Digital Literacy Conference 2019

This interactive presentation will discuss the recent research on social media and mental health and will provide participants with a digital literacy research based curriculum to use in classrooms.

Synopsis

To date, most of the dialogue surrounding social media and mental health has involved screen time only. Early research suggested that adolescents tended to be more depressed and anxious the more they used social media. This has resulted in a moral panic, with many suggesting that we give our adolescents flip phones or delete social media altogether. This is simply the wrong conversation to be having and is neither productive nor realistic. Social media is a large part of adolescents’ lives and can be used as a powerful force for good when used in the right way. This talk will provide a summary of the existing research on social media and mental health. New cutting edge research will be presented that examines social media use and depression over an 8 year period of time. Concrete suggestions on how to utilize social media in healthy and positive ways will be discussed, giving teachers and parents real tools on how to balance social media.

Objectives

1. Describe the state of the research on media and mental health
2. Understand and utilize tools for managing social media use
3. Describe key solutions for managing social media in positive, productive ways
4. Provide access to a curriculum for teachers to encourage students to utilize social media in healthy ways

The presentation showcases evidence-based cyber wellness and media literacy programmes. These two modules have been delivered to more than 150,000 students in Singapore from 2012 to 2019. Modes of delivery range from mass assembly talks and classroom workshops to small-group intervention, as well as one-to-one coaching and family intervention.

Synopsis

Social media, online videos and video games have evolved to be primary entertainment options for young people. The average teenager in Singapore logs about 75 hours of screen time per week. In Singapore, research also confirms that nearly 10% of youth Internet users are found to be pathological users.

This program is designed to intervene students’ Internet usage patterns for a healthy balance of activities and wellness. Participants evaluate their motivations for Internet use, and critically examine how apps, mobile devices, social media and games are designed to influence their behavior. With this learning, students are able to identify influencing processes on their actions that can lead to loss of control in their behavior.

Participants also get to assess objectively how they score on an Internet usage scale as it relates to potential risks. Based on students’ unique motivations, they will customize a personal plan of guidelines for digital media use.

Objectives

1. Understand behavioral motivations (evidence-informed) for Internet use
2. Identify and explain how features of popular platforms match users’ motivation and interests to drive usage
3. Recognize effects of problematic Internet use and the necessity for balance and wellness
4. Learn self-regulation tips for staying in control
5. Balance motivation and desires for benefits that improve digital experiences and outcomes

The presentation showcases evidence-based cyber wellness and media literacy programmes. These two modules have been delivered to more than 150,000 students in Singapore from 2012 to 2019. Modes of delivery range from mass assembly talks and classroom workshops to small-group intervention, as well as one-to-one coaching and family intervention.

Synopsis

Social media, online videos and video games have evolved to be primary entertainment options for young people. The average teenager in Singapore logs about 75 hours of screen time per week. In Singapore, research also confirms that nearly 10% of youth Internet users are found to be pathological users.

This program is designed to intervene students’ Internet usage patterns for a healthy balance of activities and wellness. Participants evaluate their motivations for Internet use, and critically examine how apps, mobile devices, social media and games are designed to influence their behavior. With this learning, students are able to identify influencing processes on their actions that can lead to loss of control in their behavior.

Participants also get to assess objectively how they score on an Internet usage scale as it relates to potential risks. Based on students’ unique motivations, they will customize a personal plan of guidelines for digital media use.

Objectives

1. Understand the influence of media on adolescent substance use
2. Understand the consequences of adolescent drug use
3. Understand how to counteract internet misinformation with scientific fact

The presentation showcases evidence-based cyber wellness and media literacy programmes. These two modules have been delivered to more than 150,000 students in Singapore from 2012 to 2019. Modes of delivery range from mass assembly talks and classroom workshops to small-group intervention, as well as one-to-one coaching and family intervention.

Synopsis

With the proliferation of mobile devices and high-speed Internet access, the average teenager today has ubiquitous access to persistent virtual worlds (in social media, online videos and video games). Young people instantly connect and interact live with others. Multiple connections demand instant attention, and screen time escalates. Youths find it difficult to sustain their focus in learning, especially in deep-thinking tasks.

This program draws from multiple scientific studies regarding effects of technology on youths. It explores current and prevailing youth usage of technology (Instagram, Snapchat, Messenger, Telegram, YouTube, MOBA, Battle Royale Games etc.). Participants learn how screen time and media multi-tasking engages, conditions and trains their brains. This is contrasted with the requirements for critical thinking, recall and academics. Through a series of different live experiments, participants learn about themselves and how task-switching affects them individually.

Participants also make personal reflections on the impact of technology on their lives. They are led to customize action plans to (a) Manage Technology, (b) Reduce Distractions and (c) Practice Protective Behavior.

Objectives

1. Learn from scientific research the effects of media-multitasking and screen time on attention and learning
2. Analyze common media techniques adopted by mobile technology and popular media, social media and gaming platforms
3. Develop action plans to manage the use of technology to maximize academic productivity and wellness

Synopsis

This session will explore how adolescent substance use is influenced by popular media, paying special attention to addressing common misinformation on drugs found in popular media and the confusion that media creates for youth as well as adults in general medical practice..

Objectives

1. Understand the science behind media violence and aggression
2. Understand the rhetoric around media violence, and how to critically analyze it
3. Recognize how media violence acts as a risk factor
4. Have the skills to use the media violence modules in your school

Synopsis

Mr. Komendowski will describe how digital literacy in the classroom can connect the needs of students engaged in media oriented behaviors with educational goals. He will share an approach that can help educators bridge the gap between the classroom and recreational media use. Educators are increasingly asked to deal with a wide range of high risk behaviors, including physical and mental wellness and substance abuse, that can correlate with increased use of media. These correlations will be explored.

Objectives

1. Understand the principles of digital wellness as it relates to the classroom.
2. Learn guidelines for understanding digital literacy risk factors.
3. Construct a framework for managing digital empowerment and risk management for students.