Adolescent Co-Researchers Design Media Literacy Lessons to Address Cyberbullying Through Design Thinking

Abstract

To date, media literacy lessons in schools have been successful in dispensing knowledge but few have influenced a change of intention. This chapter explores how lessons in the context of cyberbullying can be designed to help adolescents move beyond students reciting correct answers to intending to behave responsibly online. At phase one of the research, an adult researcher worked with seven adolescent student co-researchers to develop lessons that are relevant to adolescents, guided by the design thinking processes. Theory of planned behavior framework was used to guide the development of lesson content and Kolb's experiential learning cycle framework informed researchers on how to design experiential learning experiences that would help adolescents empathize and create knowledge. At phase 2, the student co-researchers facilitated three lessons to their peers (N= 99). The goal was to encourage passive bystanders to become positive bystanders who will protect cyber-victims instead of remaining inactive. After the lesson intervention, there was an increase of 42.7% of positive bystanders.