Teaching Kids 'Digital Agency' Article Review

1. According to the article, what is 'digital agency'? Summarize its definition in your own words.

• • The ability to avoid using social media entirely

• • Making informed and meaningful choices about how technology fits into one’s life

• • Following popular trends on social media

• • Using digital devices for educational purposes

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CCSS.RI.9-10.1

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1. Quote a phrase from the article that explains how Carrie James describes social media. Which phrase did you choose?

• • “Social media is a negative force that amplifies problems.”

• • “Social media can amplify real struggles...it can also amplify positive sources of support.”

• • “The best way to deal with social media is to avoid it completely.”

• • “Young people are usually unaware of how social media affects their lives.”

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1. Paraphrase Carrie James' statement that describes social media as an 'amplifier.'
   What does she mean by this term?

• • Social media can make both problems and positive experiences feel bigger.

• • Social media distorts reality for young people.

• • Social media is loud and difficult to ignore.

• Social media makes communication easier.

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CCSS.L.9-10.5

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1. Summarize why the article states that schools play a big role in teaching digital agency.

• • Schools are the primary place where students use social media.

• • Schools can help students learn strategies to navigate technology mindfully.

• • Schools can ban harmful websites to protect students.

• • Schools control the amount of time students spend online.

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1. The article describes 'thinking traps.' Paraphrase the definition given in the text.

• • A strategy to prevent negative thoughts

• • A feature on social media platforms

• • An irrational negative thought pattern that can distort a person's thinking

• • A way to organize and prioritize online tasks

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CCSS.L.9-10.4

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1. The article gives an example of a thinking trap called 'mind reading.' Quote the situation described to illustrate this concept.

• • “A student sees a message they sent has been read but not responded to, and they assume their friend is upset with them.”

• • “A student receives too many notifications and gets distracted from their studies.”

• • “A student spends hours scrolling through videos and loses track of time.”

• “A student compares themselves to others online and feels inferior.”

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CCSS.RI.9-10.1

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1. Summarize Eisha Buch’s advice on how to help students avoid thinking traps. Which of the following best captures her main point?

• • Encouraging them to limit their screen time to less than two hours per day

• • Teaching them to come up with alternative explanations for a situation

• • Telling them to avoid all forms of social media

• • Asking them to report negative interactions to adults immediately

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1. The article describes three strategies to combat thinking traps.

2. Which of the following is NOT a paraphrase of one of those strategies?

• • Asking students to prove themselves wrong

• • Encouraging students to take a break from technology

• • Asking students what advice they would give a friend in a similar situation

• • Coming up with alternative explanations

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CCSS.RI.9-10.1

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1. Summarize the impact of design features like “infinite scroll” and “autoplay” on social media use, as discussed in the article.

• • They help users stay connected with friends.

• • They allow users to find new content quickly.

• • They encourage prolonged use by making it easy to continue viewing content without interruption.

• They help users find educational resources efficiently.

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1. What is the purpose of a 'values sorting exercise' in teaching digital agency?

3. Paraphrase the explanation given in the article.

• • To help students identify which social media platforms they like best

• • To assist students in understanding how technology can support or hinder their values

• • To encourage students to spend more time reflecting on their digital habits

• To teach students the importance of setting clear goals for their technology use

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CCSS.RI.9-10.2

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