SCREEN

AGERS

GUIDANCE
FOR DIGITAL YOUTH
WORK
 INTRODUCTION

ABOUT THE NORTH/SOUTH ICT GROUP

The North/South ICT group have been working to enable collaboration on strategy and
practice, on a North/South and international basis, in relation to the implementation of ICT as
a youth work methodology in the delivery of quality youth work, statutory and voluntary, and to
influence relevant policies in both jurisdictions. The group aims to act as a catalyst for action by
providing a platform of policy makers, practitioners and industry representatives. Since forming,
members of the group has worked together on the Screenagers International seminar and the
Screenagers International research project.

ABOUT THESE GUIDANCE DOCUMENTS

These guidance documents were developed in response to the recommendations identified

in the Screenagers International research project. They accompany a Screenagers workshop
with policy makers and youth work organisations, exploring;

• An Introduction to Digital Youth Work

• Using Digital Media and Technology Safely and Effectively in Youth Work Settings
• Using Social Media in Youth Work Settings
• Training & Resources for Digital Youth Work

With these guidance documents the North/South ICT group is beginning the conversation
around these issues and will continue to update and add to this series based on the feedback
received at the workshops and online. Please contribute your feedback through the online form:
http://bit.ly/2etoyid

“Young people are increasingly engaging with new technologies

and digital media. There is clearly a role for online youth work
practice, in terms of exploiting a new space for youth work in a
meaningful way, supporting digital literacy and enabling young
people to deal with some of the associated risks. The practice
implications for youth workers lie in new competencies required
and new forms of boundry maintenance in relationships with
young people”

Declaration of the 2nd European Youth Work Convention,

BRUSSELS, APRIL 2015

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 AN INTRODUCTION TO
DIGITAL YOUTH WORK
Digital youth work provides a wonderful opportunity for youth workers to increase their
effectiveness with young people. This guide was developed to assist newcomers to
digital youth work to see its connection with youth work outcomes and to foster the
development of a shared language and terminology for digital youth work.

WHAT IS DIGITAL YOUTH WORK?

Digital youth work is an emerging term to describe the area of youth
work that uses digital media and new technology to enhance outcome
focussed youth development.

The term is used to describe work that can happen in face-to-face

situations, social and group settings as well as in online environments -
or in a mixture of these. It is relevant to all youth work pedagogies and
can enhance all types of practice. Digital youth work should be defined
in relation to youth work goals in general, not as a separate project
with a separate goal. Digital youth work can be used as a tool for youth
development, facilitated by a physical space or an online environment.
Digital youth work can also be delivered as an activity and serve as the
subject matter or content in a youth work setting.

Digital youth work takes many forms and varies depending on the
organisation, the infrastructure, funding and resources available to
youth workers at the time.

TYPES OF DIGITAL TOOLS & ACTIVITIES

ANIMATION MAKEY MAKEY
FILMMAKING SEWN CIRCUITS
MUSIC PRODUCTION DIGITAL STEAM & SCRIBBLE BOTS
DIGITAL STORYTELLING MEDIA MAKER MODULAR ELECTRONICS
GRAPHIC DESIGN PROGRAMMING
PHOTOGRAPHY ROBOTICS

CAMPAIGNING 3D GRAPHICS
SOCIAL NETWORKING 3D PRINTING
YOUTH INFORMATION SOCIAL & 3D & VIRTUAL 3D GAME DESIGN
WEB SAFETY & PRIVACY ONLINE REALITY 3D HOLOGRAMS
ONLINE GAMING AUGMENTED REALITY
RESEARCH VIRTUAL REALITY
3 ...AND LOTS MORE!
 WHY IS DIGITAL YOUTH WORK RELEVANT TODAY?
Digital media and new technologies are now mainstreamed in youth culture. Young people do
not perceive their online and offline worlds as separate entities and fluidly inhabit both worlds
simultaneously. Because of this, digital youth work needs a whole organisation, integrated
approach and not to be regarded as a specialised service or a niche area.

WHAT METHODOLOGY CAN I USE

WITH DIGITAL YOUTH WORK?
Digital youth work is internationally established and underpinned by theoretical research
and best practice learning approaches and pedagogies. One of the most widely known
is The Clubhouse Network Model*. This model is grounded in a constructivist learning
approach that draws on research from the fields of education, developmental and social
psychology, cognitive science and youth development. It leverages new technologies
to support new types of learning experiences, engaging young people who have been
alienated by traditional educational approaches.

Other approaches used in digital youth work throughout Ireland are:

• Adobe & EDC’s ‘Create with Purpose’ approach to digital media making activities
• ‘Play with Purpose’ approach to ‘Maker’ activities.

For more information on this see the Training and Resources guidance document.

HOW DOES DIGITAL YOUTH WORK CONTRIBUTE

TO YOUTH WORK OUTCOMES?
Outcome focussed youth development is at the heart of digital youth work. The Framework for 21st Century
Learning is a tool used to put digital skills, known as 21st century skills, at the centre of learning. It defines
and illustrates the skills and knowledge young people need to succeed in work, life and citizenship, as well
as the support systems necessary for 21st century learning outcomes.

21st skills and knowledge are defined as:

LEARNING & INFORMATION,

LIFE & 21ST CENTURY
INNOVATION MEDIA &
CAREER THEMES &
SKILLS TECHNOLOGY
SKILLS KEY SUBJECTS
(THE 4Cs**) SKILLS

Youth work needs to demonstrate outcomes and the Framework is a great tool to help plan and monitor these
outcomes.

In Northern Ireland youth work is expected to contribute to the six national outcomes of the ‘Priorities for
Youth’ policy. A good example of how it can contribute to the ‘active citizenship outcome’ is for young
people to use social media for advocacy purposes. The ‘thinking skills and employment skills outcome’
can be supported by young people engaging in film making projects where they are using their creative
and expressive capabilities.

In the Republic of Ireland youth work is expected to contribute to the five national outcomes of the
‘Better Outcomes, Brighter Futures’ policy framework and the National Youth Strategy. For instance, a
‘connected and respected outcome’ in action is young people on the autism spectrum attending weekly
music production sessions with their peers. A good example of the ‘achieving outcome’ is a group of young
people exhibiting their Maker projects at an annual celebration event.

* For more information see www.computerclubhouse.org.

** 4Cs are known as creativity, critical thinking, collaboration and communication.
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 USING DIGITAL MEDIA &
TECHNOLOGY SAFELY
& EFFECTIVELY
Technology is ever changing. As one tool is mastered a newer, more exciting one appears. Keeping
up with today’s young ‘digital natives’ can be a challenge. Each digital tool and activity presents great
opportunities for youth development but they also come with challenges and risks. This guide offers
some advice on the important role organisations and youth workers can play in supporting young people
to use digital media and new technologies safely and effectively.

HOW CAN ORGANISATIONS SUPPORT

YOUNG PEOPLE?
The term ‘digital native’ is often used to describe young people born into the age of digital
technology, however, being a ‘digital native’ does not equate to digitally literacy. Many
national and international reports highlight how assumptions are often made about young
people’s competency when using new technologies. In addition to this, some youth workers
have a fear of technology and perceive young people to have advanced technology skills.
Youth organisations can can play a vital role here.
When used safely and effectively digital media and new technologies can be wonderful
tools to ignite young people’s curiosity, creativity and confidence. It can enhance their
social awareness and engagement as active citizens. It can also help to build their sense
of agency and enable them to develop new knowledge and skills, and for their voices to
be heard. Outcome focussed youth development can uniquely support young people to
navigate the digital world safely and become digital creators, inventors and makers - not
just consumers of technology. Supporting young people to develop digital media literacy
and 21st century skills is one of the most effective ways to achieve this.
Youth workers play a vital role in building young people’s capacity to consider risks and
consequences, to make informed decisions and to take responsibility every day. With the
right policies, infrastructure and training in place youth workers can simply enhance this
work by helping young people to assess and negotiate risk when using technology.

WHAT SHOULD MY ORGANISATION

BE CONSIDERING?

A WHOLE
INCORPORATE EMBED ORGANISATIONAL ESTABLISH A INVEST IN
DIGITAL & SOCIAL PEDAGOGICAL APPROACH TO DIGITAL YOUTH CONTINUOUS
MEDIA INTO ALL APPROACHES IN COMMITTEE PROFESSIONAL
POLICIES & ALL PROJECTS &
PLANNING & TO ADVISE DEVELOPMENT OF
GUIDELINES PROGRAMMES IMPLEMENTATION MANAGEMENT STAFF
OF TECHNOLOGY

5
 EU RESEARCH &
THE ‘LADDER OF OPPORTUNITIES’
Research shows the more digitally literate young people are the safer they will be online
and using digital technology. The ‘ladder of opportunities’ goes further by describing
the five distinct steps through which young people progress in their use of technology;
from seeking information and interactive communication and gaming to more creative
and participative uses and activities. The majority of young people across Europe
remain at the second step. Younger children in particular often lack basic skills in
crucial areas of safety such as blocking unwanted messages and privacy settings.
In addition to this, young people from lower socio-economic communities are less
likely to gain the benefits of digital literacy compared to those with more opportunities.
Youth work can play an important role in the lives of these young people. It provides
everyone with a fair chance to experience the immense opportunities that digital youth
work and safe access to the Internet can offer.*

SAFETY CHECKLIST FOR DIGITAL YOUTH WORK

Whether you are starting a 10 week health programme that includes making a film to enter into
a national competition, or starting a short STEAM/Maker type project to build and programme a
robot, the following list gives you some best practice advice to consider:

☐☐ Is the level of digital skills required and subject matter appropriate to the young people
and their age group? Are there any vulnerable young people involved and will they need
additional support to participate?
☐☐ Have I conducted a risk assessment for the project/programme? Are there any additional
health and safety considerations e.g. if using digital tools or equipment for ‘Maker’ projects?
☐☐ Does my organisation have an Acceptable Usage Policy? Do I have consent forms signed
by the young people and their parents/carers? Can this be incorporated into a code of
behaviour/group contract session with the young person/group?
☐☐ Do I have model release forms signed by parents/carers if a child under 18 is appearing in
front of the camera?
☐☐ Do the young people understand copyright and Creative Commons? Will I need to facilitate a
session about this?
☐☐ Do I have consent and copyright permissions to publish the work publicly?
☐☐ Do the young people know how to access support or report any concerns? Do they have the
skills and confidence to action this either in-person or online?
☐☐ How will I measure digital media literacy outcomes for young people?
This list is not exhaustive. If you have other best practice tips please share them via the online
feedback form: www.bit.ly/2etoyid

“I involve young people in this process. They love

taking on different roles and responsibilities such
as the ‘Health & Safety Officer’ giving a safety
demo or the ‘Producer’ who checks the copyright
permissions and collects model release forms.”

Youth Worker
TechSpace Network
IRELAND

* O’Neill B., Dinh T., ‘Digital Literacy, Digital Opportunities’ (2013).

** STEAM and Maker projects are activities based on science, technology, engineering, arts and maths often with a DIY approach.
6
 USING SOCIAL MEDIA IN
YOUTH WORK SETTINGS
Social networking is as old as humanity itself. Our families, work environments, the clubs
and associations we are part of, our friendship groups, youth groups and so on are all
social networks. Social media is simply a new way of doing this networking. Whilst it may
seem new or even alien to some adults, it is a significant aspect of the lives of the vast
majority of young people these days. Their lives are punctuated by the sharing of thoughts,
ideas, images and video with their online ‘friends’, and with their self-presentation and
online persona.
Young people are not only digital consumers, they are often the creators of online
content and self-expression. Of course not all young people are skilled in the use of
new technologies including social media, and there are many different ways in which
young people use social media. This can be dependent to some extent on their access
to money to pay for equipment and subscriptions and what their peer group is using
social media for. Those who can be vulnerable in the physical world are often the most
vulnerable in the online environment. This guide takes the view that using social media is
now an essential component of the work of most youth workers and youth organisations.

SHOULD MY ORGANISATION BE USING

SOCIAL MEDIA?
Yes – it’s a wonderful tool for engagement but the key consideration is how
you use it. For youth workers and youth organisations to ignore social media
platforms is to miss out on a significant aspect of the lives of most young
people, as well as an opportunity to promote their work to new audiences.
However, there are many risks associated with the online environment –
particularly for young people, but also for those working with them. As with
any other area of youth work, in the social media space risks need to be
assessed and managed. Given the rapid pace of change in social media, risk
assessment needs to be an ongoing process. However, it is also vital that risk
aversion doesn’t prevent organisations or youth workers from engaging with
young people through social media.

The use of social media in youth work needs to find a balance between
engagement and safety. Organisations must take the online safety of young
people, volunteers and staff as seriously as they take these issues in the
physical world – online and social media policies should be integrated into
organisational policies and procedures including (as appropriate):

CHILD & STAFF

VULNERABLE DATA RISK REGISTERS APPRAISAL
COMMUNICATIONS VOLUNTEER
ADULT PROTECTION & RISK &STRATEGY
DISCIPLINE
POLICY
PROTECTION POLICY ASSESSMENTS PROCEDURES
POLICIES

7
 SHOULD I ‘FOLLOW’ & ‘FRIEND’ YOUNG PEOPLE?
This must be decided by each organisation in line with their own policies. Both Facebook
and the USA’s ‘Child Online Protection Act’ recommend that the minimum age for social
media use should be 13 years. All social media accounts are by their nature ‘public’– but
staff and volunteers should have clear guidance and support.

HOW CAN WORKERS BE PROTECTED?

It can be useful to separate a worker’s personal profile (on Facebook or Twitter for
example) from their work persona. Many organisations have encouraged staff to
establish a ‘work identity’ online. Whilst this may be against the policies of social media
platforms – it can be a useful device to keep this separation. We suggest that:

• Where such profiles are created, the organisation should retain access at all times
including the logins and passwords for these accounts.
• Old accounts (for example of staff or volunteers who have left an organisation or
project) should be deleted.
• Any suspicious profiles should be reported and blocked.
• Where a young person who is feeling vulnerable contacts a staff member or volunteer
online this should be reported and handled in-line with your child protection policies
and procedures.
• Organisations should have appropriate policies around the private use of social
media – and alert them to any potential consequences of posts that may be seen to
bring the organisation into disrepute.

SUGGESTED KEY PRINCIPLES

It is not possible to give a definitive list of principles for using social media in youth work. Each
organisation and model of youth work has a different purpose and focus. However, the following
principles may assist with the development of a social media policy and strategy:

1 Always treat use of social media (on Facebook, Twitter, Instagram or any other social media
platform) as ‘public’. Understand that regardless of your number of followers or your privacy
settings, anything you post online can be shared with a wider audience, whether you want that
to happen or not.

2 Make sure that any online behaviour is in line with your overall values and principles – and that
anyone posting on your behalf understands this requirement.

3 See your policy and strategy as living documents and review regularly (at least every 6 months),
as the online environment – including privacy settings – change on a regular basis.

4 Have consistency between your policies and approaches in the physical world and the online
environment. For example if your workers or volunteers would not normally be alone with any
of your participants, then ensure that in the online environment their communications with
young people are open and transparent.

5 Engage! Social media is social. Don’t just use it to broadcast or inform. If someone asks you
a question, respond to it. People using social media expect conversation and responses. Use
language that is engaging and accessible to the audiences you wish to reach.

6 Be open to learning! Social media is constantly changing and evolving. Often young people
are more knowledgeable about particular tools and platforms than workers – be willing to
learn from young people and others.

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 TRAINING & RESOURCES
FOR DIGITAL YOUTH WORK
This guide provides links to some of the current training available in the Republic of Ireland
and Northern Ireland to build the capacity of youth workers and volunteers to facilitate digital
youth work with young people.

TRAINING - REPUBLIC OF IRELAND

NYCI Training
• Child Protection Training (includes Safe Use of Social Media).
• Web Safety in Youth Work.
• Understanding Pornography and Young People.
Camara Ireland - TechSpace Training
• Digital youth work training in pedagogical approaches and technical skills. Courses in Digital Media
(also available as Gaeilge), STEM / Maker, 3D Design & Print.
• Certificate in Digital Creativity in Youth Settings (Level 8).
Launching in 2017/18 academic year in partnership with Maynooth University.
• ICT and Google Apps for Education training also available - see Schools & Community Organisations
Make, Create, Innovate
• Workshops and courses that give learners the opportunity to make, build, create and explore.
LearnIT
• LEGO® Mindstorms® workshops enables students to discover STEM in a fun, engaging way.
Maker.ie
• Hands-on workshops in Ireland and the UK to learn electronics and make guitar pedals and amplifiers.
Makeshop
• Walk-in workshops last from 45 minutes to two hours. Choose an item from the menu and start.
Roboslam
• An ultra low-cost robot building workshop for beginners using real electronic components.

TRAINING - NORTHERN IRELAND

Bytes
• Megabytes workshops: Digital Storytelling, Minecraft, Scratch Coding, Raspberry Pi & Micro:Bit,
Modular Electronics, Robotics.
• NI OCN Qualifications on QCF: Introduction to Using ICT Systems - Entry Level 3, Award in IT User
Skills - Level 1, Certificate in IT User Skills - Level 1, Award In Social Media - Level 1, Award in
Information Technology Applications - Level 2, Diploma in Youth Work Practice - Level 2.
YMCA Ireland
• Using ICT in Youth Work OCN Level 2.
LiveNet
• Workshops in Photography, Social Media, Video Making, Using the Internet, Using mobile phones,
Blogging, Podcasting.
• ICT & Leisure Activities (QCF) NI EL3.
• eSafety (QCF) NI EL3.
STEMNET (W5)
• Training for STEM Club leaders.

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 RESOURCES FOR DIGITAL YOUTH WORK
There are lots of resources available for practitioners and policy makers on digital youth work.
We’ve curated a list that is by no means exhaustive and is sorted by category. We’ve provided
a list of relevant keywords to help with self-directed learning. For example try searching for:
‘Digital Youth Work + Tools’ or ‘Digital Youth Work + 21st Century Skills’.

• Tools • Pedagogy • Learning Network

• Policy • Online Safety • Digital Literacy
• Strategy • Privacy • Environment
• Learning Model • Training • 21st Century Skills

POLICY - STRATEGY - FRAMEWORK - RESEARCH

Priorities for Youth Policy Framework: #Policy #Youth Outcomes
NI framework for improving lives of young people through youth work.
Better Outcomes, Brighter Futures Policy Framework: #Policy #Youth Outcomes
ROI policy for improving outcomes for young people.
National Youth Strategy 2016-2020: #Strategy
ROI cross-sectoral, whole-of-society approach to supporting young people in their everyday lives.
Partnership for 21st Learning Skills Framework: #Pedagogy #Policy #21stCenturySkills
International guidance on outcomes, support systems, content knowledge, standards, instruction & environments.
Screenagers International Research Project: #Research
A collaborative international research project focussing on the use of ICT, digital and social media in youth work.
Includes individual country reports.

ONLINE & SOCIAL MEDIA

Spun Out Online Safety Hub: #Tools #Safety #Training #Privacy
Comprehensive resource with guides for young people and practitioners - social, messaging/dating apps, photos,
videos, etc.
Webwise: #Tools #Safety #Training #Privacy
ROI safer Internet information and advice for parents and teachers. Also applicable to youth sector.
Youth Manifesto: #Tools #Network #Strategy
EU toolkit to initiate discussion.
Social Media Use by Governments: #Policy #Strategy #Privacy
OECD checklist of issues to be considered by institutions, indicators to appraise impacts and options for more in-depth
routes.

PEDAGOGY - DIGITAL MEDIA - MAKER - STEAM

The Clubhouse Network: #LearningModel #Pedagogy #LearningNetwork
International best practice learning approach for digital youth work.
Adobe & EDC’s Youth Media Approach: #Tools #Training #Ideas #Youth Media
Best practice toolkits for digital storytelling, animation, documentaries and graphic design.
The Tinkering Studio (Exploratorium): #Ideas #Tools
STEAM projects, activities and blog.
Get Making with Get Moving! (Girl Scouts): #Ideas #Tools
Projects and step-by-step guides.
DesignerDojo: #Ideas #Tools #Network
Resources for 3D design and printing.

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 WHAT NEEDS
TO BE DONE ?
Recommendations from screenagers international research REPORT

STRATEGIC FINANCIAL
INVESTMENT
in infrastructure, hardware, professional
development, and practice development

MEETING THE IDENTIFIED

TRAINING NEEDS
of youth workers at all levels, from introductory basic skills
training to professional development and bespoke courses, and
with a focus on the practical application of skills

CHALLENGE RESISTANT
MIND-SETS
and support a fuller and more creative use of ICT in youth work

ENSURING POLICY
COMMITMENT
within youth work sectors

WRITTEN GUIDANCE FOR

YOUTH WORKERS
Laying out principles of best practice and demonstrating impact,
which could be supported through national Centres of Excellence
and/or through national champions for ICT in youth work

For full report see youth.ie/screenagers

11
FIND OUT MORE

Contribute feedback via the online form:

http://bit.ly/2etoyid

www.youth.ie/screenagers

Members of the North/South ICT Group include the National Youth Council of Ireland (NYCI), Youth
Council of Northern Ireland (YCNI), YMCA Ireland, Bytes, Paul Smyth - Wiseabap Engagement, Camara
Ireland, TechSpace, Maynooth University and Ulster University.

Guidance documents and workshops developed with support from Carnegie UK Trust.