Digital footprints

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Fall 2010

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Digital footprints

  1. 1. Group Uno Jennifer Butler, Shu Che, Lindsay Davis, Wes Force, Teri Lance
  2. 2. <ul><li>(Sony BMG, Fisch, McLeod, and Brenman, 2008) </li></ul>
  3. 4. <ul><li>The privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them * </li></ul><ul><li>Add these terms </li></ul><ul><ul><li>Responsibility </li></ul></ul><ul><ul><li>Ethical </li></ul></ul><ul><ul><li>All citizens of the global community </li></ul></ul><ul><ul><li>*( http://digitalcitizenship.asb-wiki.wikispaces.net/Dig+Rights+%26+Responsibilities ) </li></ul></ul>
  4. 5. <ul><li>To create a responsible and ethical digital footprint that uses the privileges and freedoms that are expected by citizens of the digital community </li></ul>
  5. 6. <ul><li>Digital world = Necessity for today </li></ul><ul><li>How do we model ethical and responsible digital behavior? </li></ul>Responsibility 1- Portray yourself as you want others to see you 2- Do not give out personal information 3- Use passwords wisely and do not share them Ethics 1 – Cite sources of information 2- Request to use information or media created by others 3- Respect yourself and others online – comments tell the world something about you http://www.youblisher.com/p/30387-Digital-Citizenship/
  6. 7. <ul><li>Netiquette </li></ul><ul><ul><li>etiquette for the Internet </li></ul></ul><ul><li>Understanding Fair Use and Public Domain </li></ul><ul><ul><li>Giving credit where credit is due </li></ul></ul><ul><li>Evaluating Information online </li></ul><ul><ul><li>Just because it is online does not mean it is true </li></ul></ul><ul><li>Effective AUP </li></ul><ul><ul><li>Users need to have a clear understanding of the behavior that is required of them to be members of the digital society. </li></ul></ul>
  7. 8. Shu Che
  8. 9. <ul><li>Simply stated, it’s network etiquette. </li></ul><ul><li>Etiquette of cyberspace. </li></ul>
  9. 10. <ul><li>Forms required by good breeding. </li></ul><ul><li>Prescribed by authority to be required in social or official life. </li></ul><ul><li>Netiquette: Set of rules for behaving properly online. </li></ul>
  10. 11. <ul><li>Rule 1: Remember the Human </li></ul><ul><li>Rule 2: Adhere to the same standards </li></ul><ul><li>Rule 3: Know where you are in cyberspace </li></ul><ul><li>Rule 4: Respect other people’s time </li></ul><ul><li>Rule 5: Make yourself look good online </li></ul>
  11. 12. <ul><li>Rule 6: Share expert knowledge </li></ul><ul><li>Rule 7: Help keep flame wars under control </li></ul><ul><li>Rule 8: Respect other people’s privacy </li></ul><ul><li>Rule 9: Don’t abuse your power </li></ul><ul><li>Rule 10: Be forgiving </li></ul>
  12. 13. <ul><li>Copying for commentary/criticism or parody </li></ul><ul><li>Fair Use or Infringement? </li></ul><ul><ul><li>Purpose and Character of Use </li></ul></ul><ul><ul><li>Nature of Copyrighted Work </li></ul></ul><ul><ul><li>Amount and Substantiality of Work Taken </li></ul></ul><ul><ul><li>Effect of Potential Market Value </li></ul></ul><ul><li>Created to encourage creativity without censorship </li></ul>
  13. 14. <ul><li>For shorter printed works, we can make multiple copies for classroom use. For longer, archived printed works, librarians can make up to 3 copies to replace lost or damaged copies </li></ul><ul><li>Use up to 5 images from an artist or 10% from a collection </li></ul><ul><li>Show an entire video as part of instruction (true instruction, not reward) </li></ul><ul><li>Copy videos to replace lost or damaged copies </li></ul><ul><li>Assume it’s protected, ask for permission </li></ul><ul><li>Teach! Make sure students understand the rules clearly </li></ul>
  14. 15. <ul><li>Include 10% or a maximum of 30 seconds of a music clip in a project </li></ul><ul><li>Include 10% or a maximum of 3 minutes of a video clip in a project </li></ul><ul><li>Download images and sound clips from the internet for projects </li></ul><ul><li>Paraphrase, but cite thoughts as well as words, images, video clips, etc. </li></ul><ul><li>Be responsible with citing sources correctly – all of the above are okay as long as proper credit is given </li></ul>
  15. 16. <ul><li>Public Domain – copyright has expired and anyone can download or access without infringement </li></ul><ul><ul><li>Any work published in the US before 1923 </li></ul></ul><ul><ul><li>Any work published before 1964 without being renewed </li></ul></ul><ul><ul><li>Government publications </li></ul></ul><ul><ul><li>Any work given to the public by the author </li></ul></ul><ul><li>Creative Commons is a new version of copyright for Web 2.0 that encourages newer versions </li></ul><ul><ul><li>Creator and license holder makes more specific rules </li></ul></ul><ul><ul><li>Encourages sharing online and collective knowledge </li></ul></ul>
  16. 17. <ul><li>A student uses a Linkin Park song in the background of a project that includes sound, video, and images from the internet </li></ul><ul><ul><li>All sources were cited </li></ul></ul><ul><ul><li>Posted video online for class to access </li></ul></ul><ul><li>What parts of this would be considered copyright infringement? </li></ul><ul><li>What about the intro video? </li></ul>
  17. 18. <ul><li>Information is at our fingertips </li></ul><ul><li>At the library, all resources have been evaluated in some way </li></ul><ul><li>Not so with the World Wide Web- there are no filters </li></ul><ul><li>Anyone can post anything that looks authentic </li></ul><ul><li>Example: Save the Pacific Northwest Tree Octopus </li></ul>
  18. 19. <ul><li>As the previous website illustrates, any kind of information can look authentic and convincing </li></ul><ul><li>We have to learn to be evaluators and train our students to be evaluators. </li></ul><ul><li>What kind of questions do your want your students to ask as they look at information? </li></ul>
  19. 20. <ul><li>Ascertain Authorship </li></ul><ul><ul><li>Find out who wrote it, are they credible </li></ul></ul><ul><li>Be aware of Bias </li></ul><ul><ul><li>What is the purpose this was written, scholarship or propaganda </li></ul></ul><ul><li>Check on Currency </li></ul><ul><ul><li>Is the information current, updated regularly </li></ul></ul><ul><li>Diagnose Accuracy </li></ul><ul><ul><li>Does this match what you have found elsewhere, can it be supported elsewhere, are there citations </li></ul></ul>
  20. 21. <ul><li>Goal: Students must be critical thinkers </li></ul><ul><li>Practice makes Perfect </li></ul><ul><li>Activity created by another teacher: </li></ul><ul><li>http://imc.mbhs.edu/connections/webeval.htm </li></ul>
  21. 22. <ul><li>What is an AUP and how is it used? </li></ul><ul><li>Acceptable Use Policy </li></ul><ul><li>outlines terms/conditions of Internet use </li></ul><ul><li>defines acceptable use, rules of online behavior, and access privileges </li></ul>
  22. 23. <ul><li>computers and internet access seen as increasingly important tools for instruction </li></ul><ul><li>students are sophisticated technology users…view AUP as a challenge </li></ul><ul><li>raises question of technology access as a right or a privilege </li></ul>
  23. 24. <ul><li>teach students responsible behavior </li></ul><ul><li>students develop a sense of responsibility and ownership for their online experience </li></ul><ul><li>help students understand how to keep safe online and practice responsible digital citizenship </li></ul><ul><li>educate and encourage </li></ul>
  24. 25. <ul><li>Educate students about… </li></ul><ul><li>risks peculiar to computer communication </li></ul><ul><li>rules for efficient, ethical, and legal computer and network use </li></ul><ul><li>safe and appropriate computer social behavior </li></ul><ul><li>Encourage … </li></ul><ul><li>ethical behavior, not criminal behavior </li></ul><ul><li>accepted Netiquette from the very start </li></ul><ul><li>polite and civil communication </li></ul><ul><li>individual integrity and honesty </li></ul><ul><li>respect for others and their private property </li></ul>
  25. 26. <ul><li>We would like to hear your reactions, thoughts, and ideas for presenting this material to other teachers or students in detail. </li></ul><ul><li>Go to www.wallwisher.com/wall/digifootprints to add your input. </li></ul><ul><li>Simply click anywhere on the page and enter your name and response. </li></ul>
  26. 27. <ul><li>http://www.sandhills.edu/blackboard/copyright.html </li></ul><ul><li>http://www.techlearning.com/article/14522 </li></ul><ul><li>http://fairuse.stanford.edu/ </li></ul><ul><li>http://www.isafe.org/imgs/pdf/education/AUPs.pdf </li></ul><ul><li>http://enclavedatasolutions.com/Vericept/Educators%20struggle%20with%20AUP%20enforcement%20-%20reprint.pdf </li></ul><ul><li>Georgetown University Library </li></ul><ul><ul><li>http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content </li></ul></ul><ul><li>Illinois State University – Milner Library </li></ul><ul><ul><li>http://www.mlb.ilstu.edu/ressubj/subject/ intrnt/evaluate.htm </li></ul></ul><ul><li>John Hopkins University- The Sheridan Libraries </li></ul><ul><ul><li>http://www.library.jhu.edu/researchhelp/general/evaluating/ </li></ul></ul>

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