The Role of the School Library Media Center Program in the Education and Prevention of Cyberbullying

Abstract

It is the school library’s responsibility to provide the tools necessary for students to utilize online resources effectively and efficiently. This education should also account for the increasing need for instruction regarding cyber ethics, particularly with the rise of cyberbullying. The teacher librarian is in the unique position to organize programs throughout the curriculum that will address the needs of the students and staff, state standards, and the American Library Association’s recommendations.

Appendices

Appendix 1

General Survey Questions – Yes /No Response

Do you own a cell phone?

If you own a cell phone, does it have a camera?

Have you heard of students using technology to harass/bully other students?

Would you like to learn more about Cyberbullying?

Do you think teachers and administrators should be trained to be able to recognize Cyberbullying and teach students how to avoid it?

Survey Questions Regarding Personal Actions That Could Be Considered Cyberbullying – Ordinal Scale from 0 to 4

Have you ever taken someone’s picture without his/her permission?

Have you ever audio- or videotaped someone without his/her permission?

Have you ever posted someone’s picture online without his/her permission?

Have you ever edited or changed a digital picture of someone?

Have you ever sent an email or text to someone that could be viewed as “mean” or “rude”?

Survey Questions Regarding Receipt of Actions That Could Be Considered Cyberbullying – Ordinal Scale from 0 to 4

Has anyone ever taken your picture without your permission?

Has anyone ever audio- or videotaped you without your permission?

Has anyone ever posted a picture of you online without your permission

Has anyone ever edited or changed a picture of you?

Has anyone ever sent you an email or text that could be viewed as “mean” or “rude”?

Survey Questions Regarding the Impact of Cyberbullying – Yes/No Response

Are you willing to answer these questions?

Have these types of harassing behaviors involving technology been directed toward you?

If so, how have you been impacted?

I felt sad and hurt.

I felt angry.

I felt embarrassed.

I felt afraid.

I missed school because of it.

I had difficulty concentrating.

My grades have dropped because of it.

I blame myself.

Do the people who harassed you by using technology also harass you in other ways (not including technology)?

Do you use technology to harass others?

1. 0 = Never; 1 = Once/Twice; 2 = A few times; 3 = Many times; 4 = Almost every day.

Appendix 2: Cyberbullying Focus Group – Final Exercise

Objectives

The purpose of this focus group is to study the possible need for a Cyberbullying education program that would be spearheaded by the teacher librarian.

Protocol questions

• 1. We’ve been doing some work on Cyberbullying over the last few weeks. What have you learned about it?

• 2. What do you think you still need to learn about it?

• 3. What do you think most students should be made aware of regarding Cyberbullying?

• 4. How much do you think teachers/administrators understand about Cyberbullying?

• 5. What more do you think they should learn?

• 6. How important do you think it is to create a Cyberbullying education program here? (scale 1–5; 1 being least, 5 being most important)

• 7. Who should be the focus of this program? (students, teachers/administrators, parents)

• 8. Do you have anything else you’d like to share about this topic?

Process

Students who have been studying Cyberbullying over the course of the semester were pulled out of their class in small groups (5–7) and were given 5–10 minutes to answer and discuss the questions. Students were assured that all answered would remain anonymous for this discussion. They were not audiotaped, but detailed notes were taken, leaving out any references to student identities.