WITH YOU*TH

Topic YOU*TH Relationships in the Context of New Media
Aspect To be or not to be (yourself) online

Me, myself, and the Internet

Theoretical framework

Social networks are, especially in the school environment, often viewed in terms of some kind of danger, or in terms of prevention of pathological phenomena such as sexual harassment or bullying. At the same time, they represent an environment where we routinely spend a few hours a day, where (as elsewhere) both negative and positive phenomena occur, and where rules are applied that are very similar to those in any other social environment.

Social networks are at the same time a space that is not entirely virtual. We often communicate with people we know from real life and the way we present ourselves and communicate on the networks has an impact on our lives and relationships in real life.

The magic and the danger of this social space lies in the fact that it is somewhere on the border of the virtual world and reality. This method opens up a possibility to discuss this “border” together with young people and to look for elements that are important to them in such contexts.

The feeling that on social networks we are hiding behind something is not true because even if the person at the other end does not get all the information, it is always just us at our end, and we cannot hide from ourselves.

The first impression is very important on social networks, as well as elsewhere. Such a first impression is created by the profile that we fill out about ourselves, which is why we chose this activity as a suitable way to open the highlighted topics of authenticity, sincerity, personal boundaries, and safety. 

Our main goal is to talk with young people about the topics of authenticity and self-presentation on the Internet through creative activities and a follow-up discussion about profile creation.

Together, we want to think about and discuss ways to look for and create such an online space that allows for authenticity and sincerity on one hand, and that contains enough privacy and a sense of security on the other hand.

We find it important to realize that different people perceive this space and its boundaries differently. This in turn opens up the issue of perceiving, accepting, and respecting others, and strengthens empathy towards the needs and boundaries that other people express. We can explore these issues through a discussion about creating an online profile.

We discuss

Together with young people, we want to explore where is the border that allows for openness and authenticity and at the same time for maintaining a safe space and privacy, where they perceive this boundary and how important authenticity or privacy are to them.

We want to talk with them more about how are their relationships on social networks established and especially about how they present themselves on social networks and how they perceive others based on the basic data from their profiles. 

We also consider it very important to communicate with young people the risk factors related to this environment, but without trying to discourage them from using social networks. We realize that it is not possible to “defeat” social networks and that they are just a tool. How we use this tool is our personal choice. That is why we start a dialog with young people, we listen to their voices and we open up topics that are meant to lead to reflection of these problematic areas. 

Facilitator Team NESEHNUTÍ

Practical guidelines

Activity structure and instructions

First, choose an activity variant appropriate for the group you are working with. Consider the relationships in the collective and whether you would like to develop cooperation and connections in the group or whether work in small groups could disrupt to process, in which case it might be better to let everyone work individually.

In the beginning, arrange the chairs in a circle. 

During the activity, students will work individually or in groups – at this time, the chairs can be distributed throughout the room so that they have enough space to work in groups. 

At the end of the individual work, everyone returns to the circle.

Variant A: Working in small groups

In this variant, divide the group into pairs or groups of three according to the number of people in the group. Give each group one profile template and prepare materials for creating profiles (markers, scotch tapes, etc.) as well as printed and cut out photos from the template (place these in a common area such as a desk in the center of the room).

Each group draws one of the prepared fictional biographies. Explain that the group’s task is to create a profile of the person whose bio they have drawn.

Instructions for students (part 1):

You received a profile template. Read the biography you have drawn and think about what kind of profile would this person create

Step 1
Step 2

You have 30 minutes to create the profile and prepare answers to these questions.

After completing the group work, the groups present their profiles.

Each group briefly presents their profile (2–3 minutes per group) – the group only presents the profile they created, not the biography on which the profile was based.

Pass the profile around the group so that everyone can have a look. Put presented profiles on a table in the center of the room (or another place accessible to all).

Asks students to go back to their original groups (in which they were creating the profile). Distribute the profiles to the groups so that each group has a different profile (different than the one they created). The group’s task is to write a short biography of a person from their (new) profile based on the model biographies.

Instructions for students (part 2):

Carefully read the profile. Think about it and write a short biography based on this profile (follow the model biography you have worked with in the first part). You will present this biography to the rest of the group. Prepare a short commentary on the profile answering the following questions:

You have 15 minutes to complete the task.

After the second part of the group work, ask students to return to the circle.

Step 1

Invite the first group to present the profile they worked with. Their commentary should follow these questions:

Step 2

Invite the group to read the biography they prepared

Step 3

Invite the group that created the given profile to read the “actual” biography for this person. At the same time, invite them to comment on the profile following these instructions:

Step 4

Repeat the process with all groups until you go through all the profiles.

Step 5

Next, discuss with students. Facilitate the discussion in a way to encourage students to talk about the topics mentioned in the theoretical framing of this activity. You can use the following questions.

Variant B: Individual work

In this variant, each student works individually. Give each student one profile template and prepare materials for creating profiles (markers, scotch tapes, etc.) as well as printed and cut out photos from the template (place these in a common area such as a desk in the center of the room).

Each person draws one of the prepared fictional biographies. Explain to the students that their task is to create a profile of the person whose bio they have drawn.  

Instructions for students (part 1):

You received a profile template. Read the biography you have drawn and think about what kind of profile would this person create – choose a suitable profile photo and think about why this picture fit the person, invent a nickname and write a short bio/description – decide how the person present themselves in their profile (what information from their biography they would share and what they would omit). Think also about whose attention would this person like to attract with their profile (are they looking for a friendship or a relationship, do they want to seem interesting, …?).

Prepare a brief presentation of the profile you created following this outline. Your presentation will have 2 steps.

Step 1
Step 2 (follows only after the trainer invites you to do so)

You have 30 minutes to create the profile and prepare answers to these questions.

After completing the individual work, the students present their profiles. Each person briefly presents their profile (2–3 minutes per person) – they only present the profile they created, not the biography on which the profile was based. Pass each profile around the group so that everyone can have a look. Put presented profiles on a table in the center of the room (or another place accessible to all).

Invite students to go back to their seats (where they created the profile). Distribute the profiles to the students so that each one has a different profile (different than the one they created). Their task is to write a short biography of a person from their (new) profile based on the model biographies.

Instructions for students (part 2):

Carefully read the profile. Think about it and write a short biography based on this profile (follow the model biography you have worked with in the first part). You will present this biography to the rest of the group. Prepare a short commentary on the profile answering the following questions:

You have 15 minutes to complete the task.

After the second part of the individual work, ask students to return to the circle.

Step 1

One by one, invite students to present the profile they worked with. Their commentary should follow these questions:

Step 2

Invite the students to read the biography they prepared

Step 3

Vyzveme konkrétní osobu, která tento profil původně vytvořila, aby přečetla “skutečný” životopis osoby z profilu. Zároveň ji vyzveme, aby okomentovala profil podle dotazů ze svého zadání:

Step 4

Repeat the process with other students until you go through all the profiles.

Step 5

Next, discuss with students. Facilitate the discussion in a way to encourage students to talk about the topics mentioned in the theoretical framing of this activity. Guide the discussion towards the issues of authenticity, safe space, personal boundaries, the need for acknowledgment from others, etc. 

You can use the following questions.

Wrapping up and reflection

In the end, open up a final discussion using questions such as:

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