in a World of Screens.\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>From Literacy to Literacies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it mean to be literate in a world where screens are ubiquitous? Literacy traditionally includes reading, writing, speaking and listening skills. But children growing up in a “world of information overload” must acquire strong media and critical literacy skills, argue \u003ca href=\"https://www.newamerica.org/experts/lisa-guernsey/\">Guernsey\u003c/a> of New America and \u003ca href=\"http://www.joanganzcooneycenter.org/author/michael-h-levine/\">Levine\u003c/a> of the Joan Ganz Cooney Center at Sesame Workshop. Kids need to be able to “read” and analyze information presented in a variety of formats -- from videos to images to multimedia texts. In short, says Guernsey, children not only need to learn “how to decode the letters and words they read, but also to gain an understanding of what goes into creating information and stories of all kinds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young children, media literacy can start as simply as discussing the concept of authorship. Guernsey recommends pointing out authors’ and illustrators’ names during on and offline reading time. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Even preschoolers can grasp what it means to be an author or creator, especially when they themselves are given opportunities to dictate captions under photographs or create their own books using software [or] paper and crayons,” says Guernsey. “The more they learn about authorship, the more keenly they can start to understand information behind why books, games or videos were created.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critical literacy involves helping children hone their observational skills. Reading aloud offers rich opportunities to lay this groundwork, says Guernsey. Parents can pause in a story to ask, “What do you think will happen next?” and then “How do you know?” Questions like these challenge children to analyze the pictures and text they encounter -- a technique that can also be used when watching media together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Three C’s of a Balanced Media Diet\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey and Levine do not advocate putting babies in front of a screen, but neither do they espouse shielding children from all screentime. \u003c/span>They argue that when families can actively engage around media, including digital media, the discussions and conversations that are sparked from those shared experiences can lead to meaningful learning outcomes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents sometimes feel guilty about letting their kids watch TV or use electronic devices, but Guernsey says that this is counterproductive: “Feeling guilty shuts down conversation and leads parents to hide their questions about what movies to watch, what apps to download or what to do about bedtime.” Instead, she says, “we should be helping parents seek high-quality content that is designed for learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help parents make smarter choices about the media they use with children, Guernsey advocates “The Three C's”: the content, the context and the individual child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Content: \u003c/b>\u003cspan style=\"font-weight: 400\">Is this TV show or app designed to support young children’s learning? That’s the key question for parents, but determining the answer isn’t always easy. Levine and Guernsey call the ed-tech marketplace the “Digital Wild West.” To help parents make informed decisions, Levine and Guernsey have put together this \u003c/span>\u003ca href=\"http://www.tapclickread.org/book/resources/\">\u003cspan style=\"font-weight: 400\">list of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes links to organizations that rate and review apps. But parents need to ask their own critical questions, says Guernsey, such as: “Are there signs that the content is well designed for learning? and “Does it make sense for my child at this age, at this stage in development?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Context:\u003c/b>\u003cspan style=\"font-weight: 400\"> Strong daily routines help support children’s wellness and intellectual development. A “balanced media diet,” according to Levine and Guernsey, always includes daily exercise, social engagement and good sleep. Finding that balance is crucial for developing the whole child\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child:\u003c/b>\u003cspan style=\"font-weight: 400\"> When choosing media, parents should tune into each child’s individual disposition. How does a child respond to particular noises, storylines and images? Does media use before bed disrupt sleep? Does watching stories about dinosaurs inspire your child to research these creatures and engage in related imaginative play? In order to answer these questions, parents must be engaged with what their children are viewing and experiencing. Research indicates that \u003c/span>\u003ca href=\"http://www.joanganzcooneycenter.org/initiative/the-new-coviewing-initiative-investigating-and-designing-for-joint-media-engagement/\">\u003cspan style=\"font-weight: 400\">“joint media engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- talking with children about what they are viewing, experiencing or creating -- supports cognitive development and helps children learn more from media. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Using Media To Support Literacy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading isn’t simply about phonics and fluency. As Guernsey and Levine point out, “one way to predict a good reader is to find a kid who knows a little bit about everything.” Background knowledge helps children make inferences and draw connections -- which are essential for strong reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tap-Click-Read-Growing-Readers/dp/1119091896\">\u003cimg class=\"alignleft size-full wp-image-42754\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/tap-click-read-e1447230710773.png\" alt=\"tap click read\" width=\"200\" height=\"265\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to develop rich background knowledge, a child needs to be exposed to “the thousands of intricate concepts lurking within science, geography, history, government, art, music, movement, mathematics, engineering and, yes, everyday life,” according to Guernsey and Levine. Digital media is a profound resource for this aspect of literacy development -- from viewing short online videos on topics of interest to Skyping with relatives in other parts of the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Consider how much elementary-age children can learn by watching the TV show ‘\u003ca href=\"https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTig/videos?sort=p&view=0&flow=grid\">How It's Made\u003c/a>,’ ” says Guernsey. “These little bits of knowledge can be a great help to a child when he or she is reading because they provide some context for ideas and words they may encounter in a nonfiction or fiction book. That will enable them to make inferences and grasp the sentences they read, which helps them to learn more, which helps them to feel confident enough to read more, and so on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, say Guernsey and Levine, even parents without strong reading skills can support their children’s cognitive development by using traditional and digital media as a springboard for engagement and conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey, who has spent a decade studying how media affects child development, says the research has had a profound impact on her own parenting -- particularly the studies around the learning that can take place when families talk about or use media \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">together.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This doesn't mean that my kids are never alone with media,” says Guernsey. “Of course they are, and there have been plenty of times that I have appreciated the chance to take a phone call or chop tomatoes while they played with an app or watched a video. But I have learned to take advantage of moments to ask my kids why they like a certain character, and to sing their favorite TV show theme song along with them, and, as they grew older, to ask them to critique the apps they were using.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"This has led us to many fascinating discussions,\" she says, \"and I am proud of their capacity to think critically about who and what they are watching and to feel empowered to use new tools to communicate their own ideas.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42720/how-to-provide-kids-with-screen-time-that-supports-learning","authors":["11087"],"categories":["mindshift_195"],"tags":["mindshift_20565","mindshift_968","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_200","mindshift_20940","mindshift_20941","mindshift_20816"],"featImg":"mindshift_42739","label":"mindshift"},"mindshift_39354":{"type":"posts","id":"mindshift_39354","meta":{"index":"posts_1591205157","site":"mindshift","id":"39354","score":null,"sort":[1423750327000]},"guestAuthors":[],"slug":"why-slowing-down-stimuli-to-real-time-helps-a-childs-brain","title":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain","publishDate":1423750327,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39355\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain/two-girls-play-with-blocks-at-bing-nursery-school-at-stanford-university/\" rel=\"attachment wp-att-39355\">\u003cimg class=\"size-full wp-image-39355\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg\" alt=\"Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\" width=\"1079\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-320x213.jpg 320w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/12/385264747/q-a-blocks-play-screen-time-and-the-infant-mind\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Our \"Tools of the Trade\" series is taking a look at some of the iconic objects that form a vital part of our educational lives. For an upcoming piece, I'm reporting on how young children learn through that most basic of preschool education tools: simple wooden blocks.\u003c/p>\n\u003cp>\u003cstrong>Dr. Dimitri Christakis \u003c/strong> has done \u003ca href=\"http://www.imaginationplayground.com/images/content/2/9/2965/Effect-of-Block-Play-On-Language-Acquisition.pdf\">done extensive research\u003c/a> on blocks and play and \u003ca href=\"https://www.youtube.com/watch?v=BoT7qH_uVNo\">lectured on media and children\u003c/a>. He is the Director of the Center for Child Health, Behavior and Development at Seattle Children's Research Institute. He's also a pediatrician at Seattle Children's Hospital and a professor of pediatrics at the University of Washington School of Medicine.\u003c/p>\n\u003cp>And so we talked about the way young children learn and how their minds develop. He's not against digital education tools. But he says they have to be the right kind and age-appropriate. He is raising alarms that Americans are over-charging their infant's developing brains.\u003c/p>\n\u003cp>\u003cstrong>In a broad sense your research seems to point to the fact that over-stimulation in children's brain is having a negative effect when it comes to fast paced media. Is that accurate?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Right. Our brains evolved over millennia to process things that happen in real time. And by definition, anything that happens in the real world happens in real time. It wasn't really until the advent of modern media that we were able to speed things up and make them happen at a pace that is surreal. And even early media didn't do that. That's a relatively new phenomenon. In the case of infants there was no infant television viewing prior to about 10 years ago. And we've seen an explosion since then. Today, 90 percent of children watch TV on a regular basis before the age of 2. In spite of the fact that the American Academy of Pediatrics \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">advises strongly against that.\u003c/a>\u003c/p>\n\u003cp>And they do that, in a sense, and displace activities they previously did. In research we've done, the typical preschool child in the United States watches about four and a half hours of television a day and they're only awake for about 12 hours a day. So somewhere between 20 and 30 percent of their time is spent in front of a screen, [raising] the question of, What are they not doing that they would otherwise be doing? What activities are being displaced? And much of those activities are traditional means of interacting with the environment and with adults. And blocks are a classic example of that.\u003c/p>\n\u003cp>\u003cstrong>Four and a half hours a day! That's from research you guys have done, or others have?\u003c/strong>\u003c/p>\n\u003cp>No, it's from research we've done. It combines screen time at home and screen time in day care. Most of the studies to date have asked parents about how much their children watch at home. And of course, most children in the United States are cared for during the day outside of their home. So, you're missing all of that time. In fact, in the average home-based day care, children watch an additional two hours a day.\u003c/p>\n\u003cp>\u003cstrong>That seems alarming. And the idea that for an infant, lots of television and all the digital media options really are only a phenomenon of the last 10, 12 years?\u003c/strong>\u003c/p>\n\u003cp>That's right.\u003c/p>\n\u003cp>\u003cstrong>Can you compare children's television as it first started out versus what it is today? Are we getting that much more fast-paced? Are we getting much more digitally distracted?\u003c/strong>\u003c/p>\n\u003cp>We are. The pacing of all programs, both adult and child, has sped up considerably. Part of the reason for that is that the more rapidly sequenced the scenes, the more distracting it is. It's taxing to the brain to process things that happen so fast even though were capable of doing it. And there's emerging science now in older children that watching such fast-paced programs diminishes what we call \"executive function\" immediately afterwards. It tires the mind out and makes it not function as well immediately after viewing it.\u003c/p>\n\u003cp>\u003cstrong>It makes the mind not function as well in what sense? In making decisions? Processing information?\u003c/strong>\u003c/p>\n\u003cp>Processing information. The evaluations that are done afterwards are of one's executive function which is the measurement of high cortical functioning. Things like, remembering sequences of numbers which requires you to concentrate. We see that after watching fast-paced shows, at least immediately afterwards, children don't function as well. We don't see that with things like block play, reading or drawing. All of which happen in real time.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iAlpIu5XFplNAVy7hf64OFPOq7lLC4nc\"]\u003c/p>\n\u003cp>\u003cstrong>You did a randomized trial on building blocks and you linked it to language assessment. Tell us about that.\u003c/strong>\u003c/p>\n\u003cp>In that experiment we took 200 children, from a low-income environment, and we randomized them to two groups. One group got a set of large building blocks, that are intended for young children, at the beginning of study. And one got them at the end of the study six months later. In the group that got the blocks at the beginning we also gave parents a list of what we call \"blocktivities.\" So these were simple ways to play with your child with blocks. Stack the blocks, sort the blocks, divide them by color, etc. We had them keep daily diaries so we know how many kids played with blocks in a typical day.\u003c/p>\n\u003cp>Sixty-five of the children in the block group played with blocks on a typical day compared with 9 percent in the control group. And most importantly, at 6 months, we looked at their language development.\u003c/p>\n\u003cp>And what we found was that the control group, those that did not get the blocks, scored in the 42\u003csup>nd\u003c/sup> percentile — meaning they were slightly below average. Which is unfortunately not uncommon for a low-income population. But the group that got the blocks scored in the 52\u003csup>nd\u003c/sup> percentile. So slightly above average and significantly and clinically different from the control group.\u003c/p>\n\u003cp>So having blocks — and more importantly having activities that promote caregiver and child interaction — resulted in significant improvements in language over just a six-month period.\u003c/p>\n\u003cp>\u003cstrong>Is there something special about blocks? Or could it be any activity where the parent and child have to work together in simple, basic creation?\u003c/strong>\u003c/p>\n\u003cp>There is nothing special about blocks insofar as they provide an excellent platform for parents and children to engage with one another. But what is somewhat unique about blocks is that they're a great venue! Children love them and like to play with them both with their parents and on their own. In fact, in our study of blocks, what we found is that children played with their fathers much more with blocks than with their mothers.\u003c/p>\n\u003cp>The interesting thing about blocks is that, in one way shape or form, they've probably existed for millennia. Long before anyone marketed such things, children probably built things with sticks and stones and some children do that now anyways.\u003c/p>\n\u003cp>Blocks have never, ever, marketed themselves as an educational toy. For most parents they've simply been something that was fun to do. And it's interesting because in today's climate there are literally hundreds, if not thousands, of toys that make explicit claims that they are educational, that they will make your child smarter, or a young engineer or a poet. And the overwhelming majority of those products have no evidence whatsoever to make those assertions.\u003c/p>\n\u003cp>\u003cstrong>You're making a call to go back to old school blocks and other creative play, but what about these digital tools? What do you say to skeptical, digitally savvy parents?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In medicine we have a saying which says, \"First do no harm,\" and I apply that to parenting as well. I'm a scientist as well as a parent and I really believe that there is such a thing as evidence-based parenting. There are some things that we know that are good, and there are many things we have no information on at all. And there we have to rely on our best judgment. In the case of over-stimulation of digital media, this bombarding of young brains, we do have both a theoretical and an empirical foundation now to say that it is not good for children. At the same time we have a very large body of literature that shows very clearly that traditional means of interacting with your child is exactly what they need for both the short term and the long term.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Blocks%2C+Play%2C+Screen+Time+And+The+Infant+Mind&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Studies with wooden blocks show \"that children who play with blocks learn language better and have better cognition.\"","status":"publish","parent":0,"modified":1423750377,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1468},"headData":{"title":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain | KQED","description":"Studies with wooden blocks show "that children who play with blocks learn language better and have better cognition."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain","datePublished":"2015-02-12T14:12:07.000Z","dateModified":"2015-02-12T14:12:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39354 http://blogs.kqed.org/mindshift/?p=39354","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/12/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain/","disqusTitle":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain","nprByline":"Eric Westervelt","nprStoryId":"385264747","nprApiLink":"http://api.npr.org/query?id=385264747&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/02/12/385264747/q-a-blocks-play-screen-time-and-the-infant-mind?ft=nprml&f=385264747","nprRetrievedStory":"1","nprPubDate":"Thu, 12 Feb 2015 06:40:00 -0500","nprStoryDate":"Thu, 12 Feb 2015 06:40:05 -0500","nprLastModifiedDate":"Thu, 12 Feb 2015 06:40:05 -0500","path":"/mindshift/39354/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39355\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain/two-girls-play-with-blocks-at-bing-nursery-school-at-stanford-university/\" rel=\"attachment wp-att-39355\">\u003cimg class=\"size-full wp-image-39355\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg\" alt=\"Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\" width=\"1079\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-320x213.jpg 320w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/12/385264747/q-a-blocks-play-screen-time-and-the-infant-mind\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Our \"Tools of the Trade\" series is taking a look at some of the iconic objects that form a vital part of our educational lives. For an upcoming piece, I'm reporting on how young children learn through that most basic of preschool education tools: simple wooden blocks.\u003c/p>\n\u003cp>\u003cstrong>Dr. Dimitri Christakis \u003c/strong> has done \u003ca href=\"http://www.imaginationplayground.com/images/content/2/9/2965/Effect-of-Block-Play-On-Language-Acquisition.pdf\">done extensive research\u003c/a> on blocks and play and \u003ca href=\"https://www.youtube.com/watch?v=BoT7qH_uVNo\">lectured on media and children\u003c/a>. He is the Director of the Center for Child Health, Behavior and Development at Seattle Children's Research Institute. He's also a pediatrician at Seattle Children's Hospital and a professor of pediatrics at the University of Washington School of Medicine.\u003c/p>\n\u003cp>And so we talked about the way young children learn and how their minds develop. He's not against digital education tools. But he says they have to be the right kind and age-appropriate. He is raising alarms that Americans are over-charging their infant's developing brains.\u003c/p>\n\u003cp>\u003cstrong>In a broad sense your research seems to point to the fact that over-stimulation in children's brain is having a negative effect when it comes to fast paced media. Is that accurate?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Right. Our brains evolved over millennia to process things that happen in real time. And by definition, anything that happens in the real world happens in real time. It wasn't really until the advent of modern media that we were able to speed things up and make them happen at a pace that is surreal. And even early media didn't do that. That's a relatively new phenomenon. In the case of infants there was no infant television viewing prior to about 10 years ago. And we've seen an explosion since then. Today, 90 percent of children watch TV on a regular basis before the age of 2. In spite of the fact that the American Academy of Pediatrics \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">advises strongly against that.\u003c/a>\u003c/p>\n\u003cp>And they do that, in a sense, and displace activities they previously did. In research we've done, the typical preschool child in the United States watches about four and a half hours of television a day and they're only awake for about 12 hours a day. So somewhere between 20 and 30 percent of their time is spent in front of a screen, [raising] the question of, What are they not doing that they would otherwise be doing? What activities are being displaced? And much of those activities are traditional means of interacting with the environment and with adults. And blocks are a classic example of that.\u003c/p>\n\u003cp>\u003cstrong>Four and a half hours a day! That's from research you guys have done, or others have?\u003c/strong>\u003c/p>\n\u003cp>No, it's from research we've done. It combines screen time at home and screen time in day care. Most of the studies to date have asked parents about how much their children watch at home. And of course, most children in the United States are cared for during the day outside of their home. So, you're missing all of that time. In fact, in the average home-based day care, children watch an additional two hours a day.\u003c/p>\n\u003cp>\u003cstrong>That seems alarming. And the idea that for an infant, lots of television and all the digital media options really are only a phenomenon of the last 10, 12 years?\u003c/strong>\u003c/p>\n\u003cp>That's right.\u003c/p>\n\u003cp>\u003cstrong>Can you compare children's television as it first started out versus what it is today? Are we getting that much more fast-paced? Are we getting much more digitally distracted?\u003c/strong>\u003c/p>\n\u003cp>We are. The pacing of all programs, both adult and child, has sped up considerably. Part of the reason for that is that the more rapidly sequenced the scenes, the more distracting it is. It's taxing to the brain to process things that happen so fast even though were capable of doing it. And there's emerging science now in older children that watching such fast-paced programs diminishes what we call \"executive function\" immediately afterwards. It tires the mind out and makes it not function as well immediately after viewing it.\u003c/p>\n\u003cp>\u003cstrong>It makes the mind not function as well in what sense? In making decisions? Processing information?\u003c/strong>\u003c/p>\n\u003cp>Processing information. The evaluations that are done afterwards are of one's executive function which is the measurement of high cortical functioning. Things like, remembering sequences of numbers which requires you to concentrate. We see that after watching fast-paced shows, at least immediately afterwards, children don't function as well. We don't see that with things like block play, reading or drawing. All of which happen in real time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>You did a randomized trial on building blocks and you linked it to language assessment. Tell us about that.\u003c/strong>\u003c/p>\n\u003cp>In that experiment we took 200 children, from a low-income environment, and we randomized them to two groups. One group got a set of large building blocks, that are intended for young children, at the beginning of study. And one got them at the end of the study six months later. In the group that got the blocks at the beginning we also gave parents a list of what we call \"blocktivities.\" So these were simple ways to play with your child with blocks. Stack the blocks, sort the blocks, divide them by color, etc. We had them keep daily diaries so we know how many kids played with blocks in a typical day.\u003c/p>\n\u003cp>Sixty-five of the children in the block group played with blocks on a typical day compared with 9 percent in the control group. And most importantly, at 6 months, we looked at their language development.\u003c/p>\n\u003cp>And what we found was that the control group, those that did not get the blocks, scored in the 42\u003csup>nd\u003c/sup> percentile — meaning they were slightly below average. Which is unfortunately not uncommon for a low-income population. But the group that got the blocks scored in the 52\u003csup>nd\u003c/sup> percentile. So slightly above average and significantly and clinically different from the control group.\u003c/p>\n\u003cp>So having blocks — and more importantly having activities that promote caregiver and child interaction — resulted in significant improvements in language over just a six-month period.\u003c/p>\n\u003cp>\u003cstrong>Is there something special about blocks? Or could it be any activity where the parent and child have to work together in simple, basic creation?\u003c/strong>\u003c/p>\n\u003cp>There is nothing special about blocks insofar as they provide an excellent platform for parents and children to engage with one another. But what is somewhat unique about blocks is that they're a great venue! Children love them and like to play with them both with their parents and on their own. In fact, in our study of blocks, what we found is that children played with their fathers much more with blocks than with their mothers.\u003c/p>\n\u003cp>The interesting thing about blocks is that, in one way shape or form, they've probably existed for millennia. Long before anyone marketed such things, children probably built things with sticks and stones and some children do that now anyways.\u003c/p>\n\u003cp>Blocks have never, ever, marketed themselves as an educational toy. For most parents they've simply been something that was fun to do. And it's interesting because in today's climate there are literally hundreds, if not thousands, of toys that make explicit claims that they are educational, that they will make your child smarter, or a young engineer or a poet. And the overwhelming majority of those products have no evidence whatsoever to make those assertions.\u003c/p>\n\u003cp>\u003cstrong>You're making a call to go back to old school blocks and other creative play, but what about these digital tools? What do you say to skeptical, digitally savvy parents?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In medicine we have a saying which says, \"First do no harm,\" and I apply that to parenting as well. I'm a scientist as well as a parent and I really believe that there is such a thing as evidence-based parenting. There are some things that we know that are good, and there are many things we have no information on at all. And there we have to rely on our best judgment. In the case of over-stimulation of digital media, this bombarding of young brains, we do have both a theoretical and an empirical foundation now to say that it is not good for children. At the same time we have a very large body of literature that shows very clearly that traditional means of interacting with your child is exactly what they need for both the short term and the long term.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Blocks%2C+Play%2C+Screen+Time+And+The+Infant+Mind&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39354/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain","authors":["byline_mindshift_39354"],"categories":["mindshift_192"],"tags":["mindshift_49","mindshift_20817","mindshift_20565","mindshift_20784","mindshift_1040","mindshift_20816"],"featImg":"mindshift_39355","label":"mindshift"},"mindshift_34224":{"type":"posts","id":"mindshift_34224","meta":{"index":"posts_1591205157","site":"mindshift","id":"34224","score":null,"sort":[1393426829000]},"guestAuthors":[],"slug":"a-look-into-teenangers-complicated-online-lives","title":"A Look Into Teenagers' Complicated Online Lives","publishDate":1393426829,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg\" alt=\"2722304966_67efa7cf89_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Elizabeth Blair\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Researcher danah boyd is obsessed with how teenagers use the Internet. For the legions of adults who are worried about them, that's a good thing.\u003c/p>\n\u003cp>With a Ph.D from the University of California, Berkeley, and a masters from MIT, and as a senior researcher with Microsoft, boyd is something of a star in the world of social media. For her new book \u003cem>It's Complicated\u003c/em>, she spent about eight years studying teenagers and how they interact online. She says she wrote the book in part to help parents, educators and journalists relax. \"The kids are all right,\" she says.\u003c/p>\n\u003cp>Before Facebook, before Myspace, boyd was an early adopter of the Internet. She got hooked when she was a teenager in the mid-1990s living with her family in a small town in Pennsylvania. It was \"inspiring and exciting\" to suddenly have access \"to people who were more interesting than the people I went to school with,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\"> \"My phone is my escape from all of the things at school and other things that stress me out.\"\u003c/aside>\n\u003cp>Today boyd is one of those people who seems to have memorized several maps of the World Wide Web. She roams like the rest of us, but she also seems to know exactly where to go and what to do when she gets there. She's got a variety of different Twitter accounts. \"I have both my formal, professional @zephoria account, but then I also have a personal account which is me joking around with friends — and then I have an even sillier account which is me pretending to be my 7-month-old son,\" says boyd. \"Flickr,\" she says, \"has been a home for a long time to share photos with friends,\" and LinkedIn is where she spends professional time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the subject of Facebook, boyd rolls her eyes. Yes, she's there, but she finds it a very hard space to manage.\u003c/p>\n\u003cp>\"I have to simultaneously deal with professional situations, friends from the past, friends from the present all in one environment and I don't share the same thing in those worlds. For me it's a world of context collapse,\" says boyd.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.zephoria.org/thoughts/archives/2013/12/08/coining-context-collapse.html\">Context collapse\u003c/a>\": boyd isn't sure whether she or a fellow social scientist coined the phrase, but she refers to it a lot. She says, like adults, teenagers are figuring out how to present themselves in different contexts. One of the chapters in her new book is all about why teenagers seem to behave so strangely online. \"They're trying to figure out the boundaries with regard to their peers. So what is cool? What is funny? What will get them a lot of attention good or bad?\" says boyd.\u003c/p>\n\u003cp>As they get older, says boyd, they want to look even cooler. Sometimes that's reflected in the name they use online. \"So you'd see people being like 'carebear3344' and then they'd realize that they're no longer 13 and talking about Care Bears is no longer cute. So they have to write something more sophisticated. So then we pick up a Jack Kerouac reference and all of sudden somebody's Darma Bum,\" says boyd.\u003c/p>\n\u003cp>To write \u003cem>It's Complicated,\u003c/em> boyd spent about eight years studying teenagers and their social media behavior. She traveled to 16 U.S. states. She visited different communities, rich and poor, urban and rural. She interviewed over 160 teenagers, promising them confidentiality.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-34230\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85.jpg\" alt=\"9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85\" width=\"228\" height=\"341\">High school students in Washington, DC are all too familiar with some of the issues boyd raises in her book. They don't call it \"context collapse,\" but they've experienced it. Fourteen-year-old Faith Sydnor says she and her friends use social media to talk to each other, which is why they've left Facebook. \" 'Cause older people are getting on there. We want our own social network to ourselves. I guess so we won't get in trouble,\" says Sydnor.\u003c/p>\n\u003cp>Teenagers, boyd writes in her book, are \"desperate to have access to a social world like that which adults take for granted.\" Jamahri Sydnor — also 14 — thinks a lot of adults don't understand that her smartphone is a place to relax and have fun. \"My phone is my escape from all of the things at school and other things that stress me out,\" says Sydnor. \"So I think that being on your phone is a good thing. And like games, social networking, it's a good thing because you can escape.\"\u003c/p>\n\u003cp>For the most part, boyd says, teenagers are doing online what they've always done. The difference now is that — if that teenager isn't careful — the world can see it. For her book she also talked to a lot of adults: Parents, ministers, teachers. Once, an admissions officer from an Ivy League school contacted her about an essay they'd received from an African-American teenager from South Central Los Angeles. \"He wrote really beautifully about wanting to leave behind the gangs that surrounded him growing up,\" says boyd.\u003c/p>\n\u003cp>The school loved the essay. But then they checked out his Myspace profile and found out it was full of references to gang activity. boyd says the admissions officer asked her 'Why would he lie to us?' \"And this question was fascinating to me,\" says boyd, \"Because — I didn't know this particular kid — but, my guess, having spent a lot of time in this region of Los Angeles — is that he was working on survival.\" She believes it's possible he needed to affiliate with a gang for his own safety.\"And so what happened was Myspace became a place of performing those gang affiliations,\" says boyd. \"Those Myspace pages were never designed for the college admissions officer. And so here's this college admissions officer not understanding the context in which this teen is operating.\"\u003c/p>\n\u003cp>Context is everything, says boyd. She believes teenagers' behavior online is often misinterpreted without it. Amanda Lenhart, a senior researcher and director of teens and technology at the Pew Research Center, agrees. Lenhart says boyd digs deeper. \"She goes out and she does the legwork and spends the time to talk with these kids and then takes the time to glean it and digest it and put it out there for the rest of us to use,\" says Lenhart.\u003c/p>\n\u003cp>Author dana boyd says she was going to call her new book \u003cem>Like D'oh!, \u003c/em>because so many of the teenagers she interviewed think all of this is obvious. But instead, perhaps to help adults feel better, it's called\u003cem> It's Complicated: The Social Lives Of Networked Teens.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Online%2C+Researcher+Says%2C+Teens+Do+What+They%27ve+Always+Done&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In the world of social media research, danah boyd is a star. She says most adults misread and overreact to the online lives of teenagers. But as the title of her new book suggests, \u003cem>It's Complicated\u003c/em>.","status":"publish","parent":0,"modified":1393435073,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1131},"headData":{"title":"A Look Into Teenagers' Complicated Online Lives | KQED","description":"In the world of social media research, danah boyd is a star. She says most adults misread and overreact to the online lives of teenagers. But as the title of her new book suggests, It's Complicated.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Look Into Teenagers' Complicated Online Lives","datePublished":"2014-02-26T15:00:29.000Z","dateModified":"2014-02-26T17:17:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34224 http://blogs.kqed.org/mindshift/?p=34224","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/26/a-look-into-teenangers-complicated-online-lives/","disqusTitle":"A Look Into Teenagers' Complicated Online Lives","nprByline":"Elizabeth Blair","nprStoryId":"282359480","nprApiLink":"http://api.npr.org/query?id=282359480&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/2014/02/25/282359480/social-media-researcher-gets-how-teenagers-use-the-internet?ft=3&f=282359480","nprRetrievedStory":"1","nprPubDate":"Tue, 25 Feb 2014 16:34:00 -0500","nprStoryDate":"Tue, 25 Feb 2014 05:00:00 -0500","nprLastModifiedDate":"Tue, 25 Feb 2014 16:34:29 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/02/20140225_me_social_media_researcher_gets_how_teenagers_use_the_internet.mp3?orgId=1&topicId=1019&ft=3&f=282359480","nprAudioM3u":"http://api.npr.org/m3u/1282359481-9b00b9.m3u?orgId=1&topicId=1019&ft=3&f=282359480","path":"/mindshift/34224/a-look-into-teenangers-complicated-online-lives","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/02/20140225_me_social_media_researcher_gets_how_teenagers_use_the_internet.mp3?orgId=1&topicId=1019&ft=3&f=282359480","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg\" alt=\"2722304966_67efa7cf89_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Elizabeth Blair\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Researcher danah boyd is obsessed with how teenagers use the Internet. For the legions of adults who are worried about them, that's a good thing.\u003c/p>\n\u003cp>With a Ph.D from the University of California, Berkeley, and a masters from MIT, and as a senior researcher with Microsoft, boyd is something of a star in the world of social media. For her new book \u003cem>It's Complicated\u003c/em>, she spent about eight years studying teenagers and how they interact online. She says she wrote the book in part to help parents, educators and journalists relax. \"The kids are all right,\" she says.\u003c/p>\n\u003cp>Before Facebook, before Myspace, boyd was an early adopter of the Internet. She got hooked when she was a teenager in the mid-1990s living with her family in a small town in Pennsylvania. It was \"inspiring and exciting\" to suddenly have access \"to people who were more interesting than the people I went to school with,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\"> \"My phone is my escape from all of the things at school and other things that stress me out.\"\u003c/aside>\n\u003cp>Today boyd is one of those people who seems to have memorized several maps of the World Wide Web. She roams like the rest of us, but she also seems to know exactly where to go and what to do when she gets there. She's got a variety of different Twitter accounts. \"I have both my formal, professional @zephoria account, but then I also have a personal account which is me joking around with friends — and then I have an even sillier account which is me pretending to be my 7-month-old son,\" says boyd. \"Flickr,\" she says, \"has been a home for a long time to share photos with friends,\" and LinkedIn is where she spends professional time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the subject of Facebook, boyd rolls her eyes. Yes, she's there, but she finds it a very hard space to manage.\u003c/p>\n\u003cp>\"I have to simultaneously deal with professional situations, friends from the past, friends from the present all in one environment and I don't share the same thing in those worlds. For me it's a world of context collapse,\" says boyd.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.zephoria.org/thoughts/archives/2013/12/08/coining-context-collapse.html\">Context collapse\u003c/a>\": boyd isn't sure whether she or a fellow social scientist coined the phrase, but she refers to it a lot. She says, like adults, teenagers are figuring out how to present themselves in different contexts. One of the chapters in her new book is all about why teenagers seem to behave so strangely online. \"They're trying to figure out the boundaries with regard to their peers. So what is cool? What is funny? What will get them a lot of attention good or bad?\" says boyd.\u003c/p>\n\u003cp>As they get older, says boyd, they want to look even cooler. Sometimes that's reflected in the name they use online. \"So you'd see people being like 'carebear3344' and then they'd realize that they're no longer 13 and talking about Care Bears is no longer cute. So they have to write something more sophisticated. So then we pick up a Jack Kerouac reference and all of sudden somebody's Darma Bum,\" says boyd.\u003c/p>\n\u003cp>To write \u003cem>It's Complicated,\u003c/em> boyd spent about eight years studying teenagers and their social media behavior. She traveled to 16 U.S. states. She visited different communities, rich and poor, urban and rural. She interviewed over 160 teenagers, promising them confidentiality.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-34230\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85.jpg\" alt=\"9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85\" width=\"228\" height=\"341\">High school students in Washington, DC are all too familiar with some of the issues boyd raises in her book. They don't call it \"context collapse,\" but they've experienced it. Fourteen-year-old Faith Sydnor says she and her friends use social media to talk to each other, which is why they've left Facebook. \" 'Cause older people are getting on there. We want our own social network to ourselves. I guess so we won't get in trouble,\" says Sydnor.\u003c/p>\n\u003cp>Teenagers, boyd writes in her book, are \"desperate to have access to a social world like that which adults take for granted.\" Jamahri Sydnor — also 14 — thinks a lot of adults don't understand that her smartphone is a place to relax and have fun. \"My phone is my escape from all of the things at school and other things that stress me out,\" says Sydnor. \"So I think that being on your phone is a good thing. And like games, social networking, it's a good thing because you can escape.\"\u003c/p>\n\u003cp>For the most part, boyd says, teenagers are doing online what they've always done. The difference now is that — if that teenager isn't careful — the world can see it. For her book she also talked to a lot of adults: Parents, ministers, teachers. Once, an admissions officer from an Ivy League school contacted her about an essay they'd received from an African-American teenager from South Central Los Angeles. \"He wrote really beautifully about wanting to leave behind the gangs that surrounded him growing up,\" says boyd.\u003c/p>\n\u003cp>The school loved the essay. But then they checked out his Myspace profile and found out it was full of references to gang activity. boyd says the admissions officer asked her 'Why would he lie to us?' \"And this question was fascinating to me,\" says boyd, \"Because — I didn't know this particular kid — but, my guess, having spent a lot of time in this region of Los Angeles — is that he was working on survival.\" She believes it's possible he needed to affiliate with a gang for his own safety.\"And so what happened was Myspace became a place of performing those gang affiliations,\" says boyd. \"Those Myspace pages were never designed for the college admissions officer. And so here's this college admissions officer not understanding the context in which this teen is operating.\"\u003c/p>\n\u003cp>Context is everything, says boyd. She believes teenagers' behavior online is often misinterpreted without it. Amanda Lenhart, a senior researcher and director of teens and technology at the Pew Research Center, agrees. Lenhart says boyd digs deeper. \"She goes out and she does the legwork and spends the time to talk with these kids and then takes the time to glean it and digest it and put it out there for the rest of us to use,\" says Lenhart.\u003c/p>\n\u003cp>Author dana boyd says she was going to call her new book \u003cem>Like D'oh!, \u003c/em>because so many of the teenagers she interviewed think all of this is obvious. But instead, perhaps to help adults feel better, it's called\u003cem> It's Complicated: The Social Lives Of Networked Teens.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Online%2C+Researcher+Says%2C+Teens+Do+What+They%27ve+Always+Done&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34224/a-look-into-teenangers-complicated-online-lives","authors":["byline_mindshift_34224"],"categories":["mindshift_194"],"tags":["mindshift_20565","mindshift_20640","mindshift_1040","mindshift_30"],"featImg":"mindshift_34234","label":"mindshift"},"mindshift_31858":{"type":"posts","id":"mindshift_31858","meta":{"index":"posts_1591205157","site":"mindshift","id":"31858","score":null,"sort":[1381513191000]},"guestAuthors":[],"slug":"teaching-thoreau-in-a-hyper-connected-world","title":"Teaching Thoreau In a Hyper-Connected World","publishDate":1381513191,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32055\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg\" alt=\"Walden Pond\" width=\"640\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-320x190.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Walden Pond\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville English teacher Elizabeth Smith introduced Thoreau’s \u003cem>Walden\u003c/em> by asking her AP juniors if they were ever \u003ca href=\"http://chronicle.com/article/The-End-of-Solitude/3708\">truly alone in a hyper-connected world\u003c/a> -- even without a smartphone. In doing so, she wanted to emphasize how Thoreau’s \u003ca href=\"http://en.wikipedia.org/wiki/Transcendentalism\">Transcendentalist\u003c/a> experiment living alone in the woods might be nearly impossible to replicate in modern, plugged-in lives -- at least not without some effort.\u003c/p>\n\u003cp dir=\"ltr\">“One student said that he gets panicked if he goes an hour without a text message,” she said, “and he has to blow up his friends' phones with messages to make sure they are still out there.” Other students, she said, bristled at the idea they were sheep in the digital herd, and liked to think of themselves as being able to manage a healthy balance between solitude and digital connection.\u003c/p>\n\u003cp dir=\"ltr\">But for both adults and kids -- parents, teachers, and students -- because we have the luxury of being instantly and constantly connected, “Being alone feels like a problem to be solved,” said MIT Professor Sherry Turkle in the moving \u003ca href=\"http://www.ted.com/talks/sherry_turkle_alone_together.html\">TED Talk\u003c/a> based on her book,\u003ca href=\"http://www.alonetogetherbook.com/\"> Alone, Together\u003c/a>. Based on her research, Turkle argued that relationships maintained through texting and social media might make kids feel connected, but because the phone is always buzzing, they may miss valuable opportunities to experience real solitude, which is vital for self-reflection. “If we don’t teach our children how to be alone,” she said, “they will only know how to be lonely.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because [the digital world] has been their world all along, it's a so-what world.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Some teachers say there has never been a more exciting time to teach Thoreau’s ideas of solitude, time in nature, and deliberate living, because students are hungry for self-reflection. Sandy Stott, who has been teaching Thoreau, Emerson, and Transcendentalism at Concord Academy in Concord, Mass., for 20 years, said his students today are both constantly plugged in, and eager for a different experience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“My classroom, like many, is fully wired,” he said. “I can get the whole web on screen in a few clicks. But because this has been their world all along, it's a so-what world.” While he’s happy to use the tech available to get business done, Stott wants students to experience what Thoreau experienced without any tech help. It also doesn’t hurt that Walden Pond is nearby, and the students can walk the same paths that Thoreau walked nearly 200 years ago.\u003c/p>\n\u003cp>Part of students’ responding to the serenity and beauty of the pond, Stott said, is letting it retain its mystery -- something students don’t experience often. “I hold [going to] the pond until the late part of the course. Then, after students have read most of \u003cem>Walden\u003c/em>, we go there,” he said. “We go before dawn so that, when the sun comes up, when morning arrives, we are at the pond and at the house site. There is no one else there, save an angler or two. Though we are there only for a short time, the effect is often pronounced -- they are at Henry's pond at the time of day he saw as most alive, and, despite their usual preference for sleeping late, they too are alive.”\u003c/p>\n\u003cp dir=\"ltr\">While the reading and the writing are essential, Stott supposes that the morning at Walden Pond, or the other nature walks he’s incorporated into the course, sticks with students longer, and he emphasizes to students the point of Thoreau’s solitude, and the importance of spending time alone: having time to think for yourself.\u003c/p>\n\u003cp>In his essay “Nature,” which heavily influenced Thoreau, “Emerson asks, ‘Why should not we also enjoy an original relation with the universe?’ In other words, why take someone else's word for it? Why rely on tradition and religion and professors and parents and other interpreters to tell you what's what?” he said. Stott made Emerson’s question the central one that frames the course. And he believes to really answer that question -- for each student to begin to carve out her place in the world -- they need to go out in it, not explore it from behind the door of a classroom.\u003c/p>\n\u003cp>Stott said when he began teaching Thoreau, he focused on good reading and writing, a practice to which he's still dedicated. But he realized that students saw \u003cem>Walden\u003c/em> as another in a series of texts they worked on their way to college, and knew they needed more.\u003c/p>\n\u003cp>“Walden aims at more than that, aims in fact at possibly derailing this sort of lockstep. And it asks the student out of the classroom, out of the usual box and into a world that demands more,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Of course connection and collaboration with peers, both face-to-face and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">with technology\u003c/a>, is invaluable to teens’ learning and social development, and some research suggests \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00367.x/full\">social media time is even beneficial\u003c/a>. But when time spent focused on outward \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">tasks far outweighs time for daydreaming\u003c/a> -- a virtue Thoreau named an “incessant good fortune” -- digital natives might find Thoreau’s solitude novel, even refreshing, and may want to try it themselves. Even if it’s only to discover they can last an hour without receiving a text.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are challenging students to set aside their hyper-connected lives and consider Henry David Thoreau’s Walden.","status":"publish","parent":0,"modified":1381513191,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":918},"headData":{"title":"Teaching Thoreau In a Hyper-Connected World | KQED","description":"Teachers are challenging students to set aside their hyper-connected lives and consider Henry David Thoreau’s Walden.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching Thoreau In a Hyper-Connected World","datePublished":"2013-10-11T17:39:51.000Z","dateModified":"2013-10-11T17:39:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31858 http://blogs.kqed.org/mindshift/?p=31858","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/11/teaching-thoreau-in-a-hyper-connected-world/","disqusTitle":"Teaching Thoreau In a Hyper-Connected World","path":"/mindshift/31858/teaching-thoreau-in-a-hyper-connected-world","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32055\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg\" alt=\"Walden Pond\" width=\"640\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-320x190.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Walden Pond\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville English teacher Elizabeth Smith introduced Thoreau’s \u003cem>Walden\u003c/em> by asking her AP juniors if they were ever \u003ca href=\"http://chronicle.com/article/The-End-of-Solitude/3708\">truly alone in a hyper-connected world\u003c/a> -- even without a smartphone. In doing so, she wanted to emphasize how Thoreau’s \u003ca href=\"http://en.wikipedia.org/wiki/Transcendentalism\">Transcendentalist\u003c/a> experiment living alone in the woods might be nearly impossible to replicate in modern, plugged-in lives -- at least not without some effort.\u003c/p>\n\u003cp dir=\"ltr\">“One student said that he gets panicked if he goes an hour without a text message,” she said, “and he has to blow up his friends' phones with messages to make sure they are still out there.” Other students, she said, bristled at the idea they were sheep in the digital herd, and liked to think of themselves as being able to manage a healthy balance between solitude and digital connection.\u003c/p>\n\u003cp dir=\"ltr\">But for both adults and kids -- parents, teachers, and students -- because we have the luxury of being instantly and constantly connected, “Being alone feels like a problem to be solved,” said MIT Professor Sherry Turkle in the moving \u003ca href=\"http://www.ted.com/talks/sherry_turkle_alone_together.html\">TED Talk\u003c/a> based on her book,\u003ca href=\"http://www.alonetogetherbook.com/\"> Alone, Together\u003c/a>. Based on her research, Turkle argued that relationships maintained through texting and social media might make kids feel connected, but because the phone is always buzzing, they may miss valuable opportunities to experience real solitude, which is vital for self-reflection. “If we don’t teach our children how to be alone,” she said, “they will only know how to be lonely.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because [the digital world] has been their world all along, it's a so-what world.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Some teachers say there has never been a more exciting time to teach Thoreau’s ideas of solitude, time in nature, and deliberate living, because students are hungry for self-reflection. Sandy Stott, who has been teaching Thoreau, Emerson, and Transcendentalism at Concord Academy in Concord, Mass., for 20 years, said his students today are both constantly plugged in, and eager for a different experience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">“My classroom, like many, is fully wired,” he said. “I can get the whole web on screen in a few clicks. But because this has been their world all along, it's a so-what world.” While he’s happy to use the tech available to get business done, Stott wants students to experience what Thoreau experienced without any tech help. It also doesn’t hurt that Walden Pond is nearby, and the students can walk the same paths that Thoreau walked nearly 200 years ago.\u003c/p>\n\u003cp>Part of students’ responding to the serenity and beauty of the pond, Stott said, is letting it retain its mystery -- something students don’t experience often. “I hold [going to] the pond until the late part of the course. Then, after students have read most of \u003cem>Walden\u003c/em>, we go there,” he said. “We go before dawn so that, when the sun comes up, when morning arrives, we are at the pond and at the house site. There is no one else there, save an angler or two. Though we are there only for a short time, the effect is often pronounced -- they are at Henry's pond at the time of day he saw as most alive, and, despite their usual preference for sleeping late, they too are alive.”\u003c/p>\n\u003cp dir=\"ltr\">While the reading and the writing are essential, Stott supposes that the morning at Walden Pond, or the other nature walks he’s incorporated into the course, sticks with students longer, and he emphasizes to students the point of Thoreau’s solitude, and the importance of spending time alone: having time to think for yourself.\u003c/p>\n\u003cp>In his essay “Nature,” which heavily influenced Thoreau, “Emerson asks, ‘Why should not we also enjoy an original relation with the universe?’ In other words, why take someone else's word for it? Why rely on tradition and religion and professors and parents and other interpreters to tell you what's what?” he said. Stott made Emerson’s question the central one that frames the course. And he believes to really answer that question -- for each student to begin to carve out her place in the world -- they need to go out in it, not explore it from behind the door of a classroom.\u003c/p>\n\u003cp>Stott said when he began teaching Thoreau, he focused on good reading and writing, a practice to which he's still dedicated. But he realized that students saw \u003cem>Walden\u003c/em> as another in a series of texts they worked on their way to college, and knew they needed more.\u003c/p>\n\u003cp>“Walden aims at more than that, aims in fact at possibly derailing this sort of lockstep. And it asks the student out of the classroom, out of the usual box and into a world that demands more,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Of course connection and collaboration with peers, both face-to-face and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">with technology\u003c/a>, is invaluable to teens’ learning and social development, and some research suggests \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00367.x/full\">social media time is even beneficial\u003c/a>. But when time spent focused on outward \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">tasks far outweighs time for daydreaming\u003c/a> -- a virtue Thoreau named an “incessant good fortune” -- digital natives might find Thoreau’s solitude novel, even refreshing, and may want to try it themselves. Even if it’s only to discover they can last an hour without receiving a text.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31858/teaching-thoreau-in-a-hyper-connected-world","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_20565","mindshift_1040","mindshift_20564"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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