By Barry Mangham [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], from Wikimedia Commons
The birth of an online module about privacy - Schoutsen & van Putten
Privacy – the birth of an online module
Which group is the most frequent victim of
1. Elderly people
2. Highly educated young people
3. Low-educated young people
Is the Wi-Fi on the train trustworthy?
1. Yes, it is usually safe.
2. The internet on the train is not safe, so it is
better to work on the train via a VPN
Is the university responsible for the data you
collected for your thesis and saved on your USB
1. Of course not; that would be crazy!
As a student, you are responsible for your
own USB flash drives
2. Of course, the university can be held
responsible for any sensitive data on students’
USB flash drives that are left lying about
Is it dangerous to send your bank account
number to someone via WhatsApp?
1. No, because WhatsApp has end-to-end
2. Cybercriminals can’t do anything with your
account number anyway, so it’s no problem to
send it over WhatsApp
3. You should never share your bank account
number, especially not on social media.
Do you use your university email address?
1. No, I use my regular email address
(e.g. Gmail, Hotmail) whenever I can.
2. Yes, I have forwarded my university email to
my regular email address (e.g. Gmail, Hotmail).
3. Yes of course!
Why is privacy suddenly
such an important issue?
Do we have confidential information at our
• Personal information of students and employees (name,
address, bankaccount, password)
• Research data on persons and companies (e.g. interviews,
medical data, inside information on companies!)
What do we want to teach the students?
• Not to share their (confidentional) documents on dropbox/google drive
• Not to use gmail, but (the protected) mailservice of the university
• To encrypt their laptops, USB flash drive and documents
Information Has Value
• give credit to the original ideas of others through proper attribution and citation;
• understand that intellectual property is a legal and social construct that varies
• articulate the purpose and distinguishing characteristics of copyright, fair use,
open access, and the public domain;
• understand how and why some individuals or groups of individuals may be
underrepresented or systematically marginalized within the systems that
produce and disseminate information;
• recognize issues of access or lack of access to information sources;
• decide where and how their information is published;
• understand how the commodification of their personal information and online
interactions affects the information they receive and the information they
produce or disseminate online;
• make informed choices regarding their online actions in full awareness of
issues related to privacy and the commodification of personal
So we have to teach the students to…
• make informed choices regarding their online actions
• in full awareness of issues related to privacy
• and the commodification of personal information.
>> be a percipient producer of information
Outline of the module
• Identity and social media
- Name and address, date of birth, bank account
- Safe use of Social Media (beware of what you post!)
• Safe surfing
- Incognito or private browsing/ searching
• Protecting your device
- Cloud services
And they lived happily ever after…?
Is privacy awareness a task of the library?
Should it be a compulsory element of
academic skills / media literacy courses?
How far do we (libraries) have to go in
teaching students / the public about privacy?