One of my favorite ways to introduce concepts around digital citizenship, develop a positive self-image, and investigate our perceptions of others is through self-portraits. This is a quick, fun way to get students thinking about how and why we create images of ourselves, who controls those images, and to begin questioning the accuracy of visual narratives, especially on social media. Because students are familiar with using mobile devices to take photos of themselves for posting on social media or group texts, this assignment gives you street cred while simultaneously addressing social emotional wellness, critical thinking, and developing a classroom culture of trust.
ACTIVITY OVERVIEW: THINKING CRITICALLY ABOUT PHOTOS TAKEN TO POST ON SOCIAL MEDIA
Based on one of the projects from my book about authentic learning, Storytelling With Purpose (ISTE, 2024), this is a quick activity you can do in under 60 minutes. Using the camera app on student mobile devices, this activity is designed for a homeroom or advisory course, or as an introductory activity in a general education class in middle school, high school, and higher education settings (although the concepts could be applied in elementary as well).
Objective:
Students will learn to think critically about their digital footprint through self portraits taken with their devices, including how the images are created, the audience they’re intended for, and where they will be shared. This starts conversations about identity, the narratives we create about ourselves vs. those placed on us by others, and the accuracy of these narratives.
Materials needed:
- iPhone or iPad devices (or other digital device with a camera)
- Apps to post multiple images, such as Padlet, or a whiteboard app like Freeform.
- Internet connection
Length of Activity:
- Introduction: 5 minutes
- Selfie: 5 minutes
- Posting and critiquing selfies: 10 minutes
- Empathy interviews: 5-10 minutes
- Partner Portrait: 5 minutes
- Posting and critique of portraits: 10 minutes
- Debrief: 5-10 min
Step by step guide:
1. Have students take a selfie
- Without introducing the assignment or purpose, have students get up out of their chairs and take a selfie (self portrait with their phones/mobile devices)
- Give students a challenge to take another selfie, but to create one that is surprising, original, and never been seen before (there are no wrong answers here). Encourage originality!
2. Have students post a selfie of their choice on a shared workspace such as Padlet or Freeform.
3. Project on a classroom screen and analyze the images
- Ask students to look for and discuss patterns or similarities
- Ask students to comment on the use of: facial expressions, hand gestures, clothing, backgrounds, camera angles, etc. and try to discern the impact of these choices on the viewer’s perception of this person.
4. Conduct an Empathy Interview
- Divide students into pairs
- Present them with 2-3 discussion questions and an optional additional one of their choice
- Each student takes turns interviewing their partner using these questions (no need to record this)
5. Take a portrait of your partner
- After the empathy interview, have students take a portrait of their partner given their new understanding of or feelings about this person.
- Post this portrait to the shared workspace you used before
6. Review, analyze, and reflect
- As before, review the images as a class to look for patterns in technique, style, and content
- Ask students to share their thoughts about this new set of images, particularly what it was like having someone else take the photo.
7. Delete images
- Unless otherwise noted, have everyone delete the images of other people to respect their privacy.
8. Debrief on this activity
Get students thinking metacognitively by reflecting on the entire process of creating and sharing images of themselves. Come up with your own questions, or try these to start:
- What was it like when I asked you to post your selfies on the workspace for everyone to see? What was your initial reaction? Why is that?
- What did you notice about yourself when you worked on the empathy interview?
- What did you notice about yourself or others when you took your partner’s portrait? Why did you have that feeling or reaction?
- How was the experience different between a selfie and someone else taking your portrait?
- How might this experience change what you post about yourself online?
- How does this change what you think of or know about other people that you see online?
WHAT'S NEXT
Student-centered activities like this activate deep critical thinking by letting students use tools and processes that are familiar and relevant to their lives. See more authentic projects like this, including how to use multimedia research projects such as infographics, explainer videos, podcasts and digital books as a way to elevate engagement, and as a type of uncheatable assessment, in my book Storytelling With Purpose.
RESOURCES
Resources from Apple Education about Taking Photos and Videos
Book by the author: Storytelling With Purpose: Digital Projects to Ignite Student Curiosity
July 17, 2024
This is a very creative way to open up digital citizenship discussions as well as being a beautiful class connection activity. Your unique approach to the topic using a technology that most students connect with in their daily lives makes the learning personal, effective and engaging. Thanks Michael for providing the steps, timing and materials!
I’d even try this with educators in a professional learning setting.
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