Activity 1: Analyse and evaluate a website designed for children or young adults

For my first task, I analysed and evaluated a website designed for children and young adults. The website I chose—Cybersmart—related to the topic of digital materials/resources and emerging technologies. Cybersmart is an online cybersafety education program which provides parents, children and teachers with advice on online safety (ACMA, 2015a). With the growth of information and communication technology (ICT) in recent years, children are increasingly exposed to the new risks presented by online environments, such as cyberbullying, exposure to inappropriate materials, sexual predators and theft of personal information (Livingstone & Haddon, 2009, pp. 1, 8). Educational programs on cybersafety can help protect children from online dangers and teach them to become smart digital citizens. The Cybersmart website, an initiative by the Australian Communications and Media Authority (ACMA), provides users with resources such as fact sheets, games and activity programs which are free to download. To evaluate the website, I referred to the criteria outlined in the Cyberguide Ratings for Content Evaluation (McLachlan, 2012). Overall, the website was of high-quality, containing a large variety of resources that children and adults will find engaging and useful. The web layout allows for easy navigation, consisting of different sections categorised by user group (e.g. “young kids”, “kids”, “teens”, “parents”, “schools”).

The website opened my eyes to the types of issues children face in an increasingly digitised world. As someone who has never been a parent, I only had a vague idea of the types of activities children engage in online and the subsequent risks involved. The key message of Cybersmart is to stay involved with your child’s use of technology and provide ongoing education that aims to foster independence, personal responsibility and online awareness. I think the most useful part of the resources for parents and teachers are the “What Can I Do?” guides which provide information on the various security measures guardians can take (ACMA, 2015b). Additionally, the section designed for schools is a fantastic resource for librarians in designing cybersafety programs, as it invites interested parties to order free resources such as brochures, DVDs and program modules (ACMA, 2015c). Internet access is now an essential part of library services, so librarians need to ensure that the appropriate measures are put in place to protect children from online dangers. One of Cybersmart’s strengths as an educational program is that it is supportive of technology use by children, rather than discouraging parents from letting their child engage with new technology. As Spatariu et al. explain, new technologies can prove beneficial by promoting “motivation, self-directed learning, socialization and independence” (Spatariu, Peach & Bell, 2011, p. 28). They are a ubiquitous part of a young person’s life and are set to play an important part in their future (Lipu, 2014). Byron points out that “just like in the offline world, no amount of effort to reduce potential risks to children will eliminate those risks completely” (Byron, 2008, p. 5). Therefore, libraries should strive to deliver cybersafety initiatives that focus on building resilience and awareness, while fostering the skills needed to safely navigate online media.

Word count: 481.

Bibliography

ACMA. (2015a). About Cybersmart. Retrieved from Cybersmart website: http://www.cybersmart.gov.au/About%20Cybersmart.aspx
ACMA. (2015b). Parent’s Guide to Online Safety. Retrieved from Cybersmart website: http://www.cybersmart.gov.au/~/media/Cybersmart/Documents/Documents/Parents_guide_to_online_safety.pdf
ACMA. (2015c). Request brochures or resources. Retrieved from Cybersmart website: http://www.cybersmart.gov.au/About%20Cybersmart/Contact%20Us/Request%20brochures%20or%20resources.aspx
Bryon, T. (2008). Safer Children in a Digital World: The Report of the Byron Review. Retrieved from UK Department of Education website: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-00334-2008.pdf
Lipu, S. (2014). Library Services for Children and Youth [INF505 Module 5.3]. Retrieved November 20, 2014, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF505_201490_W_D/page/e404b92f-e53c-4c40-0009-46e9fe12b59e
Livingstone, S. M., & Haddon, L. (2009). Kids Online: Opportunities and Risks for Children. Bristol, UK: Policy Press.
McLachlan, K. (2012). Cyberguide Ratings for Content Evaluation. Retrieved from Cyberbee website: http://www.cyberbee.com/content.pdf
Spatariu, A., Peach, A., & Bell, S. (2011). Enculturation of young children and technology. In S. Blake, D. L. Winsor, & L. Allen (Eds.), Technology and young children: Bridging the communication generation gap, (pp. 24-48). Hershey, PA: IGI Global.