Digital Tattoo Workshop for BCLA/PNLA


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  • So what do we know about tattoos? They can be a creative expression of ourselves as individuals… They can be beautiful (in the eye of the beholder)…[click]
  • We’re here today to tell you about our project at UBC , the Digital Tattoo. We like the metaphor of a tattoo because the information you put online is just like one. highly visible hard to remove an expression of yourself to others (for better or worse!) In one hour we can really only explore a small sample of the issues surrounding online participation. By telling you what we're doing at the Digital Tattoo project, we hope to touch on topics that may be relevant to you in your organizations, and to offer some practical tools for you to take away, adapt and use this material in your library setting. We’d like to begin by providing some context for why this project was started and why we feel it’s important to share it with you. We’ll then outline our project goals and offer examples of what we’re doing to educate about these issues. Throughout our presentation we encourage you to think about how these issues may relate to you and your work environment. We’ll end by offering some practical ways for you to adapt and use our content.
  • As you know, there are endless opportunities to network and connect online… … some with more impact than others.
  • To date, the population most affected, for better or worse, are our young adults. (Highlight text box info. Astounding to contemplate the implications…) Even more disturbing are the stats such listed below…
  • (at end] BUT… Just because people are fluent in new technologies doesn't mean that they understand the implications of their actions.
  • (after quote) The quote is taken from research published earlier this month out of Berkeley University regarding youth views about web privacy, security and online identity. We need to teach young adults to “self-reflect before they self-reveal.” “ It’s not that they don’t care, it’s just that they don’t know.” As information professionals, the question then is… What information do people interacting online (and given the stats, especially young adults) really need to know?
  • On a previous slide, we saw the myriad of networks for connecting online, and with the population of Facebook alone… People need to know that “being online is essentially being in public.” regardless of the passwords, email accounts and privacy settings we think are protecting us. Take protective measures, yes, but consider whether you ultimately want to share information publicly before posting anything, anywhere… This is especially true of anything we do online that is hosted on a server in the US because of the USA Patriot Act. (In the US anyway, there are cases of people not getting hired due to information on their Facebook account, regardless of the degree to which their privacy settings were set). So people need to consider “who” they are interacting with online? There is potentially a vast audience for our contributions and that audience is essentially…
  • … anonymous. We don’t know who is viewing the information we share online and what their intentions are for using that information. Ask yourself for a minute why someone might search for you online? (eg. I looked many of you up before this conference, mostly to get a sense of which library environments were most represented (public, academic, etc.). I know that some of you used to live in another province, have read material that you have written and more. How does it feel to know this? Do you feel concerned that I may know things about you that are really “none of my business”?) Unfortunately, this illusion of anonymity also leads some people to behave and interact online in ways they wouldn’t face-to-face. Eg. We’ve all heard disturbing stories of cyberbullying, (share story with time), we’ve seen some stats on sexting… and though the media focuses its attention on them, we also know these behaviours aren’t limited to young adults. So we definitely need to ask “who” are we interacting with when we choose to participate and contribute online?
  • We should be aware that our online content is permanent. This is not only due to caching but because… All content in a digital space can be moved freely around the Web. This "cut and paste" culture allows rapid and widespread sharing of information, and it also means that photos, emails, IMs, comments, and more can be taken out of context and used in ways that the author didn't intend.
  • Personal opinions aside, we will divide you into groups (6 groups of 5, 3 pro and 3 against) to defend one point of view on this topic. We’ll debate and discuss as an entire group after you’ve had a chance to develop your argument.
  • All said, for those who are well-informed, the online environment provides fantastic opportunities… Click One: Access to Information and furthering education Topics can be explored deeply. We can go around the world with the click of a mouse. Learning can happen with a diverse community (I.e. online with differing perspectives from people literally all over the globe). Click Two: Connect and Collaborate We have become a culture that values networking – now more than ever. It's not what you know, it's who you know. In fact, one of the most valued professional skills is the ability to form, manage, and nurture a team. The skills learned on social networking sites, blogs, etc. – like how to communicate appropriately online, provide constructive feedback, and build groups of people with common interests There's also the element of global connectedness, which is new to this generation. They're able to easily connect with people from around the world and learn about different perspectives. Click Three: Community Support The Internet can be a very positive tool for building community. We have the opportunity to explore interests and find a community of like-minded people that can provide support. Example: Haiti fundraising Shy people in the offline world can create a new persona and be part of a group of friends/community online. (adapted from So in spite of all the cautions we highlighted, we’re not recommending that people stop contributing online. There are fantastic opportunities to share information (what we librarians love right?)and to learn and to collaborate… and the Digital Tattoo project is all about supporting these opportunities too…
  • Now that you have some context for why we’ve created the Digital Tattoo… We’d like to tell you how we’re educating students about these topics and to consider how this can be relevant and adapted for use in your library setting. Our project: Digital Tattoo Project is basically an online tutorial with ongoing workshops (we’ll look at these more in depth in a minute). In general, our goals for the project are to produce student-generated content, publish it in an accessible environment (Wordpress) to form the basis of an online tutorial and supplementary workshop materials. Specifically, we aim to: Increase student awareness of issues surrounding all information that they create and post online (on websites, for course assignments, etc.)including information about themselves (on social networking sites like Facebook, etc.) Provide practical suggestions to encourage student safety, on and offline. Increase student use of settings, tools and strategies to ensure privacy when desired. Increase student awareness of their rights and responsibilities as creators of digital content on the web. Develop the online tutorial in a format that allows for easy sharing/re-publishing to encourage broad usability.
  • Representatives of these partners serve as members of the project’s advisory committee, which has guided the ongoing work of the project.
  • In Phase 1 of the project , we achieved a number of key goals, resulting in the following outcomes : Student generated content and scenarios for the website Production of a 50-page interactive website with key questions, self assessment, polls and sample scenarios in 4 categories: Protect, Connect, Learn, Work Development of supporting materials – bookmarks, one-page handouts, screencasts, etc. to support a campus-wide campaign for active self-management of a student’s own personal information and the information a student produces and makes available online. Development of train the trainer style materials to support student presenters in reproducing the information for particular student audiences.   Training and support for student and staff authors in the Wordpress environment. User interest may (in part) be measured through the following statistics: 13,559 web site visits since Oct 2008; 10 workshops/ 207 participants; 3 conference poster presentations/ 500 participants Media coverage : Church, Elizabeth . When Everyone Knows Your Teenage Musings. Globe and Mail , Dec. 24, 2008. Daily Top Ten News. Academica Group Inc .January 28, 2009. Academica Group is Canada's leading source of market intelligence and full cycle marketing services for higher education.. Turner, Ian. Online Identity Destroys Job Opportunities. Ubyssey , March 3, 2009 Recent CBC Radio Interview?
  • Knowledge: *increased awareness of how an individual can be perceived online. *awareness of the scope of personal info being shared via the web. *increased understanding of online safety issues and what constitutes "risky" behavior. *understanding of key vocabulary and concepts related to online reputation Skills: *ability to alter privacy settings in online applications. *ability to assess online behavior and use resources to make changes if necessary. *ability to make choices based on reflection around key questions. Attitudes: *clear understanding of personal responsibility in managing online reputation
  • Since we don’t have online access we’ll walk you through a sample of screenshots of our site to illustrate some topics and resources available for use. This is the home page… Note: The 5 modules each with several pages on content related to digital identity.
  • This is the introduction to the Protect module. All topics are listed on the menu to the Right with links for useful resources and RSS feeds of current news items listed on the left.
  • This is an example of one page in the Protect module called “Control Your Cookies”. It includes links and screencast videos for how to adust cookie settings as well as an explanation of what cookies are. Topics for the Connect module include: Blogs File Sharing Cyberdating Online gaming Social Media Social Networks Talking Online Texting USA Patriot Act Wikis
  • This is lists the topics for the “Learn Module”
  • (Trish -Relate this to the context of school librarians/public?) We have provided workshops for the students in the teacher education program… This Is Me – the work that was done by Shirley Williams and her colleagues in the UK is terrific in its thoughtful use of case studies and well crafted questions to stimulate personal reflection on the issues involved. What we hope to build on this approach.
  • (Trish- relate this to context of public librarians?) We provided workshops to highschool students directly…
  • (Relate examples of work with undergrads to context of academic librarians) -Workshops for undergrads almost always begin with a partnered “Digital Tattoo Search” -We then talk about adjusting privacy settings but also about’s “Wayback Machine” and the USA Patriot Act as reminders that careful consideration is needed before publishing anything online, anywhere Other topics include: -Web research (what is current? authoritative? accurate? -see example above) -Academic honesty -Intellectual property, Copyright, and Creative Commons -Citation tools for digital information -Options for publishing research online (eg. freelance, Open Access, UBC’s Institutional Repository, cIRcle)
  • (Relates to all librarians) Co-op workshops: Employers may judge you based on personal information they find online. This is an example from our tutorial… tough to see but yes those are police officers in the background. Other examples include folks who have posted on social networks about how much they dislike their boss, how they’re bored at work, or people confessing about stealing from the workplace …forgetting that they had also “friended” their boss. Also many constructive ways to network professionally online showcasing these skills can also be a career booster. -E-portfolios -LinkedIn -Regularly following/connecting with others who share your professional vision (i.e. twitter, by commenting on one another’s blogs,) E-folios - Benefits: Soft skills NB to job environment Some employers like e-porfolios because, “ The more you know and understand the person that you work with, the smoother that work relationship will be”. -they provide the opportunity to showcase previous work, artifacts that don’t “fit” in a 2 page resume E-folios - Cautions: List email for contact info but no other personal info Be sure you have copyright license to use material that you “publish” online Ask permission for any content you did not create independently and include statement “Used with permission” (keep copies of permission granting emails/letters)
  • We’d like to take time now to discuss how this content could be applicable to you in your work. Group yourselves according to the patrons you interact with most often or whose particular needs you are most interested in considering today. Based on what you’ve heard today and what you know from personal experience, choose a group and discuss the most important opportunities and concerns that your organizations needs to address. We’ll debrief and discuss as an entire group after you’ve had a chance to talk.
  • Our sharing strategy : We make it easy for you to share a page with your network or re-use the content in your presentation, blog or website. Look for the “Share” icon on each content page. Click on the icon to see a drop down menu that allows you to use/discuss the content in a variety of ways, depending on your needs. -RSS -Embed -Twitter -delicious -facebook
  • The “embedding” page accessible from the top menu has step-by-step instructions for embedding our content into a variety of formats (eg. Blogs, web pages, Vista). There are also “how to” screencast videos for each of these pictures here.
  • Representatives of these partners serve as members of the project’s advisory committee, which has guided the ongoing work of the project.
  • Digital Tattoo Workshop for BCLA/PNLA

    1. 2. Highly Visible and Hard to Remove Trish Rosseel Jennifer Goerzen [email_address]
    2. 3. Context
    3. 4. Context <ul><li>~ 80% of young adults (YAs) have their own cell phones (CTIA, 2010). </li></ul><ul><li>55% of 18-34 year olds have a personal profile on at least one online social network </li></ul><ul><li>Facebook has >250 million active users (as of August 2009). </li></ul>If Facebook were a country, it would be the fourth largest in the world, between the United States (300 million) and Indonesia (230 million)! <ul><li>1/3 of YAs on social networking sites still don’t use privacy controls on their profiles </li></ul><ul><li>39% of youth have posted something on their social networking pages that they regret </li></ul><ul><li>22% of YA girls have posted nude or revealing photos of themselves online </li></ul><ul><li>15% of YAs report that they've had private material (IMs, texts, emails) forwarded without permission </li></ul><ul><li> </li></ul>
    4. 5. <ul><li>Young adults haven’t changed… </li></ul><ul><li>They're still exploring who they are </li></ul><ul><li>They're still being mean to each other </li></ul><ul><li>They're still searching for connections and validation </li></ul><ul><li>They're still experimenting with risky behavior. </li></ul><ul><li> </li></ul>Context What has changed is the fact that there could very well be a permanent record of all of this exploration, one with implications that can't be predicted or controlled.
    5. 6. <ul><li>Recent studies indicate: </li></ul><ul><li>” Young adults have an aspiration for increased privacy even </li></ul><ul><li>while they participate in an online reality that is optimized to </li></ul><ul><li>increase their revelation of personal data.&quot; </li></ul><ul><li>(Hoofnagle, King, Li & Turow, 2010, p.20) </li></ul><ul><li>It’s not that they don’t care, it’s just that they don’t know! </li></ul>Context Our abilities and online skills outstrip the knowledge and judgment needed for this environment.
    6. 7. Scale Online activity takes place before a vast audience
    7. 8. The audience can be invisible and anonymous
    8. 9. Content is replicable in a world of… copy and paste, @RT, forward, share, <embed>
    9. 10. Privacy Debate <ul><li>If you are planning to hire someone (or trying to get hired yourself), should personal information found online be ‘fair game’ for the employer who is making the decision? </li></ul>Alternate link to Clay Shirky video
    10. 11. Access to a greater depth of information Teamwork, connect, collaborate and network Community support, share passions
    11. 12. Project Goal <ul><li>Bring awareness about managing rights and responsibilities as consumers and creators </li></ul><ul><li>of digital information as: </li></ul><ul><li>individuals </li></ul><ul><li>academics </li></ul><ul><li>professionals </li></ul> TR
    12. 13. Project Partners <ul><ul><li>UBC </li></ul></ul><ul><ul><li>Access & Diversity </li></ul></ul><ul><ul><li>Career Services </li></ul></ul><ul><ul><li>Library </li></ul></ul><ul><ul><li>Office of Learning Technology </li></ul></ul><ul><ul><li>Student Development </li></ul></ul><ul><ul><li>Writing Centre </li></ul></ul><ul><ul><li>External </li></ul></ul><ul><ul><li>Thompson Rivers University </li></ul></ul><ul><ul><li>University of Victoria </li></ul></ul> TR
    13. 14. What We Did <ul><ul><li>Produced interactive, student-generated content and website design </li></ul></ul><ul><ul><li>Developed supporting materials for campus-wide campaign </li></ul></ul><ul><ul><li>Developed train the trainer style resources </li></ul></ul><ul><ul><li>Trained and supported web authors </li></ul></ul><ul><ul><li>Solicited user feedback </li></ul></ul><ul><ul><li>Attracted media attention </li></ul></ul> TR
    14. 15. Learning Design - Tutorial <ul><ul><li>Principles: non-linear, interactive, non-judgmental , timely, content selection/creation by students </li></ul></ul><ul><ul><li>Objectives around knowledge, skills and attitudes </li></ul></ul><ul><ul><li>Engagement strategies: make it easy - low stakes: self assessment, checklists, polls, comments </li></ul></ul><ul><ul><li>Opportunities for deeper exploration: feeds, blog posts and context specific links (“Useful Resources”) </li></ul></ul> TR
    15. 16. Digital Tattoo Tutorial Tour
    16. 17. Digital Tattoo - Protect
    17. 18. Digital Tattoo - Protect
    18. 19. Digital Tattoo - Learn
    19. 20. Example: Educators TR
    20. 21. Example: Highschool Students TR
    21. 22. Example: Undergrad Students TR <ul><li>Workshop Topics: </li></ul><ul><li>Search your Digital Tattoo </li></ul><ul><li>Adjust privacy settings </li></ul><ul><li>Web research </li></ul><ul><li>Academic Honesty </li></ul><ul><li>Intellectual Property </li></ul><ul><li>Copyright </li></ul><ul><li>Creative Commons </li></ul><ul><li>Citing digital information </li></ul><ul><li>Options for publishing research </li></ul>
    22. 23. Example: Co-op & Career Services E-folios, blogs… Benefits? Cautions? TR <ul><li>&quot;Professionalizing&quot; Your Network </li></ul><ul><li>1. Start small </li></ul><ul><li>adjust privacy settings, start with the basics, and connect to people you know first </li></ul><ul><li>2. Be yourself </li></ul><ul><li>be honest about who you are and what you can offer </li></ul><ul><li>own up to your social networking gaffs </li></ul><ul><li>3. Participate and share </li></ul><ul><li>networks are built on trust and reciprocity </li></ul><ul><li>4. Keep up </li></ul><ul><li>know what people in your network are doing </li></ul><ul><li>let people know what you are doing </li></ul><ul><li>5. Choose your tools wisely </li></ul><ul><li>find tools and approaches that you enjoy Cindy Underhill, Professional Networking -UBC wiki </li></ul>
    23. 24. Activity #2- In your library… <ul><li>Top 3 Opportunities & Challenges </li></ul><ul><li>Get into groups of ~5 with others who work in a similar role or with similar patrons. (eg. academic, public, special, school, YA specific). </li></ul><ul><li>2. Identify the top 3 opportunities for online participation that are most relevant in your library setting. </li></ul><ul><li>3. Identify the top 3 concerns for online participation that are most relevant in your library. </li></ul><ul><li>(These may or may not relate directly to the opportunities you have identified) </li></ul><ul><li>4. Debrief with the entire group. </li></ul>
    24. 25. Digital Tattoo - Share, Re-use, Adapt
    25. 26. Digital Tattoo - Share, Re-use, Adapt
    26. 27. Resources <ul><ul><li>Arm and Ink | Flickr - Photo Sharing! (n.d.). . Retrieved September 24, 2010, from </li></ul></ul><ul><ul><li>Candy Coloured Tunnel on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from </li></ul></ul><ul><ul><li>Liverpool Street station crowd blur on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from </li></ul></ul><ul><ul><li>Parent Advice - Workshop: Raising Kids in a Digital World (Middle and High School) - Common Sense Media. (n.d.). . Retrieved May 6, 2010, from </li></ul></ul><ul><ul><li>Professional Networking - UBC Wiki. (n.d.). . Retrieved May 6, 2010, from </li></ul></ul><ul><ul><li>Repeating Shadows on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from </li></ul></ul><ul><ul><li>The art of possibility on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from </li></ul></ul> TR