Sexting; Teenagers & the Law. ALC201 Exercise 2.

The video I created discusses the issues surrounding Teenage sexting and the introduction of new Victorian Laws in order to combat the problem. The new laws introduced mean that children found to create, possess or distribute sexually explicit images of another child who is less than two years younger will not be prosecuted under child pornography laws (Cook, 2014). I had difficulty in deciding the strategy I would take in creating the video. Having never completed an assignment similar to this previously, I had to take a whole new approach. I originally decided to record as I went and write the material where necessary. However began to make the editing process difficult and so I reverted to a complete transcript and a plan of scenes and images.

I created a number images and footage myself, using my sybling’s and friends. I found that I ran out of time and space to include all of the footage and so a lot went unused. I enjoyed creating the footage and stills, and felt somewhat like a director. It was the part I most enjoyed about creating the video; the ability to produce the exact content I wanted, rather than relying on what others had created, and hoping it would fit with my ideas. Capturing the footage took time, and phone memory (I had to start deleting other videos on my phone so that I could continue my project!), and was an eye opening experience into the detailed an lengthy process of content generation.

Image used with Creative Commons permission, M4D Group, <https://www.flickr.com/photos/m4dgroup/6001642638/in/photolist-2cwBia-7xnnPz-a9kZgd-bsu4Cb-n9Bx4c-7qw7iv-aEFyd6-aEKu1o-Be17E-8fkUDC-bFoXpt-bFp1ea-bsu7tG-bFoYs4-4WAU2E>, 12 September 2014.

In opposition to previous experience, I found a plentitude of still images and screenshots through Creative Commons. I used images from Flickr, as I found other search engines returned less content, or images that were not as relevant. The public licensing of these images allowed me to both create, use and exchange (Araya & Vidotti, 2011, p. 102), that I would not have otherwise had access to. In a bid to contribute to the flow of information (Araya & Vidotti, 2011, p. 105) I have licensed my Video under Creative Commons, so that others are able to use and build on it if they so wish. 

Image used with Creative Commons permission, Creative Commons BBB, <https://www.flickr.com/photos/steren/2732488224/in/photolist-nCTVF-a8Tsiz-6xFNPt-6xFNsa-mHLZK-a9kQYt-5asHxW-6dkede-dz19pr-6dkcnp-47ujsN-7C3vCh-8irYDB-25QPy6-4tFW2x-c5cdVs-hF67ps-7gJDfQ-8nEVSi-8gQU1J-bWaYEW-8nogPE-npGaYm-8LMv8k-76A9WE-8XisY-8nnv7V-8gLyR8-8nnu8D-ad3ruq-dz19nk-89UjdY-drFgCd-9GJBdU-9GFL3p-9rWGGW-anYW4e-8gn5qB-8nnuC2-8nqAYC-8nHXbd-6oFpj4-a7KUt5-7gNFw2-8nqEch-gZ9x1x-8nHSPj-8aNvh3-8Dp1uW-7TUR9s> 12 September 2014.

I researched through a number of peer-reviewed articles and found statistics and background information, non-scholarly sources provided real life examples and up to date information. The report on young people and sexting in Australia (Albury et al., 2013) was thought provoking and is what made me question whether teens actually see sexting as a problem. Responses from the teens I decided to conduct my own interview and incorporate that information with that of the formal research in order to gain more perspective and to add another layer to my video. As legislation changes are so recent, there was more information from periodicals, than from journal articles at this point in time, so I used a number of news sources. I also researched opinions and information on the age that a child should be held accountable for their actions, as this is such a difficult question to pose. I used the information found and related it to how the changes will be used in practice.

The exercise was enjoyable, be it frustrating at times. I faced a number of challenges, and found some things easier than others. Firstly, I had never used an editing program before so learning about iMovie software as I went was arduous. It was easy enough to decipher eventually, but I still found the editing process time consuming and sometimes difficult when the computer didn’t do exactly what I wanted it to. Deciding on a specific topic was also difficult as sexting is such a broad topic; I found that in simply researching the term ‘sexting’ I was continuously drawn to the same topic of the new legislation. I learnt to trust facilitators when they say that a particular assignment will take time. I learnt that working with others is difficult if you cannot verbally express exactly what it is you want to film. 

Reference list

Albury, K., Crawford., K, Byron., P and Mathews, B., 2013, Young people and sexting in Australia: ethics, representation and the law, Journalism and Media Research centre, The University of New South Wales, April, retrieved 8 September 2014, <http://www.cci.edu.au/sites/default/files/Young_People_And_Sexting_Final.pdf>

Araya, E & Vidotti, S 2011, 'Creative commons: A convergence model between the ideal of commons and the possibilities of creation in contemporary times, opposed to copyright impediments', Information Services & Use, vol. 31, no. 3/4, pp. 101-109, retrieved 11 September 2014, <http://eds.a.ebscohost.com.ezproxy-m.deakin.edu.au/eds/pdfviewer/pdfviewer?sid=c9062c67-b190-4c75-892d-05853f346249%40sessionmgr4004&vid=3&hid=4102> 

Cook, H 2014, ‘Country’s first ‘sexting’ laws to be introduced in Victoria’, The Age, 21 August, retrieved 7 September 2014, EbscoHost database.

Cook, H 2014, ‘Napthine government to introduce new sexting laws’, The Age Melbourne, 21 August, retrieved 7 September 2014, <http://www.theage.com.au/victoria/napthine-government-to-introduce-sexting-laws-20140820-106dqe.html>

Crofts, T 2012, ‘Age-old question: when should children be responsible for their crimes?’, The Conversation, 15 May, retrieved 7 September 2014, < https://theconversation.com/age-old-question-when-should-children-be-responsible-for-their-crimes-6794>

Image used with Creative Commons permission, Garry Knight,

https://www.flickr.com/photos/garryknight/4888370567/in/photolist-pAZUn-8DbwyZ-8SXnr1-8mGycA-edHTVF-4ZAk72-8rYbga-8eSYcF-a9VjKS-9USSbk-bvsLHx-cwauoJ-iWCHgu-8FZoUM-8hzBx4-bxkMkV-4ZAk7a-8Ef4sv-5fxVjo-cCoRyE-dTaw5Q-9Z4Ary-7MxCj9-68wgj8-68AujL-68AumY-6UUdnc-878err-tsgAA-dX2Kmt-dWUBhB-2tWPBt-bq1X3o-bDrgf1-86Kywi-fDcy5j-fDcxqC-exktjw-arC24K-87bpyE-87br53-878cZX-8amVE9-878dGH-5fxXz7-5fxV47-5fxVBU-5fxWe3-5fxXkm-5fxVYC, retrieved 9 September 2014.

Image used with Creative Commons permission, Garry Knight,

https://www.flickr.com/photos/garryknight/8331105136/in/photolist-bvsNfb-duZ1b4-bCUWtR-dGc6iJ-o9dz4K-9sanNx-2tWPBt-euYoS-41M4oq-5fmUht-ibbj7D-aNJGna-8GSMtH-7SLQGz-5M3JV4-59ywqw-7iQEkS-7e2qyE-jBgRqU-8ZE6bh-5eC9kP-drYR8E-bxBEhf-dtYXbs-4CArm6-ns1L6j-9Jw4ZA-eCh5jy-czA9Gf-4rMLf-nsoCeu-atE9v9-bmBGag-7p1vwD-k6HRsM-8AZdSA-atBMeD-8mxzUT-dkYFci-atCrwi-atCrDa-atF6Qq-atEmUd-dnDfF2-9TK2sw-4dJwrs-atEG5Y-4MYA8z-k5f2sa-nEDMcJ, retrieved 9 September 2014. 

Image used with Creative Commons permission, Nina Matthews,

https://www.flickr.com/photos/21560098@N06/6921336750/in/photolist-bxBEhf-ns1L6j-9Jw4ZA-eCh5jy-4rMLf-atE9v9-7p1vwD-atBMeD-8mxzUT-dkYFci-atCrwi-atCrDa-dnDfF2-4dJwrs-atEG5Y-4MYA8z-k5f2sa-nEDMcJ-drYR8E-dtYXbs-4CArm6-czA9Gf-nsoCeu-bmBGag-k6HRsM-8AZdSA-atF6Qq-atEmUd-9TK2sw-dnDfAp-dnDn3b-atCyzH-atBtyk-atE9ow-atE9ks-5Lfy7t-8xsNxT-fm8ER-dnDiUN-atEmQA-4BNSep-Kzbc9-dnDhcy-Jfuej-atBGwg-dnDhja-dnDntm-atC5e8-atE991-atC5rZ, retrieved 9 September 2014.

Image used with Creative Commons permission, Pro Juventute,

https://www.flickr.com/photos/pro-juventute/10817138325/in/photolist-8KAEAZ-htTRK2-htTmgo-htSJvY-htSEmV-h934mA-h934xC-h9341L-htSPxG-htT4MG-htSy1Q-htSaAZ-htTSTe-htSVfb-htSsr2-htSUvA-htTRcZ-htStxv-htT1md-htSLNo-htToQ1-htTTJT-htSKax-htTs4f-htUayD-htU3ut-htTkfq-htSKuF-htSCWF-e9qNDS-7nQ1Vj-bcmvZe-7XTmue-dJ5yGf-dJ5yK5-dD8qj8-dD8qeT-5c57JJ-7drsCb-dAt7ps-6UVtYf-mmjR6y-6KBQ3e-htSx3C-htU74T-htSHKt-htSJPc-aKeotc-a3jA8K-bDftPF, retrieved 11 September 2014.

Image used with Creative Commons permission, Summer Skyes,

https://www.flickr.com/photos/summerskyephotography/6981290631/in/photolist-bCUWtR-o9dz4K-9sanNx-5M3JV4-2tWPBt-euYoS-59ywqw-41M4oq-5fmUht-7iQEkS-ibbj7D-aNJGna-8GSMtH-7e2qyE-7SLQGz-jBgRqU-8ZE6bh-dGc6iJ-5eC9kP-drYR8E-bxBEhf-dtYXbs-4CArm6-ns1L6j-9Jw4ZA-eCh5jy-czA9Gf-4rMLf-nsoCeu-atE9v9-bmBGag-7p1vwD-k6HRsM-8AZdSA-atBMeD-8mxzUT-dkYFci-atCrwi-atCrDa-atF6Qq-atEmUd-dnDfF2-9TK2sw-4dJwrs-atEG5Y-4MYA8z-k5f2sa-nEDMcJ-dnDfAp-dnDn3b, retrieved 11 September 2014.

Image used with Creative Commons permission, Tama Leaver,

https://www.flickr.com/photos/tamaleaver/8352464478/in/photolist-mv6bb2-oTnxry-o53Khq-dJ5yGf-dJ5yK5-fN8Jzr-jYd7wX-jYfCpQ-jYd4MR-jYckoT-fN2X8i-fNjwXq-fN8JVR-fN8JPn-fN8JGg-fN8Kda-dMYP26-hWhryq-hWi5m2-nJVh6e, retrieved 11 September 2014.

Image used with Creative Commons permission, Tama Leaver,

https://www.flickr.com/photos/tamaleaver/8352464642/in/photolist-mv6bb2-oTnxry-o53Khq-dJ5yK5-fN8Jzr-jYd7wX-jYfCpQ-jYd4MR-jYckoT-fNjwXq-fN2X8i-fN8JVR-fN8JGg-fN8JPn-fN8Kda-dMYP26-hWhryq-hWi5m2-dJ5yGf-nJVh6e-iztUmE-j1Vi6D-hutcSG-nzS4de-4LWhiC-nyBFNv-nfjKo4-gaU5xf-h9fo4w-oTA8Bc-dGsccD-ojbEvg-eeCHNr-nfjEWZ-eVuzCr-m4ZGjE-dkWDTJ-ehKeQA-mvh9ZG-jTN84F-ePN85q-eWpX3N-dwaBre-oS8VKT-nRLT9o-dw5bUC-p54ZgK-ouUCfR-j6beKC-eBmfgG, retrieved 9 September 2014.

Maddocks, T 2014, New sexting laws to exempt young people from child pornography laws, ABC News, retrieved 8 September 2014, <http://www.abc.net.au/news/2014-08-21/australian-first-sexting-laws-to-be-introduced-in-victoria/5686166>

Rucke, K 2014, The Blurred lines between sexting and child porn, MintPress News, & March, retrieved 8 September 2014, <http://www.mintpressnews.com/the-blurred-lines-between-sexting-and-child-porn/185934/>

Tyson, D., Dobson, AS. And Rasmussen, ML 2012, ‘”Sexting” teens: decriminalising young peoples sexual practices’, The Conversation, 28 September, retrieved 7 September 2014, < http://theconversation.com/sexting-teens-decriminalising-young-peoples-sexual-practices-8922>

ALC201 - Will the real Katelyn please stand up?

My online identity has always been a true reflection of myself (without any tedious bits, I guess). In recent months though this has changed, as I have begun to use Social Media in a more purposeful way, constructing my online identity with specific intent. Earlier this year I started applying for graduate jobs to commence when I complete my degree, my immediate thought (and action) was to turn all of my Social Media to private, and attempt to delete any trace that could have negative connotations, not that there really were any. My online identity is a comprehensive reflection of myself, I don’t create content around articles I am not interested in and I don’t post opinions that I don’t believe, yet it is still not completely me, rather a crafted version of me (Smith, S and Watson, J 2014, p. 75). Then I realized, and I am still unsure as to why I had not considered it before, that my Social Media profiles will actually help me to gain employment, particularly in the Media industry. It is almost a certainty that employers will search for applicants online and “they want to find you” (Markgren, 2011, p. 32). I need to manage my online portfolio correctly, and this is not an easy process. As a result of this, I now construct a character and a performance (Marshall, 2010, p. 40) rather than an erratic online persona.

What digital footprint have I made?
Image used with Creative Commons permission, Pixabay. http://pixabay.com/en/men-group-painting-crouching-158684/

Though I have always been aware of what digital footprint I have been making I can standby the fact that I would not do anything online that I would not do in real life. I have never, however, thought critically as to what I was putting online. The idea of now changing the way I used Social media was a little disheartening, as I enjoy its various uses. It is well known that it is not fully possibly to completely erase traces of ourselves, as we, online users, “are implicated in contributing user-generated content” we become “searchable” Drobock (2013, p. 17).  A simple Google search of my name returns a flood of information that I previously had not considered, school grades, Schoolies photos, references to my current work, as well as all of my Social Media pages. Social Media is nuanced, it is both personal and professional, and for job seekers, it can be a “complex prospect to ‘clean up’ your online presence to ensure you’re putting your best self out there” (Drobock, p. 17, 2013).  For me it is not about cleaning up my act, my online identity is not bad, I simply make sure that the content I am generating reflects myself as well as my employment interests. My online identity is, inevitably, the content that I generate. According to Gabriel (2014, p. 105) Social Media now demands that young people “actively and deliberately think about and negotiate their own visibility – the image they project, the identity they wan to have” and this way of thinking is now what has defined my online identity.

So what was and what is? I use a number of Social Media platforms; Facebook, Instagram, LinkedIn, Tumblr, and now Twitter among them. I use Social Media to contacts close friends, and to follow the lives of friends and family I don’t see as often. Most of this following is, however, passive. The identity I create though, is focused. As Marshall stated (2010, p. 40), the construction of a character through Facebook or Twitter is “highly conscious of a potential audience as much as it is a careful preening and production of the self” and in a bid to create an active online identity that is attractive to potential employees I deliberately negotiate what I am posting and generating, consciously think of things that can enhance my online footprint whilst still portraying a reflection of myself and my own interests. Pooley (as cited in Smith & Watson, 2011, p. 75) put it in superlative terms when he stated that “authenticity today is more accurately described as ‘calculated authenticity’ - stage management. The best way to sell yourself is to not appear to be selling yourself” and this is what my online identify consists of - calculated authenticity. I ultimately want to work in Social Media Management, and so it is obviously imperative that I have a sound Social Media presence, at the least. So in doing this I have worked to ensure I have a “personal brand” online, a “public expression and projection” (Margren, 2011, p. 32) of my real identity, my personality and values, and importantly, my skills, education and abilities. I have ensured all of my profiles have the same profile picture and similar themes so that my brand is instantly recognizable. This is whilst ensuring that I follow particular platform etiquette and using different avenues to enhance different aspects of my identity. For example Instagram could be considered more about personal images, whilst Tumblr is about photo inspiration and ideas. 

(Screenshot: My personally branded Social Media pages. http://instagram.com/katelynpahlow,  https://twitter.com/katelynest91)

In the coming months or even years, I intend to expand my online identity. I want to have a presence in the online Media world. Put simply, I want to “gain more visibility by putting” (Markgren, 2011, p. 32) myself out there, rather than hiding my online content, and I believe I have done a good job of this so far. I keep my Facebook private, as you would notice from the lack of hyperlink, but I am trying to create a following on Instagram in particular, to show that I can use Social Media to its many advantages, and I will continue to do this. Publicly searchable information is no longer considered private (Bagley et. al, 2014, p. 385) and that is fine by me, as I have nothing to hide, in fact the opposite is true. I also intend to heavily grow my presence on LinkedIn. While I think I have done a solid job of setting up my profile, I expect to establish a solid network through presenting a particular brand that I can use to further my career. 

As technology progresses the line between virtual and online reality is blurred any way, and soon I don’t think there will be much of a difference between my online identity and the real Katelyn, if there even is much now.

Word count: 989 (without citations & captions)

Reference list

Bagley, J, DiGiacinto, D, & Hargraves, K 2014, 'Imaging Professionals' Views of Social Media and Its Implications', Radiologic Technology, vol. 85, no. 4, pp. 377-389, retrieved 7 August 2014, EBSCOhost Database.

Drobock, K 2013, 'Is Social Media a Friend or a Foe?', Strategic Finance, vol. 95, no. 11, pp. 16-18, retrieved 7 August 2014, EBSCOhost Database.

Gabriel, F 2014, ‘Sexting, selfies and self-harm: young people, social media and the performance of self-development’, Media International Australia, no. 151, pp. 104-12 , retrieved 1 August 2014, EBSCOhost Database.

Markgren, S 2011, 'Ten simple steps to create and manage your professional online identity: How to use portfolios and profiles', College & Research Libraries News, vol. 72, no. 1, pp. 31-35, retrieved 7 August 2014, EBSCOhost. Database.

Marshall, PD 2010, ‘The promotion and presentation of the self: celebrity as marker of presentational media’, Celebrity Studies, vol. 1, no. 1, pp. 35-48, retrieved 1 August, 2014, EBSCOhost Database.

Smith, S & Watson, J 2014, ‘Virtually Me: A Toolbox about Online Self- Presentation’, in Poletti, A & Rak, J, (eds.), Identity Technologies: Constructing the Self Online, The University of Wisconsin Press, Madison, pp. 70-95 retrieved 1 August 2014, Deakin Library.