Digital Tattoo for NITEP students


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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…
  • Work in pairs (5 mins).
    Identify all of the places where you have contributed or created content online.
    Debrief with larger group (5 min) (capture this).
  • How many of you have a social networking account (i.e. FB, mySpace, LinkedIn?).
    Some have more impact than others… and the policies and automated settings continue to change for privacy, rights to photos & media, etc. Could you accurately say what the current default settings are for the social networking sites you use? What about their policies for use and ownership of photos and other media you post?
  • The population that gets the most press on these issues are our young adults.
  • The quote is taken from research published earlier this spring out of Berkeley University regarding youth views about web privacy, security and online identity. &
    “It’s not that they don’t care, it’s just that they don’t know.”
    We need to teach our youth to “self-reflect before they self-reveal.”
  • 3 examples for your consideration: each of these examples raises particular issues, questions and general food for thought around the use of particular social media tools.
    Individual: US student teacher denied teaching degree based on MySpace photo – drunken behavior
    Educator: Mr. H’s support hub:
    Professional:Facebook blurs line between teacher and friend.
    Groups of three (3 cases for discussion)
    Considering the case you were told about, discuss the questions and issues that this raises for you from the perspective that you were assigned.
    Identify one key issue that you think is the most relevant given your perspective right now.
  • “It’s often said that we live in a permissive era, one with infinite second chances. But the truth is that for a great many people, the permanent memory bank of the Web increasingly means there are no second chances — no opportunities to escape a scarlet letter in your digital past. Now the worst thing you’ve done is often the first thing everyone knows about you. “
    Societal Forgetting important for forgiveness – we learn and adjust our behavior based on our mistakes. If we live in fear of making mistakes, we don’t learn/ grow as human beings. This is something we are using when we live in an age where everything is recorded and much of that is published in some form.
    Reputation bankruptcy concept introduced to us – if you don’t like what’s out there – you declare reputation bankruptcy and have a company like Reputation Defender to fix it – asking websites to remove offending info and (a skill you can learn) bombarding the internet with positive or neutral information.
    Technological Solutions: Expiration dates could be implemented more broadly in various ways. Researchers at the University of Washington, for example, are developing a technology called Vanish that makes electronic data “self-destruct” after a specified period of time. Instead of relying on Google, Facebook or Hotmail to delete the data that is stored “in the cloud” — in other words, on their distributed servers — Vanish encrypts the data and then “shatters” the encryption key.
    Forgiveness: privacy controls not enough – you can control what you put out there (to some extent) but you can’t control what others put out there about you. Maybe (as we are flooded with information about each other) we’ll get to a saturation point where we’ll start to learn – again- how to forgive – how not to judge without a fuller context.
  • This story raises the issue of the blurred lines between our personal and professional lives when we are sharing the same online platforms with students (Facebook, Twitter, etc). Some educators feel that teachers should avoid using social media with their students altogether – others (Toronto District School Board) are developing social media guidelines for its teachers.
    In light of recent charges against a student teacher in Abbotsford, The Vancouver Board of Education has told its teachers flatly that communicating with students using personal e-mail accounts and being "friends" with students on social networking sites is "unacceptable behaviour."
    Just over half of the teachers that responded to a survey by BC College of teachers a couple of years ago – said they refuse friend requests from students. Some say their Facebook connections deepen their understanding of students lives. Registrar of BC College of teachers feel that those connections may make students and teachers vulnerable.
  • These policies may be something you will actively be a part of creating in your future career. Much of the implications (positive and negative) are still unfolding…
  • Just because people are fluent in new technologies doesn't mean that they fully understand the implications of their actions.
  • 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.
  • 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…
  • Introduce the tutorial: context that it aims to help students make informed choices about create/contributing online content in personal, academic and professional realms  more on this later in cases
    Goals for the broader project
    Show the Work section:
    Link to teacher guidelines for Facebook
    Employers Dig For Dirt
    Portfolios: MsRoy’s portfolio:
  • Digital Tattoo for NITEP students

    1. 1. Highly Visible and Hard to Remove UBC’s Digital Tattoo Project
    2. 2. What is Your Digital Footprint?  Take a moment to think about where you create, contribute to and/or consume online?  Share with the group TR
    3. 3. How digital are you?
    4. 4. Context – Young Adults  55% of 18-34 year olds have a personal profile on at least one online social network.  39% of these have posted something on their social networking pages that they regret.  1/3 of YAs on social networking sites still don’t adjust privacy settings on their profiles.  Facebook has >500 million active users (as of August 2010). If Facebook were a country, it would be the third largest in the world, between the United States (300 million) and India (1.2 billion)!  ~ 80% of young adults (YAs) have their own cell phones (CTIA, 2010).  15% of YAs report that they've had private material (IMs, texts, emails) forwarded without permission.
    5. 5. Recent studies indicate: ”Young adults have an aspiration for increased privacy even while they participate in an online reality that is optimized to increase their revelation of personal data." (Hoofnagle, King, Li & Turow, 2010, p.20) It’s not that they don’t care, it’s just that they don’t know! Context Our abilities and online skills outstrip the knowledge and judgment needed for this environment.
    6. 6. Examples: 3 Perspectives #1. Individual #3.Professional #2.Educator CU
    7. 7. #1. The Individual: Stacy Snyder  2006: student teacher called into question. She was denied a teaching degree.  2008: judge rejected her claim that this violated her First Amendment right to free speech.  2010: her photo & story lives on in perpetuity. cu
    8. 8. Consider your personal view Discuss:  What would you do?  How would you defend/discuss/respond to a public view of you that was taken out of context?  How do you reconcile the different facets of your identity – public/private, professional/personal? Website: cu
    9. 9. The Broader Context: The Web Means the End of Forgetting  “Societal forgetting” important.  Technological solutions: expiration dates for data.  Forgiveness: explore new ways of living in digital world. cu New York Times: July 21, 2010
    10. 10. #2. The Educator: Mr. H  Offers a blog as support hub to grade 8 Math students  Uses a variety of freely available online platforms for students to create and publish.  Class accounts are used and student blogs are private. cu
    11. 11. Consider your view as an educator Discuss:  If you could talk to Mr. H, what would you want to ask him?  How might this impact the digital identities of his students ?  If you could talk to Mr. H’s students, what questions would you ask? cu
    12. 12. #3. The Professional: Teaching  Toronto District School Board developing social media guidelines  Vancouver Board deems “friending” and personal email “unacceptable”.  Blurred boundaries leave students and teachers vulnerable. TR
    13. 13. Consider your view as part of a larger profession Discuss:  Are current standards and ethics enough?  Who do you look for in providing guidelines around issues related to personal/professional boundaries?  Do you feel protected/vulnerable? cu Website:
    14. 14. The Broader Context: Policy and Guidelines TR The government approach The collective approach the practical approach ?
    15. 15. Some things haven’t changed…  Youth are still exploring and experimenting with risky behavior.  We still search for social connections and validation.  People continue to redefine their personal and professional identities as organizations and technologies change. Context What has changed is the fact that there could very well be a permanent record of all of this, one with implications that can't be predicted or controlled.
    16. 16. Scale Online activity takes place before a vast audience Candy Coloured Tunnel on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    17. 17. The audience can be invisible and anonymous Liverpool Street station crowd blur on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    18. 18. Content is replicable in a world of… copy and paste, @RT, forward, share, <embed> Repeating Shadows on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    19. 19. Access to a greater depth of information Teamwork, connect, collaborate and network Community support, share passions  The art of possibility on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    20. 20. Digital Tattoo Tutorial TR
    21. 21. Resources  Digital Tattoo  Madden, M., Fox, S., Smith, A., & Vitak, J. (2007). Digital Footprints: Online Identity Management and Search in the Age of T . Pew/Internet.  McBride, Melanie (2010)  Rego, B. (2009). Teachers Guide to Using Facebook.  Richardson, W. (2008, January). Teaching Civics with Social Web Tools. District Administration, 44(1), 56-56.  Rosen, Jeffrey (2010) The Web Means the End of Forgetting, New York Times.  Quan, Douglas (2010) Facebook Blurs Line Between Teacher and Friend, Vancouver Sun. tr
    22. 22. Resources Class Blogs  Welcome to Blogging: class intro for elementary students - Sargeant Park Math Zone:  Create a Class Blog (2010)-Edublogger:  Sarah Roy’s Class Blog: Images  Arm and Ink | Flickr - Photo Sharing! (n.d.). . Retrieved September 24, 2010, from  Candy Coloured Tunnel on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from  Liverpool Street station crowd blur on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from  Repeating Shadows on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from  The art of possibility on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from tr
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