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cial marketing strategies, media and information literacy, educational outreach to parents, monitoring and mentoring, acceptable use policies, responsible “netizenship,” and professional development for educators. This chapter provides a conceptual description of each approach, defining it in a broad sense and then providing more specific examples of instances in which these concepts were put into practice. Many of the strategies discussed can be adapted to the specific contexts, needs, and constraints within which a community may be working, although some approaches may be more feasible for larger institutions than, for example, parents concerned about their children's home use or a revenue-strapped school. For each approach, a brief discussion is devoted to identifying the contexts (e.g., home, school, libraries) or type of institution that might effectively put a strategy into place. It is important to note that many of the conceptual approaches can be adapted to particular circumstances with a little ingenuity. The particular material targeted (e.g., Internet safety, reducing exposure to sexually explicit material, recognizing and resisting direct marketing) is also explored. Again, many strategies may be used to address a number of issues online, and readers are encouraged to evaluate these strategies with their own needs and contexts in mind. Table 4-1 displays the range of strategies, the contexts in which these approaches have been effective, the feasibility of the strategy and who would need to support it, and material the strategies target.

SOCIAL MARKETING STRATEGIES

Sarah Keller used the term “social marketing” to describe several approaches that center on reducing young people's exposure to inappropriate material by increasing the amount and accessibility of positive, educational material on the Internet. An online landscape filled with productive, stimulating, and developmentally beneficial material was seen as an important objective by many workshop participants, many of whom decried the dearth of educational material online and a need for greater funding for developing such online curricula. This landscape would include more web sites devoted to sexual health and education, so that curious adolescents could get reliable information on sexuality rather than, or at least before, finding sexually explicit material lacking information or depicting unprotected sex or other unsafe sexual practices. Others suggested that creating web sites, portals, or even a zone with a domain name ending in “.kids” and filling it with developmentally appropriate, educational, and enjoyable material on a broad range of appealing topics. These portals or a “.kids” domain could make child-friendly material more readily accessible.



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