The new media landscape and our
relationships
Time: 60 – 120 minutes
4 exercises
Exercises
1. Where is the limit? About what is legal.
2. What is okay? About violations on the Internet.
3. Do you have to know who I am?About
anonymity.
4. To be daring there but not here! About tone on
the Internet.
Exercise
Time: 30 - 60 minutes
WHERE IS THE LIMIT? ABOUT WHAT IS
LEGAL
Certain behaviour on the Internet is criminal and can
therefore be reported to the police. Other behaviour may
be offensive but not illegal. It is not always clear where
the boundaries lie for what is legal and what is illegal.
What can you actually do online without it being a crime?
The aim of the exercise it to examine and learn more
about the legal limits and which laws apply.
Listen
https://www.acast.com/nohate
Listen
• Start the exercise by letting the entire group participate in the
first part of the No hate podcast series on Internet law (only
available in Swedish): “What is net hate?”
• In the podcast law professor, Mårten Schultz and lawyer, Tove
Lindgren, clarify the concept of net hate. The podcast is 12
minutes long and in Swedish.
Discuss
• Young people below the age of 15 cannot be punished for doing
something illegal on the Internet. What do you think, is this an appropriate
age limit?
• Mårten and Tove talk about the Instagram case. Two girls, aged 15 and 16,
distributed pictures of other people on Instagram, and allowed the
followers of the account to write offensive comments. Was it right that the
girls were punished and forced to pay damages? What was the duty of the
others who followed the account?
Group exercise
• Let the pupils Google the following terms and discuss them:
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Slander
Unlawful threats
Molestation
Unlawful persecution
Child pornography crime
Racial hate speech
Offensive photography
Exercise
Time: 20 - 30 minutes
WHAT IS OKAY? ABOUT VIOLATIONS ON
THE INTERNET
In late 2012 two high schools were temporarily closed in
Gothenburg. This was because of enraged crowds outside
the schools. The crowds were mainly made up of youths
who were angry because of offensive pictures that were
published on Instagram. The aim of the exercise is to
reflect on Internet bullying and to think about how you
yourself should act.
Discuss
• What do you think is the main reason that young people publish
pictures of other youngsters with offensive comments on Instagram
and Facebook?
• Why is it that others that look at these pictures click on like?
• Is it easier to bully online or offline, and why?
• Would you press like on an offensive picture? If so, what would be
your reason for doing that?
Case
One of your classmates is made fun of on Instagram with
pictures and comments. It says that he takes drugs and is
sleeping with several different people. Everyone in class has seen
it and know who from the class has posted it.
Case
One of your classmates is made fun of on Instagram
with pictures and comments. It says that he takes
drugs and is sleeping with several different people.
Everyone in class has seen it and know who from the
class has posted it.
• What would you do when you see the post?
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Like the post
Write a comment in agreement
Write a comment that rejecting it
Look for the person that published it and call them out on it
Pass the information on to the teachers, principal, other staff,
parents and others
Case
•
One of your classmates is made fun of on Instagram
with pictures and comments. It says that he takes
drugs and is sleeping with several different people.
Everyone in class has seen it and know who from the
class has posted it.
Think about whether any of the factors below would change your reaction and the
way you behave:
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The gender of the perpetrator
The gender of the victim
The perpetrator’s status in the class/school
The victim’s status in the class/school
You know the victim
You know the perpetrator
The perpetrator’s dad is you mum’s friend from work
The victim’s dad is you mum’s friend from work
Case
One of your classmates is made fun of on Instagram
with pictures and comments. It says that he takes
drugs and is sleeping with several different people.
Everyone in class has seen it and know who from the
class has posted it.
• Present your findings and discuss the similarities and
differences. Discuss and try to come to common
viewpoint:
– When do you think you should intervene and pass
information on to teachers, the principal, parents, and
others?
– Try to agree on certain situations where you think that
information should be passed on to someone.
Exercise
Time: 15 - 30 minutes
DO YOU HAVE TO KNOW WHO I AM?
ABOUT ANONYMITY
The basic attitude in our society is openness as regards
the possibility of identifying ourselves. Whether it is
about introducing yourself by name, showing your face or
signing an article you have written. There are, however,
situations where anonymity is acceptable. It is just a
question of when. The aim of this exercise is to
problematize anonymity and place it in relation to
democracy.
Work individually
• Below are some examples of individuals in different roles that made
themselves anonymous by hiding their faces. When do you think it is okay
to hide your face? Write yes, maybe or no after each option.
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Fire-fighter
Participants in a demonstration
Football fans
Police
Teachers at high school
Doctors
Journalists
Activity leaders
Pop stars
Politicians
Discuss in small groups
• Present your results to each other in small groups. Discuss
similarities and differences
– Look at alternatives where everyone in the group answered doubtful
of no. Could there be situations where the answer is yes? Motivate.
– Agree on one alternative where the answer is yes and another where
the answer is no. The entire group must agree.
Discuss with the whole group
• Are there any problems with anonymity in a democracy?
• What in a democracy could work better if anonymity were
allowed?
• Would teacher’s assessments be fairer if pupils could remain
anonymous when taking tests and writing work tasks?
• Should witnesses remain anonymous during court trials?
Exercise
Time: 10 - 20 minutes
TO BE DARING THERE BUT NOT HERE!
ABOUT TONE ON THE INTERNET
There are those who write things online that they
would never say to a person face-to-face. Why is it
easier to make negative statements, even hate
speech, on the Internet than in real life? The aim of
the exercise is to discuss and reflect on Internet
behaviour.
Discuss
• How much should you tolerate online, where is the limit and is the limit
the same for everyone?
• Is there any difference in what the following people should tolerate:
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Private persons
Journalists
Politicians
Bloggers
Celebrities
Discuss
• Is there any difference to what you can say and tolerate online in
comparison to other contexts in life: at work, at school, in the gym,
when hanging out with friends, etc.?
• Has the Internet created a new behaviour - net hate - or is the
Internet simply a new arena for a type of behaviour that has always
existed.
• If this behaviour has always existed, how did it manifest itself
before the Internet came about?Can a harsher tone when we
communicate with each other online affect society at large?