Digital Citizenship - ICE 2011


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Online media and social networking are "dirty words" in many schools today. We avoid the use of the websites and in turn, students may not have the chance to come face-­‐to-­‐face with complicated issues under the guidance of their teachers. Instead of ignoring these increasingly important current topics in our classrooms, why not attempt to integrate digital citizenship, online safety awareness, and an understanding of new media literacy into your lessons? The first half of this workshop will involve a discussion amongst participants concerning digital citizenship, Internet safety, and awareness of intellectual property concerns. During this time, we will share and compile best practices, successes, challenges, and knowledge regarding these important topics. The conversation will be recorded via Flip video, and the second half of the workshop will involve creating a "mashup", or meaningful video montage integrating our recording with other sources on the Web, using the service. Participants are encouraged to bring their own recording devices and computers (Windows or Mac) to participate hands­‐on. This activity will provide educators with detailed instruction and a compelling model that they can incorporate into any subject area or grade level lesson plan.

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Digital Citizenship - ICE 2011

  1. 1. Integrating Digital Citizenship and New Media Literacy into Your Curriculum <ul><li>Anastasia Trekles </li></ul><ul><li>Clinical Associate Professor </li></ul><ul><li>Purdue University Calumet </li></ul><ul><li>[email_address] </li></ul>
  2. 2. Outline <ul><li>What does digital citizenship mean to you? </li></ul><ul><li>How do you teach digital citizenship and media awareness to students? </li></ul><ul><li>Best practices in digital citizenship </li></ul><ul><li>An exploration of a new media tool ( for helping students understand what they see and read online </li></ul><ul><li>Resources and more </li></ul>
  3. 3. “ Digital Citizenship ” - Why Should We Care?
  4. 4. When we limit kids ’ access and ignore the problem, they look at school “ computing ” like this...
  5. 5. Or worse...
  6. 6. <ul><li>Learning doesn ’ t happen when students are bored - we know this already! </li></ul><ul><li>So we do what we can to engage them, but are school policies holding us back? </li></ul>
  7. 7. <ul><li>Students generally will use the Internet the way they want to, and access the sites they want to, while away from home (see Yan, 2009). </li></ul><ul><li>They also spend a lot of time trying to circumvent our best efforts to “ protect ” them online at school. </li></ul><ul><li>WHY? </li></ul>
  8. 8. Don ’ t we want this instead?
  9. 9. What does it mean to be a “ Digital Citizen ” anyhow? <ul><li>Nine themes of Digital Citizenship ( ) </li></ul><ul><ul><li>Access : Full participation in society </li></ul></ul><ul><ul><li>Commerce : Buying and selling of goods </li></ul></ul><ul><ul><li>Communication : Exchange of information </li></ul></ul><ul><ul><li>Literacy : Understanding appropriate uses of technology </li></ul></ul><ul><ul><li>Etiquette : Standards of conduct and procedure </li></ul></ul><ul><ul><li>Law : Responsibility for actions and deeds </li></ul></ul><ul><ul><li>Rights and Responsibilities : Understanding our digital freedoms </li></ul></ul><ul><ul><li>Wellness : Physical and psychological well-being in the online world </li></ul></ul><ul><ul><li>Security and Self-Protection : Precautions to guarantee safety </li></ul></ul>
  10. 10. Why Schools Find it difficult to teach Digital Citizenship <ul><li>The Children ’ s Internet Protection Act (CIPA) is the primary law enforcing filtering on school networks </li></ul><ul><li>Public schools and libraries must be CIPA-compliant in order to receive Federal E-Rate funds </li></ul><ul><li>40% of libraries employ CIPA-required filtering on their networks </li></ul><ul><li>100% of schools employ those same filters </li></ul>(See Jaeger & Yan, 2009)
  11. 11. (Mis)Understanding CIPA <ul><li>CIPA dictates that filters block visual imagery on the Internet that is: </li></ul><ul><ul><li>Obscene </li></ul></ul><ul><ul><li>Contains child pornography </li></ul></ul><ul><ul><li>Is “ harmful to minors ” </li></ul></ul><ul><li>CIPA compliance (and compliance with the Children ’ s Online Privacy Protection Act [COPPA]) requires an Internet safety policy that addresses: </li></ul><ul><ul><li>Limitations on access to inappropriate materials online </li></ul></ul><ul><ul><li>Safety and security when using electronic mail, chat rooms, and other communication forums </li></ul></ul><ul><ul><li>Unauthorized access and circumventing of filters through hacking </li></ul></ul><ul><ul><li>Dissemination of personal information of minors </li></ul></ul>
  12. 12. (Mis)Understanding CIPA <ul><li>CIPA does NOT: </li></ul><ul><ul><li>Have any impact on teachers or other adults at the school (or library) </li></ul></ul><ul><ul><li>Prohibit teachers from overriding filtering of sites when needed for educational purposes </li></ul></ul><ul><ul><li>Require the blocking of social media sites like YouTube, Wikipedia, or Facebook </li></ul></ul><ul><ul><li>Refer to “ inappropriate ” text, only imagery </li></ul></ul><ul><ul><li>Address intellectual property, cyberbullying, plagiarism, or any other ethical issues related to Internet use </li></ul></ul>
  13. 13. How We Can Face Our Fears <ul><li>Many schools are beginning to implement digital safety and citizenship curriculum due to state standards and new E-Rate regulations </li></ul><ul><li>But what does this curriculum look like? </li></ul><ul><li>Is it enough? </li></ul>
  14. 14. Digital Citizenship Curriculum Today <ul><li>Hollandsworth, Dowdy, and Donovan (2011) provide an interesting study of what is actually taught at many schools </li></ul><ul><li>Many are not following state standards, and/or concentrate only on certain things </li></ul>
  15. 15. <ul><li>How do you teach digital citizenship? </li></ul><ul><li>What do you want your curriculum to include? </li></ul>
  16. 16. Elements of Complete DC Lessons <ul><li>In order to incorporate digital citizenship themes ( ) more fully, it is necessary to: </li></ul><ul><ul><li>Allow full participation and access to communication and sharing to happen online </li></ul></ul><ul><ul><li>Help students understand context and what is and is not appropriate to share, use, and remix </li></ul></ul><ul><ul><li>Ensure that students understand issues of public versus private information </li></ul></ul><ul><ul><li>Ensure that students understand the difference between advertisements and real content </li></ul></ul><ul><ul><li>Allow students to come to their own conclusions, and help them reflect on why they made those choices </li></ul></ul><ul><ul><li>Enforce reasonable consequences of inappropriate actions </li></ul></ul>
  17. 17. INdiana Core Standards <ul><li>The Indiana Common Core Standards in Language Arts stress digital literacy and the ability to comprehend and apply information in a variety of ways from grade 2 on up ( </li></ul><ul><li>The standards in Science, Math, and Social Studies also stress these skills </li></ul><ul><li>So, if we are not exposing students to opportunities to make important discriminations and decisions in the real online space that they occupy beyond school, then we are doing them a disservice </li></ul>
  18. 18. Telling Stories of Digital Citizenship <ul><li>The sample lesson we will embark upon uses to create video and image collages that can be shared with others </li></ul><ul><li>The lesson ’ s objectives include being able to: </li></ul><ul><ul><li>Discuss the definition and importance of digital citizenship curriculum in K-12 classrooms </li></ul></ul><ul><ul><li>Identify appropriate imagery to post online </li></ul></ul><ul><ul><li>Compare and contrast different forms of media expression </li></ul></ul><ul><ul><li>Create online media that tells a specific story </li></ul></ul><ul><ul><li>Discuss issues related to plagiarism, intellectual property, online communication, personal privacy, and making rational and informed choices about media uses and messages </li></ul></ul>
  19. 19. Your mission <ul><li>We have recorded some video and images during our conversation </li></ul><ul><li>We will register for VuVox, download our media, and arrange them in the Collage, Express, or Studio tool to create an expression of what digital citizenship means to you </li></ul><ul><li>Try to answer these questions in pictures, text, and video: </li></ul><ul><ul><li>Why is digital citizenship important? </li></ul></ul><ul><ul><li>What are the core elements of good digital citizenship? </li></ul></ul><ul><ul><li>What does it mean to be a “ good digital citizen ” ? </li></ul></ul>
  20. 20. Hands-on! <ul><li>The remainder of our session will include hands-on time as well as sharing of final productions! </li></ul>
  21. 21. Suggested Reading <ul><li>Children ’ s Online Privacy Protection Act, 91 U.S.C. §§ 6501-6506 (2010). </li></ul><ul><li>Children ’ s Internet Protection Act of 2000, Pub. L. No. 106–554, 20 U.S.C. §§ 6801, 6777, 9134 and 47 U.S.C. § 254. </li></ul><ul><li>Cooke, L. (2007). Controlling the net: European approaches to content and access regulation. Journal of Information Science, 33(3), 360-376. doi: 10.1177/0165551506072163 </li></ul><ul><li>Frechette, J. (2005). Cyber-democracy or cyber-hegemony? exploring the political and economic structures of the internet as an alternative source of information. Library Trends, 53(4), 555-575, 664. </li></ul><ul><li>Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4), 37-47. doi: 10.1007/s11528-011-0510-z </li></ul><ul><li>Houghton-Jan, S. (2010). Internet filtering. Library Technology Reports, 46(8), 25-33, 45. </li></ul><ul><li>Hunter, C.D. (2000). Internet filter effectiveness – Testing over- and underinclusive blocking decisions of four popular web filters. Social Science Computer Review, 18(2), 214-222. doi: 10.1177/089443930001800209 </li></ul><ul><li>Jaeger, P. T., & Yan, Z. (2009). One law with two outcomes: Comparing the implementation of CIPA in public libraries and schools. Information Technology and Libraries, 28(1), 6-14. </li></ul>
  22. 22. Suggested Reading <ul><li>Lessig, L. (1999). The law of the horse: What cyberlaw might teach. Harvard Law Review, 1999(113), 501-549. </li></ul><ul><li>Lazarinis, F. (2010). Online risks obstructing safe internet access for students. The Electronic Library, 28(1), 157-170. doi: 10.1108/0246047011023441 </li></ul><ul><li>Jukes, I., McCain, T., & Crockett, L. (2011). Education and the role of the educator in the future. Phi Delta Kappan, 92(4), 15-21. </li></ul><ul><li>Jansen, B. A. (2010). Internet filtering 2.0: Checking intellectual freedom and participative practices at the schoolhouse door. Knowledge Quest, 39(1), 46-53. </li></ul><ul><li>Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. International School Librarianship: Selected Papers from the IASL Annual Conference, 1-11. </li></ul><ul><li>Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1–5. Retrieved from,%20Digital%20Immigrants%20-%20Part1.pdf . </li></ul>
  23. 23. Suggested Reading <ul><li>Preston, C.B. (2007). Zoning the internet: A new approach to protecting children online. Brigham Young University Law Review, 2007(6), 1417-1469. </li></ul><ul><li>Ramaswami, R. (2010). Nothing to LOL about. THE Journal, 37(6), 24-30. </li></ul><ul><li>Rodden, K. (2003). The Children ’ s Internet Protection Act in public schools: The government stepping on parents ’ toes? Fordham Law Review, 71(5), 2141-2175. </li></ul><ul><li>Weigel, C., James, C., & Gardner, H. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1-18. doi: 10.1162/ijlm.2009.0005 </li></ul><ul><li>Willard, N. (2010). Teach them to swim. Knowledge Quest: Journal of the American Association of School Librarians, 39(1), 54-61. </li></ul><ul><li>Yan, Z. (2009). Differences in high school and college students ’ basic knowledge and perceived education of Internet safety: Do high school students really benefit from the Children ’ s Internet Protection Act? Journal of Applied Developmental Psychology, 30(3), 209-217. doi: 10.1016/j.appdev.2008.10.007 </li></ul>
  24. 24. Web Resources <ul><li>Balanced Filtering: / </li></ul><ul><li>Speed of Creativity: </li></ul><ul><li>Marc Prensky ’ s writings: </li></ul><ul><li>Camille Maydonik ’ s portfolio: </li></ul><ul><li>CIPA Overview: </li></ul><ul><li>Social Media tips from the Federal Trade Commission: </li></ul><ul><li>iSafe: </li></ul>
  25. 25. Thank you! <ul><li>Anastasia M. Trekles </li></ul><ul><li>Clinical Associate Professor </li></ul><ul><li>Purdue University Calumet </li></ul><ul><li>[email_address] </li></ul><ul><li>@instruct_tech on Twitter </li></ul><ul><li> </li></ul><ul><li>Blog & Podcast: </li></ul>