Bullying is widespread issue in schools. It is associated with negative experiences, poor academic performance, and severe physical and psychological effects on victims (HRSA, 2022). Bullie
social science multi-part question
For this assignment, you will find an image that helps your reader understand your claim or argument you are making in your proposal. We understand that images can sway our opinions quickly. Think about the times you have seen a print image or images in a TV or web ad that makes you suddenly crave pizza. Or how a chart of data suddenly changed your mind about an issue. Images are powerful. Combined with words or sound, they are even more powerful. Think about opening or closing credits from a film or TV show. The soundtrack can be almost as important for delivering message as the images alone.
Its helpful to see your image as another way to offer evidence to persuade your reader, and it functions just like a quote from your research, but instead of words its a picture or a chart or a representation of data.
This assignment has five parts:
Find an image that supports some part of your argument.
Title your image or provide a caption.
Cite your image in APA format.
Explain how or why your image helps support your argument.
Describe where this image comes from. Why is it credible?
Required Reflection Questions
After finding and citing your image, answer the following questions:
What informed your choice of image?
What surprised you most about this process?
Would you choose a different image if you had more time? Why or why not?
In what ways does the image say more than words alone could?
Requirements: five parts see instructions | .doc file
A Practical Approach to Addressing Cyberbullying
Outline
Introduction
Bullying is a widespread issue in schools.
Perpetrators of bullying may be doing so because it was done to them or because they see it as cool while remaining oblivious to its long-term impacts.
Increased use of media also predisposes students to cyber bullies
This proposal advocates for a practical-based media literacy program in the form of an online school discussion board.
Intervention fits the cognitive media literacy theory that supposes filtering information to construct meaning
Discussion
It is possible to mainstream media literacy not as a separate subject but as one embedded in the different courses and subjects that students complete
An online discussion board platform can help teach acceptable online conduct and ensure lasting behavior change
The instructor should maintain effective control over the engagements in the discussion board.
An online discussion board effectively delivers practical lessons on cyberbullying
Besides teaching and acting responsibly, media literacy should involve teaching learners to develop a thick skin
Acknowledge (and Counter) Alternative Views
Critics are bound to assert that the anonymity of social media implies that cyberbullies are bound to escape any sanctions
Nowadays social media users can report violations
Students are bound to act differently in a school’s discussion board from how they behave on a social media platform
The school has a lasting impact on personality development and behavior
Recommendations and Conclusion
A media literacy program be mainstreamed within the teaching of subjects rather than being provided as a standalone subject
An online discussion board is practical in leveling the playing field and eliminates the power differentials between bullies and victims
It is important to be proactive and equip students with skills on how to behave if they become victims of cyberbullying
A Practical Approach to Addressing Cyberbullying
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A Practical Approach to Addressing Cyberbullying
Introduction
Bullying is widespread issue in schools. It is associated with negative experiences, poor academic performance, and severe physical and psychological effects on victims (HRSA, 2022). Bullies may act in this way because it was done to them. or because they see it as cool while remaining oblivious to its long-term impacts. Victims often lack a voice or power to stand against bullying, implying that their fate is dependent on the school system implementing bullying prevention programs.
Online learning has become an important contemporary medium in the delivery of instruction and learning. However, the increased use of media also predisposes students to cyber bullies. In this context, media literacy provides a channel through which the cycle of bullying can be broken by sensitizing learners to the negative impacts of this practice. HRSA (2022) emphasizes the importance of a community-wide bullying prevention program. The scope and impacts of such a strategy must, therefore, go beyond the school environment.
This proposal advocates for a practical-based media literacy program in the form of an online school discussion board. The proposed intervention fits the cognitive media literacy theory that supposes filtering information to construct meaning, in light of big data that characterize contemporary media. When faced with the increased risk of cyberbullying, we can only sensitize students to the dangers of this practice if we deliberately draw their attention to this fact, allowing them to acknowledge the importance of dealing with the issue and change behavior accordingly.
Discussion
Recent application of technology has seen an increase in the number of schools conducting online education. The onset of the COVID-19 pandemic increased this trend. Today, many schools provide learning materials online, and students even sit exams virtually. In this environment, it is possible to mainstream media literacy not as a separate subject but as one embedded in the different courses and subjects that students complete. The idea of a discussion board is ideal as it will allow students to post their views on a particular issue and comment on fellow students’ ideas. The instructor is then left to enact and supervise the rules of engagement similar to those that take place in a face-to-face debate.
An online discussion board platform can help teach acceptable online conduct and ensure lasting behavior change. Godderis (2013) opines that media literacy can help students understand the consequences of their actions and build empathy. Therefore, through an online discussion board, it would be possible to teach young students ideas such as addressing the idea rather than the person who posted it, respectfully disagreeing, and developing a positive attitude toward positive criticism. These notions help young learners understand that those who hold a different view are not necessarily opposed to them and could enrich their understanding and knowledge on a particular issue. Cyberbullying, where intolerance is a recurrent topic, lacks these skills.
The instructor should maintain effective control over the engagements in the discussion board. Henry and Godfrey (2019) assert that educators should help enhance the learners self-awareness regarding cyberbullying as a way of ensuring behavior change. Therefore, instructors should supervise engagements in the discussion boards to ensure that the rules of engagement are followed, and where these are violated, the concerned students are reminded of the need to observe them, and where violations are rampant, sanctions can be administered. Calling out such violations creates a disincentive to continue the violation as a message is sent that this is unacceptable.
An online discussion board effectively delivers practical lessons on cyberbullying. Rather than merely telling students that other students have feelings and they should be mindful of them by not engaging in bullying, a discussion board allows every student to have their views responded to, predisposing them to become victims or perpetrators of bullying. In contrast to informal meetings, where they might not have the authority or chance to speak up, victims of bullying can participate in a dialogue. This equality ensures that everyone internalizes the impacts of cyberbullying, creating an impetus for responsible engagements.
Besides teaching and acting responsibly, media literacy should involve teaching learners to develop a thick skin. Cyberbullying is not likely to be completely eliminated. Langmia and Tyree (2017) suppose that creating safe online environments for students entails making them understand that identity is not dependent on contemporary media, particularly, social networking sites. Some users find satisfaction in trolling others. If a student has low self-esteem encounters with such individuals can negatively impact ones confidence and self-perception. Therefore, it is important to prepare students for such encounters before they happen to ensure their resilience. Again a participatory approach needs to be implemented in identifying the most effective ways to deal with such persons.
Acknowledge (and Counter) Alternative Views
Critics are bound to assert that the anonymity of social media implies that cyberbullies are bound to escape any sanctions. While this is partially true, particularly for users who engage in trolling others it is not entirely correct. Nowadays social media users can report violations and have the accounts of cyberbullies suspended or even deactivated. Besides, social media pages are treasured profiles by many users, and people have personal attachments meaning they are not willing to lose pages and open others repeatedly, thus creating an incentive to act responsibly.
Another argument that could be advanced is that students are bound to act differently in a school’s discussion board from how they behave on a social media platform. It is accurate that a school’s discussion board is governed by formal rules absent in social media engagements. Besides, in the latter, the supervision imposed on the instructor is absent. Notwithstanding these facts, the school has a lasting impact on personality development and behavior. Behaviors that we learn in school persist at our home, workplace, and social settings even when each of these environments is governed by markedly different rules. Therefore, teaching students to respectfully engage with peers on a school’s discussion board can predict how they will converse with strangers on social media.
Recommendations and Conclusion
There is a need to address the problem of cyberbullying early to curb its negative impacts. The proposal recommends that a media literacy program be mainstreamed within the teaching of subjects rather than being provided as a standalone subject. Doing so sends a message that this is the acceptable way of engaging with others, regardless of the context, creating an incentive of entrenching this conduct.
An online discussion board is practical in leveling the playing field and eliminates the power differentials between bullies and victims. A bully may become a victim of cyberbullying on a school discussion board, necessitating protection by the instructor. Such incidents could help them appreciate how victims feel and create an incentive to behave differently.
It is important to be proactive and equip students with skills on how to behave if they become victims of cyberbullying. Doing so helps reduce such experiences’ impact on self-esteem and self-perception. This approach is cognizant of the fact that social media is not always controlled as a school’s discussion board is, implying that one may have to deal with a cyberbully if they encounter one. For instance, sensitizing students that trolls thrive on attention-seeking behavior makes sure that when they encounter such individuals, they look out for opportunities to de-escalate altercations or ignore such incidents.
References
Health Resources and Services Administration (HRSA). (2022, October 12). Stop bullying home page. StopBullying.gov. Retrieved March 20, 2023, from https://www.stopbullying.gov
Godderis, R, (2013). Using media literacy to combat cyberbullying. Digital Culture & Education, 5, 2.
Henry, K.A & Godfrey, L.T. (2019). Cyberbullying in schools: prevention and intervention strategies for educators. Routledge.
Langmia, K & Tyree, T.C.M. (2017). Social media: culture and identity. Lexington Books.
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