Digital Facilitator’s

Guide

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Welcome

Dear Facilitator,

Welcome to My Digital World, Facebook’s digital citizenship and wellbeing program. This was designed to support you
and other educators as technology leads the way into our digital future.

Educators across the globe recognize the importance of teaching internet users the information, behaviors, and skills
that help people thrive in an increasingly complex, connected digital world. Practicing digital citizenship and wellbeing
can help keep people safe while empowering them to positively influence their environments.

My Digital World helps you introduce digital citizenship and wellbeing concepts to your learners through lessons drawn
from several expert partners. The lessons are based on many years of academic research and reflect the diverse voices
and experiences of people from around the world.

The My Digital World lessons are divided across six content pillars:

Introduction to Digital Learning: Demonstrating to students what the internet is, identifying information that
can be shared over the internet, determining various methods for accessing information online, and identifying
the benefits, roles, and responsibilities of digital citizenship.

Digital Foundations: Teaching students how to leverage tools to protect their digital devices and their personal
information online, as well as that of others.

Digital Wellness: Supporting learners’ ability to engage with others (both individuals and the larger collective)
online in empathic and positive ways, protect their physical and mental health, and explore their identities.

Digital Engagement: Helping learners develop executive functioning, critical thinking, and the skills needed to
evaluate and share media and information online, as well as engage with different cultures and contexts.

Digital Empowerment: Helping learners use technology and social media to create positive change and better
opportunities for themselves, their communities, and the world.

Digital Opportunities: Preparing learners to create the next wave of technology and succeed in their careers and
pathways.

The lessons in each content pillar have been carefully curated to help participants learn tangible skills such as
protecting personal information, identifying reputable sources, and recognizing healthy online relationships. In addition
to the facilitator materials, My Digital World offers resources and activities that participants can use at home.

Thank you for helping internet users become empowered, competent, and responsible digital citizens. We’re grateful
for the opportunity to work with you to improve access to digital citizenship and wellbeing resources for all through the
My Digital World program.

Sincerely,

Antigone Davis
Global Head of Safety, Facebook

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Table of Contents

G E T T IN G START E D 4

Introduction to Digital Learning 5

Digital Foundations 6

Digital Wellness 7

Digital Engagement 8

Digital Empowerment 9

Digital Opportunities 10

Glossary of Helpful Terms 11

F REQ U E N T LY A S K E D Q U E STI O NS 13

APPE N D IX 15

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Getting Started

The My Digital World program is designed to serve internet users through a multi-faceted
approach encompassing formal and informal teachings, together with individual activities. To begin
using the program, simply follow the steps below.

R EVI EW M AT E R IALS

Take some time to familiarize yourself with the teaching materials before delivering them. The My Digital World
program contains the following:

• Facilitator Guide
• Learning Best Practices
• 34 Lessons Across Six Pillars (see “Understanding the Lesson Structure” below)
• Program Introductory Parent Letter (see “Appendix”)

The lessons were designed to be adapted for many subjects and interests, lesson formats, and timelines and to make it
as easy as possible to integrate them into both formal and informal learning environments. The digital world is dynamic,
and these teaching materials are designed to be as well. As such, this guide will likely evolve over time.

INFOR M PA R E N TS

Let parents know that you are using My Digital World to teach digital citizenship and wellbeing and ask that they help
reinforce the skills at home. On the My Digital World website, parents will find conversation starters and activities to
review digital citizenship and wellbeing concepts with their children.

TEAC H T H E L E S S O N S

The My Digital World program is designed to be delivered as either a full curriculum or as standalone lessons in both
high-tech or low-tech environments.

The lessons are fully scripted and provide guidance about how you can prepare for and deliver these lessons in formal
and informal settings. They are also open-ended enough that you can modify them to fit the needs of your learners.

Throughout the lessons, there are opportunities to localize the examples and names to fit your student’s experience
and local context. These opportunities are labeled as “Teacher’s Notes.” We recommend reviewing each lesson ahead of
your class to ensure the examples fit your student’s local context.

U N D E R STA N D IN G T H E L E S S O N ST RUCTURE

The My Digital World program organizes the major digital citizenship and wellbeing skills across six content pillars:
Introductions, Foundations, Wellness, Engagement, Empowerment, and Opportunities. The lessons in each pillar can be
taught individually or consecutively from Introductions of Digital Learning to Digital Opportunities. The progression of
this content, if taught in succession, may take learners f rom navigating more common online experiences to how they
can use their digital skills in current and future careers and pathways.

It’s important to keep in mind that while these pillars and their lessons can be taught sequentially, the sequence can
depend on the perceived importance of each skill (see “Glossary”) and will depend upon your or your learners’ context.
Contextual factors that could be relevant may include age, gender, location, skill, and educational level.

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Introduction to Digital Learning

INT R OD U CT IO N TO D IG ITA L L E A R N IN G

The lessons and activities in this section help learners understand what the internet is, identify information that can be
shared over the internet, determine various methods for accessing information online, and discover the benefits, roles,
and responsibilities of digital citizenship.

Skills addressed include digital learning and safety and wellbeing.

Lesson Topic Objective

What is the internet

1 and how do we Students will learn what the internet is and explore how to access it.
connect to it?

Digital information Participants will identify what digital information is, how it is shared over
2
and sharing the internet, and how to protect it.

Access to
information Learners will determine various methods for accessing information and
3
and online social communities online.
communities

Students will establish a sense of the benefits and responsibilities that

Digital identity and
4 come with being a part of an online community including information that
online reputation
is publicly available.

Digital citizenship Learners will identify the benefits, roles, and responsibilities of being a good
5
and why it matters digital citizen.

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Digital Foundations

D I G I TA L FOU N DAT IO N S

The lessons and activities in this section help learners understand how to get connected and use the internet and other
platforms effectively. The lessons also help learners protect their data and information (and that of others), as well as
their digital devices and assets.

Skills addressed include digital access, privacy, and data literacy.

Lesson Topic Objective

Participants will explore their individual sense of privacy and the impact it
Introduction to has on their own lives. Participants will consider the kinds of information
1
privacy they would like to keep private and the contexts in which they will or won’t
share specific information.

Participants will explore what kinds of information might be best kept

“private,” how to customize privacy settings on social media, and how to
2 Privacy and you
explain their decision-making process for their settings (e.g., why certain
content is set to “f riends only” vs. a “public” setting).

Participants will learn how to keep their online information more secure
by using and maintaining strong passwords. Participants will learn about
3 Passwords the principles of strong password design and the potential problems of
password sharing. They will also learn how to keep their passwords safe and
how to take steps to prevent unauthorized access to their accounts.

Participants will learn about Wi-Fi networks and their benefits and risks.
More specifically, they will learn to recognize unsecured Wi-Fi when it is
4 Connectivity available to them, understand the tradeoffs inherent in using unsecured
Wi-Fi, and make informed decisions about when to connect to and use
unsecured Wi-Fi.

Participants will learn about malicious online users who might attempt to
use security weaknesses to gather information about them. Participants
Cybersecurity,
5 will be able to describe the risks of being online, develop strategies to
phishing, and spam
engage in safer behaviors, identify spam messages, and explain who should
ask for their password.

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Digital Wellness

DI G I TA L WEL L N E S S

The lessons and activities in this section help learners explore their identities, engage with others (both individuals and
the larger collective) online in empathic, ethical, and positive ways, and counteract the risks the digital world may come
with to protect their physical and mental health.

Skills addressed include identity exploration and formation, positive/respectful behavior, and safety and wellbeing.

Lesson Topic Objective

Participants will consider how publicly available online information helps

form others’ opinions about them. They will identify audiences for different
1 Reputation types of online communication, consider what information they want to
appear when someone searches for their name, and learn various ways to
respond to internet content about them they do not like.

Participants will think about privacy in terms of how they share information
Social media and and communicate with others online, specifically regarding social media
2
sharing use. They will be able to explain tradeoffs in privacy in the context of social
media and learn how to use online privacy settings effectively.

Participants will be able to identify one type of personal information they

Online can manage online, one form of information they can’t totally control
3
presence online, and one thing they can do about some aspect of their personal
information online not directly controlled by them.

Participants will examine the role of perspective when evaluating

information linked to their online presence or the online presence of others.
They will gain awareness of the relevant contextual factors (e.g., time,
Different
4 cultural, social, local/regional/global) that impact one’s online presence.
perspectives
Additionally, participants will consider the implications of the information
they put online on their relationships with family, f riends, teachers,
employers, and others.

Participants will examine how their online identity and the content they
create and share relates to their goals (e.g., career-related, academic,
Who do you
5 interests they would like to pursue). They will explore how to manage
want to be?
an online persona that considers subject, platform, name, visual
representation, and privacy settings.

A moment for me: Participants will compare and contrast the ways they respond to a close
6 a self-compassion friend in distress (versus themselves) and consider how they might adjust
break for teens what they say to themselves when they are struggling.

Participants will define gratitude and give an example of a time they felt
A time I
7 grateful and understand that there are many types of things we can feel
felt grateful
grateful for.

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Digital Engagement

D I G I TA L E N G AG E M E N T

The lessons and activities in this section help learners interpret contextual factors of relevance (e.g., cultural, social,
local/regional/global) in a given situation and effectively engage in it, as well as find, evaluate, create, and share
information and other content in different media forms.

Skills addressed include context, information quality, and media (literacy).

Lesson Topic Objective

Respect and Participants will better understand others’ perspectives and feelings in the
1
boundaries context of individuals sharing personal information online.

Participants will explore qualities that constitute healthy and kind

relationships and how online behaviors play a role in both healthy and
Healthy online unhealthy relationships. Participants will also examine the opportunities
2
relationships and challenges around the intersection between social media and
relationships in their own peer group and learn how to promote upstanding
behavior among their peers.

Participants will learn what information verification is and why it is

important for news consumers to verify the stories they read or view. They
What is
3 will consider the responsibilities news organizations, audience members,
verification?
and social media companies have in promoting a media landscape of
truthful news information.

Participants will learn about a 5-step checklist they can use to verify
the provenance, source, date, location, and motivation of a news image
The verification or video. They will recognize the limitations inherent in the verification
4
steps process and begin to consider the various online and offline tools they can
use to investigate the veracity of content online. Participants will reflect on
how a source’s motivation may affect the portrayal of a news event.

Participants will be able to define what a scrape (a copy f rom an original)

is and explain why the proliferation of this type of media text can make the
Versions of
5 verification process more difficult during breaking news events. They will
media texts
create and share their own scrapes online as they reflect upon when it is
important to identify a scrape’s source or a news event’s original context.

6 Best possible self Participants will imagine and write about their lives at 40.

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Digital Empowerment

D I G I TA L E M P OWE R M E N T

The lessons and activities in this section help learners participate in public matters, advocate for the issues they care
about, produce content, and understand and apply legal concepts.

Skills addressed include civic and political engagement, content production, and law.

Lesson Topic Objective

Participants will learn about the concept of advocacy by identifying an

Advocacy and
1 issue that affects their community and brainstorming two changes that
making change
they want to see in the future concerning that problem.

Participants will learn how social networks can be leveraged to promote

Building your
2 advocacy efforts. Participants will also learn how to develop online content
advocacy network
to spread information about a cause of interest.

Raising
Participants will learn about and identify ways in which various types of
3 awareness
media can be used to promote awareness around an issue.
through media

Participants will learn how hashtags have been effective in promoting

social movements. Participants will also identify how hashtags on
4 Hashtags social media can help raise awareness about an advocacy issue and will
develop their own hashtag and methods of promotion for a cause that
interests them.

Participants will learn how to develop an initial plan for their own
5 Time for action!
advocacy campaign.

Exploring your Participants will sort a list of values in order of importance and reflect on
6
personal values how the most important values impact their lives and their future plans.

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Digital Opportunities

D I G I TA L OPP O RTU N IT IE S

The lessons and activities in this section help students learn the skills they need to fully leverage the opportunities
the digital world may offer. This may include the ability to understand and take part in conversations around artificial
intelligence, understand and apply computational concepts, engage in data creation, collection, interpretation, and
analysis, and navigate economic activities online and offline.

Skills addressed include artificial intelligence, computational thinking, data, and digital economy.

Lesson Topic Objective

Participants will learn to identify specific experiences that have shaped who
Exploring they are today, reflect on how such experiences might be powerful for their
1
experiences future, and consider ways they can create new experiences that help them
achieve their goals.

Participants will identify three types of skills that they possess —

Identifying our transferable, knowledge and domain, and personal trait skills — and
2
strengths consider how they may combine these skills and apply them toward
opportunities in the future.

Participants will learn about different CV formats and practice writing a CV

3 Creating a CV based on interests, experiences, skills, and goals. Participants will also learn
about what a CV is and why it is important for their long-term goals.

What is an Participants will understand what an algorithm is, why algorithms matter,
4
algorithm? and how algorithms are used in both everyday life and computer science.

Participants will be able to understand various ways algorithms help shape

Social media
5 the content they see on social media and apply these understandings to
and algorithms
their own social media feed(s).

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Glossary of Helpful Terms

ACC E S S POI N T: An access point is anything that transmits (broadcasts) a Wi-Fi signal and provides access to
the internet.

A RTI FI CI A L IN T E L L IG E N C E ( AI): The ability to understand the algorithms involved in the AI-based platforms one
interacts with and the ethical conversations happening around the development of these technologies.

CIVI C A ND P O L IT ICA L E N G AG E M E N T: The ability to participate in public matters (e.g., LGBTQ rights,
peacebuilding, addressing hate speech) and advocate for issues one cares about — using digital and non-digital tools —
ideally to promote the quality of life in one’s community from micro to macro levels (Levine, 2007).

COM PUTATI O N AL T H IN K IN G : The ability to understand and apply computational concepts, practices, and
perspectives. Computational concepts include concepts individuals leverage as they program (e.g., “sequencing” or
identifying a set of steps for a task, “loops” or running the same series of steps multiple times). Computational practices
represent the practices individuals cultivate while they program (e.g., “experimenting and iterating,” “reusing and remixing,”
or creating something by building upon current ideas or projects). Finally, computational perspectives refer to the
perspectives individuals develop about themselves, their connections to others (such as within the context of collaborative
online communities), and the technological world more broadly (e.g., “connecting” or understanding the power of
developing content both with and for others) (Brennan & Resnick, 2012).

CONT E N T PRO D U CT IO N : The ability to produce (digital) content using (digital) tools.

CONT EXT: The ability to be aware of, understand, and interpret the contextual factors of relevance (e.g., cultural,
social, local/regional/global) in a given situation — with a particular emphasis on the experiences and perspectives of
underrepresented groups, whether in terms of age, ethnicity, race, gender and sexual identity, religion, national origin,
location, skill and educational level, and/or socioeconomic status — and effectively engage in the situation.

DATA : The ability to be aware of, create, collect, represent, evaluate, interpret, and analyze data from digital and
non-digital sources.

D I G I TA L ACC E S S: The ability to connect to and access the internet, individually or collectively
(e.g., mesh technologies).

D I G I TA L ECO N O M Y: The ability to navigate economic activities online and offline to earn different forms of economic,
social, and/or cultural capital (e.g., earning money, increasing social connections, building personal brands).

D I G I TA L LI T E R ACY: The ability to use the internet and other digital tools and platforms effectively to find, interact
with, evaluate, create, and reuse information (Palfrey & Gasser, 2016). The ability to comprehend and work through
conceptual problems in digital spaces (Carretero, Vuorikari & Punie, 2017).

ID EN TI TY EXPLO R AT IO N A N D FO R M ATI O N: The ability to use (digital) tools to explore elements of one’s
own identity, and understand how the communities are part of shaping one’s identity.

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Glossary of Helpful Terms

INFOR M AT I O N Q UA L ITY: The ability to find, interact with, evaluate, create, and reuse information (broadly
speaking; e.g., news, health information, personal information) effectively (Palfrey & Gasser, 2016).

INT E R NET: A vast computer network linking smaller computer networks worldwide. The internet includes commercial,
educational, governmental, and other networks.

L AW: The ability to engage with legal frameworks, concepts, and theories surrounding the internet and other digital tools
(e.g., copyright, fair use) and the ability to apply these frameworks to one’s activities.

ME D I A LI TER ACY: The ability to analyze, evaluate, circulate, and create content in any media form (e.g., print, visual,
interactive, audio) and to participate in communities and networks. “Media literacies,” in plural, include “media literacy”
(Hobbs, 2010), what some researchers have conceptualized as “new literacies” (Lankshear & Knobel, 2007), and “new media
literacies” (Jenkins, Clinton, Purushotma, Robison & Weigel, 2006). That is, they encompass literacy approaches that not only
focus on individual engagement with media (media literacy) but also competencies that address community involvement
and participatory cultures. “Media literacies” also include literacies such as reading and writing.

MOD EM : A modem is a device that creates and maintains a connection to your Internet Service Provider (ISP) to give you
access to the internet. It converts signals from outside your given location into signals that can be read by your computer
and other digital devices.

N ETWOR K : A network is a collection of computer systems and devices that are linked together worldwide.

P OS I T IVE / R E S PECT F U L B E H AVIO R : The ability to interact with others (both individuals and the larger
collective) online in a respectful, ethical, socially responsible, and empathic manner.

PR IVACY A N D R E PUTAT IO N : The ability to protect one’s personal information online and that of others. An
understanding of the digital “trail” left behind as a result of the activities one engages in online, the short- and long-term
consequences of this trail, the appropriate management of one’s virtual footprint, as well as an understanding of inferred
data (i.e., new data derived from capturing and analyzing other data points, which may result in new knowledge about a
person (van der Hof, 2016)).

R OUTER : A router is a device that creates a network between all the devices (e.g. computers, tablets, mobile phones) in a
given location (like a school, library, or your home).

S A FE TY A N D WE L L B E IN G : The ability to counteract the risks that the digital world may come with to protect one’s
physical and mental wellbeing (e.g., guarding against internet addiction and repetitive stress syndrome). Online risks can be
classified along three main dimensions: conduct (e.g., cyberbullying, sexual harassment or unwelcome “sexting”), contact
(e.g., face-to-face meeting after online contact, communication with individuals pretending to be another person), and
content (e.g., exposure to pornographic content, violent or aggressive content, harmful speech, content about drugs, racist
content) (Livingstone, Kirwall, Ponte & Staksrud, 2013).

S ECU R I TY: The ability to protect the integrity of one’s information, digital devices, and assets (e.g., login information
such as passwords, profiles, and websites).

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Frequently Asked Questions

WHAT E LSE DO E S M Y D IG ITA L WO RLD O FFE R?

In addition to the six learning modules on the website, My Digital World also provides guides for educators on best
practices for teaching students in both an online and offline setting and provides resources for parents and guardians
to use at home to reiterate the lessons taught in the classroom.

WHO A R E T H E S E L E S S O N S M E AN T FO R A ND HOW WE RE THEY CRE ATE D?

The lessons are designed for students aged 13-18 years old in Sub-Saharan Af rica. The curriculum is designed with step-
by-step instructions for teachers of students in this age range. These lessons are drawn f rom the resources of several
expert partners with experience designing content and curriculum. Please see the About Us page on the website to
learn more about our content partners.

WHAT D OES A L E S S O N LO O K L IK E?

Each lesson is fully scripted but provides room for educators to adapt the content to fit the needs of their specific
learners. The lessons serve both high-tech and low-tech communities — many of the lessons have been developed for
learning settings with little to no internet access.

CA N THE LES S O N S B E U S E D IN AN ONLI NE TE ACHI NG E NVI RO NME NT ?

Yes, the lessons are designed to be used in both in-person and online environments, with specific instructions given for
facilitators teaching online.

CA N YOU G IVE M E A N EXA M PL E O F HOW I CO ULD I NTEG RATE A LE SSO N I NTO

M Y CL A SS R O O M ?

The lessons can be integrated across the school curriculum. Here are a few helpful examples for the following five
subject areas: History, English, Science, Math, and World Language.

H I STO RY

Civic and Political Engagement: Make a comparison between a historical social movement and a more recent one.
How did people communicate with each other within the movement? How were the movements covered in the
media? As part of this exercise, you could introduce students to the “Hashtags” lesson.

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Frequently Asked Questions

E N G LI S H

Security: Have students write persuasive essays on a security-related topic. An example could include students
arguing for or against connecting personal devices to the school Wi-Fi network. In the process, students will likely
interact with technical texts. One of their goals will be to make this information understandable to a general
audience. As part of this activity, you could introduce students to the “Public Wi-Fi” lesson.

Identity Exploration and Formation: Have students create a social media profile (real or fake) for characters in
a literary text the class is reading. Have students choose the profile picture, handle or username, “About Me”
section, friends list, and a few sample posts and/or images the character would share. Have students consider
what the character shares publicly and what you, the reader, know only because of the narrator’s analysis.
Consider having multiple students create a profile for the same character and then have the class compare and
contrast each of the profiles created. Why did the students make the decisions about what to include in the
profile they created? Does each profile accurately represent what we know f rom the text? Why or why not? As
part of this activity, you could introduce students to the “Online Presence” lesson.

S CI E N CE

Digital Economy: Online media that teaches about scientific concepts has grown popular, as YouTubers, bloggers,
and personalities like Bill Nye and Neil deGrasse Tyson all utilize digital communication tools to build an online
brand that makes complex scientific ideas accessible to a mass audience. With your students, identify how these
popular science online content creators establish trust with their audience, how they cite scientific information,
and the different strategies they use to make their content entertaining for their audience. Discuss the skills
students think are involved in developing this content (e.g., research, creative thinking, media production). Using
these best practices, have your students create content for a popular science YouTube channel, webpage, or blog
and have them reflect on some of the skills they developed in this process. Discuss the differences in preparing
content for a science-professional audience vs. a general population audience. As part of this activity, you could
introduce students to the “Identifying Our Strengths” lesson.

M AT H

Information Quality: Identify a news story that presents a mathematical concept in an unclear way. A good
example of this is a misleading statistic. Have participants identify the source of the statistic (e.g., f rom what
research article is the statistic from?). Do they see the statistics presented in other news stories? If so, encourage
students to make a timeline of the sources where this statistic appeared. Discuss: For each source, what
potentially motivated the use of the statistic? What is the impact (potential or actual) of including such a statistic
in the story/stories? As part of this activity, you could introduce students to the “Beyond the Original” lesson.

WOR LD L A N G UAG E

Civic and Political Engagement: Have students choose an advocacy issue they are passionate about. Encourage
them to find memes around this issue in the target language. Discuss with students: What conventions are
utilized that are the same or different from the meme culture aligned with your local/regional context? Are the
same images used to create memes in the target language? Based on the conventions they noticed, encourage
them to create their own meme in the target language and brainstorm ways they might spread their media
messages online to increase visibility around the cause. As part of this activity, you could introduce students to
the “Raising Awareness Through Media” lesson.

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Appendix

PA R EN T LE T T E R

Dear Parent or Guardian,

I hope you are well. I wanted to take a moment to share about digital citizenship and wellbeing. We’ll be studying this
topic over the next few weeks using materials from Facebook’s My Digital World program. The lessons are based on
academic research and reflect the diverse voices and experiences of young people f rom around the world.

Digital citizenship and wellbeing refers to the information, behaviors, and skills that help us safely use the internet and
other digital tools. This includes the actions that we take to protect ourselves, such as using privacy settings to protect
personal information. It also includes making healthy decisions and interacting with other people online.

Understanding digital citizenship and wellbeing can help our children thrive in an increasingly complex and connected
digital world. It can help keep them stay safe while empowering them to positively influence their communities.
Because of the importance of digital citizenship and wellbeing for our children, I would like to invite you to get involved.

My Digital World features parent resources you can use to help your child learn more about digital citizenship and
wellbeing. We encourage you to learn more about the six content pillars of digital citizenship and wellbeing below:

Introduction to Digital Learning: Demonstrating to students what the internet is, identifying information that
can be shared over the internet, determining various methods for accessing information online, and identifying
the benefits, roles, and responsibilities of digital citizenship.

Digital Foundations: Teaching students how to leverage tools to protect their digital devices and their personal
information online, as well as that of others.

Digital Wellness: Supporting students’ ability to engage with others (both individuals and the larger collective)
online in empathic and positive ways, protect their physical and mental health, and explore their identities.

Digital Engagement: Helping students develop executive functioning, critical thinking, and the skills needed to
evaluate and share media and information online, as well as engage with different cultures and contexts.

Digital Empowerment: Helping students use technology and social media to create positive change and better
opportunities for themselves, their communities, and the world.

Digital Opportunities: Preparing students to create the next wave of technology and succeed in their future
careers and pathways.

Consider using the conversation starters and activities in the parent section of the website to review digital citizenship
and wellbeing concepts with your child. You can find these resources at mydigitalworld.fb.com/ssa/.

Digital citizenship and wellbeing skills are important and necessary for our children’s futures. I look forward to working
with your child as they learn how to navigate the internet safely and responsibly and thrive in the digital world.

Thank you for your support as we explore this new topic. If you have any questions, please contact me.

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