Fisk-Memo20

1.How have categories of online deviance and youth safety been constructed? 1.1. How did youth Internet use become problematic for legislators and the public? a)What role has news media played in the agenda setting process surrounding youth Internet safety? b)What role has research played in the agenda setting process surrounding youth Internet safety? c)What role have school administrators played in the agenda setting process surrounding youth Internet safety? 1.2. What policy narratives guided the development of youth Internet safety legislation? a)What types of behavior do dominant discourses of youth Internet safety include and exclude? 1.3. Why are youth Internet safety discourses mobilized? a)How have youth Internet safety discourses been mobilized to facilitate extralegal actions by policy makers? b)How have youth Internet safety discourses been mobilized to facilitate extralegal actions by Internet Service Providers? 2.How have youth Internet safety discourses reconstituted youth cyberspace(s)? 2.1. How has everyday youth practice been modified by these policies? 2.2. How have the platforms which support youth interaction online been modified through these policies? a)In what ways are social networking sites adapting to youth Internet safety policies? b)In what ways are Internet Service Providers adapting to youth Internet safety policies? c)In what ways are school computing facilities adapting to youth Internet safety policies? 2.3. How have youth come to understand their behavior online through dominant youth Internet safety discourse? 3.What is the relationship between “youth Internet safety” and the development of “21st Century skills?” 3.1. How are categories of online deviance and “21st Century skills?” conflated? a)How do youth perceive categories of online deviance and “21st Century skills” in the context of everyday Internet use? b)How do educators perceive categories of online deviance and “21st Century skills?” c)How do legislators perceive categories of online deviance and “21st Century skills?” 3.2. To what extent do concepts of “21st Century Skills” fit with actual practice online? 3.3. What policy narratives might better fit the actual practices of youth Internet users?