• To think critically about own social networking use
• To analyse how the discussions on social media look like

Introduction to social media

Trainers start a discussion among participants:

• What social media do you use?
• Why those? What appeals to you?
• What social media do you avoid?
• Do you have any tips and tricks important for usage of social media?
• How well do you think your data is safe?

After this initial discussion, participants are divided in groups. Each group gets a profile – Chloe’s Facegram (https://www.childnet.com/wp-content/uploads/2021/11/Lesson-Plans.pdf, page 23) and they should together use the highlighters – red to point out risky behaviours and green to point out good ones. Results are presented in the group.

 Afterwards, the trainers start a discussion:

• How was this exercise for you?
• How did you feel while looking at the profile?
• Was Chloe’s behaviour safe or not?
• Who is responsible in cases of safety?
• How do you protect yourself online?

Trainer slowly closes the activity and says that we will continue to talk about social media and different roles people play.

Roles in social media

Participants are asked to brainstorm what kind of people usually are commenting on social media posts. Probably, the list will be:

• positive commenter – with nice talk
• positive commenter – who is sometimes impolite
• negative commenter – who likes to fight and uses hate speech
• online troll
• persons who use GIFs to communicate, etc.

Participants are then presented with some printed social media posts which are posted on the walls. They should go around the room and comment in the role they chose. Someone should always start the comment, while the other person continues and the debate goes on. In order to comment, participants can use post-its. Alternatively, this can be done in a private Facebook group.

After some time, the participants are asked how this exercise was for them. They are asked the following questions:

• What are the motives of people commenting online?
• What type of commenter they usually see the most?
• How to handle bad comments?
• What is the role of media literate people in this kind of discussions?

• To discuss the online world vocabulary
• To introduce the concept of mental health
• To discuss the mental health among participants

Online world vocabulary

Ask participants to go into trios. Give everyone a list of the following terms:

• SPAM
• TROLLING
• SEXTING
• CYBERSTALKING
• CATFISHING
• FLAMING
• PHISHING
• GROOMING
• CYBERBULLYING
• HAPPY SLAPPING

Participants are invited in their trios, without using devices to find definitions. After they are done, participants go through terms and discuss them and what repercussions they have for them and their peers.

Mental health – introduction

Trainers introduce the term of mental health by WHO and as stated in the handbook created within this project (first part of this handbook). They add more information on mental health and how we should promote it.

Afterwards, the trainers invite participants to stand up and go on the imaginary line from completely agree to completely disagree and after each statement, they should decide where do they stand. After each of the statements, the discussion is led.

Statements are the following:

• People who look happy do not have mental health problems.
• Mental health still has a big stigma in our societies.
• Young people should promote talking about mental health topics more.
• Schools should teach mental health techniques to young poeple.
• EU should give more funding to the projects dealing with mental health.

• To make introduction to the topic of fake news
• To detect why fake news are created
• To increase understanding of the fake news phenomena

Fake news – who, why, what, where

Participants are introduced to the topic of fake news. Trainers give the definition of fake news to the participants (available above in the introduction text, Cambridge Dictionary definition).

Afterward, trainer invites participants to go around the room with flip charts and discuss questions written on the papers. The most important findings should be written down. Participants will be divided in groups based on the number of flip charts. They should rotate clockwise from question to question and discuss. The groups change every 15 minutes. When the next group comes, they should add new information or even question some of the things group wrote.

The last group on the paper should summarise and make presentations with all the findings. Trainers add to the presentations and connect everything with theory.

Questions for the tables are the following:

• Why would someone create fake news? What is the reason or motivation?
• Who are usually the people who are creating fake news?
• What topics usually are connected with fake news?
• What strategies can you use to detect fake news?
• What competences should young people have in order to detect fake news?

After the presentations, trainers also explain the terms disinformation m, malformation and misinformation, as they are all different terms, but are used commonly when having fake news debates.

Let’s play Get bad news!

Split the participants in teams of three, and make them to compete by playing the online game Bad News: https://getbadnews.com

Each team has to play the game until they get at least two badges. The team that reaches with two badges the highest number of ‘followers’ and the highest rate on ‘credibility’ will win the competition.

The game will make them to play the role of an unscrupulous media magnate who drops all pretense of ethics and make decisions that will help him/her to get more followers and increase its credibility online. During the game, the teams develop a news site and try to reach audience no matter what