Thing 24-Digital Tattoo and Digital Citizenship
I
knew some basics about teaching digital citizenship and I have kind of skirted
around the issue by discussing issues such as online bullying and repercussions
of posting things on line (Netsmartz has a good website for these topics with
videos and activities.) I just felt that I was not giving the whole picture in
lessons.
In
further investigating this topic, some of the basic questions are:
What is Digital Footprint? What
trails are you leaving online? Have you Googled yourself lately? Or checked
other search engines like Pipl? What is public about
you on Facebook? Things you share online are permanent, just like a tattoo!
What does your Digital
Tattoo look like?
This is a huge topic,
covering topics like online reputation, privacy, bullying, responsibility,
safety, fair-use, sharing, opportunities, courtesy, and citizenship. Our
students (and many of us!) are living huge portions of their lives online, and
as educators we need to understand this world and help them navigate it.
One
of the first sites I came upon was pipl.
You can enter any person’s name and it shows you information about them. Of
course I had to try my own name and I was kind of surprised by all the
information that came up about me (birthdate – email etc.)and I thought I was
pretty careful not to put anything online that I didn’t want public.
Several articles in a section called: Students Rights, Online Privacy, College and
Jobs? What’s your point of view?, This
was a discussion about whether it is fair to judge a potential employee,
college entrant etc on their social media posts. This reminded
me of an interesting thing that happened in a more local
example. Many students and teachers follow the NFL and one of the quarterbacks
in the football draft had posted some inappropriate material when they were a
teenager and this brought about a whole discussion about being careful what you
put online. Even though he had deleted it, others still had it and some of it
was things that were sent to him by others. We can talk about this topic and
show videos but this incident really was close to home.
Several
of the charts in some of the articles were very informative including: 
8 digital
skills we must teach our children
Yuhyun ParkChair,
infollutionZERO Foundation
Digital intelligence or “DQ” is the set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. These abilities can broadly be broken down into eight interconnected areas:
Digital identity: The ability to create and manage one’s online identity and reputation. This includes an awareness of one's online persona and management of the short-term and long-term impact of one's online presence.
Digital use: The ability to use digital devices and media, including the mastery of control in order to achieve a healthy balance between life online and offline.
Digital safety: The ability to manage risks online (e.g. cyberbullying, grooming, radicalization) as well as problematic content (e.g. violence and obscenity), and to avoid and limit these risks.
Digital security: The ability to detect cyber threats (e.g. hacking, scams, malware), to understand best practices and to use suitable security tools for data protection.
Digital emotional intelligence: The ability to be empathetic and build good relationships with others online.
Digital communication: The ability to communicate and collaborate with others using digital technologies and media.
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A good article with a discussion about digital information and privacy:
What Your Students
Really Need to Know About Digital Citizenship By Vicki Davis
Ideas on how to
guide students to the knowledge and experience they need to act responsibly
online.
I want my students to know the “9 Key Ps”
of digital citizenship.
Proactive Knowledge
1. Passwords: Do
students know how to create a secure password? Do they know that email and online
banking should have a higher level of security and never use the same passwords
as other sites? Do they have a system like LastPass for managing passwords, or
a secure app where they store this information?
2. Private information: Private information is information that can be used to
identify a person. Do students know how to protect details like their
address, email, and phone number? I recommend the Common Sense Media curriculum on this.
3. Personal information: While this information (like the number of brothers and
sisters you have or your favorite food) can’t be used to identify you, you
still need to choose who you will share it with.
4. Photographs: Are
students aware that some private details (like license plates or street signs)
may show up in photographs, and that they may not want to post those pictures?
Do they know how to turn off a geotagging feature? Do they know that some
facial recognition software can find them by inserting their latitude and
longitude in the picture—even if they aren’t tagged? (See my “Location-Based Safety Guide.”)
5. Property: Do
students understand copyright, Creative Commons, and how to generate a license
for their own work? Do they respect the property rights of those who create
intellectual property? Some students will search Google Images and copy
anything they see, assuming they have the rights. Sometimes they’ll even cite
“Google Images” as the source. We have to teach them that Google Images
compiles content from a variety of sources. Students have to go to the source,
see if they have permission to use the graphic, and then cite that source.
6. Permission: Do
students know how to get permission for work they use, and do they know how to
cite it?
7. Protection: Do
students understand what viruses, malware, phishing, ransomware, and identity
theft are, and how these things work?
8. Professionalism: Do students understand the professionalism of academics
versus decisions about how they will interact in their social lives? Do they
know about netiquette and online grammar? Are they globally competent? Can they
understand cultural taboos and recognize cultural disconnects when they happen,
and do they have the skills to work problems out?
9. Personal brand: Have students decided about their voice and how they
want to be perceived online? Do they realize they have a “digital tattoo” that
is almost impossible to erase? Are they intentional about what they share.
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All of this is helpful to summarize the
different pieces in a list or on a poster, which help to see the pieces but to
break it down, I think two things are very helpful – videos and games.
There were several examples of this
including:
Interland - game
CYBERBULLY GAME
VIDEO – DIGITAL CITIZEN
BRAIN POP DIGITAL CITIZEN
You've selected some great content for you to cover with your students!
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