Tag: Social Software

Je viens de finir de lire ce fascinant interview de danah boyd et Henry Jenkins au sujet des adolescents et d’Internet, intitulé “MySpace and Deleting Online Predators Act (DOPA).” Si vous travaillez de près ou de loin avec des adolescents, ou si vous êtes parent d’adolescent, prenez vingt minutes pour le lire. (PDF pour imprimer.) Voici les passages qui me parlent le plus, avec quelques commentaires. La mise en évidence est de moi. (Avertissement: tartine ahead.)

Cela fait bientôt deux ans que je fais régulièrement des conférences dans des écoles, pour faire de la “prévention blogs” ou “prévention Internet” en général. Ce qui me dérange depuis longtemps, c’est cette idée reçue qu’Internet grouille de pédophiles et est par définition un espace dangereux.

J’ai beaucoup apprécié de retrouver dans les paroles de ces deux chercheurs des choses que je pense ou dis, sans avoir fait autant d’études formelles à ce propos. Jolie confirmation de mon intuition et de ce que j’ai pu déduire de mes expériences directes.

J’essaie souvent, un peu maladroitement, de mettre en avant le rôle de construction sociale que jouent ces espaces sur internet. Voici ce qu’en dit danah:

These sites play a key role in youth culture because they give youth a space to hang out amongst friends and peers, share cultural artifacts (like links to funny websites, comments about TV shows) and work out an image of how they see themselves.

(danah)

Une autre thèse que je défends et que ce ne sont pas ces espaces qui créent les comportements “déviants” des adolescents, mais qu’internet nous donne simplement accès, en tant qu’adultes, à des choses qui étaient auparavant cachées. A noter qu’une bonne partie de ces comportements font partie intégrante des processus de socialisation des adolescents, même s’ils ne sont pas plaisants.

While integrating into cultural life is a critical process that takes place during these years, the actual process is not always smooth or pleasant. Bullying, sexual teasing, and other peer-to-peer harassment are rampant amongst teenagers, as these are frequently the tools through which youth learn to make meaning of popularity, social status, roles, and cultural norms. MySpace did not create teenage bullying but it has made it more visible to many adults, although it is not clear that the embarrassment online is any more damaging to the young victims than offline. […] No one of any age enjoys being the target of public tormenting, but new media is not to blame for peer-to-peer harassment simply because it makes it more visible to outsiders. In fact, in many ways, this visibility provides a window through which teen mentors can help combat this issue.

(danah)

Le vrai problème, ensuite, est la réaction que vont avoir les adultes face à ces comportements auxquels ils sont confrontés, et qu’ils ne peuvent plus nier.

Adults are confronting images of underage drinking or sex, discussions of drug use, and signs of bullying and other abusive behavior. […] In many cases, schools are being forced to respond to real world problems which only came to their attention because this information was so publicly accessible on the web. […] Much of the controversy has come not as a result of anything new that MySpace and the other social software sites contribute to teen culture but simply from the fact that adults can no longer hide their eyes to aspects of youth culture in America that have been there all along.

(Henry)

Pour le moment, malheureusement, la réaction la plus répandue semble être une forme de panique morale (“internet c’est dangereux”, “les adolescents ont des comportements criminels sur leurs blogs”). Je me réjouis de lire les conclusions de danah concernant les causes du vent de panique gravitant autour des modes de socialisation de notre jeunesse. Je pense personellement qu’il y a également une autre piste à explorer, et qui tourne autour de ce qu’on pourrait appeler la “culture de la peur”.

Understanding why moral panics emerge when youth socialize is central to my research.

(danah)

Les outils de l’internet social sont de plus en plus utilisés dans le monde professionnel. Même si à mon sens c’est plus un problème dans le monde Anglo-Saxon qu’en Suisse (quoique… ça nous pend au nez), les écoles devraient apprendre aux enfants à exploiter le potentiel de ces outils et gérer les risques que peut comporter leur utilisation, plutôt que de les interdire ou les ignorer comme étant “des jeux d’enfants”.

Social networking services are more and more being deployed as professional tools, extending the sets of contacts that people can tap in their work lives. It is thus not surprising that such tools are also part of the social lives of our teens. Just as youth in a hunting society play with bows and arrows, youth in an information society play with information and social networks. Our schools so far do a rather poor job of helping teens acquire the skills they need in order to participate within that information society. For starters, most adult jobs today involve a high degree of collaboration, yet we still focus our schools on training autonomous learners. Rather than shutting kids off from social network tools, we should be teaching them how to exploit their potentials and mitigate their risks.

(Henry)

De même, si effectivement ces espaces numériques sont terriblement dangereux, il est important que l’école enseigne aux adolescents comment gérer leur présence en ligne, plutôt que de les encourager à l’éviter. La citation qui suit est une allusion directe à la volonté de certaines instances aux Etats-Unis (et ailleurs) de bloquer l’accès aux sites de “réseautage en ligne”, comme MySpace, depuis les écoles.

Suppose, for the sake of argument, that MySpace critics are correct and that MySpace is, in fact, exposing large numbers of teens to high-risk situations, then shouldn’t the role of educational institutions be to help those teens understand those risks and develop strategies for dealing with them? Wouldn’t we be better off having teens engage with MySpace in the context of supervision from knowledgeable and informed adults? Historically, we taught children what to do when a stranger telephoned them when their parents are away; surely, we should be helping to teach them how to manage the presentation of their selves in digital spaces. The proposed federal legislation does nothing to help kids confront the challenges of interacting with online social communities; rather, it allows teachers and librarians to abdicate their responsibility to educate young people about what is becoming a significant aspect of their everyday lives.

(Henry)

Je vous cite maintenant un long passage dans lequel danah parle de la question des prédateurs sexuels sur MySpace, de la couverture médiatique de ce phénomène (qui contribue à créer un climat d’alarme déconnecté de la réalité), et des chiffres sur lesquels on se base aux Etats-Unis pour justifier l’inquiétude ambiante à ce sujet.

Il y a quelque temps, j’avais moi-même été à la recherche de matière première (chiffres, enquêtes, etc) concernant les prédateurs sexuels sur internet. Depuis des années que je baigne dans la cyberculture, je n’avais en effet jamais rencontré ni entendu parler d’une seule histoire du genre, ce qui me paraissait en décalage avec la frénésie médiatique et les opérations de prévention à grande échelle dont j’étais témoin.

Sans grande surprise, je n’ai pu mettre la main que sur une seule étude (celle-là même dont parle danah) qui fournissait des chiffres alarmants. Mais en regardant de près l’analyse des résultats fournis, j’avais été quelque peu sidérée de voir des choses comme “une fille de 13 ans à qui on a demandé sa taille de soutien-gorge” rentrer dans la catégorie “unwanted sexual sollicitation”, sans précision de l’âge ou du sexe de la personne posant la question. De plus, j’aurais apprécié une étude comparative de la quantité de “sollicitations sexuelles non désirées” dont sont victimes les ados à l’école, dans la rue, ou dans leur club de sports. Dans le troisième paragraphe que je cite, danah fait le même genre de critique.

Elle nous rappelle également que la grande majorité des enlèvements aux Etats-Unis sont l’oeuvre de personnes connues de l’enfant. D’un point de vue statistique, les enfants courent plus de risques en allant aux scouts ou à une sortie de catéchisme qu’en traînant sur MySpace. De plus, elle nous rappelle que la peur des prédateurs, régulièrement utilisée pour priver les jeunes d’espaces publiques (numériques ou physiques), sert aussi à détourner notre attention d’abuseurs statistiquement plus significatifs. Les jeunes courent plus de risques d’être victimes d’abus à leur domicile ou à celui de leurs amis que dans les espaces publics.

Voilà, grossièrement résumé, les arguments principaux de danah boyd dans les paragraphes suivants.

The media coverage of predators on MySpace implies that 1) all youth are at risk of being stalked and molested because of MySpace; 2) prohibiting youth from participating on MySpace will stop predators from attacking kids. Both are misleading; neither is true.

Unfortunately, predators lurk wherever youth hang out. Since youth are on MySpace, there are bound to be predators on MySpace. Yet, predators do not use online information to abduct children; children face a much higher risk of abduction or molestation from people they already know – members of their own family or friends of the family. Statistically speaking, kids are more at risk at a church picnic or a boy scout outing than they are when they go on MySpace. Less than .01% of all youth abductions nationwide are stranger abductions and as far as we know, no stranger abduction has occurred because of social network services. The goal of a predator is to get a child to consent to sexual activities. Predators contact teens (online and offline) to start a conversation. Just as most teens know to say no to strange men who approach them on the street, most know to ignore strange men who approach them online. When teenagers receive solicitations from adults on MySpace, most report deleting them without question. Those who report responding often talk about looking for attention or seeking a risk. Of those who begin conversations, few report meeting these strangers.

The media often reference a Crimes Against Children report that states one in five children receive a sexual solicitation online. A careful reading of this report shows that 76% of the unwanted solicitations came from fellow children. This includes unwanted date requests and sexual taunts from fellow teens. Of the adult solicitations, 96% are from people 18-25; wanted and unwanted solicitations are both included. In other words, if an 18 year old asks out a 17 year old and both consent, this would still be seen as a sexual solicitation. Only 10% of the solicitations included a request for a physical encounter; most sexual solicitations are for cybersex. While the report shows that a large percentage of youth are faced with uncomfortable or offensive experiences online, there is no discussion of how many are faced with uncomfortable or offensive experiences at school, in the local shopping mall or through other mediated channels like telephone.

Although the media has covered the potential risk extensively, few actual cases have emerged. While youth are at minimal risk, predators are regularly being lured out by law enforcement patrolling the site. Most notably, a deputy in the Department of Homeland Security was arrested for seeking sex with a minor.

The fear of predators has regularly been touted as a reason to restrict youth from both physical and digital publics. Yet, as Barry Glassner notes in The Culture of Fear, predators help distract us from more statistically significant molesters. Youth are at far greater risk of abuse in their homes and in the homes of their friends than they ever are in digital or physical publics.

(danah)

Henry Jenkins nous rappelle que le décalage entre générations de parents et d’enfants pour ce qui est de l’adoption de nouvelles technologies n’est rien de nouveau. Les parents et enseignants sont souvent effrayés par le fait qu’ils ne comprennent pas ce que les jeunes font avec les technologies de communication d’aujourd’hui, et qu’ils ne sont donc pas en mesure de protéger ou superviser les enfants lorsqu’ils les utilisent.

History shows us a recurring pattern surrounding the adaptation of any new communications technology. Young people are often early adopters: they are more open to new ideas and experiences; they are looking for ways to leave their mark on the world and they are seeking places where they can socially interact with minimal adult interference. Parents and teachers are often frightened by these new kinds of communication technologies which were not part of the world of their childhood: they don’t really understand what their young people are doing with them and they don’t know how to protect or supervise their children while they are engaged in these activities. The situation is thus ripe for moral panic.

(Henry)

Henry continue sur les conséquences désastreuses d’une limitation de l’accès internet dans les écoles et bibliothèques. Cela handicaperait les enfants qui n’ont pas un bon accès internet à la maison et qui n’auraient donc pas l’occasion d’apprendre à utiliser ces outils sociaux s’ils ne sont pas accessibles depuis l’école.

Il ne faut plus maintenant parler de fossé numérique, mais de “participation gap” (décalage participatif — il y a sans doute une traduction meilleure). Les jeunes sont en train d’acquérir d’importantes compétences en réseautage et collaboration qui auront une conséquence sur leur futur professionnel. Ceux qui n’ont accès qu’à un internet filtré n’auront pas cette chance et s’en trouveront prétérités.

What a kid can do at home with unlimited access is very different from what a kid can do in a public library with ten or fifteen minutes of access at a time and with no capacity to store and upload information to the web. We further handicap these children by placing filters on the Internet which restrict their access to information which is readily available to their more affluent classmates. And now this legislation would restrict their ability to participate in social networks or to belong to online communities. The result will be to further isolate children from poorer economic backgrounds, to cut kids at risk from support systems which exist within their peer culture, and to limit the social and cultural experiences of kids who are already behind in acquiring important networking skills that will shape their professional futures. All of this will compound what we are now calling the participation gap. The early discussion of the digital divide assumed that the most important concern was insuring access to information as if the web were simply a data bank. Its power comes through participation within its social networks. The authors of the law are reading MySpace and other social software exclusively in terms of their risks; they are not focusing on the opportunities they offer for education and personal growth. In protecting children from those risks, they would cut them off from those educational benefits.

(Henry)

Il y a des parallèles à faire entre les activités de socialisation de la génération “parents” dans leur jeunesse, et ce que font les ados d’aujourd’hui. Les activités sont déplacées en ligne, mais au fond, c’est assez similaire. D’après Henry, une des conséquences est la diminution des occasions qu’ont les jeunes d’être entre eux hors du contrôle des adultes. Là, je pose une question: si c’est vrai pour les Etats-Unis, qu’en est-il de l’Europe? J’ai le sentiment que cette problématique est peut-être différente.

As I suggested above, most parents understand their children’s experiences in the context of their memories of their own early years. For the baby boom generation, those defining experiences involved playing in backyards and vacant lots within suburban neighborhoods, socializing with their friends at the local teen hangout, and participating within a social realm which was constrained by the people who went to your local school. All of that is changing. Contemporary children and youth enjoy far less physical mobility, have less time outside of adult control, and have fewer physical places to hang out with their friends.

Much of this activity is being brought online. What teens are doing online is no better and no worse than what previous generations of teens did when their parents weren’t looking. The difference is that as these activities are being digitized, they are also being brought into public view. Video games bring the fantasy lives of young boys into the family room and parents are shocked by what they are seeing. Social networks give adults a way to access their teens’ social and romantic lives and they are startled by their desire to break free from restraints or act older than their age.

(Henry)

Il est réjouissant d’entendre que grâce en particulier à la téléphonie mobile, les jeunes sont plus régulièrement en communication avec les membres de leur famille et leurs pairs qu’autrefois.

Because of mobile phones, current college students report greater ongoing communication with their parents than in previous generations. As Misa Matsuda has argued, networked technologies are allowing today’s youth to maintain “full-time intimate communities.” While the socialization that takes place in digital publics is equivalent to that which occurs in physical publics, new media is allowing youth to be more deeply connected to their peers and their family members, providing a powerful open channel for communication and sharing.

(danah)

En ce moment, MySpace et les autres outils de réseautage en ligne sont perçus comme des menaces à l’ordre public, dit Henry. Mais on peut regarder les choses différemment et les voir comme un terrain d’entraînement pour nos futurs citoyens et dirigeants politiques. Il mentionne que les jeunes d’aujourd’hui prennent des rôles publics de plus en plus tôt.

Note intéressante: la recherche actuelle démontrerait que les joueurs de jeux multijoueurs en réseau ont des aptitudes importantes pour le travail en équipe, une meilleure compréhension de quand prendre des risques et lesquels, de traiter des sources d’information complexes, etc. J’avoue que ça m’interpelle particulièrement, puisque j’ai personnellement plutôt des inquiétudes concernant les conséquences néfastes que pourrait avoir sur des jeunes en développement le fait de faire une partie de leurs expériences de vie dans un monde dont les règles ne sont pas celles de la réalité. A creuser, donc.

De nouveau, Henry relève que les jeunes n’ont personne vers qui se tourner lorsqu’ils ont besoin de conseils concernant les choix et problèmes éthiques auxquels ils sont confrontés dans ces environnements. Une partie du travail fait pour la Fondation MacArthur consistera à proposer aux jeunes, parents, et enseignants des lignes de conduite éthiques qui les aidera à prendre des décisions informées et sensées au sujet de leur vie en ligne. C’est clairement plus constructif que de mettre des filtres sur tous les ordinateurs publics et de laisser les jeunes se débrouiller seuls avec ces questions.

Right now, MySpace and the other social network tools are being read as threats to the civic order, as encouraging anti-social behaviors. But we can easily turn this around and see them as the training ground for future citizens and political leaders. Young people are assuming public roles at earlier and earlier ages. They are interacting with larger communities of their peers and beginning to develop their own styles of leadership. Across a range of issues, young people are using social network software to identify and rally like-minded individualism, forming the basis for new forms of digital activism. Current research shows that teens who participate in massively multiplayer games develop a much stronger ability to work in teams, a greater understanding of how and when to take appropriate risks, an ability to rapidly process complex bodies of information, and so forth. At the same time, these teens are facing an array of ethical challenges which are badly understood by the adults around them. They have nowhere to turn for advice on how to confront some of the choices they make as participants within these communities. Part of the work we will be doing for the MacArthur Foundation involves the development of an ethics casebook which will help parents, teachers, and students work through some of these issues and make sensible decisions about how they conduct their online lives. We see this kind of pedagogical intervention as far more valuable than locking down all public computers and then sending kids out to deal with these issues on their own.

(Henry)

Voici, en très résumé, les conseils principaux que Henry propose aux parents. J’y retrouve le conseil que je répète un peu comme un disque rayé, de conférence en conférance: dialogue, dialogue, dialogue.

Parents face serious challenges in helping their children negotiate through these new online environments. They receive very little advice about how to build a constructive relationship with media within their families or how to help their offspring make ethical choices as participants in these online worlds.

[…]

1. Communication with your daughter or son is key. Build a trusting relationship through dialogue. It is important to talk with them about your concerns; it is even more important to listen to what they have to say about their online experiences and why these sites are such an important part of their interactions with their peers. […]
2. Create an account to understand how the site works, but not to stalk your kids. […]
3. Ask your kids how they choose to represent themselves and why. […]
4. Talk about private/ public issues with your kids. Help them to understand the consequences of making certain information publicly accessible. Get them to think through all of the possible audiences who might come into contact with their online information. Teens often imagine MySpace as a youth-only world. It isn’t and they need to consider what the consequences would be if their grandparents, their teachers, admissions officers or a future employer read what they said about themselves. […]
5. Talk through what kids should do if they receive unwanted attention online or if they find themselves the victims of cyberbullying. […]

Voilà. J’ai fait un peu plus de traduction libre que ce que j’avais prévu, et peut-être un peu moins de commentaire — mais la plupart des citations parlent d’elles-mêmes. J’espère que vous aurez trouvé intéressant ce que disent ces deux chercheurs, danah boyd et Henry Jenkins. A nouveau, je ne peux que vous encourager à lire l’interview en entier si vous travaillez avec des adolescents. Si l’anglais est un obstacle infranchissable pour vous, la traduction Google peut vous aider.