Lesson Element
Unit 6: Social media and globalisation
LO2: Understand the impact of social media
and globalisation on media audiences and
producers
Regulating social media
Instructions and answers for tutors
These instructions cover the learner activity section which can be found on page 4. This
Lesson Element supports Cambridge Technicals Level 3 in Digital Media.
When distributing the activity section to the learners either as a printed copy or as a
Word file you will need to remove the tutor instructions section.
The activity
As part of the unit, learners will be need to be able to understand the positive and negative
wider social issues when using social media both as a media producer and audience
member.
The lesson will also allow tutors to draw on issues around regulation of social media content
and moral panics, and the debates around public versus private content and material and
self-regulation.
Overall, this lesson element supports learners’ understanding about how the uses of social
media allow learners to engage with wider, contemporary debates about the way in which
social media channels have been reported to have negative impacts on audience behaviour,
and how the technology has broken down the boundaries of traditional gatekeeping.
Suggested timing
1 hour
ABC – This activity offers an
opportunity for English skills
development.
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Activity 1: Public versus private debate
The tutor could begin by reinforcing to learners that Twitter is accessible globally, and that
apart from being used as a tool for distribution, it has also been at the centre of debates
about how the private information of individuals can quickly be put into the public domain.
Learners will also access learning from Unit 1 LO6 in terms of media regulation (IPSO).
Task 1
The learners will access the articles from the news websites below about three case studies:
A) In February 2012, Ryan Giggs conceded that his press injunction about an element of his
private life was unenforceable after he was exposed by Twitter users:
http://www.bbc.co.uk/news/uk-17114875
B) In October 2012, two Twitter users were prosecuted for naming the girl in the Ched Evans
case: http://www.bbc.co.uk/news/uk-wales-19878428
C) In October 2014 Chloe Madeley received rape threats on Twitter after her mother
commented on the Ched Evans case: http://www.bbc.co.uk/newsbeat/29648755
Having read the articles, learners are to then write down the three case studies in mind map
format.
Task 2
They are to read the articles and write down a quote from the BBC for each case study.
They should then write their own assessment of A, B and C around the bubble/on the mind
map based on the following questions:
A)
1. Do you think that celebrities should be able to take out press injunctions, or does the
information belong in the public domain?
2. Should the ban on naming of those who have taken out press injunctions apply to Twitter
users?
B)
Do you agree that the offenders naming the girl in the Ched Evans case should have been
prosecuted, or should users have free speech to comment on publicised and high profile
crime?
C)
1. Do you think Judy Finnegan (Chloe Madeley’s mother) had the right to express her
opinion on national TV without the threat of internet bullying?
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2. As a global institution and platform which has an audience of 400 million users, is Twitter
doing enough to stop online bullying and ‘trolling’, as evidenced by the Chloe Madeley
case?
Learners will require:
 Access to the suggested BBC News websites
 Access to Twitter.
Activity 1 requires learners to:
1.
2.
3.
4.
Read articles A, B and C and summarise information.
Debate and write down answers to A) questions 1 and 2.
Debate and write down an answer to the B) question.
Debate and write down answers to C) questions 1 and 2.
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Lesson Element
Unit 6: Social media and globalisation
LO2: Understand the impact of social media
and globalisation on media audiences and
producers
Learner Activity
Regulating social media
Whilst Twitter is used as a successful and versatile tool for distributing media products, there
have also been many instances where it has been used to leak private information to the
public, and where individuals have used it as a channel to cause harm and offence. In this
lesson you will look at some case studies to help you debate the arguments for and against
regulation of social media.
Your task is to:
1.
2.
3.
4.
Read articles A, B & C and summarise information.
Debate and write down answers to A) questions 1 and 2.
Debate and write down an answer to the B) question.
Debate and write down answers to C) questions 1 and 2.
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Task 1
You are to read the following articles. Using the ‘Regulating social media handout’ to help
you scaffold your ideas, you are to write the name of the article, a quote from the article and
summarise in 50 words what the article is suggesting about how Twitter has been used.
A) In February 2012, Ryan Giggs conceded that his press injunction about an element of his
private life was unenforceable after he was exposed by Twitter users:
http://www.bbc.co.uk/news/uk-17114875
B) In October 2012, two Twitter users were prosecuted for naming the girl in the Ched Evans
case: http://www.bbc.co.uk/news/uk-wales-19878428
C) In October 2014 Chloe Madeley received rape threats on Twitter after her mother
commented on the Ched Evans case: http://www.bbc.co.uk/newsbeat/29648755
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Regulating social media handout
Article title:
Quote:
Moral panics
and Twitter
Summary:
Article title:
Quote:
Summary:
Article title:
Quote:
Summary:
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Task 2
Based on the articles and using your summaries to support, work in small teams to answer
the following questions. You are to justify your answers. Be prepared to present your
answers to the rest of the class.
A)
1. Do you think that celebrities should be able to take out press injunctions, or does the
information belong in the public domain?
2. Should the ban on naming those who have taken out press injunctions apply to Twitter
users?
B)
Do you agree that the offenders naming the girl in the Ched Evans case should have been
prosecuted, or should users have free speech to comment on publicised and high profile
crime?
C)
1. Do you think Judy Finnegan (Chloe Madeley’s mother) had the right to express her
opinion on national TV without the threat of internet bullying?
2. As a global institution and platform which has an audience of 400 million users, is Twitter
doing enough to stop online bullying and ‘trolling’, as evidenced by the Chloe Madeley
case?
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