Digi Up

Digital Youth Work
DIG-IT
UP!
A model for
a Training Course
aimed at creating
pedagogical and
digital bridges
between
youth workers
and young people
“DIG-IT UP!” written by:
Raphaela Blassnig
Michele Di Paola
Joanna Wronska
with the contribution of Alexandra Corbu (Austria), Mariano Montesinos (Spain), Kati Hopiavuori
(Finland), Duncan Elliot (UK), Robert Ecker (Austria), Giacomo Frand Genisot (Italy), Vaia Manoli
(Greece) and all participants of the DIG-IT UP! training.
more infos on: digitup.cloud
The authors would like to thank:
Argyris Choulias - Greece;

Alessia Cecchini, Anna Villani and Agenzia Italiana Giovani - Italy;
National Agency of Cyprus, “Erasmus+ Youth” Programme
Giovanna Mascheroni - EU Kids Online network - Italy;
Suvi Tuominen and the staff at Verke - Finland;
and all applicants and participants in all Dig-It Up! editions.
Made in the European Union, 2017
The information and views set out in this publication are those of the authors and do not necessarily
reflect the official opinion of the European Union. Neither the European Union institutions and bodies
nor any person acting on their behalf may be held responsible for the use which may be made of the
information contained therein.
Reproduction is authorised provided the source is acknowledged.
Some rights reserved - CC BY-NC 3.0

See more at: https://creativecommons.org/licenses/by-nc/4.0/legalcode
DIG-IT
UP!
This short but significant publication, related to Digital Youth

Work, is mainly addressed to the youth workers, our privileged
beneficiaries through which we can concretely reach out and
support young people.
The National Agency certainly has a technical role to play in
implementing the youth policies and the Erasmus + youth
Program, but our major ambition is reaching out young people,
enhancing their talent and possibilities, their ideas and positive
values.
In this perspective a training course for youth workers aiming to
provide digital learning tools to be used in daily work with young
people, can contribute to enhance our institutional role.
We also hope that other National Agencies in Europe, as in the

case of the Cypriot National Agency hosting the course in 2019,
will be able to join our activities and boost its content and the
competences stemming from that.
Giacomo D’Arrigo
General Manager
Introduction
With great honour, the Italian National Agency of Erasmus+: Youth in Action has the pleasure
to introduce this interesting and amazing publication on digital youth work.
When the three trainers tested for the first time the training course “Dig it up!”, during their
Practice Project in the framework of the “Training of Trainers”, we realized imediately the
brilliant idea behind the course.
From at least two years, the Italian National Agency is stongly engaged into the valorisation
and recognition of the role of youth worker as one of the most important professionists in
the framework of the educational process.
In this sense, we wanted to stress how youth workers, thanks to their professional capacity
to combine educational objectives and non formal tools, can reach and attract young people
acting as a crucial actor in the prevention of the different forms of social exclusion.
And this was what we found in the idea of “Dig it up!” training course, not only a course
aimed at providing information on digital tools, devices and apps but also an opportunity to
deepen the pedagogical roles that these tools could play in the special relationship between
the youth worker and the youngster.
We really hope this smart pubblication could be useful for all the youth workers working
with young people but also for all the other people interested in the topic, not properly or
strictly specialzed in this work field, but simply interested to be “close” to young people in
educational terms.
Thanks to the three trainers for their interesting study and for their genius idea which is
always the first step for a long way of a research.
Alessia Cecchini
TCA Coordinator
Warsaw, Vienna, Monza, May 2017
HELLO WORLD!
This publication is one of the outcomes of the 2017 edition of
the training course Dig-It Up! - the European training course
funded by Erasmus+ / Youth in Action TCA and aimed at youth
workers interesting in learning and improving practical skills
regarding digital youth work.
In these pages you will find insights, recommendations and

guidelines coming from the ongoing European debate on digital
youth work, enriched by the contribution of Dig-It up! trainers’
team and participants; you will find information on EU and EC
steps in defining and supporting digital youth work, either in
terms of statements and documents, and in terms of studies
and official collection of best practices, among which we are
pleased to count our training course, too.
The publication also contains examples and out-takes from the

training course’s programme, to show how digital youth work
activities can be designed and delivered with simple means and
tools, even outdoors. We also collected a set of good practices
shared and presented by some participants, together with their
profiles, expectations and evaluations of the training course.
To learn more visit the website digitup.cloud

Enjoy the reading!
DIG-IT UP TEAM
Joanna, Raphaela, Michele
Digital Youth Work
SUMMARY DIG-IT
UP!
7 How did the idea come up?
9 Digital Youth Work: definitions for a (new?) concept
13 European strategy in terms of development of digital competences
15 Youth and digital reality
19 Summary of the call and program
23 #BrianTheOnion or digital storytelling
26 Portrait of the participating youth workers, their needs and expectations
29 Contributions by participants’ led sessions
33 Participants speak!
35 Final recommendations - How to promote digital youth work in the future
37 Who we are
39 Read more
7 DIGI-IT UP! DIGITAL YOUTH WORK
HOW DID THE IDEA

COME UP?
WHY DID WE ORGANISE
A TRAINING COURSE ON DIGITAL YOUTH WORK?
Like many great stories, this one too starts with a in youth work. We knew
dream ;) from the field experience,
The dream we had after meeting each other during that youth workers needed
SALTO Training for Trainers in 2014. We received the more knowledge, skills and
task to build a team of four (back then with Argyris positive attitude towards
Choulias) and following the course structure, to youngsters using technology and we wanted to find
prepare the training practice project to be delivered ways to build bridges, diminishing gaps that emerge
by the end of the course. We dreamt about when it comes to technology and generations. We
delivering a high quality training bringing new insight wished to give an upgrade to youth workers’ digital
into current youth work challenges and combining skills and inspire them with different, but always
our interests, different starting points and fields of open and creative approaches toward technology,
expertise. among which linking it with open air activities or
As we had been working in schools and with awareness to privacy matters or copyrights issues in
youngsters in their free time, we could see them media creation.
dealing more and more with internet and mobile One sunny autumn afternoon during the first
devices, while many adults having hard time seminar of TOT in Reichenau, lovely town in Austria,
understanding youngsters’ motivation to be we were starting from that dream: that we will
constantly online. We could observe banning digital deliver a training that fulfills these youth workers’
devices in many environments and hear youth need. That day in Reichenau we didn’t dare to dream,
workers’ comments of being “too old” or “dumb” for that there would be a huge interest regarding the
new technologies accompanied often with their topic, confirmed with a big number of applications
reluctance to getting to know new digital tools. for our training, from all around Europe, and that we
would receive highly positive feedback from the
What connected us, the trainers, in those participants of our DIG-IT UP! training course held in
observation, was the belief that banning digital May 2015 in Rome. Strengthened by this result and
devices from institutions and homes is not a even more passionate with our mission, we
reasonable reaction to a new way of youngsters’ succeeded to build a highly cooperative and trusting
digital communication. At contrary, it’s important team to take up, almost after two years, the 2nd
and pedagogically useful to deal with digital devices round of DIG-IT UP! in March 2017, supported by
DIG-IT
UP!
HOW DID THE IDEA COME UP? 8
TCA and hosted by Italian National Agency, together In this publication you will find:
with Cyprus National Agency, in Rome again.
a first part providing the reader with all the
Together with the training preparation, came the necessary concepts used in the debate about digital
moment that we wanted to disseminate youth work, and reviewing this debate from the
furthermore our contents and spread the insights beginning, the European strategies and priorities on
we got on our trainings. Together with the Italian NA the topic, etc;
we decided to do a publication for youth workers
about the training and the concept of the newborn a central part collecting outcomes and results of our
term ‘digital youth work” to share the quality and training course, reconstructing the discussions and
expertise we have gathered. the shared opinions, the programme, some of the
Our aim is to popularize the digital youth work activities and tools we used;
approach we have taken on the board. We believe
it’s very useful and applicable in all non formal a final part where some of the participants agreed to
learning settings, in various youth work activities share their contributions on the topic, their best
and we wish, it is going to inspire the formal practices, their experiences and ideas on digital
education context too. We wish you, our reader, will youth work as they intend it and practice it
find your own way. everyday.
Have a good read, and let’s keep in touch for any

kind of question, observation, note that you may
have.
DIGITAL YOUTH WORK:

DEFINITIONS FOR A
(NEW?) CONCEPT
While we carry some super-powerful computing inhabited by human beings and innervated by human
devices in our pockets, and for some reason we relationships. It is indeed a new part of the human
continue to call them phones, and while the world, a new continent just recently discovered, and
possibility of an every-where, every-time connection we are asking ourselves how to apply our rules and
to a worldwide information network allows us to principles to this New World, how to bend them to
perform instantaneously many tasks that before fit in new, unprecedented situations, how to adapt
would have required hours, or days (from booking them to new contexts and possible future
the best flight or train home, to rent the best flat for transformations: in citizenship, in rights, in youth
holidays, to connecting with people on the other side work.
of the globe), we are debating such upcoming
concepts as digital citizenship or digital rights, or As a matter of fact, the new generations have no
even digital youth work. possibility to compare their everyday life with the
world before the internet. Any 16-years-old in
What we would like to underline, in this publication Europe nowadays, grew up in a world where mobile
as well as in our training courses, is that we should devices and wireless connections were a standard
not be scared by concepts that, taken by already, or at least something to look for and ask for,
themselves, are nothing new. for the ones still experiencing a digital divide gap.
When we speak about digital citizenship, we are in Anyway we will not fall into the trap set up by the
fact talking about citizenship. When we talk about expression “digital natives”, implying that somehow
digital rights, we talk about rights. And we still youngsters know intuitively how to deal with
believe that being in Europe, this is the right place to technology, as we are aware that the very inventor
talk about citizenship and rights. of the expression, Marc Prensky, changed his vision
In this perspective, when we talk about digital youth and approach after many years of misuse of his
work, is youth work we are talking about. metaphor .
What happened is simply that a whole new part of We actually believe that it is the opposite:
our reality just popped up: it is the place that we can youngsters born with easy access to digital tools
access through our connected devices, the fabled
virtual world which is not virtual at all, because is
DIG-IT
UP!
DIGITAL YOUTH WORK: DEFINITIONS FOR A (NEW?) CONCEPT 10
and media are maybe native consumers of these example youth work. Non-formal education is also
contents, but often with a poor knowledge of risks referred to as non-formal learning.
and opportunities which could come from the same
digital tools and media that they joyfully consume This definition can be widened and deepened in many
everyday, as proved by a lot of different researches. ways, for instance the Youth Partnership 4 between
Council of Europe and European Union, on its
Again, education is the answer, but Houston we European Knowledge Centre for Youth Policy 5
have a problem: who is going to help and support (EKCYP) also refers to a glossary, offering a much
these digital youngsters, if parents and youth more detailed definition6 with recent subsequent
workers feel like they are still mostly analog in many evolutions7, but it is not our purpose to go deeper
cases? We are not going to touch the topic of digital
parenting here, which is also part of our everyday
work as a team, but our Dig-It Up! training course
focuses in particular on the named aspect of
teaching analog youth workers how to do digital
youth work in an easy, effective and engaging way.
So talking about digital youth work, let’s try to agree

on a definition of youth work, before going further.
We would start with an official one:
youth work is a broad term covering a large scope of

activities of a social, cultural, educational or political
nature both by, with and for young people. into definitions and meaning of words.
Increasingly, such activities also include sport and
services for young people. Youth work belongs to the What we are looking for is the aim and the
area of "out-of-school" education, as well as specific possibility to include something digital in youth
leisure time activities managed by professional or work, through non formal educational approaches.
voluntary youth workers and youth leaders and is Digital youth work in our vision is youth work in
based on non-formal learning processes and on digital times, and this means that it has to include
voluntary participation2. the use of digital media and tools (look for the
definition above) together with the usual youth work
Now talking about non formal education, using the tools, as cooperative games, outdoors activities,
glossary included inside the famous Compass creative workshops etc.
educational manual 3, we could define non formal What really concerns us is the fact that this digital
education as: side of youth work happens to be regarded by some
any planned programme of education outside the youth workers, youth leaders and people involved in
formal educational setting that is designed to designing and delivering non formal education
improve a range of skills and competences, for activities, as a dark side, to be avoided and kept out
1
http://marcprensky.com/writing/Prensky-Intro_to_From_DN_to_DW.pdf
2
taken from The Council Resolution of 27 November 2009 on a renewed framework for European cooperation in the youth field (2010-2018)
3
http://www.coe.int/en/web/compass
4
http://pjp-eu.coe.int/en/web/youth-partnership
5
http://pjp-eu.coe.int/en/web/youth-partnership/-/the-european-knowledge-centre-for-youth-policy-ekcyp-
correspondents?inheritRedirect=true
6
The glossary with this definition is one of the outcomes of SALTO-Youth European conference Bridges For Recognition in 2005:
https://www.salto-youth.net/tools/bridges/Bridges2005/BridgesForRecognition/
of sight as much as possible, or used just in the

backstage. According to the Screenagers8 research,
digital tools that youth workers use the most are :
1. email
2 organization's website
3 Facebook / Messenger
4 WhatsApp
5 Youtube
Honestly, we think that much more could be done in

terms of innovation, creativity, engagement of
Young people are increasingly engaging with new
youth, using digital tools and media not only in
technologies and digital media. There is clearly a role
backstage organisation or dissemination but also in
for online youth work practice, in terms of exploiting
actual activities with youth.
a new space for youth work in a meaningful way,
supporting digital literacy and enabling young people
Being afraid that apps and games might create
to deal with some of the associated risks. The
addiction, or thinking that digital media could keep
practic[al] implications for youth workers lie in new
people distant from each other, or isolate
competencies required and new forms of boundary
youngsters from society, some youth workers
maintenance in relationships with young people.
instead do not try to show positive and creative
ways of using technology in their job, or how to
This role for online youth practice, for which new
develop an interested, open approach towards digital
competences were required and new forms of
media, tools features and possible new uses.
boundary maintenance were needed in this
document from 2015, is the starting point for
The very existence of this publication, and the two
talking about digital youth work. So, the debate is
editions of the training course Dig-it Up! which
now open: digital youth work does exist, and many
originated it, are the living proof that a digital side of
people across Europe are trying to define it the best
non formal education and youth work is possible,
way possible.
and even more: it is badly needed, counting the 300
and more application requests from all over Europe
Among the most active figures in this debate it is
(and beyond!) that we had for each of the two
worth to mention the Finnish organisation Verke,
editions of our training.
which is a public body in charge of training the
Finnish youth workers on digital youth work. This is
In the last few years, fortunately there have also
the first similar experience that we got to know
been many youth workers discussing about this new
about, putting up an effort of training youth workers
practice indeed, as we can read in the final
on digital youth work on a national scale. We would
declaration9 of the European Youth Work Conference
say that we consider their work an example of best
2015, in the part regarding the emerging practice of
practice on the national level, and another proof of
youth work:
the need for training and updates on this topic
among youth workers.
7
For instance the ones included in Pathways towards validation and recognition of education, training & learning in the youth field, 2004
(http://pjp-eu.coe.int/documents/1017981/1668227/Pathways_towards_validati.pdf) and Pathways 2.0, 2011 (http://pjp-
eu.coe.int/documents/1017981/3084932/Pathways_II_towards_recognition_of_non-formal_learning_Jan_2011.pdf)
8
http://www.youth.ie/screenagers
9
See http://pjp-eu.coe.int/en/web/youth-partnership/eywc-website-declaration and the whole website http://pjp-eu.coe.int/en/web/youth-
partnership/eywc-website
Now before going on, we should also agree on some participants to define possible applications of digital
more terms. This will be once again a working youth work, having this new grid as a result:
definition, and we are aware of the many possible
and different explanations of this terminology, but
this is what we chose to adopt during our training Possible concrete applications of
course: DIGITAL MEDIA and TOOLS in YOUTH WORK
DIGITAL MEDIA as MEDIA:

We talk about digital media meaning any system or online counselling;
platform able to record, (re)play and share our informative websites;
experience. So in this way, my handmade videos can marketing in socialmedia;
be digital media, but whole platforms as Youtube can communication channels with youth.
be digital media too.
as CONTENTS:
young journalists;
DIGITAL TOOLS discussions about media;
We talk about digital tools meaning any system or learning coding;
platform able to create and share content. So in this building new social etiquette;
way I can create a video using my mobile phone or animations and storyboard.
my action camera as a digital tool, but digital tools
will also be the software, apps or platforms that I as ACTIVITIES:
might use to edit my video - including Youtube’s gaming tournaments;
Video Editor feature, because... yes, this topic is maker culture, robotics;
something unclear and blurred and not black-and- GPS based activities;
white divided, as reality always gets to be. group building activities;
contrasting cyberbulling;
digital storytelling.
TECHNOLOGY
We talk about technology as the big frame
containing (also) digital media and digital tools.
The list could of course be prolonged furthermore,
and we invite you all to do it, finding new possible
During our training course we created the following fields of application of digital media and tools in your
map of possible fields and topics where to apply youth work, to underline even more that the number
digital youth work, using the one provided by the of possible applications of anything digital in youth
Screenagers project as a starting point. work is wide, and it is widening every day more.
We kept the structure of considering digital media
and tools either as medium, as activities, as content,
and after having experienced some digital youth
work activities with the group, we asked the
EUROPEAN STRATEGY IN TERMS

OF DEVELOPMENT OF DIGITAL
COMPETENCES
Dig-It Up! Is a training course which can be that efforts by Member States are needed to ensure
considered as born and raised inside the European new technologies readily available to empower young
programmes for youth: everybody in the team people’s creativity and capacity for innovation,
developed his/her trainer’s competences during widening quality access to culture and creative tools,
many years of experience in youth work, youth particularly those involving new technologies, as well
mobility and exchanges funded by several as it is expected to promote specialised training in
Programme generations; eventually we as a team culture, new media and intercultural competences
met during SALTO-Youth Training of Trainers course, for youth workers.
funded by Erasmus+, and we developed the first
concept as a practice project of this training course. Our topic links to the objectives of different
The second edition (and the third one, which is being European key competences10, such as the digital
defined while we write) are being funded by competence, as we support and foster a confident
Erasmus+ Transnational Cooperation Agreement and critical use of information society technology in
(TCA), that means different National Agencies from this training, and we will actively enhance
different Countries of the Programme, agreeing on participants’ digital literacy, by providing or updating
the importance of this training course to fulfill a skills in information and communication technology;
need on European level.
Regarding the social and civic competence, it is
This alone could make us a living example of the important to foster the knowledge about the social
commitment of European institutions on the impact of digital tools and media, in order to
development of digital skills and competences, but promote a safer use of these tools for personal,
there is a lot more. social and civic networking, together with a deeper
understanding of risks and opportunities behind
A current Commission policy paper on “Rethinking them.
Education: Investing in skills for better socio-
economic outcome” states that “it is time to It is interesting to point out that Erasmus+
scale-up the use of ICT in learning and teaching.” horizontal priorities for 2017, in Key Action 2, also
The Council of The European Union in the Resolution include this one:
on a renewed framework for European cooperation
in the youth field (2010-2018) points out clearly Open and innovative practices, in a digital era:
10
http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32006H0962&from=EN
DIG-IT
UP!
priority will be given to actions that promote impact of digital tools and media in education; the
innovative methods and pedagogies, participatory transformations and evolutions of the tools and
governance where appropriate, develop learning platforms themselves make us think that many
materials and tools as well as actions that support more commitments and plans will be issued at
the effective use of Information and Communication European level to tackle these topics, so keeping
Technologies (ICTs) in education, training and youth. updated is a real must.
This includes supporting synergies with research and
innovation activities and promoting new
technologies as drivers of improvements in
education, training and youth policies.
We were happy to find our training course listed

among the best practices on digital youth work,
inside the working materials following the mandate
of the EC Expert group on digitalisation and youth,
coordinated by DG EAC Unit C1-Youth policy, with
the aim of analysing risks, opportunities and
implications of digitalisation for youth, youth work
and youth policies during the two years 2016-2017.
The mandate of the group is worth reading 11 as it
collects a lot of point of views and insights that we
feel very close to our approach.
If we want to have a wider look, we can finally

mention the Europe 2020 Strategy, which has one
of its seven pillars named Digital Agenda.
The European Digital Agenda, followed in many
Countries by their national versions, has many
interesting objectives, from establishing the
European digital single market, to promoting fast
internet access for all, to enhancing inter-operability
and standards. There are at least two objectives in
the Agenda which are worth being quoted here, and
they are Promoting digital literacy, skills and
inclusion and Strenghtening online trust and
security.
Even more could be done on many levels to openly

support digital youth work, and in general, the
11
See the Expert group mandate at: http://ec.europa.eu/assets/eac/youth/policy/documents/mandate-expert_group-digitalisation-
youth_en.pdfN
YOUTH AND DIGITAL REALITY
Whenever we open the topic of kids on phones, or

youth and digital reality, we step into the arena of
conflict.12 The dispute about the cultural-making
role of technology brings different understanding
what internet is for, not only between youth and
adults, but also among adults themselves. There is
only one consensus: technologies play an important
role in culture, often called already a “digital culture”
referring to wide accessibility, interactivity and
connectivity which characterise today’s internet.
Sympathizing with Verke’s “Guidelines for Digital
Youth Work13 we value “the digital media as a key
environment for the growth and activities of young
people, and the key role that digital technology plays Photo: Gijsbert van der Wal
in their everyday lives”. It’s hard to deny the changes
in society initiated by technology. The digital era is bored kids, with lines such as “what a sad picture of
having a deep influence on changed pattern of social today's society!” and that “today’s youth is more
behaviours. But what does it mean in practice? interested in Whatsapp than they are in
Rembrandt”14 . Believing “The Telegraph” article “it
turns out the children were actually researching a
A perfect example of a conflict in dispute and school assignment when the photo was taken”. One
perception of the usage of technology by youngsters of the facts around the story is that the photo was
emerged with once shared online image of shared almost 9,500 times within a few days from
schoolchildren sitting over their phones in front of the first publication, proving that there is a lot of
Rembrandt’s ‘The Night Watch’, a masterpiece concern about today’s kids digital reality.
attracting millions of tourist to the Rijksmuseum in
Amsterdam. Social media sparked a debate about Having an eye on digital kids and teens
what the children were actually doing. The picture European Commission and other authorities have
has been called a “metaphor of our age” and lots of already financed lots of research about the digital
comments pointed their finger to distracted and life and habits of kids and youngsters online. Most
12
More in “Smartphone and tablet in child’s hand” (printed in Polish only), Wydawnictwo Naukowe
Katedra, 2016
DIG-IT 13
https://www.verke.org/wp-content/uploads/2014/09/verke_suuntaviivat_eng.pdf
UP! 14
http://www.telegraph.co.uk/news/newstopics/howaboutthat/12103150/Rembrandt-The-Night-
Watch-The-real-story-behind-the-kids-on-phones-photo.html
YOUTH AND DIGITAL REALITY 16
of the work was focusing on the risks, addictive What are the online threats?!
behaviours and other internet abuse. Researchers Always on, reachable, connected. These are the basic
were aiming not only to find evidences, but also characteristics of digital youth. Because a
recommendations for protecting children from smartphone is a very private thing, always at hand,
harmful and illegal online content, inappropriate nearly an extension of the body, digital youth is also
conduct or risky contact. Launched for the first time little controlled by parent. Being online often means
in 1999, European Commission's “Safer Internet being only partly present and lacking the attention
Programme”, transformed in 2012 into “Better for “now and here” - that’s the most common regret
Internet for Kids” Programme15 16, creates an of the parents and educators, who are afraid of
umbrella for the European Strategy to deliver a teens social isolation. Meanwhile youngsters are
Better Internet for our Children17 and researches even more exposed to contact with others, also
such as EU NET ADB18, EU Kids Online19 and Net during in the night, and easily getting info social
Children Go Mobile20. trouble with their peers, while going offline.
There is a network of Safer Internet Centres (SICs)
across Europe and National Awareness Centres Recommendations for online social behaviour coming
(NACs), present in 30 European countries, focusing e.g. from like a handbook of common digital social
on raising awareness and understanding of safer etiquette is something to be worked on and needs
internet issues and emerging trends – typically to be developed in our opinion and appears in one of
comprising an awareness centre, helpline, hotline the discussions during DIG-IT UP! training.
and youth panel. These units are in charge of Youngsters often face online information and
organizing Safer Internet Days (SID)21 with many content, which they are not yet ready for. All their
events and activities annually taking place across messages leave trace and might pop up in other
the globe to mark the day. They also try to ask unfriendly context or can be remade and republished.
youngsters for giving advice on internet safety and Whatever they will write, may be reacted by peers24
empowerment strategy, helping to create innovative in many ways. The percentage of youngsters
resources and disseminating e Safety messages to experiencing internet violence or harassment on
peers. Worth following is the project WYRED,22 led themselves or happening to their peers20 has been
by researchers and youth organisations, aiming to growing.
give the young a voice in relation to research into Technological development made youngsters more
issues that concern them, starting already the than ever exposed to bullying, sexual content online,
“Children and Young People’s Manifesto”23 being contacted from strangers and other challenges
that are often prosecuted by criminal law. At the
same time it made problems youngsters have more
visible and youth workers more aware of what kind
of help or intervention could be needed.
15
https://ec.europa.eu/digital-single-market/creating-better-internet-kids
16
https://www.betterinternetforkids.eu
17
https://ec.europa.eu/digital-single-market/en/european-strategy-deliver-better-internet-our-children
18
https://www.rha.is/static/files/Rannsoknir/2013/Qualitative_Report_D5.pdf
19
http://www.lse.ac.uk/media@lse/research/EUKidsOnline/Home.aspx
20
http://netchildrengomobile.eu/
21
https://www.saferinternetday.org/
22
https://wyredproject.eu
23
https://repositorio.grial.eu/bitstream/grial/818/1/WYRED_ManifestoY.pdf
24
https://lsedesignunit.com/EUKidsOnline/html5/index.html?page=1&noflash slides 15-17
What bothers youngsters on the net?25 and mostly enjoy all sources of fun, amusement and
● Receiving hate messages entertainment available, especially music and
● Being sued for low violation movies. Is also a convenient and commonly used
● Being stalked, spied and invigilated tool for teens’s learning process: to do their
● Unaccustomed content, fake information and homework, to expand the knowledge useful at
manipulation school, to get prepared for the upcoming test. We
● Suicide and risky behaviours inspiration and tips can risk a statement, that internet is present in
● Adds every aspect of youths life, playing a significant role
● Viruses also because of main features of adolescence - the
● Poor quality content need for constant new impressions and curiosity. It
● Human traffic and crime is a huge source for informal education, which
● Lack of privacy makes life easier and brings positive feedback while
● That nothing disappears making human connections, achieving new levels in
● Peer violence, bullying games or feeling of belonging to an online
● Addiction community. Positive feedback are especially
● Money made on stupifying videos important for youngsters with minor social skills.
● Sharing photos without permission Thanks to internet, they can get appreciation and a
● Internet cancer sense of justice.
● Breaking into device’s camera Youngsters especially value the internets quality of
● Control by parents quick responses to various questions, updated
information, maintaining relationships and making
During the training we asked our participants about new friends. What happens often, is that they miss
their experience with online challenges and threats. other, great opportunities and mostly often
We focused the discussion around topic such as: consume the basic offer.
privacy and safety, body images, sexting and digital
social etiquette. What youngsters like about the net?28
● Getting to know new people
What is the value of internet in a teen’s life? ● Entertainment sites
There is no question on the must of using the ● News and updates (on fashion for example)
internet safely and responsibly, however, currently a ● Contact and communication
new wave in the discourse emerged, questioning a ● Videos, music, series, books
“risk awareness panic”26 and shifting to new ● Downloading files for free
opportunities, digital literacy, digital citizenship, ● Anonymity
digital rights and finding a point of balance in ● Online purchase
approach27. If parents and educators stay protecting
kids by restrictions, kids won’t gain the EU Kids Online research outcomes proves that
opportunities for learning, participation, youngsters aged 11-16 are on line on a daily basis.
collaboration, creativity and expression they could. But the “ladder of opportunities” is as steep as ever”
They would also not develop resilience against meaning that teens are mainly engaged in social
possible future harm. networks, instant messaging, YouTube and gaming.
Internet serves the needs to stay in contact with Only little percentage create and upload their own
friends, share, search for advice, read online content content, read the news or participate in virtual worlds.29
25
Short group interview with 14-15 years olds in Warsaw lower middle school, 24.04.2017
26
How children engage with the internet | Sonia Livingstone | TEDxExeter https://www.youtube.com/watch?v=SyjbDUP1o0g
27
From Uwe Hasebrink, Hans Bredow Institut, keynote speaker at Children & Youth on the Net conference, 27.04.2017, Luxembourg
28
Short group interview with 14-15 years olds in Warsaw lower middle school, 24.04.2017
29
https://lsedesignunit.com/EUKidsOnline/html5/index.html?page=1
YOUTH AND DIGITAL REALITY 18
Created a character, 2
pet or avatar 3
2010
4
Used file sharing sites 10 2014
Spent time in a 5
virtual world 8
Posted photos, videos or 6

music to share with others 20
Used a webcam 6
9
read/watched the 6
news on the internet 18
Visited a chatroom 9
19
Posted a message 9
on a website 15
10
Downloaded
music or films 24 Being born in digital era is not enough for having
Played games with other 16 developed digital competences, especially if we
people on the internet 28
consider a digital competence as a set of skills
18
Used the internet for
school work 33 including critical usage of digital media and tools,
Watched video 32 also wider described in the Recommendation of the
clips (e.g. on You Tube) 59
European Parliament and of the Council, as as a key
40
Used instant messaging 49 competence for lifelong learning.31It is definitely too
44 complex and permanently under construction, just
Visited a social
63
networking profile impossible to be sucked together with mum’s milk -
0 20 40 60 80 100 even if she posts on FB while breastfeeding;)
Ladder of opportunities
from: EU Kids Online: findings - methods - How to approach net generation?
recommendations30 Surprisingly to adults, often youngsters see internet
(report of EU Kids Online and Net Children go Mobile sites and services as boring. We shouldn’t forget
researches, funded by Safer Internet programme) they have a right to have own ideas and youth
workers need to find a way to approach them
This research outcomes gives evidence, that there is without judgment and prejudice. We believe that
much to inspire kids and youngsters with the use of technology brings a language for cooperation and
the internet. Great and exciting opportunities like mutual understanding. “The internet is a new
the listed once are rather exceptions not routines in context of social and cognitive development for
internet use of youngsters. adolescents”32. It is where they learn social-
● discussing hot topics with new friends from emotional skills. Shouldn’t parents, youth workers,
another continent; teachers be involved into this world of social-
● searching all source of information about the emotional learning and skills’ building, as it is what
world; we do in education?! We try to support social
● advocating for solutions on major global problems; learning. Why would we not be where a great deal of
● exploring unknown places on the planet by online learning happens in a very direct and non face to
tours; face world?! It is not reasonable any more to ask if
● coding and creating games and software; to include, but rather how to include digital media in
● media creation and edition; formal and non formal education.
● music production; With our training DIG-IT UP! we stand together with
● art and cultural education; all those who wish to take more effort in creating
● blogging about once own passion activities and content for young people to inspire
● or any other way of being a content creator then them to explore, creatively use and be imaginative
passive receiver. while online and in life in general.
30
https://lsedesignunit.com/EUKidsOnline/html5/index.html?page=1 - see www.eukidsonline.net and www.netchildrengomobile.eu for more infos.
31
2006/962/EC, 18 December 2006, http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32006H0962&from=EN
32
EU NET ADB raport, https://www.rha.is/static/files/Rannsoknir/2013/Qualitative_Report_D5.pdf
SUMMARY OF THE CALL

AND PROGRAM
LET’S DIVE INTO OUR TRAINING NOW! ?
The DIG-IT UP! training course aims to provide new

knowledge and skills and to find creative ways for
this attempt to include digital tools in non formal
learning featuring open-air activities. Our focus is on
the combination of digital tools IN open-air
activities, to probe that digital tools aren’t limited to
being used alone, in closed spaces and causing
health/security/privacy issues. Our main aim is the
experience of designing and creating a supportive
learning environment by learning to use digital tools
in open-air surrounding, an experience that we want
to offer our participants.
(from DIG-IT UP 2017 call on SALTO Youth website)
In this chapter we want to give an insight into our

training course “DIG-IT UP! held in Rome in March
2017. At the same time we want to résumé about
the implementation of the programme and the
achievement of our set aims.
We will therefore shortly describe the programme:
After a first getting to know each other we started
the first working day with an introduction to our
programme, our goals and the expectation of
participants regarding the training course. The goals
for DIG-It UP! Were 1) experiencing popular digital
tools that can be used in youth work focusing on
outdoor activities, 2) discovering the concept of
digital youthwork, 3) sharing experiences and good
practices of youth work dealing with digital reality
and 4) developing creative digital activities and
project ideas for youth work.
DIG-IT
UP!
SUMMARY OF THE CALL AND PROGRAM 20
We continued the day with the first hands-on

experience of a digital scavenger hunt discovering
the venue and surroundings and at the same time
getting to know the other participants better.
The second half of the day we introduced a
creative photo shooting exercise using a popular
social media platform tackling the topics of
privacy and social media, critical content regarding
sexting, grooming and cyber-bullying.
To close the first day we introduced the
“reflection on the day”, which we would also use
the following days. The participants were invited
to use the last hour of the programme to reflect
upon their learning during the day, about possible
implementation in their context, the trainer team,
the organization and the flow of the programme.
The second working day was dedicated to

discovering the concept of digital youth work, terms
and definitions. Thereafter we dived into discussion
groups talking about different realities and current
challenges of digital youth work such as the topic of
a social etiquette for using digital devices in social
groups, body images and digital media, etc.
The rest of the second day the group produced a

one-shot group video called Lip dub, learning to
manage, shoot and edit a video, also talking about
music rights and youtube.
Each presented hands-on digital activity or method

had debriefing time after the experience itself. The
participants discussed possible implementation of
the exercise in their organisation and there was time
reserved to talk about the practical and technical
implementation of the activity. The morning of the last working day was dedicated
We started the third working day with a QR-Code to best practice examples of digital youth work
based peer learning “getting to know your device” presented by the participants, which you will learn
activity, to make sure that all individual participants more about in chapter 8. The morning also gave the
learned and shared basic digital practical knowledge opportunity to learn more about “youth mobility” of
using their personal devices. After having achieved Erasmus+ key action 1 having an expert from the
the learning goals of downloading offline maps, (de-) Italian NA speaking. The afternoon session was
activating gps, activating hot spots, doing screen reserved to creating new project ideas, partnerships
shots, setting the privacy conditions on Facebook and a networking opportunity.
etc. the group was prepared for the introduction
to the afternoon programme: Geocaching in
Rome city! The participants could dive into the
exciting adventure and recreational outdoor
activity of seeking caches around Rome on and
offline with their personal mobile devices.
Naturally thereafter
the tired
Geocachers could
enjoy themselves in
the city of Rome
and at the dinner
out.
After having an intense and rich training participants

received their youth passes and gave feedback about
the overall training. Not to forget the final evening
with a rich buffet of international snacks together
with the screening of the produced and edited music
video.
SUMMARY OF THE CALL AND PROGRAM 22
Discussions and debriefing of activities provided the ● If you upload any content which involves a third-
group with a lot of ideas and insights, so here we party make sure you have authority;
would like to mention at least of few of them. ● Take ownership only of your own content and give
During the debriefing of the Lip dub participants credit to your sources.
shared new ideas for using lipdubs with their target We want to share two more aspects of the
groups, e.g. using it for a short and spicy 2 hours discussion that our participants called ‘food for
workshop up to doing a professional lip dub during a thought’:
couple of weeks with lots of preparation. ● Should there be any censorship online?
The participants found that the exercise was good ● Would it be enough to just say that we are
for supporting communication and team dynamics, applying all general social etiquette and manners to
as the small groups have to talk and interact with the social digital world?! What are general manners
each other and the with person having the camera. or social etiquette?
In chapter 4 you already came across Marc Prensky’s

concept of digital native/migrant, that he himself
changed after a couple of years: also in DIG-IT UP! It
was brought up by a participant, so we took it into
one of our discussion rounds. We asked participants
to discuss whether being born in the digital age is
enough to have mastery of digital media and tools
and whether the definition of digital native/migrant
is more about the attitude, or the knowledge, or the
understanding of technology?
Additionally the participants were interested in using
a Lip dub production for promotion reasons of their Looking only at some of the participant’s reflection
local community. upon the topic, one would probably also take back
There was a longer discussion on copyright issues Marc Prenskys first concept:
regarding youtube and Lip dubs. The song used in the
Lip dub came from a list created by youtube itself 33 Someone being born in digital age:
with songs you can use on youtube, rights checked ● Sees the smartphone more as an extension of the
by youtube, but you will have their advertisement at body than a tool;
the beginning of the video. ● More blind trust in tech;
● More access to infos online BUT they are often not
Check out the produced DIG-IT UP! lip dub on prepared for it;
youtube.34 ● Are more used to a flat hierarchy in society;
What came up as a very interesting branch of digital ● Are used to instant answers, with little reflection
youth work during the DIG-IT UP! TC was the topic upon the question/answer.
about digital manners. We invited the participants to
come up with suggestions for a ‘social etiquette We offered you some of our participants thoughts
manual’ on digital manners. Here is a shortened list and discussion topics in this chapter. There were
of the most commonly suggested guidelines: many more on the training and after the training
● Don't say something online that you wouldn't be being taken home and reflected upon. To close this
willing to say face to face; chapter we want to share two “Aha moments” and
● Don't have online friends if you don't know them in insights our group had during the training:
real life. Make sure you know: Who are they? What
do they do? Where are they from?; “You can choose what you want to do in life but you
● Whilst in a conversation do not engage in a third- cannot choose the consequences.”
party conversation; “Nothing is for free online!”
● Remember that what you upload stays forever;
33
https://www.youtube.com/music_policies
34
https://www.youtube.com/watch?v=DkZ6S5TyRdo
#BRIANTHEONION
OR DIGITAL STORYTELLING
#BrianTheOnion
Duration:
30-60 min
Topics addressed:
Online communication, body image, online safety
A simple digital storytelling activity, using instagram

pictures / videos and some hashtags. It may be used
to open up discussions and increase awareness on
how online pictures and video may have impact and
leave traces, differences from reality etc.
Aim:
Addressing digital education topics (online pictures
and videos impact, etc) with a "classical" non formal
education activity, engaging participants and
fostering team building processes. Opening up
discussions on controversial topics without directly
referring to personal experiences, using the result of
the activity instead.
To give more insight into activities we did in DIG-IT
UP! we are going to present one exemplary digital Methodology:
storytelling exercise that we created, with the name The tools applies principles from discovery based
of “Brian the onion” - working with and reflecting learning and peer learning, asking participants to
upon the social media platform Instagram. This is create something with their hands, collaborating
the session outline: with others, and then sharing it online. At this point,
they will be asked to discuss and define together
which aspects / treats of personality may be told
DIG-IT
UP!
#BRIANTHEONION OR DIGITAL STORYTELLING 24
out of what has been uploaded. This will lead them generalisations could be done starting from a single
to discover how easily labels can be attached to piece of picture, etc etc
people due to what appears in their pics etc.
Materials and resources:
Step by step process: ● some onions (1 - 2 every group of 3-4-5
● divide participants in groups of 3-4-5 persons participants)
● be sure that every group has someone with a ● markers, colored paper, tapes, scissors, glue and
mobile device with the instagram app installed onto, everything could be used to create a costume for
using a public profile - or provide them with a pre- the onions
created one if they are on private profiles and ● any kind of other material to turn the onion into a
(correctly!) do not want to open up their pictures to character: feathers, little eyes, small hats, etc etc
the world.
● make every group choose 1 or 2 hashtag which
you have previously written on different cards.
● The hashtag will define the topics of the scenes to
be pictured: for instance #lunchtime, #partyallnight,
#youthwork etc
● put all materials (onions, costume parts etc) on a
table, and give 15-20+ mins to the groups to think
about the 1-2 scenes they have to create according
to the picked hashtags, create the settings, style up
the onions' costumes
● ask them to share one picture of each scene on
instagram using the hashtag #briantheonion AND
the hashtag they picked
● put the website websta.me/search or ● a few mobile devices with instagram app installed
instagram.com on the beamer, login with your (1 for every group of 3-4-5 participants)
personal instagram account and search for ● a PUBLIC working instagram account associated
#briantheonion with every app (you can either ask participants to
● refresh the page every few seconds, and pictures put their profiles as public for a while, or provide
from the different groups will start to appear! them with some pre-created profiles. In this case
● when all pictures have appeared, ask every group you have to create them one by one on a mobile
to write down 4-5 ideas about Brian The Onion with instagram app on it. Use different emails - ie
character, way of acting, what he likes or dislikes, his briantheonion1, briantheonion2 etc- for the different
personality etc etc. profiles)
● Share the results in plenary, writing the results on ● internet connection
a flipchart. Is this the real Brian? Is it not? How we ● a device (pc - laptop - tablet - smartphone)
can tell? connected to a beamer / big screen
● Open up and facilitate a discussion on how easily ● your own instagram account (or one that you
labels can be attached out of online pictures, created for this activity) to enter the instagram
25 #BRIANTHEONION OR DIGITAL STORYTELLING
website www.instagram.com or to sign up on the

search engine website websta.me/search to retrieve
the pictures
Outcomes:
● more knowledge about the impact of an online
picture / video on someone's reputation and public
image.
● more understanding on how people can interpret
very differently the same picture, getting
opposite/different meanings out of it
● some learning and use of creativity using mobile
the choice of possible moments to depict in the
devices... instead of being used by them :)
pictures, using more specific hashtags. This could
lead also to address more specific topics: gender
Evaluation:
issues, (cyber)bullying, sexting, hate speech... As
We presented this tool in several different contexts,
said, since the tool works only with *public*
including #DDYW - Defining Digital Youth Work -
instagram account, and you may not want your
conference in Oulu Finland in 2016.These are some
participants to open up their profiles, you could
results of the evaluation processes during the
provide a few pre-registered accounts to the
conference:
participants to avoid privacy issues.
The big advantage is to include technology in non
Possible reflection topics and questions on Brian
formal education processes in a simple, easy way to
the onion:
address some of the possible problems that
Topic: My youth/target group and Instagram
technology itself could bring.
Does my target group use Instagram?
How and with whom do they use it?
The potentialities are the great, wide possible range
What is their focus/goal on Instagram?
of topics and aspects that could be addressed by the
Do I follow my youth/target group with my private
tool simply changing, increasing, better-defining the
account?
various hashtags that teams have to pick up.
Safety features of Instagram?
The only limit is the need for mobile devices,
Topic: Pics on Instagram and other social media
instagram account and internet connection.
What kind of pics do I/my youth share via
Instagram/other social media?!
Notes for further use:
How do I see the self representation of people/my
Please always use the hashtag #briantheonion when
youth on Instagram?
using this tool! We are very curious to discover who,
Do/Did I experience problematic use of Instagram
how, when, where our tool is being used! Of course
with my target group?
the onion can be anything else instead (a potato?
How did I handle this?
any kind of fruit or vegetable?) and you can narrow
PORTRAIT OF THE PARTICIPATING YOUTH WORKERS, THEIR NEEDS AND EXPECTATIONS 26
PORTRAIT OF THE PARTICIPATING

YOUTH WORKERS, THEIR NEEDS AND
EXPECTATIONS
Participants had diverse professional backgrounds

such as working as an university professor, wanting
to integrate new digital methods and tools into the
classes. Again others had a business background
working with young entrepreneurship.
The group of participants consisted of 28 people

from 18 different countries aged from 19 to over 55
years old. Most of the participants came from the
youth and social work sector or schools working
directly with kids and youth. Others came more
from a structural youth work unit such as public
bodies for international activities and European
projects, Unesco or youth departments.
DIG-IT
UP!
frequent expectations were dealt with in the

programme of the DIG-IT UP! Training.
Participants embraced the networking session on
the last training day. Some participants came with a
concrete plan of networking and future activities,
the bigger part of participants got inspired during the
training and came up with promising and
encouraging ideas such as the KAHOOT international
As this short outline of the participants profile group from Robert Ecker (Austria), doing digital
already shows the group was heterogeneous in storytelling with youngsters with fewer
composition but also in expectations to the opportunities by Anita Magdu (Hungary), reflection
programme. We list the most frequent needs on social network by Giacomo Genisot, (Italy) or
expectations of DI-IT Up! Participants regarding a spreading the concept of using Pokemon Go in youth
digital youth work training: work by Kati Hopiavuori (Finland) and many more.
1. Experience new digital tools/methods to spice up You will find more details to some of the presented
methods already used in for non formal and formal best practice examples of digital youth work of
education participants in chapter 11.
2. Get to know new tools to motivate youngsters to
do activities (outside) Participants showed high interest in the concept of
3. Meeting new people sharing ideas and digital youth work. Framing the different ways digital
experiences, sharing best practices media and technology can be used in youth work
4. New future project ideas for digital youth projects, such as a medium (online councelling, marketing in
networking social media etc.), as an activity (gaming, group
5. Experiencing new tools for promoting the building activities etc.) or as content (critical
organisation discussion about media, building new social
6. European learning: how do other countries deal etiquette etc.) as already mentioned in chapter 4 we
with digital reality and youth worker education asked the participants to mark in what fields they
7. Learn and discuss about the concept of digital are already active in their youth work. Interestingly
youth work
8. Bring home new digital tools and
methods that can be shared with the
team at work
9. Get to know new practical media that
can be used to organise work/ live
10. Gain more technical skills
As far as the list of participants
expectations is concerned the most
PORTRAIT OF THE PARTICIPATING YOUTH WORKERS, THEIR NEEDS AND EXPECTATIONS 28
enough our participants marked quite many areas, need for youth organisations and youth workers to
meaning that they already had been doing a lot of have further education offers in getting to know
digital youth work without calling it that way or digital tools to promote the organisation, and to get
being aware of doing it. to know practical digital tools to organise, structure
and simplify work and daily life - what we already
This brings us to another facette of the profile of our defined backstage work.
participants. We assume that a big part of people Additionally the question of social digital etiquette
joining our training is “digitally comfortable” and/or came up as a topic that would have needed more
“digitally curious and courageous”, meaning they are time to be discussed, as well as the topic of internet
comfortable using or getting friendly with digital security. These two aspects, even though not
devices and are courageous to just go for it and try directly part of digital youth work, are obviously
new digital devices and tools out. Consequently the connected and relevant when you use and
question arises what kind of offer “digitally shy” incorporate digital media and tools in your youth
people would need to be reached. work.
From the expectation of participants and the
experience during the training, we can still see a
CONTRIBUTIONS BY PARTICIPANTS’
LED SESSIONS
During the last training day, volunteering Successful graphic designing

participants delivered sessions about their own Mariano Montesinos (Spain): He presented useful
experiences with digital youth work and best apps and software for youth workers:
practice examples. Icons: https://thenounproject.com/
We asked them to summarize their sessions here, Design bank
and below you will find their contributions and/or inspiration http://www.freepik.com/
links to interesting platforms and videos that they Fonts: http://www.dafont.com/,
presented as tools. https://www.fontsquirrel.com/
Design software:
Digital tools for Social Good Paint, https://www.gimp.org/, Photoshop,
Alexandra Corbu (Austria): During this sessions I https://www.canva.com/
shared with the other participants examples of how Gifs: https://giphy.com/, https://makeagif.com/
my current organisation is empowering young people Videos: http://www.videoscribe.co/,
to use digital tools for social good. The aim was to http://www.nchsoftware.com/videopad/index.html,
inspire them and show them what young people can http://online-video-cutter.com/pl/
achieve if they have access to digital tools and Other tools: http://es.savefrom.net/,
support. http://www.convertfiles.com/,
https://www.magisto.com/,
The focus was on The Digital Participation Camp & http://www.ilovepdf.com/
Summit and on FINDIA project:
http://www.findiaproject.org/en/ Pokemon GO and Youth work
Kati Hopiavuori (Finland): Simple, fun and harmless,
Watch video on Digital Participation Camp & Summit Pokemon GO is getting thousands, if not millions of
Review people out and walking around, and people are
https://www.youtube.com/watch?v=ve- enjoying it! Pokemon GO is a great way for youth
GXVCVkp8&list=PLo7_rLIVjuDcQ-z2bQ65f2d-aEN7 workers to connect and get to know children and
H3pVk&index=2 youth living in the same area.
Platform with ideas for a successful co-existence
with refugees in the community: http://ziag.at/
“Stereotyping glasses” - fighting stereotypes
https://www.youtube.com/watch?v=CbzK8yveaVg
DIG-IT
UP!
CONTRIBUTIONS BY PARTICIPANTS’ LED SESSIONS 30
Pokemon GO’s opportunities have been utilized in discussions. We

the City of Oulu’s Youth services: youth talked about the
center shave arranged events related to the game. age of the IT
The goal is to gather people together, regardless of Champions,
age or background, as well as provide the players agreeing that 16-
functions related to the theme. Pokemon Go – 24 would be an
events in the City of Oulu’s youth center shave ideal age. We talked
gathered up to 350 participants at some youth about the young
centres to play the game and get to know the youth people’s expectations and thought the young people
center and its activities. getting involved would want to learn new skills, take
part in training and possibly take it further by
Pokemon GO created a social experience that brings completing courses online.
gamers into the community. Pokemon GO
encourages you to go out, meet new people and see The young people would need to feel a sense of
the world around you! ownership when it came to 'The Hub', this would
help them feel part of the journey, we could ask
Link to the trailer: them to source equipment etc. We had a number of
https://www.youtube.com/watch?v=2sj2iQyBTQs ideas for activities that the young people could get
Pokemon Go events in our local newspaper Kaleva: involved in. These included:
http://www.kaleva.fi/uutiset/oulu/pokemon-go-
kiertue-jatkuu-oulun-nuorisotaloilla-syksyn-aikana/ - eSports competitions, gaming events,
738932/ - inter-generational activities on get to know
devices better,
The IT Champions - digital Olympics,
Duncan Elliot (UK): In my workshop I talked about IT - projects with local schools,
Champions. Previously, we had been involved in a - website development (Wordpress),
project with Microsoft, but we are now looking to do - facebook page, twitter feed,
it through our own project, the Xcel Project. Up to - robotics (raspberry pi, drones etc),
three young people will be recruited to act as IT - apps,
Champions. These young people will peer educate
other young people as well as working with older We concluded that this would be something
people to help them with basic computer skills. They worthwhile for the young people to get involved in.
will also offer basic computing skills to people In a digital work it could be very useful for young
looking for employment, linking in with local people to have spent time as a IT Champion!
partners. We will offer the young people training and
support and they will also have opportunities to get
involved in the Xcel Project website. The IT
Champions would work from a location referred to
as 'The Hub', this could be based at a Youth Centre
or similar environment.
In the workshop we had a number of very good
Robert Ecker (Austria): First of all, KAHOOT! is an 3. Make sure you have a stable WIFI/internet
online tool used for funny and interesting quizzes connection as well as a good skype connection with
within groups, school, youth centres, other your partner. It is important that the participants
organisations or for private use. KAHOOT! contains can see the same screen where the quiz is
loads of quizzes which are provided by the website. visualised.
The participants join the quiz by entering a game-pin 4. Start the quiz and give enough time for everyone
and in a last step before playing they have to create in both countries
a Nickname. For doing so, they need a mobile to enter the Game-Pin and the Nickname on their
phone/tablet and the app “KAHOOT!” phones.
5. Start the quiz and have fun together.
But what if you want to create your own quiz?
… then just sign up for free and create the quiz for Why do we do that?
your individual needs. The professional tool will guide ● We want our youth to develop international
you through the easy steps to create a quiz. awareness and to decrease prejudices
Together, we will bring KAHOOT! to the next level! about other cultures and countries.
● To improve knowledge about other countries
My idea is to use the tool (KAHOOT!) for building
bridges between our countries especially for our
youth. As we united Europe to a Union we should What if i tell you that social network ...
also unite our young people for a positive future as Giacomo Frand Genisot (Italy): what I shared during
well. But it is not easy to build bridges, especially not the training are the results of a three day camp
for young people with fewer opportunities, that is attended by 18/19 years old teenagers that I’ve
why the idea of “KAHOOT! International” is a chance hosted before going to the TC DIG -IT UP!. Below
for everyone to unite at least online. How could it you’ll find just a pill of those results. Still a lot of
work? work has to be done on the topic of social network.
1. Find some “KAHOOT International-Partner” and
set an appointment for a quiz session with your During the camp the teenagers were working and
participants. discussing the following questions and impulses:
2. Create a suitable quiz for the participants. ● What if I tell you that is difficult to find a definition
CONTRIBUTIONS BY PARTICIPANTS’ LED SESSIONS 32
of social network; accordance with the European Union Safer Internet

● What if I tell you that social network increase the Action Plan and also to familiarize them with ways
odds to suffer of depression; of protection.
● What if I tell you that social network can save During the workshop for youngsters which I carry
your life; out, the participants watch a video titled “The
● What if I tell you that social network is both killing grocery” (https://youtu.be/ceSUuKMr4xo) and
and not killing communication; discuss about the real and the digital life.
● What if I tell you that the closest definition of They find out the European Union's Policy for the
social network is: “evolution of internet”; cyber space
● What if I tell you that social network is (http://ec.europa.eu/information_society/newsroom/cf
entertainment; /dae/document.cfm?doc_id=1667) and their Rights
● What if I tell you that social network can kill you; and Responsibilities from the UN Convention on the
● What if I tell you that social network is addictive; Rights of the Child
● What if I tell you: “Look up from your phone”; (http://www.un.org/cyberschoolbus/humanrights/reso
● What if I tell you: “Look down at your phone”. urces/plain.asp).
● What if I tell you that many others “What if I tell They play relevant digital games
you” can be added to the list, both positive and (http://www.esafetykit.net/index2.html ,
negative ones. https://ec.europa.eu/0-
18/wrc_index_en.jsp?main=true&initLang=ES
The following reflections came up during the camp: /available in many languages).
Internet and social network are our world now, The participants can also watch videos:
asking for a world without them is an utopia. Social (https://youtu.be/iahc6BmtMXc,
media has got many benefits as well as many costs. https://www.youtube.com/watch?v=Jv4PiyK0pZE,
Social platform are as good as it’s users. Instead of https://youtu.be/LU8K6osTSBE,
pointing the fingers at the tool, we should perhaps https://youtu.be/10JhnGLxXu4) and find and connect
work on the users, make them aware of the Rights and Responsibilities. They identify some of
consequences of using social networks. the ways that the online rights can be violated; they
visit pages that provide ways of protection, report
We should use social network instead of abusing it. and help on Internet issues
In case we are bored why not reading a book or take (http://www.inhope.org/gns/home.aspx).
a walk. Let’s do a digital diet. Don’t look up from
your phone and don’t look down at your phone. Just At last, they can create their own poster “be safe in
look around you! the digital world”.
Most of the times it’s hard for the young
Be safe in the digital world participants to realize that everything what is true in
Vaia Manoli (Greece) the real world is also valid on the web. They
ICT has a key role in young people's life nowadays. recognize how significant is to act with responsibility
It’s a necessity to raise their awareness of in every situation and to ask for help when
capabilities and limitations in the online world in something make them feel uncomfortable.
PARTICIPANTS SPEAK!
Here you will find some feedback on the training A very enjoyable course. It has reminded why I do
course from the direct words of participants. the job I do! Everyone on the course has got involved
We also asked the ones from the previous edition (in and made it a valuable experience. I would like to
2015) to share some feedback for this publications, thank all the people who made the course possible.
and we got some from them too: :)
The activities were generally participant centered.

That’s new for me. That’s why I will not forget this
Didn't expected it as this good, with all the people week. Congrats!
we were I'm really thankful that I've been a part of
this training/group :) and now I'm going home with
many new skills and tools for my work (2015)
Fantastic training really enjoyed all aspects of it

found all activities well structured and programme
was well presented trainers were super also very
exciting to be part of the experience great personal
learning.
Thank you for the experience, for the hard work and
dedication that you put into the project. I leave the
training with great ideas and inspiration for my work.
DIG-IT
UP!
PARTICIPANTS SPEAK! 34
Awesome programme, well planned! I loved it!
I was positively surprised, I really enjoyed your

creativity and variety! You are awesome! Thank you!
Hugs and Love from Catherine (Norway)
Thanks, I never thought that trainings can be that

good! Very well balanced: theory, practice, games,
food (too much) TT
You did a great job, thanks for the experience!

It was such an amazing training, I still think of it so
often and it’s been almost two years now :)
Nadine (2015)
FINAL RECOMMENDATIONS
HOW TO PROMOTE DIGITAL YOUTH WORK
IN THE FUTURE
“Every maker of video games knows something that assess learning from the experiences we design.
the makers of curriculum don't seem to understand.
You'll never see a video game being advertised as This means that we should be able to offer the
being easy. Kids who do not like school will tell you youth engaging challenges in the digital domain too;
it's not because it's too hard. It's because it's-- this is what the digital entertainment industry has
boring” understood decades ago, and what we cannot afford
(Seymour Papert). to miss as youth workers of the digital age: being
able to design and shape digital youth work activities
Youth work, when is well done, is engaging. Digital with engaging content, with positive impact and able
youth work is engaging too, and moreover it seems to raise digital skills, knowledge and literacy, as well
to benefit of the engaging super-powers that as to address the many risks and concerns often
technology has on youngsters nowadays. related to digital tools and media, should be our goal.
It is not exactly like this though; as it always Closing this publication, we would like to
happens, the point is not the medium, the point is recommend to all policy makers, decision makers,
the message; in this case it would be better to say, institutions and organisations dealing with education
the point is the content. Once more we can refer to and youth, to support and increase the offer of
some knowledge developed inside the framework of quality and up-to-date training opportunities for
the European projects for youth - in this case we youth workers, focusing exactly on this goal: having
will quote the Youth in Action action 4.4 Non Virtual a direct impact in youth work activities, and not only
Youth Citizenship in a virtual world 31 (2008-2009) : on communication, promotion, dissemination, as
every challenge with the right content balance often happens with trainings dealing with digital
between players skills and challenge goals puts the tools. These are important aspects, but they are
player in a state of Flow, as defined in the studies of part of the standard, backstage work, while we
Mihaly Csikszentmihalyi. Be it an online roleplaying consider crucial to bring knowledge and
with your avatars, or climbing a rock in a national competences regarding digital media and tools in the
park, we should focus on the level of challenge that very activities with youngsters.
we are offering to youngsters, the quality of their
engagement, the ability to extract, recognize and This approach could then be extended to the formal
31
Here you can read the research report (in Italian only)
http://www.spaziogiovani.it/download/pubblicazioni/Report-NonVirtualYouth-flow.pdf
DIG-IT
UP!
FINAL RECOMMENDATIONS 36
education too; in fact we believe that one very of software, app, device etc, as one of our
interesting side-effect of digital youth work, when it participants demonstrated telling about her
reaches out from its standard places, is making experience of using PokemonGo in her youth center.
formal contexts a little more non-formal, allowing a When adults would stop considering video games as
more playful attitude to teaching and learning, “silly games” and start wondering how they can
introducing experience-based learning situations and achieve such a grip and an impact on youth, a lot of
environments, creating more user-centered interesting elements could be learnt, starting from
approaches, which are a great improvement to the the approach that more and more learning-
diversity and multiplicity needed by formal learning experience designers are calling gamification, that is
nowadays to be more effective and inclusive. based on concepts, such as learning from mistakes
and experiences, getting immediate feedback for
Also parenting needs these skills, to become more your behavior, etc, which have been normally
digital: too many parents have poor knowledge of included in every well designed youth work activity
opportunities, risks and challenges related to digital for years and years.
media, and they often feel inadequate, or tend to
worry too much (or not enough!) about behaviors As we said already, there is a whole new part of the
which they have hard time in understanding. world added to our “normal” reality, and who is
dealing with youth should be able to behave in this
Digital youth workers could have a great impact here world with the same openness and curiosity as in
too, working as a connection between the analog the ordinary places we are used to.
parents and their digital children, proposing activities This should be the main aim of every training in the
in which parents and children can play and learn field of digital youth work and this is the attitude
together, or even where children will teach that we want to keep. And this is also why we need
something to parents (in terms of technical mastery a common approach and quality models in training
of the devices) and parents will teach something to youth workers on digital youth work.
children (in terms of asking questions, apply critical Here is where the already mentioned EC Expert
thinking to the platforms etc). Group could give a great contribution in changing the
point of view, and where the Transnational
The tasks to be fulfilled by organisations in order to Cooperation Agreements in the framework of
promote digital youth work are already listed and Erasmus Plus could make a difference, for instance
made clear in the guidelines defined by Verke, which deciding to insert recurrent digital youth work
once again we totally agree with, so we will not add trainings in the standard offer of training courses for
anything on this topic here. youth workers, together with the classic trainings
that have shaped the use of the programme
Every digital tool, being a tool, can be used for a resources for so many years.
number of possible uses, in a number of possible
contexts. We would like to recommend an open-
minded attitude towards these tools, trying to find
possible uses to any kind of new or widespread piece
WHO WE ARE
PROFILE OF THE TEAM
Michele Di Paola Joanna Wrońska

He spent a good decade of past century working as lives in Poland, works around Europe as a freelance
youth worker in his organisation Spazio Giovani, ERASMUS+Programme trainer.
based in Monza, close to Milan, Italy. There, in the Sociologist, graduate from Applied Social Sciences
beginning of the new millennium he started working at Warsaw University and many national and
on the connections between technology and international professional courses and trainings,
education, and almost 10 years ago he developed his among which the Training for Trainers of European
first European projects on Non Virtual youth Erasmus+ Youth in Action Projects 2015. Starting
citizenship in the virtual world (2008-2009), further her professional career back in 2002 as e-learning
developing the concept since then. In the last years courses and platform designer. Last 15 years
he has also been active in Italy and Europe as a engaged in working with main Polish NGOs in
freelance trainer designing and delivering educational training projects addressed to young people,
experiences in the framework of non formal teachers, parents, youth workers and local leaders.
education. He founded Coderdojo Monza and co- Local activist herself, experienced in coaching local
founded Coderdojo Brianza. In 2013 he co-founded youth groups. Passionate and specializing about
CampusLaCamilla (www.campuslacamilla.it) a using digital tools in non-formal and formal
makers’ school delivering courses on how to use education.
technology (coding, robotics, VR etc) with a non Since 2008 member of the Polish National Agency
formal educational approach to boost kids’ of Erasmus+ Youth (previously Youth in Action)
creativity. He completed SALTO-Youth Training of Programme pool of trainers, conducting international
Trainers in 2015. Passionate about technology as a training such as “Mobility Academy for Young
creativity tool, he works also on different Leaders”, “Trainer Skill Workshop - IT Tools” and “IT
approaches to storytelling in digital times, and using tools in non-formal education of young people”.
digital tools and media in the classrooms. Recently working the most with youth and teachers
on developing media and digital competencies,
contracted within the framework of the "Cybernauci
- internet security and creativity" nation-wide
project implemented by the Modern Poland
Foundation, commissioned by the Ministry of
Education in Poland.
DIG-IT
UP!
WHO WE ARE - PROFILE OF THE TEAM 38
Raphaela Helena Blaßnig

lives in Vienna and works as a freelance trainer,
facilitator and process designer in Austria and in
international settings such as for the European
mobility programme Erasmus+. She is a trainer for
the Austrian NA and has participated in the Training
for Trainers of European Erasmus+ Youth in Action
Projects 2014/15.
Her professional roots as a facilitator and trainer
besides her University degree in science of education
lie in play pedagogy, coaching and experiential and
outdoor education. The main pillars of her work are
leadership trainings based on experiential learning
methods, professional orienteering through finding
your passion and delivering trainings in the field of
digitalization and digital youth work.
Raphaela has a long background of working with kids
and youth in Austria and around Europe getting
them outdoors, doing outdoor education for over 5
years. Therefore banning the use of digital devices to
an ordered “digital fasting” has been a common way
of dealing with this matter. Since 2014 she is on the
inspiring path of discovering and developing digital
youth work and is especially interested in the
combination of outdoor and digital and digital social
competences. She has designed and conducted
international trainings in digital youth work such as
DIG-IT UP! 2015 and 2017 and IT tools for non-
formal education of young people Poland 2017.
READ MORE:
“DIG-IT UP!” Final declaration of the European Youth Work Conference 2015:
http://pjp-eu.coe.int/en/web/youth-partnership/eywc-website-declaration and the whole website
http://pjp-eu.coe.int/en/web/youth-partnership/eywc-website
Pathways towards validation and recognition of education, training & learning in the youth field, 2004:
http://pjp-eu.coe.int/documents/1017981/1668227/Pathways_towards_validati.pdf ) and Pathways
2.0, 2011
(http://pjp-eu.coe.int/documents/1017981/3084932/Pathways_II_towards_recognition_of_non-
formal_learning_Jan_2011.pdf )
SALTO-Youth European conference Bridges For Recognition in 2005:

https://www.salto-youth.net/tools/bridges/Bridges2005/BridgesForRecognition/
The Council Resolution of 27 November 2009 on a renewed framework for European cooperation in
the youth field (2010-2018):
http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32006H0962&from=EN
The mandate of the Expert group on digitalisation and youth coordinated by DG EAC Unit C1-Youth
Policy with the aim of analysing risks, opportunities and implications of digitalisation for youth, youth
work and youth policy:
http://ec.europa.eu/assets/eac/youth/policy/documents/mandate-expert_group-digitalisation-
youth_en.pdf
Young Children (0-8) and Digital Technology, A qualitative exploratory study across seven countries:
http://publications.jrc.ec.europa.eu/repository/handle/JRC93239
EU NET ADB report: https://www.rha.is/static/files/Rannsoknir/2013/Qualitative_Report_D5.pdf
How children engage with the internet , Sonia Livingstone at TEDxExeter

:https://www.youtube.com/watch?v=SyjbDUP1o0g
List of useful / interesting links:

Screenagers international research project
http://marcprensky.com/writing/Prensky-Intro_to_From_DN_to_DW.pdf
http://www.youth.ie/sites/youth.ie/files/Screenagers-Guidance.pdf
https://ec.europa.eu/digital-single-market/creating-better-internet-kids
https://ec.europa.eu/digital-single-market/en/european-strategy-deliver-better-internet-our-children
https://www.rha.is/static/files/Rannsoknir/2013/Qualitative_Report_D5.pdf
http://www.lse.ac.uk/media@lse/research/EUKidsOnline/Home.aspx
https://lsedesignunit.com/EUKidsOnline/html5/index.html?page=1&noflash
http://netchildrengomobile.eu/
https://www.saferinternetday.org/
https://wyredproject.eu
https://repositorio.grial.eu/bitstream/grial/818/1/WYRED_ManifestoY.pdf
https://www.verke.org/wp-content/uploads/2014/09/verke_suuntaviivat_eng.pdf
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www.agenziagiovani.it
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Digital Youth Work

more infos on: digitup.cloud

The authors would like to thank:

Argyris Choulias - Greece;

and all applicants and participants in all Dig-It Up! editions.

Made in the European Union, 2017

Reproduction is authorised provided the source is acknowledged.

Some rights reserved - CC BY-NC 3.0

This short but signiﬁcant publication, related to Digital Youth

We also hope that other National Agencies in Europe, as in the

In these pages you will ﬁnd insights, recommendations and

The publication also contains examples and out-takes from the

To learn more visit the website digitup.cloud

7 How did the idea come up?

9 Digital Youth Work: definitions for a (new?) concept

13 European strategy in terms of development of digital competences

15 Youth and digital reality

19 Summary of the call and program

23 #BrianTheOnion or digital storytelling

26 Portrait of the participating youth workers, their needs and expectations

29 Contributions by participants’ led sessions

35 Final recommendations - How to promote digital youth work in the future

HOW DID THE IDEA

Have a good read, and let’s keep in touch for any

DIGITAL YOUTH WORK:

So talking about digital youth work, let’s try to agree

youth work is a broad term covering a large scope of

of sight as much as possible, or used just in the

Honestly, we think that much more could be done in

DIGITAL MEDIA as MEDIA:

EUROPEAN STRATEGY IN TERMS

We were happy to ﬁnd our training course listed

If we want to have a wider look, we can ﬁnally

Even more could be done on many levels to openly

YOUTH AND DIGITAL REALITY

Whenever we open the topic of kids on phones, or

Posted photos, videos or 6

SUMMARY OF THE CALL

The DIG-IT UP! training course aims to provide new

In this chapter we want to give an insight into our

We continued the day with the ﬁrst hands-on

The second working day was dedicated to

The rest of the second day the group produced a

Each presented hands-on digital activity or method

After having an intense and rich training participants

In chapter 4 you already came across Marc Prensky’s

A simple digital storytelling activity, using instagram

website www.instagram.com or to sign up on the

PORTRAIT OF THE PARTICIPATING

Participants had diverse professional backgrounds

The group of participants consisted of 28 people

frequent expectations were dealt with in the

During the last training day, volunteering Successful graphic designing

Pokemon GO’s opportunities have been utilized in discussions. We

of social network; accordance with the European Union Safer Internet

The activities were generally participant centered.

Fantastic training really enjoyed all aspects of it

Awesome programme, well planned! I loved it!