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Although video releases have been central to the Islamic State’s efforts to represent itself to its audiences, an extensive quantitative and qualitative study of these sources over a longer period of time is still lacking. This paper therefore provides an overview and analysis of the entire corpus of official videos released by the Islamic State between 1 July 2015 and 30 June 2018. It particularly focuses on how the Islamic State’s decline in Iraq and Syria during this period is reflected in its video output and how the group has responded to its setbacks. The paper demonstrates a strong correlation between the group’s mounting troubles and its video production: the numbers of videos decreased dramatically and their content reflects the Islamic State’s (re)transformation from a territory-based ‘state’ to an insurgent group relying on guerrilla tactics and terrorist attacks. Nevertheless, this paper argues that the Islamic State’s multi-faceted response to its setbacks might ensure the groups’ appeal to its target audience in the years to come.

Since the declaration of the Islamic State (IS) in 2014, men and women have been recruited to join the Caliphate in numbers surpassing those recruited by al Qaida. This variance in recruitment volume is likely attributable to the online propaganda campaign, Brand Caliphate. This thesis looks at the recruitment of women and asks if Brand Caliphate specifically targets females with its messaging, and if so, is the messaging effective? Based on a textual analysis of Brand Caliphate’s propaganda, it appears IS tried to deliver messaging targeted toward females. However, six case studies of radicalized females suggest the recruitment of these women does not appear to be directly attributable to the targeted messaging. There is, however, evidence that most of the female recruitment studied linked to online radicalization and Brand Caliphate’s broader messaging. All of the women studied did initially look online for information regarding IS. This initial outreach served to identify them as targets for radicalization by IS recruiters, who continued to persuade the females through direct online communication. Ultimately, a sense of belonging to a community, even if it exists online, served as a more powerful draw to potential recruits than the targeted messaging of Brand Caliphate.

• In this report, we show how recent terror attacks in the UK have been successfully exploited by anti-Muslim activists over social media, to increase their reach and grow their audiences.
• Monitoring key anti-Muslim social media accounts and their networks, we show how even small events are amplified through an international network of activists.
• We also provide concrete evidence of a leading anti-Muslim activist whose message is hugely amplified by the use of a 100+ strong ‘bot army’.
• The global reach, low price and lack of regulation on social media platforms presents new possibilities for independent, single issue and extremist viewpoints to gain significant audiences.
• We delve into the murky and secretive world of the dark web to explore just what tools are available for manipulating social media and show how easy it is to make use of these tactics even for non-tech savvy users.
• Through testing, we conclude that even cheaply inflating one’s number of followers has an effect on the ability to reach a larger audience.
• We situate these developments in the context of increasing hostility towards Muslims and immigration in the Europe and the US.
• “Trigger events” such as terror attacks, and other events that reflect badly on Muslims and Islam, cause both an increase in anti-Muslim hate on the street and, as we will show, also online.

VOX-Pol Blog post.

This study profiles 20 recent cases of online jihadists who have made the transition to real-world terrorism along a number of characteristics: age, ethnicity, immigration status, education, religious upbringing, socio-economic class, openness about beliefs, suicidal tendencies, rhetoric focus, location, target, terrorist action, offline and online activity, and social isolation or the presence of an identity crisis. The analysis shows that today, it is much less important how al-Qaida or any other jihadist group expresses its ideology, because any individual may self-radicalize and interpret the jihadist social movement in their own way and carry out terrorist attacks based on this understanding. When the jihadist social movement becomes borderless, the threat presented by the terrorists it inspires is no longer limited by the artificial boundaries of the real world. Counterterrorism officials must recognize this and adopt a long-term strategy for combating this movement.

This revised edition of Bookmarks reflects the end of the coordination of the youth campaign by the Council Europe. The campaign may be officially over, but the education and awareness-raising to counter hate speech and promote human rights values remain an urgent task for young people of all ages.

The work of the Council of Europe for democracy is strongly based on education: education in schools, and education as a lifelong learning process of practising democracy, such as in non-formal learning activities. Human rights education and education for democratic citizenship form an integral part of what we have to secure to make democracy sustainable. Hate speech is one of the most worrying forms of racism and discrimination prevailing across Europe and amplified by the Internet and social media. Hate speech online is the visible tip of the iceberg of intolerance and ethnocentrism. Young people are directly concerned as agents and victims of online abuse of human rights; Europe needs young people to care and look after human rights, the life insurance for democracy.

Bookmarks was originally published to support the No Hate Speech Movement youth campaign of the Council of Europe for human rights online. Bookmarks is useful for educators wanting to address hate speech online from a human rights perspective, both inside and outside the formal education system. The manual is designed for working with learners aged 13 to 18 but the activities can be adapted to other age ranges.