Internet Filtering Alternatives

To review, one reason schools voluntarily choose to use Web filters is to protect students from harmful Internet sites containing material promoting such topics as hate, violence or sexually explicit content. Students who use computers with filters enabled will not be allowed to view such content for the most part. However, it is irresponsible for the school district to rely solely upon filters. "Filtering software is fallible; it always lets some objectionable material through while screening some valuable material out" (The Register-Guard, 2002). Specifically, as we have noted, filters can be circumvented, can violate civil rights and/or personal values, and do not teach students how to live in a world where filters do not exist.

Therefore, we have created a list of possible alternatives to using only filtering at our school. Some of these suggestions entail students using Internet sites that are created specifically for children or for educational purposes. Other suggestions enable students to perform Internet searches that will yield more reliable information. Students may also learn to judge the value of the encountered material in order to make a decision on how to proceed, whether this means leaving the site or alerting an adult about the site. Finally, education of both teachers and parents about the Internet, Internet safety, and the school's Acceptable Use Policy will be instrumental in supporting student safety on the Net. While we plan to include filtering as part of our technology plan at the elementary level, our district will use other means in all grades to protect and educate our students so that they will become life-long responsible Internet users.

School Policy as an Alternative to Filtering

Schools across the nation have developed Internet policies regarding student use in order to protect both the students from viewing harmful material and the district from litigation. These documents have come to be known as "Acceptable Use Policies," or AUPs. AUPs can be a very helpful alternative to filtering. The AUP can provide a guide for students when using the Internet and can provide a set of consequences to deter students from using the Internet for what the district deems unacceptable. The following statement, written by Dr. Marshall G. Jones, is an explanation of what an AUP does.

"Put simply, an AUP is a written agreement, signed by students, their parents, and teachers, outlining the terms and conditions of Internet use. It specifically sets out acceptable uses, rules of online behavior, and access privileges. Also covered are penalties for violations of the policy, including security violations and vandalism of the system. Anyone using a school's Internet connection should be required to sign an AUP, and know that it will be kept on file as a legal, binding document"

Because the document will affect the entire community, perhaps the committee creating the AUP should be comprised of community members, parents, students, teachers, administrators, and school board members. "Acceptable use policies developed jointly with the school and the community are more likely to incorporate the particular sensibilities of parents and can be designed to address specific concerns" (NRCIM, 2001, 65). Therefore, the Internet activities that worry specific groups are more likely to be addressed, and disagreements between groups can be discussed before the AUP is in place (2001).

An AUP outlines the behaviors deemed acceptable by the district as well as consequences for unacceptable use according to the district, making the AUP an alternative to filtering software. In order to create an AUP that allows Internet users within a school district to know exactly what behaviors are acceptable and unacceptable, the Virginia Department of Education recommends the following facets be included:

· "a description of the instructional philosophies and strategies to be supported by Internet access in schools

· a statement on the educational uses and advantages of the Internet in your school or division

· a list of the responsibilities of educators, parents, and students for using the Internet

· a code of conduct governing behavior on the Internet

· a description of the consequences of violating the AUP

· a description of what constitutes acceptable and unacceptable use of the Internet

· a disclaimer absolving the school division, under specific circumstances, from responsibility

· a statement reminding users that Internet access and the use of computer networks is a privilege

· a statement that the AUP is in compliance with state and national telecommunication rules and regulations

· a signature form for teachers, parents, and students indicating their intent to abide by the AUP" (2003).

If protecting the student from dangerous material is regarded as the most important function of the AUP, the "description of what constitutes acceptable and unacceptable use of the Internet" must be very specific and clear (2003). Simply using a blanket statement that permits only "appropriate" school use will not tell the district's Internet users what behaviors are allowed under the AUP. Common examples of unacceptable Internet uses include seeking or posting sexually explicit or abusive material; or plagiarism (NRCIM, 2001, 62-65). Other districts may wish to forbid chats and bulletin boards. Whatever the case, students need to be aware of the specific unacceptable behaviors to avoid situations where it is unclear if a violation has occurred.

Consequences need to be clear to Internet users as well. The district must present a united front as to their actions for Internet abuses. Possible punishments are important because they can be used to deter students from purposely seeking restricted material. Students who repeatedly seek out unacceptable sites can be given punishments such as loss of Internet privileges, detentions, or parent notification (2001). Other incidents offer an opportunity to educate students on acceptable use. For example, students who accidentally access restricted material can be taught about ways to conduct better searches for credible sites. Whatever the punishment is, a clear description of the consequences will help the AUP succeed in creating more responsible Internet users while using district computers.

Recommendation: While AUPs do not bar students from accessing material deemed inappropriate by the district or community, their policies can make clear to Internet users what activities are acceptable and unacceptable. Therefore, Internet users may be held accountable for their activities at times when filters do not work. Also, the discussion and understanding of such policies allow students to think about what it means to be a responsible Internet user. In the future, these students may be better trusted and empowered when using the Internet for personal, scholastic, and professional purposes.

It is our recommendation that a committee comprised of parents, students, teachers, administrators, and other community members be formed to draft an Acceptable Use Policy for the district. In order to create an AUP that meets this district's needs, the district should research several existing AUPs. Some suggested sites are listed below. The policy should cover the suggested areas by the Virginia School District in order to create a comprehensive plan. Also, the policy should refrain from generalizing unacceptable Internet practices, but rather it should identify the specific acceptable and unacceptable uses as decided upon by the committee. Consequences for accidental and purposeful violations of the AUP should also be specifically identified.

Examples of Acceptable Use Policies

Eau Claire, Wisconsin School District http://www.ecasd.k12.wi.us/legal/student-aup.html

This AUP has a School Board Policy, which links the Internet policy and curriculum to the preexisting school policies and school curriculum. It also states specific acceptable and unacceptable uses of the Internet.

Caroline County, Maryland http://cl.k12.md.us/AUP.html

This AUP has a comprehensive list of acceptable and unacceptable Internet activities, as well as a description of the student uses that require specific parental permission.

Needham, Massachusetts http://www.needham.k12.ma.us/AUP/AUP.html

The Needham AUP includes some behaviors that students are to follow if they accidentally access an unacceptable site.

Newport-Mesa Arizona Unified School District http://www.nmusd.k12.ca.us/Resources/aup.pdf

The Newport-Mesa AUP thoroughly explains acceptable use of its district's computers and describes the rights that an accused violator would have as well as possible consequences violators may face.

Empowerment of Students as an Alternative to Filtering

Students who know how to use the Web effectively will know how to find sites that fit their needs for research and leisure purposes. These students will also know when someone is trying to obtain personal information and will know how to react properly. For these reasons, students are better able to deal with the Internet and do not necessarily need the blocking power of filters.

Information Literacy as a Method to Empower

Information literacy skills are ways to find "relevant and useful information on the Internet" (NRCIM, 2001, 51). The Computer Science and Telecommunications Board (2001) includes the following skills as part of information literacy:

· "[P]erforming an effective search requires the selection of the right set of keywords;

· [F]amiliarity with Boolean logic (methods to expand or limit an Internet search);

· [C]hoosing the right search engine for the topic;

· [K]nowing how to navigate through a browser so that it is easy to enter and exit Web sites, databases, and other online resource tools."

By developing these skills, students would be able to find Web sites that are appropriate for their research and would be less likely to accidentally stumble upon material that a school district considers unacceptable.

Media Literacy as a Method to Empower

Media literacy emphasizes the skills of critical thinking about media messages (Hobbs, 406, 2001). Students who are "media literate" can recognize a message or idea presented to them via the media, analyze it, and decide how to deal with it. For example, "concept-oriented communication stresses the development of consumer competence and may be associated positively with adolescents' skepticism toward advertising and other harmful media content" (NRCIM, 2001, 51). Media literate students encountering banners or pop-up ads have the power to recognize that the message may be meant to sell something or lure them into a site not meant for young children; these students recognize that by not entering such sites, they are avoiding a possibly harmful situation.

Students who are trying to evaluate whether a site, or any source, could be useful or worthwhile need to ask themselves important questions. In a recent article by Renee Hobbs entitled, "Media Literacy Skills: Interpreting Tragedy" (2001), Hobbs makes note of five questions teachers may use to help students evaluate media messages.

· "Who created this message and what was the purpose?

· What techniques are used to attract and hold your attention?

· What values and points of view are represented?

· How may different individuals interpret this message?

· What is omitted from this message?"

When students are able to ask and answer questions such as these about Internet sites, ads, and offers, they will be better prepared to decide about the reliability of their research.

Computer "Netizenship" as a Method to Empower

In his site, http://www.netizenship.org, Bill Belsey asks, "[W]hat should citizenship look like when we go online?" The ideas of "netizenship" and "netiquette" have been discussed to deal with this question. We are all learning how to live in the Internet age, and developing codes of conduct can help students learn ethical behaviors when operating on the Internet. Such codes of conduct will not only help shape student behavior. Hopefully, students will also learn to expect such behavior from others, and they will learn to be cautious when entering the Internet.

Sites such as Kidsdomain.com offer tips for kids who wish to become good netizens. The site warns, "There are a lot of fun and educational things to do on the Web for kids. There are also a lot of people and Web sites, and you need to be careful" (The Kids Domain, 2002). To help children remain safe when using the Web, Kids Domain lists several helpful strategies, such as, " Never send a person your picture (or anything else) without your parent's permission," and, " Treat others on the Internet the way you want to be treated! They are people, not computers" (2002)! While students may not always wish to follow guidelines such as these, thoughtful discussion of these issues would help them to recognize that the Internet can be just like the rest of the world: fun, and exciting, but also dangerous at times. Netizenship skills help students to be safer, more responsible, and more knowledgeable Web users.

Recommendation: Information literacy and media literacy skills, along with netizenship and netiquette, cannot block students from viewing what the district decides to be unacceptable Web material. These skills are also acquired over time and with age, and, therefore, young students would not be as adept at analyzing Internet material as older, more experienced students would be. However, students who will likely grow up in a world where the Internet is part of their everyday experience, if it is not already, need to have such critical thinking skills and an awareness of ethical Internet behavior. By empowering our students with such skills, they will become better and savvier users. Most importantly, they will know what to do when seeking and posting information on the Internet.

Therefore, it is our recommendation that the students be instructed in information literacy, media literacy, and netizenship/netiquette at all grade levels, even though filters will be provided at the elementary level. This curriculum will span all subject areas because these research skills and behaviors are necessary in all areas, but it will specifically meet Illinois State goals in language arts and social studies (ISBE, 2003). The curriculum will also address national information literacy standards (ALA, 1998).

In order to create a curriculum touching on these three areas of information literacy, media literacy, and netizenship/netiquette, the district must support funding for teacher workshops and inservice meetings. The following sites and resources also will be helpful in creating a curriculum:

The American Library Association http://www.ala.org/

The ALA offers information and links for information and media literacy. It also offers students standards in these areas.

A Hotlist on National Standards: An Internet Hotlist on Information Literacy http://www.kn.pacbell.com/wired/fil/pages/listinformatde.html

Project Look Sharp http://www.ithaca.edu/looksharp/

Project Look Sharp supports media literacy in all levels of education. It includes a media literacy library with age-appropriate material for grades K-12.

Internet Detectives http://www.madison.k12.wi.us/tnl/detectives/

This is a Wisconsin site where different schools of students recommend Internet sites after critically analyzing them.

Netizenship.org http://netizenship.org

This site offers ideas and links helping to broadcast the ideals of netizenship to the online community.

Kidsdomain.com http://www.kidsdomain.com

Students and adults can learn about what it means to be a responsible Web user.

Monitoring and Mentoring as Alternatives to Filtering

Students using the Internet may benefit from direct supervision and instruction when using the Internet. These alternatives are basically free of charge, and they can often be effective tools to help students find Internet sites that are useful and acceptable to the district.

Monitoring

Monitoring student use of the Internet in school can happen in two ways. The first way relies upon the teacher or supervisor to oversee student computer use. The physical set-up of the room may have an effect on this type of monitoring. For adults to have a view of student computers and for students to realize that they are using the Internet in public space, computers should be placed in an open space in view of the supervisor.

Another way to monitor student use is to check the file log or history to see what sites students have visited. Software programs such as Fortress and At Ease aid in this method by keeping students from erasing the visited sites. Technology teachers or other supervisors can then perform random checks of district computers to see if unacceptable sites have been accessed. The date, time, and location of inappropriate use may be noted. If students have a sign-in policy, the instructor may then know which person violated the AUP. Otherwise, the instructor may look to see if unacceptable access occurs in similar locations and times. The supervisors can be notified at that location and time to keep a special watch for unacceptable use. Random monitoring the site logs not only allows the district to pinpoint unacceptable use, but also, when students are aware of this practice, to use it as a deterrent.

Mentoring

Mentoring can also be an effective way to help students use the Internet wisely. The Chicago Public Library has instituted a mentoring program with college-aged mentors monitoring and assisting students with their Internet research (NRCIM, 2001, 61). After one week of training, these volunteers spend time with students, checking for appropriate use and providing one-on-one training in Web searches and critical Web site analysis. Mentoring provides a watchful eye, but, more importantly, it helps students gain experience in successful Web research.

This mentoring model may also apply to the school setting. Teachers could nominate high school or middle school students for a peer-mentoring program or to assist elementary school students in Internet searching and research (Hodge, 2003). In addition, teachers could also begin a volunteer program, mentoring students who need research assistance or those who are gaining back privileges after an Internet violation, especially those who have accidentally accessed unacceptable sites.

Recommendation: Neither monitoring nor mentoring are infallible ways to prevent inappropriate Internet use. Students who wish to view sexually explicit, violent or unacceptable Web sites will most likely find a way to do so. However, when used in conjunction with other recommended alternatives, monitoring and mentoring are two ways the district can prevent some unacceptable Internet use at little to no cost.

Therefore, it is our recommendation that district computers be placed in plain view of supervisors whenever possible. As we continue to add networked computers, we will install them with this thought in mind. Also, we suggest the review and purchase of a software program such as At Ease or Fortress, especially at the high school level where filters are not present, to assist instructors with random site log checks. These checks will be used to alert staff to the general time and location of inappropriate use.

In addition, we recommend that the teachers elect responsible and able students at the middle and high school level to begin a peer-mentoring program. These students will assist others who are having difficulty with Internet research. A survey of teachers should also be taken to determine if there are willing volunteers for a teacher mentoring program as well.

Parent Education as an Alternative to Filtering

We recognize parents to be the first and most important teachers in our students' lives. However, we also acknowledge that not all parents are as technologically savvy as some of our students may be. Because of parents' crucial role in the education of our students, we must address their role in our Internet safety plan. Through information dissemination and training, parents can provide an irreplaceable source of Internet assistance to their children.

Disseminating Information to Parents without Technology

Parents in our district will need to be armed with information on appropriate Internet use and Internet safety tips. There are several examples of online campaigns to raise parent awareness, as noted in the following section. However, reliance upon such methods assumes that parents are already online. For those parents who are unfamiliar with the Internet, information can be given and discussed with parents in other arenas. For example, Internet safety tips from sites can be discussed at other well-attended events like PTA meetings or conferences. These safety tips may also be sent home with newsletters and included in the school handbook. By including Internet information in regular school correspondence, the district will be more likely to address a wider audience of parents.

What kind of information should be disseminated by these means? One suggestion is not to provide instruction on how to use elements of the Web but rather to provide parents with "guidelines and recommendations on age-appropriate strategies for setting limits and encouraging productive online activities for children" (NRCIM, 2001, 57). Suggestions range from recommending portals or kid-safe sites for young children to a list of rules for Internet safety (e.g. Never send your name or picture to someone via the Internet without parent permission.). Rules such as these give parents and children an opportunity to discuss Internet use without actually using technology that conjures feelings of self-doubt in parents.

Online Parent Internet Awareness Campaigns

Schools can also make use of the excellent resources already available on the Internet. One example of such a resource was developed in conjunction with the National PTA and the National Urban League: The Parents' Guide to the Information Superhighway: Rules and Tools for Families Online (Lazarus and Lipper, 1998). The guide can be obtained online or downloaded free of charge, and a text copy can be obtained for a nominal fee as well. The guide provides a history of technology in education along with suggestions and tips for safe home and school Internet computing. SafeKids.com is another helpful online resource. Besides safety suggestions for children and teens, the site provides a contract for families to sign that outlines that family's rules and purposes for using the Internet. The American Library Association also posts a helpful site for families. The ALA provides useful tips and guidelines as well as suggested sites for children that have been previewed by parents. Many of these suggested sites for parents have further links that may prove to be helpful as well.

Online sites such as these are helpful to the school district for many reasons. First of all, parents need very little experience or understanding of the Internet to use them. Also, the sites have been thoroughly researched and well prepared. Finally, the sites are available free of charge to those who have access to the Internet. Even if parents do not have access, the information they contain can be discussed with parents through our newsletter, PTA, and conference campaigns.

Onsite Technology Training

Parents, especially those who cannot afford to spend time or money using technology, may feel lost when it comes to Internet instruction in general. Once it is time to discuss Internet safety, these parents may either wish to keep their children from using the Web or not wish to have the discussion at all. In this event, the school could reach out to the community and offer Internet instruction (NRCIM, 2001, 58). Student and parent classes can also be provided in order to encourage family interaction during Internet use. Classes build strong ties between the school and the community while offering parents the opportunity to learn more about the Web and its implications for students. While classes would be the most expensive of all parent education options, the school would be educating the most important people in our students' lives, the parents.

Recommendation: The school district's best allies in educating students about Internet use are the parents. In order to educate this crucial group, several steps need to be taken to assure that all parents, Internet users and those who are phobic of technology, understand how the Internet may affect their children's educational opportunities. Therefore, we recommend that the school district begin an awareness campaign. Parents will receive information about the Internet use and safety at school events and via newsletters. In addition, the school should take advantage of parent programs already available online. The addresses for these sites and the information within the sites should be offered to parents on a regular basis. Finally, a survey should be developed to assess how to provide Internet instructional sessions for parents that will meet their time demands and technology needs. Though providing these classes will be costly, they may prove to be extremely helpful in giving parents the tools to guide their children on the Internet. It is important to remember that educated parents can offer advice and support on safe Internet use; filters cannot provide such support.

Kid-Friendly Sites as Alternatives to Filtering

Children's sites, search engines, and portals, or domains on the Internet especially created for children, can support educators' goals of providing age-appropriate sites that will educate without providing content that may not be in concordance with the district's policies on acceptable use (Media Awareness Network, 2003). Such sites can vary in quality and content. Some sites have advertising directed at children; other sites may not offer links to quality educational material. On a positive note, many of these resources and kids' Internet sites are developed by reputable agencies that have the educational needs of students at heart. Students can locate high quality Internet resources through these sites. This alternative to filtering "has the potential to protect young people from many types of inappropriate material because it selects and produces carefully considered educational and entertaining material for them" (NRCIM, 2001, 50).

Sites created specifically for children also help educators and students conquer difficult subjects. For example, some sites, like Iwannaknow.org, provide students with information about sexual health and sexually transmitted diseases (ASHA, 2001). Educators or students with questions on these topics will not encounter pornographic material when viewing this site. Other topics for which students and teachers might want to use kid-friendly sites range from the Nazi party to racial discrimination in the United States. These sites allow controversial topics to be discussed within the classroom setting by allowing students to bypass non-educational or unsafe Web material.

It can be argued that these sites are filtering the content for students by directing them to what an outsider decided was age-appropriate. However, the National Research Council and Institute of Medicine (2001) pleads a different case. "Social marketing has the additional benefit of avoiding issues pertaining to free speech because it centers on producing and making available material, rather than censoring or restricting certain types of content" (50). In other words, children's sites do not keep students from accessing all that the Internet has to offer. Instead, they simply offer sites that are often geared toward their level.

Recommendation: The use of children's search engines, portals, and Internet sites benefit students by allowing them to access material specifically designed for students. These benefits are especially useful for beginning Web users. Therefore, we recommend that elementary teachers use these sites and create their own portals, or lists of kid-friendly sites, when conducting research with their students. Dependence on these sites could give a false sense of security; not all sites are of the highest quality, and students could leave the sites and continue their search elsewhere on the Web. Therefore, educators need to remind students about the district acceptable use policy and to use their information and media literacy skills when using these sites.

Examples of Kid-Friendly Internet Sites

I Wanna Know.org http://www.iwannaknow.org/

This Internet site offers information about sex and sexually transmitted diseases.

9-11 as History http://www.familiesandwork.org/911ah/911ashistory.html

This site gives educators and students ideas and information about the September 11, 2001 attacks.

National Geographic for Kids http://www.nationalgeographic.com/kids/

National Geographic provides a site for students to use for research and leisure purposes.

Cyber Rodeo http://cyberrodeo.com/range/range10kk.htm

Cyber Rodeo has developed a portal of children's Internet sites.

Gofernet <http://www.gofernet.com/kids_portals.htm>

Gofernet also offers a children's portal with an extensive list of sites that span hobbies, interests, and educational information.

Yahooligans http://www.yahooligans.com/

Yahoo has developed a children's search engine to provide kids with age-appropriate links. The site is also a portal for student interests and research.

Ask Jeeves for Kids http://AJKids.com/

This search engine encourages kids to do Internet searches in a question format. It provides links to sites created for educational purposes or to children's sites in order to answer the question.

Summary

Because we recognize that filters can fail to block sites, and because our district has chosen to educate its students in Internet use, we will continue to use alternative methods to enforce the district's acceptable use policy in addition to the filter plan. None of the alternatives listed are meant to be used in isolation. Even when all alternatives are used together with filters, students may have opportunities to view material outside of the acceptable use policy. However, opportunities to learn about such topics also exist via television and newspapers. It is our hope that the diminished use of filters throughout grade levels and our reliance upon other means of Internet safety will produce students who are critical and thoughtful Web users, ready to use the Internet as a resource throughout their lives.

A Final Note on Educators as an Alternative to Filter Use

We have addressed the need for educators' input and expertise in several of the filter alternative categories. Teacher education must be provided to ensure that these alternatives to Web filtering are effective. Therefore, it is our recommendation that the district put primary emphasis on funding workshop, classes, and inservice opportunities for teachers to become confident in Internet use in education. It is also crucial for higher education institutions to offer pre-service teachers classes on technology as well. Without well-educated teachers, our students will not have as meaningful an opportunity to become successful, responsible Internet users.

Resources

American Library Association and Association for Educational Communications and Technology. Information Literacy Standards for Student Learning. Chicago: ALA and ECT, 1998.

American Social Health Association. Iwannaknow.org: Answers to Your Questions About Teen Sxual Health and Sexually Transmitted Diseases. (2001) Available: http://www.iwannaknow.org/. Jul. 2003.

Belsey, Bill. "A Personal Preface." Internet. Available: http://www.netizenship.org/about.html. Jul. 2003.

Guidelines for Parents. Internet. (2002). Internet. Available: http://www.safekids.com/parent_guidelines.htm . Jul. 2003.

Hobbs, Renee. "Media Literacy Skills: Interpreting Tragedy." Social Education 65(7): 406-411.

Hodge, Linda and Lin, Herbert. "A Combined Strategy for Internet Safety." Internet. (2003) Available:

http://www.pta.org//parentinvolvement/helpchild/netsafe.asp . Jul. 2003.

Illinois State Board of Eduaction. Illinois Learning Standards. Internet. (22 Jul. 2003) Available: http://isbe.state.il.us/ils/Default.htm. Jul. 2003.

Kid-Friendly Search Engines, Directories and Portals. Internet. (2003) Available:

http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/backgrounders/kid_friendly_search_tools.cfm . (Jul. 2003).

Lazarus, Wendy and Lipper, Laurie. The Parents' Guide to the Information Superhighway: Rules and Tools for Families Online. The Children's Partnership, 1998.

Librarian's Guide to Cyberspace for Parents and Kids. Internet. (11 July 2003) Available: http://www.ala.org/Content/NavigationMenu/Our_Association/Offices/Public_Information/Available_PIO_Materials/The_Librarians_Guide_to_Cyberspace_for_Parents_and_Kids.htm. Jul. 2003.

National Research Council and Institute of Medicine. Nontechnical Strategies to Reduce Children's Exposure to Inappropriate Material on the Internet: Summary of a Workshop. Board on Children, Youth, and Families and Computer Science and Telecommunications Board. Joah G. Iannotta, ed. Washington, D.C.: National Academy Press, 2001.

Register-Guard. "The Best Internet Filter: It's in students' minds, not their computers." Internet. (29 Jan. 2002) Available: http://www.registerguard.com/news/20020129/ed.edit.filters.0129.html Jul. 2003.

Safe Surfing Rules for Kids. Internet. (2002) Available: http://www.kidsdomain.com/brain/computer/surfing/safe_surf_rules_kids.html. Jul. 2003