EP33. 双语翻译 | Lena对话Common Sense Media副总裁：关于网络公民素养教育(Digital Citizenship)

第33期节目上线了！

本期节目，Lena从Netflix最新迷你剧集《迷惑少年时》（Adolescence）谈起，引发一场关于“数字公民素质教育”大讨论。

节目中，Lena采访了一家非营利性组织Common Sense Media的教育外联与公众参与副总裁 Merve Lapus 先生，旨在为家长和教育者提供与儿童线上媒体内容的相关教育资源。

以下是英文采访内容的中文翻译，翻译内容由ChatGPT生成，由Lena修改整理。

Lena:

Hi, Merve. Thank you for being here today.

嗨，Merve。谢谢你今天来到我的节目。

Merve:

Yeah, very excited to be here with you today, Lena.

是的，Lena，我也非常开心今天能来和你对话。

Lena:

Yeah, so I'm here to ask you some questions about the digital citizenship curriculum conducted by the Common Sense Media. So I have noticed that digital citizenship was launched in 2010. So how did you guys start this initiative and how did this curriculum evolve from an idea to the latest version today?

我今天想请你谈谈由 Common Sense Media 推出的数字公民课程。我注意到这个课程是在 2010 年推出的。你们当初是如何开始这个项目的？这个课程是如何从一个想法发展成今天这个版本的？

Merve:

Sure. So Common Sense Media as an organization, we initially started as an organization just reviewing and evaluating media and technology for kids and families. And so primarily parents. As we did this work, we quickly heard that schools wanted to be able to provide resources directly to their parents around how to navigate media. And back then it was just music, maybe video games that were starting to get a little more violent, and then also just new TV shows. So we created content initially for schools to be able to get to families around the impacts of media and types of technology that's kind of emerging. And in that work saw that there was a huge need coming straight from schools where they were appreciative of being able to discuss and share these things with families. But they recognize just the importance of how do we get our kids to start thinking about these things right now as they're interacting with technology and as technology continues to really kind of innovate and grow. And so in that timeframe is when we started developing then this curriculum alongside with some partners from the Harvard School of Education, the Goodplay project at the time, and now continue to work with them in our current iterations of the curriculum through the different sides of the organization that still focus on this research. As we did this work, back then we had primarily we started in kind of in middle school first, just to kind of get a sense of ensuring that we were meeting the need and meeting the pedagogical needs of the classroom. And it was a handful of us, three of us, I think, on the ground that were just kind of testing this out in schools and really getting a sense of are you able to connect with that as an educator? Is it turnkey enough so that you don't have to learn anything new, but really take it into the classroom and have really thoughtful, rich discussion? So it really started on the ground, going teacher by teacher and really trying to identify who the right educator is that can bring these conversations into the classroom or at least into the educational space.

当然可以。Common Sense Media 这个组织一开始是专注于为孩子和家庭评估和评论媒体与科技内容的，主要面向的是家长群体。

在我们开展这项工作时，我们很快发现，学校也希望能获得资源，帮助家长了解如何引导孩子接触媒体内容。那时候的问题还主要集中在音乐、开始变得暴力的电子游戏，以及一些新的电视节目上。因此，我们最初为学校制作了一些内容，好让他们能传达给家庭，帮助他们了解新兴媒体和科技的影响。

在这个过程中，我们发现了学校方面一个非常明确的需求 —— 他们非常欢迎这些能够与家庭沟通的资源，但他们也意识到：更重要的是，如何从现在就开始引导孩子们去思考这些问题，特别是在他们每天都在与技术互动、而技术又在不断进化发展的当下。

于是我们开始开发一套课程，当时是与哈佛教育学院的GoodPlay项目合作开展的（这个项目现在仍在进行，我们至今还与他们合作，在不同阶段持续更新这套课程内容，并借助组织内部专注研究的部门来推动）。

当时我们最早是从中学阶段开始试点的，目的就是要确保课程能真正回应课堂上的教学需求，也符合教学法的要求。那时候我们团队规模非常小，地面推进工作基本上只有我们三个人，亲自走进学校做测试，看看教师是否能够接受这些内容、是否能直接套用——也就是说，老师不需要再额外学习复杂的新东西，而是可以直接将课程带入课堂，引导学生进行深入、有价值的讨论。

所以，这项工作真正是从一线教师开始，一步步建立起来的——我们努力去识别出哪些教师适合将这样的对话带进课堂，或者至少将这些话题引入到教育空间之中。

Lena:

That is very inspiring. You guys had the insights about the needs from the parent community and also the education community. So I'm wondering what challenges have you faced in promoting and implementing this curriculum in schools nationwide?

这真的很鼓舞人心。你们不仅洞察到家长社区的需求，也回应了教育界的呼声。我想知道，在全国范围内推广和实施这门课程的过程中，你们遇到过哪些挑战？

Merve:

We've got almost 1.4 million educators that are registered to use our resources on our site. And we're over 90,000 schools in the country that are using our resources already in their classrooms. So we have a pretty large distribution, an additional 90,000 schools that are around the world that are also using our content. But it's not that every single educator is using it in this school. There are specific educators that are running the curriculum or addressing the curriculum. And we do, we have a goal for having these types of concepts and ideas being addressed in every classroom. But we recognize some of the big challenges. Some of the challenges being, one's just where do you find the time, right? We've got, Grealia's educators are already pressed for time. They're focused on their subject matter expertise. And so the big question often is who's going to teach this? So my subject matter expertise is around history, social studies, math, or English. Why would I talk about digital citizenship or where do I bring in these conversations in an effective way? So that's one. The second one really kind of being, how does this align to just kind of the needs of our, of our school and our classroom? So I think we met the need for high quality and approachable. It's free and it's research back and it's incredibly high quality content. So that's great. So anyone can use it, but really is, where do I find the time? Who's going to teach it? And how does this align to our priorities in the school? And if you don't have those things lined up, oftentimes they can start to feel like one more thing to do. Right. And for educators, they already have so much to do. So something that is truly a supplemental curriculum or supplemental set of lessons needs to become more of a cultural response to the needs of students. So that it's not just one teacher or one time addressing the issue, but really building into the way that we instruct and leverage technology and the decision making that kids are making and using technology in their lives.

我们目前已有将近 140 万名教师在我们的网站上注册使用我们的资源，美国有超过 9 万所学校已在课堂上使用我们的内容。我们在全球还有另外 9 万所学校也在使用我们的课程资源。所以我们在分发层面已经覆盖得相当广泛。

不过，当然并不是每所学校里的每一位教师都在使用这些资源，通常是特定的教师在推动课程或者负责这类内容的教学。我们确实设立了一个愿景，希望将这些重要的概念和理念带进每一间教室，但我们也充分认识到其中面临的挑战。

其中一个大难题就是——教师去哪找时间来教这些内容？大多数教育者原本就已经时间紧迫，他们有自己专注的学科，比如历史、社会研究、数学或英语。所以常见的问题是：“那谁来教这些内容？我不是教这个的。”又或者：“我该在什么时候、以什么方式把‘数字公民素养’这类主题自然地融入到课堂中？”

第二个问题是：这些内容和我们学校或教室的实际需求如何对齐？我们认为我们在内容质量和可亲近性这两个方面做得很好——课程是免费的，基于研究，内容也非常高质量，这是非常棒的，任何人都可以用。但核心问题还是：

• 我在哪里找时间？
• 谁来教这些内容？
• 它和我们学校的教学优先级是如何匹配的？

如果这几个问题没有被解决，老师们往往会觉得这只是又一项额外任务。而他们已经忙得不可开交了。

所以，一套真正具有补充性质的课程或教学资源，必须逐渐转变为一种对学生需求的文化回应。这意味着：不再是由某一位老师在某一个时间点去应对这些议题，而是要将这些内容融入我们整体的教学方式、技术应用方式，以及孩子们在日常生活中如何使用技术、如何做决策的方式当中。

只有这样，数字素养、AI素养这些主题，才能真正内化到我们的教育系统中。

Lena:

So I'm a parent. When I see this wonderful curriculum, and I was wondering when this will be adopted or incorporated into my children's school, because I would like my children to learn about it or just maybe talk about it in school's life. So how do you guys address or do something reacting to these challenges? Like, do you guys actually have somebody assist or help those teachers or the schools figuring out how we can best serve or find a way to incorporate into your school schedules or agendas? You know, how can you make sure this will be spread out as much as possible so that every school would actually adopt it eventually?

我自己是个家长，当我看到这个很棒的课程时，我就会想：“我孩子的学校什么时候会采用这个课程？”我希望我的孩子能学到这些有关网络素养的课程，或者至少在学校里能听到这些话题。那么你们是怎么应对这些挑战的呢？有没有专门的人去帮助老师或学校把这些课程安排到学校日常的课程表里？你们如何确保这个课程能被更广泛地传播，最终让每个学校都能采用？

Merve:

Yeah, that's one of the biggest challenges, right, is we are a nonprofit organization. My team is only so large. I only have six individuals across the country on the ground. Yeah, but I'd say what we've done is look at it in a systematic approach. So we've done a really great job really empowering our educators to one, we've heard how much they love it, we've learned so much about how they've implemented it. So how do we elevate those use cases through our social atmosphere through conferences? How do we make sure we bring their stories to real educators in the spaces that they're already convening using those professional learning communities as ways of elevating good best practices. But beyond just getting the kind of the bottom up approach of getting educators to learn from each other, and kind of share that information up, we recognize that there's a huge need of being able to work with administration and administrators and and state policy makers to align our resources to outcomes and goals that are already being lined out for their schools. And so there are a number of policies that have to do with compliance, like E-rate compliance, which is connectivity, and funding for connectivity in these schools. There is already a number of policies around cyber bullying, online safety, privacy. And with these policies in place, there is intention around how do we empower our kids to actually think about how they're using and talking about these issues. And so that's where our curriculum can come in and play a role. Now, we have to actively find opportunities to capture these best practices where my team is on the ground, take all of those insights, and then create resources to then put on our website to make available for any educator, any school district or any school to replicate that experience, but make it their own, right. So with that, we've added a number of things. So yes, we've got this great curriculum. But in addition to the curriculum, we've got a number of asynchronous professional developments that are available on our site for free for any educator that'll one that it's very minimum, get them to understand what digital citizenship means for them, how they use it, the impacts of their use case, and how might that implicate the classroom or their school community. So role modeling through practice, right. And then we've got additional trainings that build them up to understand how to teach the actual lesson, how to bring it into the classroom, how to become a recognized educator who addresses digital citizenship as a way of being able to increase their thought leadership in their own school communities. We've taken that next step now and also creating training on AI literacy and addressing this new wave of technology. How do you address it in the classroom? But how do you understand it yourself and use it for your own use case in the in the in your classroom, if it's going to help you be more effective and build in the time that you need to do things that you want to do, like spending time with your students?

对，这确实是我们面临的最大挑战之一。我们是一个非营利组织，我的团队规模也非常有限，在全美范围内只有六名员工在各地实地工作。

但我想说，我们一直在尝试用一种系统性的方式来推进我们的工作。我们做得非常好的一点是，赋能我们的教育工作者。我们听到很多教师反馈他们非常喜欢我们的内容，也从他们的实施过程中学到了很多。那么，我们如何通过社群、会议等方式来推广这些实践案例？我们如何在教师已经活跃的专业学习社群中，把他们的真实故事分享出去，从而推广这些优秀的最佳实践？

除了自下而上的方式——让教师彼此学习、分享经验，我们也意识到还有一项非常重要的工作，就是与学校管理层、校方领导、甚至州级政策制定者合作，让我们的资源与他们学校已经设定的目标和学习成果保持一致。

目前已经存在很多与合规相关的政策，比如 E-rate 合规（也就是学校网络连接及其资金支持）、网络欺凌、网络安全、隐私保护等。这些政策的背后，其实都反映出一个共同的目标——让孩子们真正思考他们在使用技术时的行为和语言。而这，正是我们的课程可以发挥作用的地方。

我们必须主动寻找机会，收集我们一线团队所看到的优秀实践案例，从中提炼出洞察，再将其制作成资源上传到我们的网站，让任何教师、任何学区、任何学校都能借助这些资源进行借鉴和定制化使用，打造属于他们自己的实践路径。

为此，我们除了课程本身，还增加了许多内容。比如，在课程之外，我们还提供了一系列非同步的教师专业发展培训，完全免费，任何教育工作者都可以使用。哪怕只是最低限度的参与，也可以帮助教师理解数字公民素养（digital citizenship）对他们意味着什么，他们是如何在实际中使用的，这种使用又会对课堂或整个校园社区产生哪些影响——这其实是一种通过实践进行的榜样引领。

此外，我们还有更多进阶培训，帮助教师真正掌握如何教授课程、如何将其带入课堂，甚至成为一名在数字素养教育领域获得认可的教育者，从而在校内建立自己的专业影响力。

现在，我们也迈出了下一步——我们开始开发关于”AI 素养（AI literacy)”的培训资源，来应对这一波新的技术浪潮。我们关注的重点是：

• 教师如何在课堂中应对人工智能？
• 他们自己如何理解 AI，并在教学中合理使用它？
• 如果 AI 能帮助他们更高效地完成工作，从而有更多时间真正陪伴学生，那该如何利用？

我们的目标始终是：让教师变得更强大，也让孩子们在这个快速变化的数字世界里变得更有力量。

Lena:

Wow, that's interesting. You just mentioned the AI literacy as we are speaker, I actually just saw the founder and CEO of common sense media and mentioned on his LinkedIn page that today, March 28, is the national AI literacy day. Looks like you guys have been working on incorporating AI literacy and content into the evolving digital citizenship curriculum. So can you tell me a little bit more about this AI literacy day? And you know, what are you guys trying to achieve here?

哇，真的很有趣。你刚才提到“AI素养”。我看到你们的创始人兼CEO在 LinkedIn 上发文说，3月28日是“全国AI素养日(Ai Literacy Day)”。看起来你们已经把AI素养整合进了数字公民课程中。你能再多介绍一下这个 AI素养日(AI Literacy Day)吗？你们希望通过这样的方式实现怎样的目标？

Merve:

Sure. I think it's really important to recognize that we know and we hear everywhere how much AI is coming into all the spaces, even in education. We also recognize, though, that using AI and the way that AI is currently built is not necessarily conducive for early learning needs. Kids need to be able to develop the ability to see the long game, work hard to get through an essay and really understand how you can take information, distill it down and create something that's very specific to you. And using AI takes that away from them in many ways. There are effective ways that you might use it to measure other things. But understanding what you're trying to measure and teach is going to be incredibly important. So when we talk about AI literacy, it's not essentially how do we teach kids how to use AI, it's more how to understand that AI is around us. If it's in the tools that we're using, it's in the programs that we might be exposed to. And even though we're not using it to create specific things for us, it's important to understand how it's pulling information to make recommendations for things we end up using. It's about being in the space and understanding the essence of the AI that's being used around you, not necessarily going in there and using it yourself, especially in our younger ages. So that means understanding what is AI versus generative AI? What's the difference? How is it being fed? What are the opportunities that it brings? But what are the challenges that it brings? How much bias exists in this tool? What does it mean when they hallucinate? What is then the implication on that in terms of what's generated? And what is the essential need of having a human in the loop at all times, meaning understanding why I need to identify what I'm asking it to do, recognizing that when it gives me something, I need to take the time as a human to verify it, understand it, adapt it, and actually then make a decision on how I will use this and put it out then to represent myself and other humans. So it's really diving into how it works, why you might use it, but understanding the ethical, long term ethical consequences. of using it inappropriately versus leveraging it for opportunity and academic integrity.

好的。我觉得我们现在真的需要意识到，大家到处都在谈论人工智能（AI）如何进入各个领域，教育也不例外。但我们也必须认识到，AI 目前的构建方式并不一定适合早期教育阶段的需求。

孩子们需要培养的是一种“长线思维”的能力，他们要学会坚持努力完成一篇论文，真正理解如何提炼信息，并创造出具有个人特色的内容。而使用 AI 在很多方面会剥夺他们这个学习和锻炼的机会。

当然，也有一些有效的方式可以使用 AI 来进行评估或支持其他方面的学习。但关键是要明确你到底想要教会孩子什么、想要衡量什么。所以当我们谈到“AI素养”（AI literacy）时，并不是单纯地教孩子怎么使用 AI，而是让他们理解：AI 已经存在于我们生活的方方面面 —— 它出现在我们用的工具里，出现在我们接触到的程序或平台中。

即使我们没有直接使用 AI 去生成内容，理解AI 是如何提取信息、如何给出推荐也非常重要。重点是让孩子意识到AI的存在、理解它的基本原理，而不是要求他们一开始就去使用 AI，特别是在低龄阶段。

这意味着，他们需要了解：

• 什么是 AI？什么是生成式 AI（Generative AI）？它们有什么不同？
• AI 是如何被训练出来的？
• 它能带来哪些机会？又有哪些潜在的挑战？
• 这些工具中存在多少偏见？
• 当 AI 出现“幻觉”（hallucinate）时，这到底意味着什么？
• 这些错误生成内容可能带来什么影响？

还要理解为什么在整个使用过程中始终需要人类的参与（human in the loop）。也就是说，孩子需要知道为什么要明确告诉AI我们到底在请求什么；在它给出回应之后，作为人类，我们必须花时间去验证、理解、调整内容，然后再决定是否使用，以及它是否可以代表我自己或他人。

所以重点是深入了解 AI 是如何运作的、我们为什么会用它，同时也要理解伦理层面的影响 —— 不当使用 AI 会带来什么长期后果？我们如何在追求机会与保持学术诚信之间找到平衡？

Lena:

As you mentioned that so far, all the content and all the curriculums are free and it's on your website, right, so basically everybody can access to it. Because I was wondering this topic is such a global subject because it can apply to everywhere around the world, not just America, right? So for other countries and all the children are facing the same challenge as we adapt into the new era of AI and new technology. So how do you see the future? We can actually also help to provide this or maybe connect with more schools or children or parents around the world. Is there gonna be different language version of this curriculum and providing to different countries and is there something on your plan?

你提到课程和内容目前都是免费的，而且都在你们的网站上，所以大家都能访问。这个话题其实是全球性的，不仅仅是美国，世界各地的孩子都在面对同样的问题，尤其是在AI和新技术的新时代中。那么你觉得将来如何能帮助更多国家的孩子和学校接触到这个课程？你们会不会计划推出多语言版本的课程？

Merve:

Yeah, so it's a challenge. So I would say that even though we focus primarily here in the United States, we are an international organization. We have thousands of schools around the world that are already using our resources. They're all in English and then also in Spanish. We also have some aspects of our curriculum that have been translated and are available in other languages as well. Those have been kind of one-off opportunities that we had taken with different departments of education or ministries of education that were really invested in bringing our resources into their spaces. I mean, the hard part is it's really expensive to translate content into not just the language, but to the context of that community. You know, even in the work that we did at the UK, so we have our curriculum, it's fully been transcreated in the UK through a partnership we had with the Welsh government where they provided the funding for us to get all of our content, not just translated, but transcreated through the context of actual perspectives that would help students actually understand the work and then further then transcrate it down into Welsh so that it would meet their particular needs over there. It takes a lot of time and it's very expensive to do it right. Which aren't resources as a nonprofit organization and charity, we just don't have those types of resources to do it in all the languages. I think there's a lot of interesting opportunities to consider where we think of, oh, how can AI potentially be an engine to help us maybe make these things more accessible? And it can do that on the language side potentially, but it still does not address the context of the stories or even the names and how they're being used. There's a lot to go down the road in order to kind of build that into a system. So it still does require humans in the loop to kind of assess the validation of that transcreated product. But that being said, we have worked with other departments in Japan and Australia and a number of other countries who have been wanting to bring our content into their spaces and are already using it in some shape or form. It is a copyrighted set of resources, but we do have aspects of the curriculum that are creative commons and open. It's intended for educators to take and adapt it to meet their needs in the classroom. So educators are doing that freely. The only time that there's an issue or a major issue is when you violate that term and essentially take our curriculum, translate it and then try to sell it in your own country. Like that becomes a problem. If they're taking it and they're using it for the needs of their schools and their students and their families, our curriculum is there for them to be able to use it that way. 

是的，这确实是一个挑战。虽然我们主要专注于美国，但我们是一家国际组织，世界各地已有成千上万所学校在使用我们的资源。这些资源主要都是英文的，也有西班牙文版本。我们还有部分课程内容被翻译成其他语言并可供使用。但那都是一些一次性的合作项目，通常是与一些教育部门或国家教育部合作，他们非常致力于将我们的资源引入他们的教育体系中。

最困难的部分在于，不仅是语言翻译，还要把内容翻译进当地社区的语境和文化背景中，这成本非常高。比如我们曾在英国的项目中，与威尔士政府合作，他们提供了资金支持，让我们不仅把课程内容翻译过去，更是“转化创作”（transcreate），也就是说，我们从符合当地学生视角的角度出发去重构内容，帮助他们真正理解课程。之后，我们还将其进一步转化成威尔士语，以满足当地的特殊需求。这个过程耗时且昂贵，要做到完全准确真的很不容易。

作为一个非营利组织和慈善机构，我们并没有充足的资源去为所有语言都做这样的本地化改编。不过我们确实认为这是个很有意思的机会，我们也在思考：AI能不能在这方面成为一个引擎，帮助我们让这些内容更可及？在语言翻译层面，AI或许能有所帮助，但它依然无法处理内容语境转化问题，比如故事背景，甚至名字在不同文化中的使用方式。这些都需要深入设计系统，还得需要人类在其中参与，来验证和评估“转化创作”后的内容成果。

话虽如此，但我们已经和日本、澳大利亚以及其他几个国家的教育部门合作，他们都希望将我们的内容引入本地，并已经在某种形式上使用它。我们的课程资源是有版权的，但也有部分内容是基于“创用CC”（Creative Commons）授权开放的。我们本来就希望教育者可以根据自己的课堂需求，进行自由的调整与使用。

所以老师们可以自由使用我们的资源。唯一的问题是，当有人违反授权条款，把我们的课程翻译后再在他们国家贩售，这就将成为一个严重问题。如果他们只是为了学校、学生、家庭的需要来使用，那我们的课程就是为他们而准备的。

Lena:

Okay. So the last question as a parent is I know maybe so far, there are still some schools out there haven't really incorporated this curriculum or maybe they haven't started addressing these topics. If I want to talk about this at home with my children, I can use this as a resource. So how can you guide the parents who actually want to learn about this? Go through your website. Where should I start from? Because I kind of feel like as a parent, we are also navigating through this new landscape, right? So give us some tips or guidance.

好的，最后一个问题是，从一个家长的角度来看，我知道现在还有一些学校可能还没有真正纳入这个课程，或者甚至还没有开始探讨这些话题。如果我想在家里就开始引入这个话题，去跟孩子聊这些内容，我可以把你们的资源当作参考。那你能不能为那些真的想学习这些内容的家长们提供一些指导？比如浏览你们的网站，我应该从哪里开始？因为我觉得作为家长，我们其实也在摸索一个全新的学习环境，希望你可以给到我们一些建议或指引。

Merve:

Yeah. So I would say there's a few different spaces. Now, one of the great things about Common Sense is it's a very robust site of information. One of the challenges is that it is a very robust site. I'm trying to find the things you need. Sometimes can be a little challenging, especially as you're maybe navigating for the first time. So for a lot of parents who come to the site, they'll start off with our Common Sense Media site, which is our ratings and reviews for parents. That's a good place to get a sense of how we evaluate media and technology through the perspective of child developmental milestones. And then it's up to them to then make the kind of decisions they want around the type of tech they'll use. But it's not just evaluating kind of media like movies or YouTube channels. There's also a number of parent guides and tip sheets specific to how to navigate the conversation around their first cell phone. When is social media gonna be appropriate for your child? How do I navigate the toddler tantrums that come when I remove a device from their hands? Those types of things are available right on our site already. Now, if a parent wants to go deeper into the way that we've taken our digital citizenship curriculum and bring them into their own learning space, whether it's homeschool or they just support a community of kids and wanna just engage in a direct conversation, they can totally take our resources for the classroom and use it in the home. What I would recommend, however, is within each of those lessons, there's actually a parent side to each of those lessons that is about bringing that conversation into a home context, into a conversation between parent or caregiver with their child, and maybe explore those if they don't wanna necessarily provide like a whole kind of homeschool experience and more so kind of a conversation about the topics, they can use that as well. So I would say search for the parent guide specifically, and that can help bring it into more of that parent or caregiver conversation with the children in their lives. 

当然。我会说有几个入口可以选择。Common Sense 的一个优势是我们的网站非常丰富、信息量很大。但与此同时，这也是个挑战 —— 正因为资源太多了，尤其是你第一次访问时，想要短时间内找到你需要的东西可能会有点困难。

所以，很多家长第一次来到我们网站时，通常会先从 Common Sense Media 这个部分开始，那是我们为家长提供的媒体内容评分和评论页面。你可以在这里了解到我们是如何从儿童发展阶段的角度来评估媒体和科技产品的，这可以帮助家长们做出关于使用哪些科技产品的决定。

但我们不只是评估电影、YouTube 频道这类媒体内容，我们也提供了很多针对家长的指南和小贴士，比如：

• 如何和孩子谈论他们的第一部手机
• 社交媒体什么时候对你的孩子是合适的？
• 如果我拿走孩子的设备，他们开始发脾气，我该怎么办？

这些内容都已经在我们的网站上了。

如果有家长想要更深入地使用我们数字公民素养课程中的内容，把它带入他们自己的学习空间，比如家庭教育，或者他们想支持一个孩子群体并进行一些直接的对话，他们完全可以使用我们为教室设计的资源在家中开展。

但我会特别推荐，每一课其实都有一个“家长板块”，帮助把课堂里的话题带回到家庭语境中，变成家长或看护者们与孩子之间的对话。如果你不想做成完整的“家庭课堂”，而只是想就某些话题跟孩子聊一聊，这个板块会特别适合你。所以我建议大家搜索“Parent Guide”（家长指南），这样可以更好地帮助你们在家中和孩子进行有效沟通。

Lena:

Okay, thank you so much, Merve. Thank you for today. I'm very grateful for your organization's work since it's a small team, but you guys have been doing tremendous, amazing work to address this very important topic. Thank you for today.

太感谢你了，Merve。非常感谢你今天的分享。我真的非常感恩你们组织所做的工作，虽然是一个小团队，但你们在推动这个非常重要的话题上做出了巨大的贡献。谢谢你今天接受我的采访。

Merve:

It's my pleasure. Happy to be here.

这是我的荣幸，今天很高兴能和你一起聊。