This will be the third Connected Generation event (well, the first was called UK Youth Online, but we changed the name to avoid confusion with UK Youth), but this time we#8217;re doing things slightly differently #8211; holding it on a week day to enable new participants to come along through their work #8211; and including some speakers and workshops to spark discussions before we go into an afternoon of open space sessions.

I#8217;ve mentioned the event already on this blog just a few posts back, but as it gets closer we#8217;re keen to make sure everyone who wants to come along is signed up before we finalize plans for the day. So, if you#8217;re thinking of coming, but you#8217;ve not registered yet, get your booking in before the end of the week (16th April) and you can use the discount code #8216;TIMSBLOG#8217; to get £10 off the already very-good-value price.

More details and booking here#8230;

If you are reading this after 6pm on Saturday 7th November. Well, you can still head over to see what they#8217;ve captured #8211; digging deep into what Fair Trade means and what the future of Fair Trade is in the niche and in the mainstream, post economic-crisis, and in a digital world.

I#8217;ll try and write some reflections soon, but for now, just a quick link to let you know that notes, tweets and shared learning will be aggregated at http://www.connectedgeneration.info

Top down,  bottom up, sideways?

I wrote down the 50 Obstacles based on my experience of working with front-line youth service practitioners through action research and a recent action learning set on youth participation and social network sites. They are challenges as seen from perspective of staff wanting to engage with social media, but without neccessarily having responsibility for driving forward the use of social media across an organisation.

However, the #localgovcamp session drew a wider range of participants #8211; including service managers, web teams and more. Quickly discussions turned to the need for vision from senior management and significant cultural change as key to driving social media adoption. Vision and leadership are important. The importance of styles of leadership in organisational change is something I#8217;ve written about before. But when it comes to social media adoption #8211; there is a strong case for recognising the many different possible approaches. And for recognising that local authorities are collections of diverse and different teams and services with ever more blurred boundaries #8211; not monolithic entities with a single form, function or direction .

Not only is social media adoption something that can be driven by bottom up #8216;nibbling#8217; away at problems (as David Wilcox put it), or by top down strategic programmes, but it is also enabled by social media moving sideways #8211; from services that find ways to adopt and use social technology sharing their stories and experiences with the rest of an organisation.

Practical Problem Solving

You can find many of the tips people shared for overcoming hurdles over here #8211; but I was particularly struck by the dialogue around experimentation with social media #8211; and sharing examples of social media use and success to help managers and teams make sense of what they might be able to do.

So #8211; I took 15 minutes out later in the day at #localgovcamp to develop the wiki page for obstacle 48: #8220;Managers do not support staff exploration and experimentation with Web 2.0#8243; and to add a collection of links to sources of information about what other authorities have been doing with social media. And I quickly discovered  there are a lot of great examples out there. Take a look at the wiki page here and see if you can add to it#8230;

We only had 15 minutes in our #localgovcamp session to share tips for overcoming the obstacles, and there are still at least 4o obstacle pages which right now only list the problems and no solutions. However, they are all wiki pages, which anyone is welcome to dive in and edit to share their learning, links and insights.

Where next?

I learnt a lot throughout #localgovcamp about organisational change and social media adoption #8211; and I#8217;ll be reflecting more on the insights gained over the coming weeks. However #8211; hopefully there are also some strong next steps coming up to help turn 50 Obstacles, into #8216;50 things that use to give us trouble#8230; but we#8217;ve sorted them all out now#8217; #8211; including a possible session at Reboot Britain. But more on that later#8230;

One of the strongest argument I can see for encouraging more youth blog blogging is the central role that ‘reflective practice’ should play in youth and community development work. In my own work I’ve found blogging to a key tool for my own reflective learning #8211; with the added benefit of making it into shared learning #8211; where I can benefit from the insights of others who read and comment on posts, either via blog comments, or face-to-face.

However, a recent e-mail from a youth worker about the ‘7 reasons why youth workers should blog’ post raised questions about what to do when online reflective practice runs up against issues of confidentiality:

[Blogging] is something we have thought about, for the reasons you listed, but have always come up against the concern over confidentiality. I don#8217;t mean the obvious concern of revealing identities or specific case details, but the general concern of talking about real life young people without being able to check the content is OK with them, or even just simply running the risk that they may recognise themselves in what is being said and feel violated or unhappy about being talked about.

#8230;one of the young people who sits on our advisory board made the point that someone thinking of coming to us, who went onto our website and saw us talking about the work done with other young people could be put off as they would think #8216;they could talk about me or my case if i use this service#8217;.

As most of the work I do is with groups, and not relating to very sensitive issues, this isn’t an issue I’ve often run up against directly in work with young people #8211; but challenges of reflective learning and confidentiality are certainly something I’ve come up against as an independent consultant. Here are some of the principles I#8217;ve tried to use:

Share general points of learning, not specifics

Whilst I often try and use a particular story to give context to a blog post, part of my reflective blogging is about drawing out general point from the experience. If I start writing a narrative blog post, and it strays into content which could be confidential, or which I’m not sure should be immediately public, then I’ll often change the headline to one more general, and rewrite the post to draw out the point of learning #8211; rather than the origin of that learning.

No allusions

With a few exceptions (and only for organisations) I’m either writing explicitly about someone or something, confident that I either have consent or that I am happy for the subject to know about and read the blog post in question.

Allusions to people or situations so that people could work out what something is about with enough background information are out.



Wait a while

Sometimes even a general learning point can be problematic if people involved will be able to work out the situation it is drawn from #8211; and if this reveals information that people involved may wish is not shared widely.

In these cases, sometimes a blog post may end up in the draft folder for a while, either for the point of learning to be combined in with another post, or to be posted in the future #8211; when sharing it isn’t such a sensitive issue.

Some things stay in the drafts

There are some posts which it is useful to write for purposes of reflective learning. But which it is not right to share (in most cases on this blog because they’re just not interesting enough#8230;!)

Respect amp; constructive comment

I try not to blog anything which I wouldn’t be happy discussing with the people involved in the blog post #8211; and to blog on the spirit of constructive comment rather than ranting or criticism.

In the particular case of setting up a blog for a youth service #8211; it may be worth asking whether an organisational public blog is the right platform for all the reflective learning of practitioners. There are of course, 6 other reasons at least for youth work blogging#8230;

How do you deal with the tensions between blogging on sensitive topics #8211; and benefit from the shared learning potential of reflective blogging?

(Here endeth my blog post about blogging for 2009)

#8220;Can we just get on with it#8221;. Less talking and more action on child internet safety was the pretty clear message from Tanya Byron responding to the research recommendations at the launch of the EU Kids Online research today. But Tanya also made clear that the action should not be reactive, moral panic driven responses to internet use by young people - making the bold (but essential) statement that “We cannot and must-not build an environment for children to develop within which is built around what we see through the eyes of the most vulnerable child”.

There has been a lot of talk in sessions and coffee breaks today about the need for a more naunced approach to the often moral-panic driven debates about risk - not least with a great input from Janis Wolak reflecting on the different discourses that researchers are intentionally, or unintentionally constructing around the internet and young people. Crucially Janis highlighted the difference between the claim that

And I thought it may be helpful to add links to few resources and other blog posts I#8217;ve been working on which overlap with some of the focus in the EU Kids Online project:

• Online Citizenship for Young People - E-safety project ideas (a series of project plans for equipping young people with critical literacies for interacting online - based around a model of critical questions).

• Getting social and keeping safe: principles for safe and effective social network site applications (an analysis, policy and practice paper on designing safer Social Network Site applications - based on Children#8217;s Rights and an understanding of childhood. Including an outline risk assessment template)

• The Youth Work and Social Networking project - building a case for the informal educator in promoting positive online behaviours; (Interim amp; final research report, + presentations and action research log)


• Draft guidance on Safe and Effective Engagement with Social Network Sites for Youth Professionals (5 Page document for practitioners)


• UK Council on Child Internet Safety - The Right Approaches are About Informal Education - notes on the launch of UKCCIS (Blog post)

And also - the Youth Work Online Network, Connected Generation unConference on the 11th July 2009, and the Network Particatipation space are all spaces of ongoing dialogue about positive work with young people online - which builds on safe-and-sound foundations.

#8220;Can we just get on with it#8221;. Less talking and more action on child internet safety was the pretty clear message from Tanya Byron responding to the research recommendations at the launch of the EU Kids Online research today. But Tanya also made clear that the action should not be reactive, moral panic driven responses to internet use by young people #8211; making the bold (but essential) statement that “We cannot and must-not build an environment for children to develop within which is built around what we see through the eyes of the most vulnerable child”.

There has been a lot of talk in sessions and coffee breaks today about the need for a more naunced approach to the often moral-panic driven debates about risk #8211; not least with a great input from Janis Wolak reflecting on the different discourses that researchers are intentionally, or unintentionally constructing around the internet and young people. Crucially Janis highlighted the difference between the claim that

And I thought it may be helpful to add links to few resources and other blog posts I#8217;ve been working on which overlap with some of the focus in the EU Kids Online project:

• Online Citizenship for Young People #8211; E-safety project ideas (a series of project plans for equipping young people with critical literacies for interacting online #8211; based around a model of critical questions).

• Getting social and keeping safe: principles for safe and effective social network site applications (an analysis, policy and practice paper on designing safer Social Network Site applications #8211; based on Children#8217;s Rights and an understanding of childhood. Including an outline risk assessment template)

• The Youth Work and Social Networking project #8211; building a case for the informal educator in promoting positive online behaviours; (Interim amp; final research report, + presentations and action research log)


• Draft guidance on Safe and Effective Engagement with Social Network Sites for Youth Professionals (5 Page document for practitioners)


• UK Council on Child Internet Safety #8211; The Right Approaches are About Informal Education #8211; notes on the launch of UKCCIS (Blog post)

And also #8211; the Youth Work Online Network, Connected Generation unConference on the 11th July 2009, and the Network Particatipation space are all spaces of ongoing dialogue about positive work with young people online #8211; which builds on safe-and-sound foundations.

For many committees, projects and associations - an e-mail list has a lot to offer as a co-ordination and collaboration tool. This morning I#8217;ve been working on preparing a web presence for the DFID Civil Society Organisations Youth Working Group (a group of development agencies and youth charities focussing working with the Department for International Development to promote youth engagement and the role of young people in development), who are currently only online via the Youth Guidance Project. Because the Youth Working Group is essentially a network of organisations and individuals, with no permenant secretariat or central body - we#8217;re building the whole web presence around e-mail lists for the central group and it#8217;s sub-groups - set up to be open to anyone who wants to get involved. Content from the e-mail lists will be fed via RSS ito a website based on DokuWiki (a fantastically flexible and easy to use wiki).

This set-up will involve the chair of each sub-group managing their own e-mail list, and all the members or associates of the Youth Working Group understanding how an e-mail list works.

So - I took the opportunity to create a #8216;One Page Guide to E-mail Lists with Google Groups#8216;.

You can download the PDF here, view the full thing below or on Scribd, and get the original to adapt for your own use in it#8217;s original Open Office format, or MS Word if you prefer.

P.S. A slight tweak in the design this time, copying an idea from Amanda#8217;s adapted versions of the One Page Guides for 2Morro festival (under #8216;Get Involved#8217;).

One of the important bits of theory I want to try and get across is around network effects. Often the reasons given for using a given social media tool focus on the ways they are used once a network effect has kicked in: once, for example, lots of people have started following a Twitter account, or once a network of residents has grown big. However, when you start using a social media tool - particularly if your interests are in sectors other than technology (community music for example) - there is often a slow lead in before the network effect starts generating dividends from the time spent using the tool. Thus, it can be important to offer a different motivations model for using new social media tools.

You will probably notice, from the paragraph above, that I#8217;ve not found a great way to communicate this point.. and I would really value your input.

Below is what I#8217;ve written for one of the guides so far, but it#8217;s much in need of a re-write. How could this be better said? Or should I be saying something else entirely?

Being open to the network effect

Many social media tools have a network effect. For each extra person who starts using them they become more useful (for example, the first telephone landlines had a big network effect - when only one person had a fixed line, it wasn#8217;t all that useful a thing to own!). When you start using a new tools you may not have a ready-made network to join in on. If you focus on making new social media tools work well for you in your existing day-to-day work, then when the network effect kicks in it#8217;s an added bonus.

For example, with social bookmarking, you can switch from saving your favourite links on your own computer (or scribbling down websites you must go back to look at on little scraps of paper), to using delicious to save them in a public online space. This is useful to you - as it means you can find your favourite links from any computer.

But it also brings a possible network effect. You might find people with shared interests who have bookmarked the same links as you. Or you may start to find a shared #8216;tag#8217; to add to your bookmarks which helps you share information with an informal network of other users of the service.

If you start using a new tool only for the network effect, and you expect to get instant benefit from it - you may be disappointed. Networks are like communities, they take time to develop and grow. However, if you use a new social tool and weave it into your day-to-day practice, then you are sure to find a new connections, ideas and opportunities emerge over time.

[Summary: Registration open for the 2009 unConference on youth engagement in a digital age]

Some point just after the first BarCampUKGovWeb back in 2008 I floated the idea of a BarCamp, or an unConference to explore the ways in which organisations whose work involved young people could make the most of social media and new digital technologies. After a few false starts, that turned into UK Youth Online* - a gathering of over 60 fantastic folk one Saturday at the offices of DIUS in London where we had explored all sorts of elements of online youth engagement: tools and technologies; issues of safety; participation online; implications for youth workers; the social media game; and loads more. That event led to the growth of the Youth Work Online ning network, currently fairly quiet, but helping to carry on the conversations from our face-to-face event.

Since the 2008 unConference I#8217;ve met a whole load of fantastic people working to explore and use social technologies in youth work, youth participation and outreach work with young people. From software developers and central government policy makers, to local authority web teams and front-line youth workers - and of course, many young people themselves - as volunteers, activists and innovators. However, in all these meetings, I#8217;ve not come across a forum that brings together practitioners, social entrepreneurs, developments, policy makers and young people to get stuck into sharing their learning and building the sorts of informal and formal networks that will drive forward greater and more effective uptake of social technologies to make a difference in the lives of young people.

So - I though it might be time for another unConference. And this is the rather roundabout way of announcing: Connected Generation 2009 - unConference - exploring youth engagement in a digital age.

It#8217;s taking place on the 11th July, it#8217;s free to attend, in the same place in Central London as last years thanks to Steph Grey and DIUS, and registration is now open.

So, erm, get registered if you can join us, and spread the word!

More details below#8230;

If your work involves young people, then understanding and engaging with social media and online technologies is a must. This event is an opportunity to explore big ideas, and practical realities of weaving the web into work with young people.

As an unConference, the exact programme is created on the day by the participants, who will convene conversations, provide demonstrates and share their insights. However, themes that are likely to be explored include:

• Communicating with young people online - from promoting youth services and positive activities, through to hosting two-way dialogues with young people in online spaces.


• Social networks amp; youth participation - how can Facebook, Bebo, MySpace and Ning be part of the participation workers toolbox? And how does social networking have the power to change the face of participation?


• Digital inclusion for young people - making sure that all young people have the access to technology and the skills they need to get on in the digital age;


• Practical action - how to make sure online engagement is based on safe-and-sound foundations; getting policies in place; and making sure the technology and staff skills are available to make the most of online engagement;


• Hands-on learning - exploring different social media tools that you can use in your work, and sharing tips with other participants about the best way to use them;

Bring your own sessions!

An unConference is created by the participants - and it works best when everyone comes prepared to offer a session. Your session could be a short presentation of a project you have recently worked on using digital media for youth engagement; or it could be a topic for discussion; or an issue you want to get the insights of others on.

When you register you have the opportunity to suggest a session you may offer.

How the day works

If you’re never been to an unConference before and are wondering what to expect - here is a rough outline of what the day might look like:

• 10.00am - Arrive, coffee and introductions


• 10.30am - Suggesting Sessions - participants will be invited to announce and introduce sessions they would like to run during the conference. These will be assigned to a time-slot and break-out room. There will probably be 6 break out rooms, allowing 30 different sessions to take place during the day.


• 11.00am - Parallel Session 1 - some of the sessions just announced will take place and you can choose which to take part in.


• 11.45 - Parallel Sessions 2 - more sessions taking place


• 12.30 - Lunch


• 13.15 - Parallel Sessions 3 - more sessions taking place


• 14.00 - Parallel Sessions 4 - more sessions taking place


• 14.45 - Break and review - A change to check if any new ideas for sessions have arisen throughout the day so far, and to plan in a few extras


• 15.00 - Final sessions


• 15.45 - Wrap and close

You will get to take part in at least five sessions on key topics in youth engagement and new technology. If you find a topic you want to discuss is not being covered, you have to opportunity to suggest a new session to explore it - and the facilitators will do their best to make your new session idea take place.

We’ll probably end the day at a local coffee shop or pub for those who can stay in London a bit longer.

Who is behind it?

The 2009 unConference is being organised by Tim Davies as a voluntary project.

The venue has been kindly supplied by DIUS, arrange for by Steph Grey.

Other volunteers will be involved on the day. Check http://www.connectedgeneration.info for more details.

Sponsorship welcome

We welcome sponsorship to help us cover the costs of the event. Sponsors have the opportunity to display materials at the event and to place items in the conference bag - as well as to feel good about making a great event take place!



Any questions?

If you’ve got any questions then drop a line to tim@practicalparticipation.co.uk

or give me a call on 07824 856 303



*Note: The 2008 event was not associated in any way with the charity UK Youth, and at their request we are not longer using the ‘UK Youth Online’ title for future events.

Social Reporting a seminar like this is a new one for me. I#8217;ve almost-live blogged at conferences before, but this looks set to be a really in depth discussion in a concentrated couple of hours so I#8217;ll be trying my best to draw out elements and weave them into the web of great experience and insight that will be outside the meeting room at the RSA as well as in it.

To help with that I#8217;m trying out CoverItLive - which, if you#8217;re viewing this blog post in an RSS Reader that supports it, or on the front page of the blog, should present you with a feed of conversation as the session unfold - and should give you a space to add your own comments.

Digital Inclusion and Social Capital

Please do drop in between 10.30am and 12.30am to follow the discussions and to add your thoughts to the debate on digital inclusion and deprived communities#8230;

Networked Participation - funded by LGIU

Just a quick (and slightly late) note to let readers interested in Youth Participation amp; Social Media that we#8217;ve opened up the Ning network for the Youth Participation and Social Network Sites action learning set to anyone to join.

You can access Networked Participation here.

You need to request a membership to access all the content - but as long as you provide just a few details I#8217;ll get any requests to join approved quickly.

Inside the network you will find shared resources and slides from our expert speakers and all sorts of other bits and pieces from the last four months of explorations of what social network sites and online social network has to offer to effective youth participation.

A bit of scene setting

Image from Hear by Right book (p.g.7)

The ‘Ladder of Participation’ which asks organisations to consider the depth of youth participation in particular activities will be familiar to many people in youth engagement. Using Hart’s Ladder of Participation you can assess whether a youth council is acting as a genuine structure for youth empowerment, leading to young people and adults sharing decisions and creating change - or whether it is really a tokenistic gesture, creating the illusion of participation whilst adults are actually running the whole show.

But youth participation is not just about youth councils and young mayors. Good youth participation offers young people the chance to get involved and influence issues that affect them in a wide variety of ways, from one-off input into feedback and complaints processes, through to more structured engagement in the governance of organisations. On it’s own the ladder of Participation doesn’t show the full picture. That’s where the ‘matrix of participation’ comes in.

It’s a tool I’ve been using in training sessions for years, having first discovered in whilst working with Bill Badham delivering Hear by Right training. However, as far as I can tell we’ve never written it up online (though it is written up in this book which you can search inside with an Amazon account (search for ‘matrix’)).

The matrix of participation includes Hart’s Ladder of Participation on it’s vertical axis, and adds a horizontal axis consisting of different participation approaches, running roughly from one-off, short term or informal approaches on the left, to more structured and long-term approaches on the right.

Organisations can map the different participation opportunities they provide against both their level of participativeness, and against the type of approach they represent.

The matrix is particularly useful to encourage organisations to consider whether they are offering young people a spread of engagement opportunities, and our experience is that attempts to just provide opportunities at one side or other of the matrix is unlikely to lead to sustainable and effective youth participation which leads to positive change for young people.

An observation: the gap in the middle

When Bill Badham joined us at the April meeting of the Youth Participation and Social Network Sites Action Learning Set he led the group in using the matrix of participation (plus some post-it notes and a big sticky sheet) to put together a big visual representation of the different participation approaches in use amongst the 20 or so local authorities participating in the learning set.

Standing back from the wall where this matrix had been put together during the lunch break we spotted something interesting. The participation methods shown were clustered on the left and right of the matrix, and things were thin in the middle.

Already participants had been talking about how many of the more structured participation methods to the right were limited in their efficacy because they only managed to attract certain groups of young people who did not reflect the diversity of the young people the organisations worked with. And this got us thinking.

Participation methods towards the middle of the matrix are really important. It is through involvement in events; in creative projects; and in short-term activities that many young people can develop the confidence to express their views and can build the networks with other young people and with supportive adults that enable and encourage them to then get involved in further participation. The middle of the matrix is a key point on young people’s ‘pathway of participation’. Without opportunities to gain experience, information and develop networks - many young people (and often the young people we most need to hear from) may never go on to speak up in forums where they could have power to make serious change happen.

Bridging the gap: online social networks

Online social networking is not a cure all. But it seems that it could have a role to play here.

Right now, young people engaging in participation on the left of the matrix of participation, in one-off participation opportunities have few ways of connecting this engagement to longer term involvement in participation. Filling in a paper form to provide feedback on an activity and handing it in can often feel like a participation dead end.

But what if, instead of just handing in feedback, young people were encouraged to digitally provide their ideas for improvements to a service, and were to vote for the ideas supplied by other young people (see tools like UserVoice)?

And what if young people taking part in survey and small-scale engagement were offered an opt-in opportunity to connect with the person who will take forward action based on their input, so they can continue to engage with further questions that crop up as a policy or practice comes to be implemented?

And what if young people who want to express their view on a single issue could do that by joining a group within a social network, in the process coming to discover the other issues their peers are working on - and becoming part of a shared network with young people already involved in formal participation structures?

Not all young people will go on to ‘leap the gap’ themselves and move from one-off engagement to sitting on a youth forum or governance board (nor should they), but perhaps some will - and perhaps, equally importantly, those young people who take part in formal participation structures will have ways of keeping connected with the issues that matter to their least advantaged peers, and will be better able to represent the views of others and to advocate for improvements that benefit those most in need of change.

How are you blending online and offline social networks into your youth participation practice?

The Wiki

My recent post on 50 Small Hurdles to Open Government generated some great comments and conversation. And so, with the encouragement of a number of those who commented, I took the 50 hurdles from the blog post, and turned them into a Wiki where anyone can share insights and ideas for overcoming them.

Take a look and see if you can offer some tips for dealing with the technical, organisation, policy and skill-set hurdles that hold back so much digital engagement potential in local and national government.

And in true Wiki style it can be built up and developed. Paul Evans has already pointed out one ommission which now has it#8217;s own page: the lack of clarity about what the law says about engagement. However, thanks to Paul#8217;s pointer to ICELE guidance, and contributions from the DC10PlusNetwork today, we now have a pretty good list of where laws and policies support and enable online engagement rather than prevent it.

Visit the Overcoming the Hurdles Wiki here.

The Wiki

My recent post on 50 Small Hurdles to Open Government generated some great comments and conversation. And so, with the encouragement of a number of those who commented, I took the 50 hurdles from the blog post, and turned them into a Wiki where anyone can share insights and ideas for overcoming them.

Take a look and see if you can offer some tips for dealing with the technical, organisation, policy and skill-set hurdles that hold back so much digital engagement potential in local and national government.

And in true Wiki style it can be built up and developed. Paul Evans has already pointed out one ommission which now has it#8217;s own page: the lack of clarity about what the law says about engagement. However, thanks to Paul#8217;s pointer to ICELE guidance, and contributions from the DC10PlusNetwork today, we now have a pretty good list of where laws and policies support and enable online engagement rather than prevent it.

Visit the Overcoming the Hurdles Wiki here.

Project proposals

Earlier this year I had the pleasure of working with Jonathan and Jackie from the E-Safety Sub-Group of Brent Local Safeguarding Children Board to develop ideas for a range of projects and programmes that could be run in the Borough to promote positive online citizenship amongst young people.

Brent LSCB have long been leaders in the drive to encourage every local authority to have an e-safety group within their Local Safeguarding Children Boards - and in encouraging organisations working with young people to have e-safety co-ordinators. Refreshingly their focus has not just been on a narrow definition of e-safety and safeguarding - but they have pro-actively recognised the importance of supporting young people to thrive online and be active online citizens as a means to promote online safety. And they have been very kind in letting me share the project and strategy ideas we developed.

So - here is Citizenship for Young People: promoting e-safety through promoting opportunity - proposals for positive project as a PDF download.

The document sets out a small portfolio of projects - some specific to the work in Brent - but, along with the critical questions I shared from this document previously, hopefully also provides a few general purpose projects that others working on e-safety might find useful. In particular:

• The Content Creators (PDF) project proposal sets out a process for encouraging young people to consider online safety through creating digital media in their local areas. In particular, it works alongside the Critical Questions framework in the main document to suggest a series of stages of planning and working on online content with young people that provides opportunities to consider and reflect upon key online safety issues.
  
  

  Structure for the Content Creators programme



• The proposal for Skill Swap sessions (PDF) suggests ways of getting young people to teach each other about online tools and technologies - and suggests using this as an opportunity to add in some e-safety messages. Underlying a skill-swap model, where young people are encouraged to teach each other about managing their online identities and keeping safe is a belief in building young people#8217;s resiliency, rather than putting up barriers to protect young people; and a thesis that, given the right opportunities for reflection and discussion, young people are able to identify relatively unprompted, many of the steps they may need to take to be safe online.
  

  Both Content Creators and Skill Swap sessions have possible use in digital mentor style programmes with young people.



• The Connection Hubs proposal (PDF) has a slightly different focus - on online outreach and taking content to where young people are. It outlines a possible strategy for having a core project presence online, and then #8216;hubs#8217; out in different social media and social networking spaces to be able to engage with the online communities of young people in those spaces. It also fits with the idea of having a content strategy rather than a web strategy.

All the above are under a Creative Commons licence, and are very much initial ideas and sketches of possible projects. Brent LSCB have only been able to take a few of them forward at the moment, but hopefully in allowing them to be shared there may also be some value in here for other organisations exploring e-safety.

And of course - your feedback, reflections and comments (and edits even - let me know if you would like to Open Office/Word originals to work on) to help improve these would be most welcome.

Project proposals

Earlier this year I had the pleasure of working with Jonathan and Jackie from the E-Safety Sub-Group of Brent Local Safeguarding Children Board to develop ideas for a range of projects and programmes that could be run in the Borough to promote positive online citizenship amongst young people.

Brent LSCB have long been leaders in the drive to encourage every local authority to have an e-safety group within their Local Safeguarding Children Boards #8211; and in encouraging organisations working with young people to have e-safety co-ordinators. Refreshingly their focus has not just been on a narrow definition of e-safety and safeguarding #8211; but they have pro-actively recognised the importance of supporting young people to thrive online and be active online citizens as a means to promote online safety. And they have been very kind in letting me share the project and strategy ideas we developed.

So #8211; here is Citizenship for Young People: promoting e-safety through promoting opportunity #8211; proposals for positive project as a PDF download.

The document sets out a small portfolio of projects #8211; some specific to the work in Brent #8211; but, along with the critical questions I shared from this document previously, hopefully also provides a few general purpose projects that others working on e-safety might find useful. In particular:

• The Content Creators (PDF) project proposal sets out a process for encouraging young people to consider online safety through creating digital media in their local areas. In particular, it works alongside the Critical Questions framework in the main document to suggest a series of stages of planning and working on online content with young people that provides opportunities to consider and reflect upon key online safety issues.
  
  

  Structure for the Content Creators programme



• The proposal for Skill Swap sessions (PDF) suggests ways of getting young people to teach each other about online tools and technologies #8211; and suggests using this as an opportunity to add in some e-safety messages. Underlying a skill-swap model, where young people are encouraged to teach each other about managing their online identities and keeping safe is a belief in building young people#8217;s resiliency, rather than putting up barriers to protect young people; and a thesis that, given the right opportunities for reflection and discussion, young people are able to identify relatively unprompted, many of the steps they may need to take to be safe online.
  

  Both Content Creators and Skill Swap sessions have possible use in digital mentor style programmes with young people.



• The Connection Hubs proposal (PDF) has a slightly different focus #8211; on online outreach and taking content to where young people are. It outlines a possible strategy for having a core project presence online, and then #8216;hubs#8217; out in different social media and social networking spaces to be able to engage with the online communities of young people in those spaces. It also fits with the idea of having a content strategy rather than a web strategy.

All the above are under a Creative Commons licence, and are very much initial ideas and sketches of possible projects. Brent LSCB have only been able to take a few of them forward at the moment, but hopefully in allowing them to be shared there may also be some value in here for other organisations exploring e-safety.

And of course #8211; your feedback, reflections and comments (and edits even #8211; let me know if you would like to Open Office/Word originals to work on) to help improve these would be most welcome.

You can take a look at some of the discussion and dialogue that#8217;s been going on over here.

Working with front-line professionals in local government over the last couple of months, I#8217;ve been coming to see that:

• The big challenges are not about technology - they are about the content and the process of mobilisation and communication.


• When it comes to technology we#8217;ve not got one big challenge we#8217;ve got 100s of small challenges - and we#8217;ve got no systematic way of dealing with them.

When all these small challenges stack up - the chance of staff members or teams in local or national government organisations and agencies being able to effectively engage with online-enabled policy making shrinks and shrinks.

Of course - as small challenges - I#8217;m sure they can all be overcome. And one of the first steps to overcoming a challenge is knowing it is there - so below are 50 of the challenges I#8217;ve encountered since the start of this year.

50 Small Hurdles to Online Engagement in Government

INTERNET ACCESS

1. Access to Web 2.0 sites is blocked or filtered;
   
2. Requesting that a website is unblocked requires a form to be filled in and the request may not be actioned for 24 hours or more;
   
3. A site that has previously been unblocked is suddenly blocked again;
   
4. A site is only unblocked for the computer a staff member usually sits at - and they are unable to access Web 2.0 Sites from another part of the office, or another desk;
   
5. Web 2.0 Sites can only be accessed during lunch hours;
   
6. Managers see abuse of ICT resources as an ICT issue rather than a management issue;
   
7. ICT staff see access to Web 2.0 sites as an issue for ICT decision making, rather than for team leaders and managers;
   
8. There is no capacity to provide staff with internet-enabled mobile phones, even if a business case can be made;
   
9. Staff are not aware of the ICT, internet access and mobile phone/internet access resources they can legitimately ask for;
   
10. Permission to use Web 2.0 is granted ad-hoc but not enshrined in policy, so a change in ICT manager could make access more difficult;
    

OFFICE TECHNOLOGY

11. Computer only have out-of-date Internet Browsers (E.g. IE6);
    
12. Staff cannot change their browsers home-page;
    
13. Staff cannot install browser plug-ins or add-ons, and key plug-ins like Flash are out-of-date versions;
    
14. E-mail sign-up confirmations from Web 2.0 sites regularly get caught in spam filters;
    
15. Staff cannot install desktop widgets and utility software (e.g. Twitter clients, RSS readers etc.)
    
16. Office computers have no ability to play sound;
    
17. There is no easy way to get a photo onto an office computer. For example, a personal photo to use as a profile picture online;
    
18. Any customisations staff add to their computer log-in are regularly lost;
    
19. There is no WiFi in meeting rooms, and guests cannot get access to the internet in the building;
    
20. There is a one-size fits all IT policy;
    

SYSTEMS #038; PROCEDURES

21. There are no finance procedures or company credit cards to pay for low-cost online subscription services;
    
22. There are no systems in place for backing up content from Web 2.0 tools;
    
23. There is no secure password vault that can be used to keep track of #8216;corporate#8217; memberships of Web 2.0 sites;
    
24. There is no agreed way of notifying other staff members of plans for using Web 2.0 tools;
    
25. There are no policies or procedures for responding to positive or negative online comments;
    
26. There is no processes for carrying out CRB or Independent Safeguarding Authority checks on staff or sub-contractors involved in the use of Social Media to engage with young people or vulnerable adults;
    

POLICY #038; GUIDANCE

27. There are no policies on personal use of Social Networks and Social Media sites;
    
28. There is no accessible guidance available to staff on personal use of Social Networks and Social Media sites;
    
29. There is no policy on Safeguarding and Child Protection in digital environments;
    
30. There is no policy on Data Protection in digital environments - and no guidance on items of data which should not be shared in digital environments;
    
31. There are no policies on appropriate levels for official staff engagement with Web 2.0
    
32. Consent forms and model release forms make no mention of possibly sharing photos or videos from events and activities online;
    

ORGANISATIONAL CULTURE

33. Senior managers see Web 2.0 and the Social Web as something to be scared of;
    
34. Senior managers see Web 2.0 as a passing fad, or at best a persistent distraction and minority interest;
    
35. Staff see Web 2.0 as an extra burden to add to already busy and pressured days;
    
36. Ideas from outside the organisations are treated with suspicion;
    
37. The organisation wants to be in control of any discussions that take place about it online;
    
38. The organisation wants to moderate every discussion that it is any way responsible to convening or starting;
    
39. The organisation wants to put it#8217;s brand front-and-centre in every online engagement;
    
40. Service-user engagement is not valued;
    

BASIC TECHNICAL SKILLS

41. Staff have never received basic training in how a web browser, web addresses and search engines work;
    
42. Staff are not aware of tabbed web-browsing;
    
43. Staff do not make use of search tools;
    
44. Staff find it difficult to adapt to and remember new ways of working digitally;
    
45. Staff are not able to download, edit and upload images in web formats;
    
46. Staff do not know how to install new utility software or browser plug-ins;
    
47. Staff have no opportunities to share skills and develop their understanding of digital environments;
    

LEADERSHIP #038; MANAGEMENT

48. Managers do not support staff exploration and experimentation with Web 2.0;
    
49. Managers take no ownership over exploration and experimentation with Web 2.0 and provide no support to their staff;
    
50. Managers react to initial teething problems with Web 2.0 engagement by shutting it all down and banning further exploration of the potential;
    

Your Challenges amp; Your Solutions?

I know that not only can all these challenges be overcome - but they have been. Somewhere.

If you#8217;ve overcome one of the challenges here - could you write 50 words on how you did it? Add it as a comment here or your own blog post including the tag #8217;smallchallenges#8217;.

Or perhaps you can add to the challenges list? Naming the challenges is the first step to overcoming them!

We#8217;ll be bringing together content on the Digital Engagement Blog and Network, a new project described by Helen Milner from UK Online Centres as

a collaborative space for all those interested in digital engagement to share ideas and agree priorities for action around digital engagement. Our first focus is developing a Manifesto for Digital Engagement, which you can read about here.

So - to join in that discussion before I#8217;m in a social reporter role next week I jotted down a few reflections about Digital Engagement and Organisational Change posted originally on the Digital Engagement blog, and re-posted below.

Digital Engagement and Organisational Change

There are an amazing amount of elements that go into successful and sustainable engagement with social media - and there tend to be even more elements needed when we’re talking about engagement by public sector organisations.

Just to set up a fairly simple project using a blog, or a social network site profile, to engage service users might, in the long run, need:

• up-to-date computer hardware amp; software;


• internet access free of filters and blocks on social media sites;


• sign-off from managers and support from senior management for experimentation with social media;


• a clear policy sanctioning use of social media;


• guidance to staff on how to use social media tools in line with the policy;


• updates to related policies and strategies;


• a procedure for responding to any problems that arise;


• skills development within a whole team so the project can be sustained even if staff change;


• research into potential approaches to using the blog / social network site;


• copy written to clearly explain the project;


• backup strategies in case anything goes wrong with the social media platforms being used;


• an evaluation plan;


• and a whole lot more.

When it comes to social media engagement with young people, then public sector organisations (and others) will need to add a whole host of further key elements around safeguarding policies and youth participation.

All these elements are important - and some are essential pre-requisites before any engagement can get underway. But if all these elements are seen as part of a big list of separate hurdles and barriers for each individual public sector project wanting to engage with social media to overcome we’re going to be waiting a long time for widespread digital engagement to become a reality.

Learning from youth participation

Embedding effective youth participation into the way an organisation works also involves many elements: from getting a clear commitment to participation in organisational values, through to developing staff skills and even making sure finance structures are set up able to cover the petty cash for young people’s travel expenses.

Over the past four or five years I’ve worked with the Hear by Right tool - a standards framework designed to support the organisational change needed for effective youth participation. This collection of 49 different indicators under 7 key standards has been instrumental in many organisations moving towards better and more sustainable youth engagement. Hear by Right divides it’s indicators into ‘Emerging’, ‘Established’ and ‘Advanced’ levels. lt;any of the organisations I’ve watched using Hear by Right over the last four years are still working at the ‘Emerging’ level (embedding participation is a long journey!) - but, the presence of the standards framework - turning a list of potential hurdles into a clear and achievable plan of action - means that they are able to move forward with their youth engagement rather than to get stuck in inaction.

In the last year, I’ve spent a lot of time working with organisations interested in taking their youth participation practice online and into social media spaces. However, in the absence of a framework like Hear by Right for digital engagement we’ve spent at least some of the time going round in circles - unable to develop staff skills until policies are in place, and unable to get policies without providing the benefit of engagement, and unable to do that without skilled staff able to engage etc.

An organisational change framework for digital engagement?

I’ve already started work on sketching out an organisational change tool for youth-sector organisations seeking to explore their engagement with social media (and I hope to be able to share an early version for others to contribute to in the next few months) - but the challenges exist not only in the worlds of youth work and youth participation.

Perhaps the digital engagement manifesto give rise to a widely applicable framework for digital engagement organisational change?

(Comments turned off here - to leave a comment please visit the original post#8230;)

We#8217;ll be bringing together content on the Digital Engagement Blog and Network, a new project described by Helen Milner from UK Online Centres as

a collaborative space for all those interested in digital engagement to share ideas and agree priorities for action around digital engagement. Our first focus is developing a Manifesto for Digital Engagement, which you can read about here.

So - to join in that discussion before I#8217;m in a social reporter role next week I jotted down a few reflections about Digital Engagement and Organisational Change posted originally on the Digital Engagement blog, and re-posted below.

Digital Engagement and Organisational Change

There are an amazing amount of elements that go into successful and sustainable engagement with social media - and there tend to be even more elements needed when we’re talking about engagement by public sector organisations.

Just to set up a fairly simple project using a blog, or a social network site profile, to engage service users might, in the long run, need:

• up-to-date computer hardware amp; software;


• internet access free of filters and blocks on social media sites;


• sign-off from managers and support from senior management for experimentation with social media;


• a clear policy sanctioning use of social media;


• guidance to staff on how to use social media tools in line with the policy;


• updates to related policies and strategies;


• a procedure for responding to any problems that arise;


• skills development within a whole team so the project can be sustained even if staff change;


• research into potential approaches to using the blog / social network site;


• copy written to clearly explain the project;


• backup strategies in case anything goes wrong with the social media platforms being used;


• an evaluation plan;


• and a whole lot more.

When it comes to social media engagement with young people, then public sector organisations (and others) will need to add a whole host of further key elements around safeguarding policies and youth participation.

All these elements are important - and some are essential pre-requisites before any engagement can get underway. But if all these elements are seen as part of a big list of separate hurdles and barriers for each individual public sector project wanting to engage with social media to overcome we’re going to be waiting a long time for widespread digital engagement to become a reality.

Learning from youth participation

Embedding effective youth participation into the way an organisation works also involves many elements: from getting a clear commitment to participation in organisational values, through to developing staff skills and even making sure finance structures are set up able to cover the petty cash for young people’s travel expenses.

Over the past four or five years I’ve worked with the Hear by Right tool - a standards framework designed to support the organisational change needed for effective youth participation. This collection of 49 different indicators under 7 key standards has been instrumental in many organisations moving towards better and more sustainable youth engagement. Hear by Right divides it’s indicators into ‘Emerging’, ‘Established’ and ‘Advanced’ levels. lt;any of the organisations I’ve watched using Hear by Right over the last four years are still working at the ‘Emerging’ level (embedding participation is a long journey!) - but, the presence of the standards framework - turning a list of potential hurdles into a clear and achievable plan of action - means that they are able to move forward with their youth engagement rather than to get stuck in inaction.

In the last year, I’ve spent a lot of time working with organisations interested in taking their youth participation practice online and into social media spaces. However, in the absence of a framework like Hear by Right for digital engagement we’ve spent at least some of the time going round in circles - unable to develop staff skills until policies are in place, and unable to get policies without providing the benefit of engagement, and unable to do that without skilled staff able to engage etc.

An organisational change framework for digital engagement?

I’ve already started work on sketching out an organisational change tool for youth-sector organisations seeking to explore their engagement with social media (and I hope to be able to share an early version for others to contribute to in the next few months) - but the challenges exist not only in the worlds of youth work and youth participation.

Perhaps the digital engagement manifesto give rise to a widely applicable framework for digital engagement organisational change?

(Comments turned off here - to leave a comment please visit the original post#8230;)

Do you know someone who:

• Is aged 18 - 35?


• Has skills in web development, graphics amp; animation, web hosting or e-commerce?


• Would be interested in spending six-weeks this summer working as part of a team sharing their skills with young people in Guyana?

Perhaps it#8217;s even you?

If either is the case - take a look at this call for participants over the Commonwealth Youth Exchange Council website where you will find more details. Or take a look at the video below:

Web Skills Guyana Project from Tim Davies on Vimeo.

(Oh, and while you#8217;re there - do feel free to explore the rest of the CYEC site. It#8217;s in no small part due to getting that new site up and running that blogging over here has been a little quiet of late.)

It#8217;s about time we started planning to do it again - so if you head over to the Youth Work Online network* you will find an opportunity to get in quick to make sure we hold it on a day that works for you - and to find out how you can get involved in the organising.

More details amp; information coming after Easter.

(*The network was renamed Youth Work Online from from UK Youth Online when we realised that it was getting confused with charity UK Youth with whom we have no links)