21St Century Social Work Education, Social Media, and Digital Literacies

The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies

Jimmy A. Young, Ph.D., MSW California State University San Marcos [email protected]

David A. McLeod, Ph.D., MSW University of Oklahoma [email protected]

Shane R. Brady, Ph.D., MSW University of Oklahoma [email protected]

This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the author and advance notification ofASWB Abstract and social media that lead to what we are calling Digital technologies now play a vital role in the digitally mediated social work education. We define mediation of personal and professional human digitally mediated social work education as the use interaction and the access and distribution of of any digital technologies to support, enhance, information. The ethics challenge described here is or otherwise augment the process of social work not about privacy, but rather about the disruption education. Digital technologies that mediate the of traditional forms of professional training using process of social work education now include mobile digitally mediated technologies. This paper seeks to devices and tablets as well as computers (Baldridge, describe how technology can be utilized to enhance McAdams, Reed, & Moran, 2013; Shorkey & Uebel, traditional forms of social work education using a 2014; Young, 2014). Social media is another example study that evaluates the levels of digital literacies of a medium that social work educators have been of students in a social work classroom. The concept adopting into their traditional face to face classes as of digital literacy is introduced to encourage well as incorporating these tools into online distance educators to incorporate these skills into curriculum education models that now mediate the process of to prepare students to become ethically competent social work education (Hitchcock & Battista, 2013; practitioners in the modern digital world. Hitchcock & Young, 2016; Kilpeläinen, Päykkönen, & Sankala 2011; Sage, 2014). The various formats Keywords: social media, education, ethics that information is disseminated through, whether it is fully online or hybrid, are having a dramatic effect on Introduction students and social work education (Reamer, 2013a). Examining the current trends in social As a result of the ubiquitous use of technology, the work education reveals a variety of opportunities profession of social work faces the challenge of and challenges such as the use of online programs communicating its technique, values, and ethics into effective social work practice in the digital age. The

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 13 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies focus of this article is to reframe the current ethics Instead, ethics needs to refer more broadly to the discussion away from concretely defined rules and operationalization of social work education in the guidelines when using digital technologies (Duncan- 21st century and how social work education is being Daston, Hunter-Sloan, & Fullmer, 2013; Hill & shaped because of digital technologies such as Ferguson, 2014) and to describe how improving the iPads and social media. The ethics challenge also technological competence of students should focus recognizes that educators need to work together to on digital literacies by providing a case study that ensure that students have access to the skills and evaluates digital literacies in a social work classroom. experiences necessary to become fully competent, Literacy is generally concerned with ethical, and effective professionals (Jenkins et al., teaching and learning skills to enhance critical 2009). The central question for this study is, how do thinking (Hobbs, 1998). Digital literacies utilize we as educators use digital technologies to prepare critical thinking skills to access, analyze, evaluate, students for competent ethical social work practice and communicate throughout the educational in an increasingly digital world? process but also incorporate the social and cultural Clearly there is need to understand the competencies necessary to participate in and ethical implications of the use of digital technology understand the digital world. Recognizing and in social work education and practice (Fang, Mishna, infusing digital literacies into the social work Zhang, Van Wert, & Bogo, 2014; Mukherjee & curriculum will help to prepare students to respond Clark, 2012; Reamer, 2013a, & 2013b). Rather than to new and diverse challenges of a digital world such focusing on the technology, it would be better to as cyber-bulling and Internet safety (Gustavsson & take an ecological approach by thinking about the MacEachron, 2013), the influence of social media interrelationship among all the different forms of on health behaviors (Vaterlaus, Patten, Roche, & digital technologies, the cultural communities that Young, 2015), or how to help families appropriately grow up around them, and the activities they support mediate the use of technology among adolescents (Jenkins et al., 2009, p. 8). We argue, through this (Vaterlaus, Beckert, Tulan, & Bird, 2015). case study, the need to infuse social work education The ethics challenge as it relates to the use of with the necessary digital literacies to enhance digital technologies is in regards to the breakdown student skills and competencies in the use of digital of traditional forms of professional training and technology to help prepare them for ethical social socialization (Jenkins, Clinton, Purushotma, work practice in the 21st century by using technology Robison, & Weigel, 2009). The word ethics to complement professional training and ensure comes from the Greek root ethos, which originally students are being prepared for social work practice meant custom, or habit (Dolgoff, Harrington, & no matter what method, online or face-to-face, is Loewenberg, 2012, p. 8). Traditionally, students being used to deliver social work education. attended brick and mortar universities and sat in classrooms where they could interact with their Literature Review instructors and other students in a manner that Higher education has been experiencing a allowed for the comprehension and socialization of radical transformation over the last several years the profession’s values and ethics. Technology today as the Internet and online education have become is becoming more and more successful at replicating increasingly popular and convenient. The United the classroom model as well as offering students States Department of Education (2009) stated, the flexibility and convenience to further their “online learning is one of the fastest growing education or professional training from anywhere trends in educational uses of technology” (p. xi). in the world. Ethics in the context of this paper is Social work education mirrors this trend as the not about right or wrong when it comes to social number of programs offering online courses or a media, privacy, education, and digital technologies. similar distance education component has steadily

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 14 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies increased over the past decade (Coe & Elliot, begin to acknowledge the changing landscape of 1999; East, LaMendola, & Alter, 2014; Wolfson, how technology is mediating and contributing to Marsom, & Magnuson, 2005; Thyer, Artlet, this process. Most practitioners will be using digital Markward, & Dozier, 1998; Vernon, Vakalahi, technologies in one way, shape, or form to guide Pierce, Pittman-Munke, & Adkins, 2009). The rise or facilitate their use of evidence-based practice, of digital technology in social work education is and as a result social work education has a definite also evidenced by the increase in journal articles on and deliberate ethical obligation to foster the the subject and the creation of a Technology Track development of digital literacy among students in at the Annual Program Meeting of the Council on the context of social work values and ethics. Social Work Education. In the past year alone, The Digitally mediated social work education Journal of Social Work Education has included an has thrived in recent years with social media being editorial on social media (Robbins & Singer, 2014), incorporated into classrooms as well as in online or a historical account of instructional technology hybrid formats. Kilpeläinen, Päykkönen, & Sankala and media in social work education (Shorkey & (2011) paired social media use with a learning Uebel, 2014), and articles related to the efficacy of management system to improve social work online social work education programs and learning education in remote areas. Hitchcock & Battista outcomes (East, LaMendola, & Alter, 2014; and (2013) have incorporated Twitter to engage students Cummings, Chaffin, & Cockerham, 2015). through innovative assignments in the classroom, The literature regarding technological and Sage (2014) describes how social media literacy skills of social work students has were used to train facilitators in fidelity for social been steadily increasing over the past decade work interventions. Participatory technologies (Beaulaurier & Radisch, 2005; Fang et al., 2014; such as iPads and mobile devices have also been Holmes, Hermann, & Kozlowski, 2014; McNutt, incorporated into social work education (Baldridge, 2008; McNutt & Menon, 2008; Perron, Taylor, McAdams, Reed, & Moran, 2013; Young, 2014) Glass, & Margerum-Leys, 2010; Quinn & Fitch, along with innovative virtual experiences such as 2014; Vernon et al., 2009; Wolfson et al., 2005). Second Life (Reinsmith-Jones, Kibbe, Crayton, However, the lack of technology literacies in social & Campbell, 2015; Vernon, Lewis, & Lynch, work education is evident amongst the calls for 2009). Some may question whether these tools and inclusion of technology competencies (Ayala, 2009; innovative assignments actually prepare students Parrott & Madoc-Jones, 2008; Perron et al., 2010; for social work practice, and it’s clear that more Quinn & Fitch, 2014; York, 2008; Young, 2015). research is needed to fully assess that question. Despite technology standards developed by the However, adopting these tools and assignments is National Association of Social Workers (2005) and not about preparing students for data entry jobs or to the Association of Social Work Boards (ASWB) to understand how to complete digital health records. guide ethical electronically mediated social work Instead, as we move toward an increasingly digital services, a working definition of technology literacy environment it is becoming less important for needs to be developed (Quinn & Fitch, 2014). The students to memorize or recall information than it definition should also include the necessary social is for them to be able to find, sort, analyze, share, skills cultural competencies to ensure effective discuss, critique, and create information (Wesch, and ethical practice in a digitally mediated world. 2009). Quinn & Fitch (2014) further explain: If we as educators consider that the process of evidence-based practice in social work emphasizes Instead of teaching skills better suited for an a practitioner’s ability to locate, critique, and use academic setting, the curriculum needs to be ethical decision-making in choosing the best teaching technology literacy skills that are intervention to use at any given time, then we must more likely to be used in professional settings to facilitate the progression from data

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 15 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies to information to knowledge and finally the group assignments. The difference is that digital communication of the knowledge. (p. 146) technologies allow students to participate in Infusing the social work curriculum with classroom or learning experiences in dramatically digital literacies will have the effect of increasing different ways than ever before. This is important the level of technological competence of social work given the profession’s commitment to enhancing students. It does matter what digital technologies access to resources (Reamer, 2013a) such as are available to help enhance digital literacies, but education. Too often the focus on technology it matters more what students and instructors chose surrounds what the tools do and do not allow and to do with those tools and for this reason we have the conversation on digital technology and learning grounded this study on the concept of participatory needs to include a focus on the participatory aspects culture and new media literacies as identified by of the new digital culture and how increasing Jenkins et al., (2009). knowledge around digital literacies can address the ethics challenge for 21st century social work education (Young, 2015). Recognizing that in New Media Literacies and modern society we have become a participatory Participatory Culture digital culture and that these types of interactions The conceptual framework for this study is and exchanges have inevitably worked their way based upon the New Media Literacies framework into social work practice in both macro and micro and the concept of Participatory Culture as identified settings, how can we prepare students to ethically by Jenkins et al. (2009). New media literacies in engage in these digital spaces with proficiency? the context of this study serve as the foundation for digital literacies. New media literacies build Methods upon the traditional research skills and critical The purpose of the evaluation detailed in this analysis skills taught in the classroom and extend paper is to demonstrate how courses can be infused the definition to include social skills, cultural with technological content with the objective to competencies, and methods of interaction within enhance students’ digital literacies by describing larger communities (Jenkins et al., 2009). The skills and evaluating an educational intervention that identified in the New Media Literacies framework included students using digital technologies. The can be seen in Table 1. evaluation utilized a no comparison pretest-posttest A key component of this framework is design with a cross sectional survey instrument that Participatory Culture and the expansion of these assesses a student’s level of digital literacies at the cultures that are merging around diverse interests beginning and end of the semester over the course (Potter, 2013). “Participatory culture is a culture of three semesters. Specifically, the hypothesis for with relatively low barriers to artistic expression the study is that a student’s level of digital literacies and civic engagement, strong support for creating will increase after participating in a course infused and sharing creations, and some type of informal with social media, digital technologies, and content mentorship whereby experienced participants related to new media literacies. The purpose of this pass along knowledge to novices” (Jenkins et al., increase in digital literacy is to give the students 2009, p. 3). The participatory aspects of digital the skills needed for ethical interaction in social technologies build on the foundation of traditional work practice components that utilize digital research and technical skills as well as critical technologies. analysis taught in the classroom (Jenkins et al., 2009). Participatory culture is not social media and participatory culture has existed in and outside of Survey Design the classroom for decades but used different terms The study was approved by the Institutional such as collaborative learning groups, teams, or Review Board and utilized a newly developed

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 16 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies

instrument for self-reported media literacy levels and creation patterns (Literat, 2014, p. 17). The (Literat, 2014; Young, 2015). Changes were added statements are conceptually built around the new to include basic demographic information such as media literacies framework (Jenkins et al., 2009) age, gender, level of education, and ethnicity; but and it is important to note that the statements include the sections on media use habits and new media both technology related and non-technology related literacies were not changed to ensure continued behaviors in accordance with the understanding reliability and validity of the psychometric that new media literacies skills are both social and properties of the instrument. Media use habits cultural competencies (Literat, 2014; Jenkins et describe a participant’s digital participation such al., 2009). The questions utilized a 5-point Likert as access to the Internet, number of hours playing scale (1=Strongly Disagree, 5=Strongly Agree) as games, spent on social media or consuming Internet identiﬁ ed in the original study (Literat, 2014). content. The section on new media literacies skills presented participants with a randomized series of Sample and Data Collection 60 statements about their personality, social cultural The sample consisted of a total of n=95 modes of engagement, online and oﬄ ine peer students in a somewhat rural undergraduate interaction, learning styles, and media consumption

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 17 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies program in the Midwest who were given the un- test. As is seen in Table 2, statistically significant incentivized option to participate. They were drawn improvements were observed in digital literacy from three separate semesters of the same course. A across the sample from pretest to posttest with a large total of n=76 students participated at both pre-and effect size. The effect size of these improvements posttest giving a response rate of 80%. The mean suggests high practical significance d ( = 0.85). A participant age was 22 years old, and the sample t-test comparison of means shows roughly a 25% was predominantly female and Caucasian, although improvement in digital literacy scores as a result of minority and male students also participated. course participation. Data were collected using Qualtrics web- Additionally, scores were developed that based survey software and a link was provided at measured the improvement of participants in each the beginning and the end of the term. Following of the twelve digital literacy domains, as mentioned the original study (Literat, 2014), the survey was above. An ANOVA procedure was used to assess formatted as an interactive quiz where participants mean score changes along each of these domains were given a personalized digital literacies score from pretest to posttest, and Table 3 shows how based upon their responses. The scores range from statistically significant differences were observed 0 to 300 and are broken down into four different among students with increases in skill levels across categories and participants are provided a score all twelve domains. along with a description of the score. In short findings form the data suggest that through participation in the course students Analysis experienced growth in digital literacy across all Statistical analysis was conducted using literacy domains. This growth was measured in a SPSS software with exploratory factor analysis and reliable manner, and with statistical significance reliability analysis being conducted to demonstrate among a sample of students that participated in the validity and reliability of the instrument used three separate class sections from 2013 to 2014. in the evaluation. Descriptive statistics were Additional evaluation is needed to assess these analyzed to better understand the characteristics of improvements with larger and more diverse the sample in terms of digital literacy. Inferential samples, however in the context of this evaluation statistical analysis, including a paired samples t-test it appears that the course activities promoted a analysis of group mean scores from pre-to post test, significant impact on increasing digital literacies along with an analysis of variance across category among student participants. means were utilized to determine if the hypothesis that students participating in a social work course Discussion infused with digital technology content and practice The main objective of this evaluation is to skills would show significant increases in their assess levels of digital literacy after participating in a overall digital literacy competency was supported. digital advocacy and nonprofit organizations course The results of these analyses are discussed in more infused with social media, digital technologies, and detail in the subsequent section of this paper. content related to digital skill development. Based upon the findings the hypothesis is supported, Findings as there is a statistically significant difference in Overall the survey showed to have solid participant levels of digital literacies from pre- reliability with an Alpha of .78 (Nunnally, 1978). to posttest (t=5.35, p<.001, d=0.85). Infusing Multiple scores were developed from the survey. courses with digital literacies can have the Among them was the overall digital literacy score, effect of increasing the competence and skills of which summed all possible items and allowed students. Examining the four skills with the largest them to be compared broadly from pretest to post difference between pre-and posttest (Appropriation

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 18 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies Implications The focus of this article is to reframe the current ethics discussion away from concretely defi ned rules and guidelines that detail applied uses of digital technologies (Duncan-Daston, Hunter-Sloan, & Fullmer, 2013; Hill & Ferguson, 2014) and to describe how improving the technological competence of students should focus on digital literacies. This is built on the underlying premise that human interactions in the modern world have shifted to include substantial exchanges and personal interactions in digital venues. This is a discussion that is much larger than issues of privacy, and related more globally to issues of access, interaction, and the consumption and distribution of information. (2.08), Judgment (1.90), Multitasking (1.86), & The ethical challenges that confront students as they Networking (1.86)) illustrates that students attained venture into human services work in the modern world a higher degree of critical thought and application of are related to learning how to eff ectively interact in digital literacies. Students increased skills through digital spaces and how to access and put into use a course long capstone project that required them to these resources in a professional and knowledgeable search for, synthesize, and disseminate information way. Without digital literacies, social workers could (Networking). Students evaluated the reliability become susceptible to a failure to interact or to utilize and credibility of the diff erent information sources available resources or to use resources without a (Judgment) as they used media content from the full understanding of the implications of their use. Internet (Appropriation) to create engaging artifacts Additionally, most social work practitioners across such as infographics and videos to help raise the settings are dependent upon digital technologies to awareness of their peers in the class (Networking) keep up to date on and successfully use evidence- and others online where they shared their creations based practices. Social work educators have a in the participatory culture of social media. The skill responsibility to ensure students are fully prepared of Multitasking is usually confused with distraction, for social work practice and integrating digital but in the context of participatory culture this skill literacies can address the ethics challenge by involves a method of monitoring and responding ensuring that students have access to the skills and to a plethora of information (Jenkins et al., 2009). experiences needed to be fully competent and ethical Multitasking required focus during this course to practitioners in an increasingly digital global society. pay attention to the myriad of possible data sources This evaluation is one of the fi rst to assess the such as current events shared on Twitter or through increase of digital literacies among students using the New York Times website, scanning the library a technology-enhanced course but clearly more for research articles, or utilizing the textbook research is needed. Future research would benefi t accompanied by blogs and external readings to from a more rigorous design by using a comparison increase the knowledge of how to advocate for a group and larger sample size. Additional limitations cause or raise awareness about a specifi c nonprofi t of this evaluation include the length and content of organization. the survey, which included 80 questions. Perhaps a more concise instrument could still capture the most important measurement of digital literacy.

Journal of Social Work Values & Ethics, Spring 2018, Vol. 15, No. 1 - page 19 The Ethics Challenge: 21st Century Social Work Education, Social Media, and Digital Literacies Conclusion Beaulaurier, R. L., & Radisch, M. A. (2005). There is no way that anyone could have Responding to CSWE technology guidelines. forecasted the influence that digital technologies Journal of Teaching in Social Work, 25(1-2), would come to have on human interactions and the 129-150. exchange and distribution of information in modern Coe, J., & Elliott, D. (1999). An evaluation of society. This is much in the same way(s) that social teaching direct practice courses in a distance work educators cannot always know exactly what education program for rural settings. Journal to expect of the future, and the world that awaits of Social Work Education, 35(3), 353-365. the students they are preparing. However, social Cummings, S. M., Chaffin, K. M., & Cockerham, work educators can make valid assessments of C. (2015). Comparative Analysis of an online the state of an observed environment and how and a traditional MSW program: Educational that environment may influence the behaviors outcomes. Journal of Social Work Education, and interactions of those within its system. The 51(1), 109-120. evidence suggests that humans are interacting Dolgoff, R., Harrington, D., & Loewenberg, F. with more complexity than ever before in recorded M. (2012). Ethical decisions for social work history. Communities have become global and practice. Belmont, CA: Brooks/Cole, Cengage the access to information and interaction, instant. Learning. Social work education has an ethical responsibility Duncan-Daston, R., Hunter-Sloan, M., & Fullmer, to prepare students, as best as is possible, for the E. (2013). Considering the ethical implications world they face today, and through an examination of social media in social work education. Ethics of the evidence the world they are most probable in Information Technology, 15(1), 35-43. to be interacting in tomorrow. This paper does not East, J. F., LaMendola, W., & Alter, C. (2014). suggest that the basics and building blocks of social Distance education and organizational work education are no longer relevant. Rather it environment. Journal of Social Work Education, suggests that the mechanisms people use to engage 50(1), 19-33. with each other are evolving and that social work Fang, L., Mishna, F., Zhang, V. F., Van Wert, M., & education must evolve as well, to include focused Bogo, M. (2014). Social media and social work and targeted efforts that teach students how to education: Understanding and dealing with the engage and improve their digital literacies so they new digital world. Social Work in Health Care, will be able to engage thoughtfully, purposefully, 53(9), 800-814. and ethically in digital spaces. The messages may Gustavsson, N. S., & MacEachron, A. E. (2013). still be the same, but the mode of delivery has The virtual ecomap: A diagrammatic tool for become far more complex. assessing the digital world of clients. Families in Society: The Journal of Contemporary References Social Services, 94(4), 243-250. Ayala, J. S. (2009). Blended learning as a new Hill, K., & Ferguson, S. M. (2014). Web 2.0 in social approach to social work education. Journal of work macro practice: Ethical considerations and Social Work Education, 45(2), 277-288. questions. Journal of Social Work Values and Baldridge, S., McAdams, A., Reed, A., & Moran, Ethics, 11(1), 2-11.Hitchcock, L. I., & Battista, A. (2013). Mobile classrooms: Using mobile A. (2013). Social media for professional devices to enhance BSW education. Journal of practice: Integrating Twitter with social work Baccalaureate Social Work, 18(Supplement 1), pedagogy. The Journal of Baccalaureate Social 18–35. Work,18(special issue), 33-45. Hitchcock, L. I., & Young, J. A. (2016). Tweet tweet! Using live twitter chats in social work

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