Hands up if you’ve ever searched your own name online?We interviewed students on UBC’s campus and asked what we’d find out about them online. This video is on the home page of our website tutorial and it offersa good reflection of the typical responses we get in our UBC student workshops. I think it’s interesting to note that in general the older students either have no idea what’s out there about them or have given up trying to manage their online identity while most of the younger ones are aware and actively managing what they do online.
Here’s what you might find out if you searched my name…Mostly to do with my work for DT.2nd one is classic racy Facebook photo of someone else with the same name. Does it matter? Can I defend this? As a future graduate in search of work, should I be concerned about this? Would someone mistake this for me?Last one is my academic work from an online course I took. If we ask students to publish their academic work online does this have long-term consequences (good or bad)? Is this work recognized/judged as part of a learning process?Managing an online identity is beginning to sound like something pretty complex for kids don’t you think?
In the past, the goal of education was to provide young people with the knowledge and skills to make sense of their world. That world now includes a digital realm. You’ve likely all heard of Bloom’s Taxonomy as a model for moving students toward higher thinking skills.Take a minute and try to imagine how digital literacy skills might fit into this hierarchy. Analyzing and EvaluatingI’d like to focus on the top three higher learning skills in particular. If we think about using the internet for learning, for example, research indicates that students are increasingly turning to Google before books. That said, according to research from “Young Canadians in a Wired World” the majority of youth admit that the information they find online and the marks they get are not necessarily better than when they use print materials.1Interestingly, “when students are asked what Internet-related subjects they would like to learn about in school, the top choice?“How to tell if information you find on the Net is true or not.” 2[If I can give a plug the library for a minute, this would be a great time to remind yourselves that this is the ideal place to getauthenticated online information and access the best authoritative content.1Young Canadians in a Wired World - Phase II | Key Findings. (2005). ERIN Research. Media Awareness Network . Retrieved August 17, 2011, from http://www.media-awareness.ca/english/research/YCWW/phaseII/key_findings.cfm2 Ibid.
That leaves creating, at the top of Bloom’s pyramid toward higher level skills.Well here’s a few terms for new literacies in an increasingly participatory and digital culture. Note that many of these involve:-social skills-collaboration-networkingDo these sound like skills you have? You might like to have?
Social networking is great, just think about your level of desired privacy now and for the future. Take measures to safeguard it.
With freedom of expression comes responsibility. We need to take responsibility for the content we contribute online.Earlier this year Trend Micro held a competition to create a video educating people about staying safe and secure online and using the Internet responsibly. The Grand Prize Winner was “Where Are You?” by Mark C. Eshleman and featuring Tyler JosephAbout this video: The internet has such a big impact on young people and if we were going to make a powerful video, we wanted to tackle what seemed to be the biggest issue: being a good online citizen. We wanted to reach out with a positive message and do it in a creative way. We can only hope that "Where Are You?" will make someone rethink their online life.
Highly Visible and Hard to Remove Digital Tattoo Website Orientation Jen Goerzen firstname.lastname@example.org
ProjectGoal Help students manage their online identity:
Broad context Some things haven’t changed… We are redefining personal and professional identities with the use of new technologies. We still search for social connections and validation. Youth still explore and experiment with risky behavior. 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. Common Sense Media
Context: Young Adults 55% of 18-34 year olds have a personal profile on at least one online social network 39% of youth have posted something on their social networking pages that they regret 33% of young adults on social networking sites still don’t adjust their privacy settings 15% of young adults report that they've had private material (IMs, texts, pics, emails) forwarded without permission Common Sense Media Our abilities and online skills outstrip the knowledge and judgment needed for this environment.
Context: SNS 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)!
Context: Delete my Facebook http://www.google.com/insights/search/#q=delete%20facebook%20account&cmpt=q We need to teach our youth to “self-reflect before they self-reveal”. Common Sense Media
Content is permanent in a world of… copy and paste, RT, forward, share, <embed>
3 Simple Privacy Rules Stick with your friends. Facebook privacy settings - Only Friends. Keep private information private. Leave optional fields blank. Don't let your information get away from you. Be on the lookout for personal information requests (like their birthday or music playlist) - from third parties. Uncheck the public search results box so people can't find their Facebook page through a Google search. Check Facebook’s secure browsing box so that your URL begins with https:// Common Sense Media
Digital citizenship http://whatsyourstory.trendmicro.com/internet-safety/Video.do?ident=where-are-you-
Collier, Anne. (2011). Net-related “juvenoia,” Part 2: So why are we afraid? | NetFamilyNews.org. Retrieved August 16, 2011, from http://www.netfamilynews.org/?p=30266
Global BC | Vancouver riots 2011: Crown to look at potential charges. (n.d.). . Retrieved August 16, 2011, from http://www.globaltvbc.com/Vancouver+riots+2011+Crown+look+potential+charges/4976048/story.html
Hoofnagle, C. J., King, J., Li, S., & Turow, J. (2010). How Different are Young Adults from Older Adults When it Comes to Information Privacy Attitudes and Policies? Social Science Research Network, 4(19), 10. University of California, Berkeley. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1589864
MacArthur, Amber (2011). Privacy tips for Facebook families - The Globe and Mail. Retrieved August 17, 2011, from http://www.theglobeandmail.com/news/national/time-to-lead/internet/privacy-tips-for-facebook-families/article1803191/
Report on the 2010 Office of the Privacy Commissioner of Canada's Consultations on Online Tracking, Profiling and Targeting, and Cloud Computing (2011). Retrieved August 17, 2011, from http://www.priv.gc.ca/resource/consultations/report_201105_e.cfm
Socio-demographic factors influencing use of the Internet. (n.d.). . Retrieved September 27, 2010, from http://www.statcan.gc.ca/pub/56f0004m/2008016/findings-resultats/socio-eng.htm
Teens | Pew Research Center’s Internet & American Life Project. (n.d.). . Retrieved August 17, 2011, from http://www.pewinternet.org/topics/Teens.aspx
Young Canadians in a Wired World - Phase II | Key Findings. (2005). ERIN Research. Media Awareness Network . Retrieved August 17, 2011, from http://www.media-awareness.ca/english/research/YCWW/phaseII/key_findings.cfm