The document provides an overview of a digital literacy curriculum aimed at enabling students and patrons in Southeast Illinois to safely and effectively participate in the digital world, covering topics such as understanding one's digital footprint and privacy, identifying fake news and misinformation online, practicing safe internet behaviors, and becoming advocates through digital citizenship.
The document provides guidance for high school students on developing positive digital citizenship and leadership. It discusses creating a mission statement, evaluating one's digital footprint and online behaviors, and collaborating to research issues and create public service announcements on topics like cyberbullying and misinformation. The goal is for students to become advocates on societal issues through responsible use of social media and technology.
Here is a draft mission statement for your group:
Our mission is to promote kindness, empathy and respect in our school's digital community. We believe that through education and leading by positive example, we can curb cyberbullying and help our peers be conscientious digital citizens.
We will accomplish this by hosting assemblies and classroom workshops about online safety, digital footprints and the impact of our words. We will also monitor social media for signs of bullying and exclusionary behavior, and work to resolve issues respectfully.
Most importantly, we aim to foster a culture where everyone feels valued both online and offline. By embracing our shared humanity, we believe we can create a digitally-connected world that uplifts and supports one another
[r]evolution: Educating Social Media - Workshop SlidesNathanielCarlson2
This document discusses considerations for teaching social media use. It begins by noting that while digital literacy focuses on skills, most people use social media for social reasons. It then provides statistics on widespread social media use. The document discusses how social media has become integral to daily life and both positive and negative impacts. It emphasizes the importance of understanding why we engage with social media and consequences of choices. The document then summarizes research on why older adults both do and do not use Facebook, focusing on themes like privacy concerns, quality of interaction, and exclusion. It introduces the concept of "value alignment" to help negotiate rules of engagement. Finally, it discusses teaching social media norms to reduce uncertainty for students.
- Events will incorporate both individual and group learning through a mix of lecture, hands-on practice, and peer collaboration
- Programming will be tailored to meet the specific needs and skill levels of each community through assessments and feedback
- Resources like GCF Global and Northstar Digital Literacy will be used flexibly based on learner goals, with trainers providing guidance
This document discusses the benefits and risks of social media use for kids and teens. The benefits include increased communication, building social relationships, and staying connected with others. However, risks include social media being addicting and distracting from schoolwork. It can also enable bullying and allow oversharing of private information. The document provides tips for parents to minimize risks, such as monitoring kids' social media use and teaching them online safety and privacy. It also includes statistics on kids' social media usage.
When we speak of the digital self, we are referring to the self as it exists in digital realms. This varies depending on the individual, since some of us prefer to live online under a pseudonymous or anonymous persona, apart from our physical selves, and others consider the digital to be a more holistic identity that goes beyond the physical.
Who is your Social Media Self? College Student Motivation and Vulnerability O...Paul Brown
Originally presented at Boston University in December of 2016 as a part of a digital technology and higher education speaker series. Presents my original research on social and digital technology and college students.
The document provides guidance for high school students on developing positive digital citizenship and leadership. It discusses creating a mission statement, evaluating one's digital footprint and online behaviors, and collaborating to research issues and create public service announcements on topics like cyberbullying and misinformation. The goal is for students to become advocates on societal issues through responsible use of social media and technology.
Here is a draft mission statement for your group:
Our mission is to promote kindness, empathy and respect in our school's digital community. We believe that through education and leading by positive example, we can curb cyberbullying and help our peers be conscientious digital citizens.
We will accomplish this by hosting assemblies and classroom workshops about online safety, digital footprints and the impact of our words. We will also monitor social media for signs of bullying and exclusionary behavior, and work to resolve issues respectfully.
Most importantly, we aim to foster a culture where everyone feels valued both online and offline. By embracing our shared humanity, we believe we can create a digitally-connected world that uplifts and supports one another
[r]evolution: Educating Social Media - Workshop SlidesNathanielCarlson2
This document discusses considerations for teaching social media use. It begins by noting that while digital literacy focuses on skills, most people use social media for social reasons. It then provides statistics on widespread social media use. The document discusses how social media has become integral to daily life and both positive and negative impacts. It emphasizes the importance of understanding why we engage with social media and consequences of choices. The document then summarizes research on why older adults both do and do not use Facebook, focusing on themes like privacy concerns, quality of interaction, and exclusion. It introduces the concept of "value alignment" to help negotiate rules of engagement. Finally, it discusses teaching social media norms to reduce uncertainty for students.
- Events will incorporate both individual and group learning through a mix of lecture, hands-on practice, and peer collaboration
- Programming will be tailored to meet the specific needs and skill levels of each community through assessments and feedback
- Resources like GCF Global and Northstar Digital Literacy will be used flexibly based on learner goals, with trainers providing guidance
This document discusses the benefits and risks of social media use for kids and teens. The benefits include increased communication, building social relationships, and staying connected with others. However, risks include social media being addicting and distracting from schoolwork. It can also enable bullying and allow oversharing of private information. The document provides tips for parents to minimize risks, such as monitoring kids' social media use and teaching them online safety and privacy. It also includes statistics on kids' social media usage.
When we speak of the digital self, we are referring to the self as it exists in digital realms. This varies depending on the individual, since some of us prefer to live online under a pseudonymous or anonymous persona, apart from our physical selves, and others consider the digital to be a more holistic identity that goes beyond the physical.
Who is your Social Media Self? College Student Motivation and Vulnerability O...Paul Brown
Originally presented at Boston University in December of 2016 as a part of a digital technology and higher education speaker series. Presents my original research on social and digital technology and college students.
Social Media Safety for Kids and Teens - A Parent's Guide to Social MediaKaren Kefauver
5 simple tips on how can parents can keep kids and teen safe in the world of social media. Social media marketing is designed to reach kids - how can you protect your kids from social media predators, scams, porn and more.
This document provides an introduction to social media. It discusses how social media can be used for professional purposes like job searching and networking. It defines social media and outlines some key statistics on its use. The bulk of the document discusses specific social media tools like LinkedIn, Facebook, Twitter, blogs and wikis and how they can be used to build professional connections, research companies and find job opportunities. It emphasizes using social media to showcase one's professional strengths and maintain a positive online presence.
This document provides an overview of a workshop on building digital communication skills. It introduces the facilitator, Alex Wills, and their background and qualifications. It outlines some of the key topics that will be covered, including online safety, cyberbullying, digital footprints and online reputation. It discusses establishing group agreements like confidentiality. It also presents some statistics about teen technology use and risks online. The workshop aims to help participants improve their digital communication, safety and responsibility.
This document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
Children, Church and the Digital Age (#DigitalParenting with @drbexl)Bex Lewis
This document summarizes a presentation on children, the church, and the digital age. The presentation covers topics such as fears about technology, digital communication tools, online friendships and relationships, cyberbullying, online risks like pornography and grooming, and opportunities presented by digital media. It provides exercises for discussing these topics with children and developing organizational social media policies. The overall message is that digital technology is integrated into daily life and both risks and opportunities exist, so churches should educate children to engage constructively and critically with the digital world.
Gen Z Digital-Book: A Primer For All Things Gen ZOlogie
Just like you, we’re curious about Gen Z—the college students of today and tomorrow. So we’ve spent some time studying them.Now is the time to get smarter about communicating and connecting with this new generation. Our book offers facts and valuable insights, as well as bottom-line implications for your communications.
Think of it as a primer for all things Gen Z.
This document discusses social media use among kids and teens. It provides information on the most popular social media platforms and their key features. Some of the main issues covered include privacy and control concerns, the prevalence of cyberbullying, and the effects of social media on mood, self-esteem and relationships. Research is presented on topics like cyberbullying perpetrators and victims, and how platforms and messaging influence bullying risk. Guidelines are offered for parents to have open conversations with youth about responsible social media use.
How to create a values and vision based communication - social media plan. Presentation at STRONG 2013 - the First Nations Technology Council's Summit of Technology, Resources, Opportunities, Networks and Growth conference.
The document discusses the challenges that social media presents for media educators. It notes that most social media users are young students and discusses both the positive and negative impacts of social media. On one hand, social media allows widespread sharing of information and helped enable socio-political movements, but it also risks the spread of misinformation and can enable bullying, privacy breaches, and the loss of professional journalism standards. The document suggests that educators need to teach students and citizen journalists to take a mindful approach to social media and that governments and media organizations need systems to regulate information flows while preserving freedom of expression online.
Debate Social networking & Social mediaOscar Fabian
Debate about Social networking & Social media at Gimnasio Campestre del Norte School Tunja. Proposed questions and students argumentative participation. (There are some questions from internet and modified, everything cited in the same presentation).
Promoting veganism online workshop at Vegan Summer Fest BrightonLeigh-Chantelle
Leigh-Chantelle from Viva la Vegan! gives her Promoting Veganism Online workshop at Vegan Summer Fest Brighton.
Sunday 4 June
Brighton, England, UK
Being vegan is not enough, we need to be using our skills to promote the positive and inclusive elements of the vegan lifestyle when we can. Leigh-Chantelle shares her expertise on how to effectively use our time and energy to promote the core ethics of veganism online, and inspire others to become more effective activists in every possible arena. Learn more about working together, dealing with trolls, online etiquette and leading by example from a 20-year vegan veteran. Find out more about how you can help promote and market yourself, your product, your brand or your vision for a better world using Social Media and other means online.
The document discusses the effects of social media on today's youth. It defines social media and outlines some of its common uses like social interaction, education, and business. While social media allows for constant communication, it can also negatively impact youth by exposing them to inappropriate content and increasing feelings of social comparison. The document recommends moderation of social media use and focusing on in-person relationships as the best ways to communicate with youth.
This document discusses social networking and provides information on what constitutes social networking, examples of popular social networking sites and services like Facebook and Twitter, different types of social networking including profile-based, content-based, and mobile services, issues regarding teachers using social media and friending students, and Facebook's recommendations for educators to maintain a professional online presence.
Social media can have both positive and negative impacts on individuals and society. The document discusses some of the benefits of social media, such as enabling connection with friends and family, facilitating information sharing, and aiding in business and political organizing. However, it also notes potential downsides like reduced privacy, spread of misinformation, distraction from work/study, and increased stress from social comparison. The author presents arguments both supporting the idea that social media is good for society by enhancing communication, and counterarguments about ways it could undermine well-being, relationships, and productivity.
One in three internet users globally is a child. This proportion is likely to be even higher in the global South.
Organizations working to advance children’s rights and promote well-being need to understand how to reduce the risk of harm children face online while maximizing their opportunities for learning, participation and creativity.
The PPT covers digital safety for children.
The document discusses social media and is presented by Group 3 of the Mechanical Engineering B section. It contains an introduction to social media, definitions of social media, the top social media platforms, benefits and harms of social media use, concepts behind social media addiction, user statistics, and conclusions. The group aims to talk about social media and its impacts through this presentation.
Social networking has benefits like connecting with others and promoting causes, but also risks like cyberbullying, identity theft, and oversharing private information. While social media allows inexpensive promotion for businesses, it can also be used to target personalized ads. Heavy social media use may replace real human interaction and negatively impact brain development in children if not monitored. To reduce risks, users should limit time on sites, adjust privacy settings, and parents should guide children's online activities.
This document provides an overview of digital citizenship for high school students. It defines digital citizenship as sharing both the rights and responsibilities that come with being part of an online community. The nine principles of digital citizenship are then described: digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. Students are encouraged to think before posting online, know appropriate device use in class, and to report any inappropriate behaviors.
Building a professional digital identityLisa Harris
(1) This document discusses strategies for building a professional digital identity, including growing networks through proactive contributions, managing personal and professional identities, and focusing on networks like LinkedIn, Mendeley, and Academia.edu.
(2) It notes that employers increasingly use social media to evaluate candidates and that developing an online presence can help one "stand out from the crowd" and enhance employment prospects.
(3) The document considers options like having a single identity across platforms or multiple identities to separate personal and professional contexts, and discusses advantages and disadvantages of each approach.
Social Media Safety for Kids and Teens - A Parent's Guide to Social MediaKaren Kefauver
5 simple tips on how can parents can keep kids and teen safe in the world of social media. Social media marketing is designed to reach kids - how can you protect your kids from social media predators, scams, porn and more.
This document provides an introduction to social media. It discusses how social media can be used for professional purposes like job searching and networking. It defines social media and outlines some key statistics on its use. The bulk of the document discusses specific social media tools like LinkedIn, Facebook, Twitter, blogs and wikis and how they can be used to build professional connections, research companies and find job opportunities. It emphasizes using social media to showcase one's professional strengths and maintain a positive online presence.
This document provides an overview of a workshop on building digital communication skills. It introduces the facilitator, Alex Wills, and their background and qualifications. It outlines some of the key topics that will be covered, including online safety, cyberbullying, digital footprints and online reputation. It discusses establishing group agreements like confidentiality. It also presents some statistics about teen technology use and risks online. The workshop aims to help participants improve their digital communication, safety and responsibility.
This document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
Children, Church and the Digital Age (#DigitalParenting with @drbexl)Bex Lewis
This document summarizes a presentation on children, the church, and the digital age. The presentation covers topics such as fears about technology, digital communication tools, online friendships and relationships, cyberbullying, online risks like pornography and grooming, and opportunities presented by digital media. It provides exercises for discussing these topics with children and developing organizational social media policies. The overall message is that digital technology is integrated into daily life and both risks and opportunities exist, so churches should educate children to engage constructively and critically with the digital world.
Gen Z Digital-Book: A Primer For All Things Gen ZOlogie
Just like you, we’re curious about Gen Z—the college students of today and tomorrow. So we’ve spent some time studying them.Now is the time to get smarter about communicating and connecting with this new generation. Our book offers facts and valuable insights, as well as bottom-line implications for your communications.
Think of it as a primer for all things Gen Z.
This document discusses social media use among kids and teens. It provides information on the most popular social media platforms and their key features. Some of the main issues covered include privacy and control concerns, the prevalence of cyberbullying, and the effects of social media on mood, self-esteem and relationships. Research is presented on topics like cyberbullying perpetrators and victims, and how platforms and messaging influence bullying risk. Guidelines are offered for parents to have open conversations with youth about responsible social media use.
How to create a values and vision based communication - social media plan. Presentation at STRONG 2013 - the First Nations Technology Council's Summit of Technology, Resources, Opportunities, Networks and Growth conference.
The document discusses the challenges that social media presents for media educators. It notes that most social media users are young students and discusses both the positive and negative impacts of social media. On one hand, social media allows widespread sharing of information and helped enable socio-political movements, but it also risks the spread of misinformation and can enable bullying, privacy breaches, and the loss of professional journalism standards. The document suggests that educators need to teach students and citizen journalists to take a mindful approach to social media and that governments and media organizations need systems to regulate information flows while preserving freedom of expression online.
Debate Social networking & Social mediaOscar Fabian
Debate about Social networking & Social media at Gimnasio Campestre del Norte School Tunja. Proposed questions and students argumentative participation. (There are some questions from internet and modified, everything cited in the same presentation).
Promoting veganism online workshop at Vegan Summer Fest BrightonLeigh-Chantelle
Leigh-Chantelle from Viva la Vegan! gives her Promoting Veganism Online workshop at Vegan Summer Fest Brighton.
Sunday 4 June
Brighton, England, UK
Being vegan is not enough, we need to be using our skills to promote the positive and inclusive elements of the vegan lifestyle when we can. Leigh-Chantelle shares her expertise on how to effectively use our time and energy to promote the core ethics of veganism online, and inspire others to become more effective activists in every possible arena. Learn more about working together, dealing with trolls, online etiquette and leading by example from a 20-year vegan veteran. Find out more about how you can help promote and market yourself, your product, your brand or your vision for a better world using Social Media and other means online.
The document discusses the effects of social media on today's youth. It defines social media and outlines some of its common uses like social interaction, education, and business. While social media allows for constant communication, it can also negatively impact youth by exposing them to inappropriate content and increasing feelings of social comparison. The document recommends moderation of social media use and focusing on in-person relationships as the best ways to communicate with youth.
This document discusses social networking and provides information on what constitutes social networking, examples of popular social networking sites and services like Facebook and Twitter, different types of social networking including profile-based, content-based, and mobile services, issues regarding teachers using social media and friending students, and Facebook's recommendations for educators to maintain a professional online presence.
Social media can have both positive and negative impacts on individuals and society. The document discusses some of the benefits of social media, such as enabling connection with friends and family, facilitating information sharing, and aiding in business and political organizing. However, it also notes potential downsides like reduced privacy, spread of misinformation, distraction from work/study, and increased stress from social comparison. The author presents arguments both supporting the idea that social media is good for society by enhancing communication, and counterarguments about ways it could undermine well-being, relationships, and productivity.
One in three internet users globally is a child. This proportion is likely to be even higher in the global South.
Organizations working to advance children’s rights and promote well-being need to understand how to reduce the risk of harm children face online while maximizing their opportunities for learning, participation and creativity.
The PPT covers digital safety for children.
The document discusses social media and is presented by Group 3 of the Mechanical Engineering B section. It contains an introduction to social media, definitions of social media, the top social media platforms, benefits and harms of social media use, concepts behind social media addiction, user statistics, and conclusions. The group aims to talk about social media and its impacts through this presentation.
Social networking has benefits like connecting with others and promoting causes, but also risks like cyberbullying, identity theft, and oversharing private information. While social media allows inexpensive promotion for businesses, it can also be used to target personalized ads. Heavy social media use may replace real human interaction and negatively impact brain development in children if not monitored. To reduce risks, users should limit time on sites, adjust privacy settings, and parents should guide children's online activities.
This document provides an overview of digital citizenship for high school students. It defines digital citizenship as sharing both the rights and responsibilities that come with being part of an online community. The nine principles of digital citizenship are then described: digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. Students are encouraged to think before posting online, know appropriate device use in class, and to report any inappropriate behaviors.
Building a professional digital identityLisa Harris
(1) This document discusses strategies for building a professional digital identity, including growing networks through proactive contributions, managing personal and professional identities, and focusing on networks like LinkedIn, Mendeley, and Academia.edu.
(2) It notes that employers increasingly use social media to evaluate candidates and that developing an online presence can help one "stand out from the crowd" and enhance employment prospects.
(3) The document considers options like having a single identity across platforms or multiple identities to separate personal and professional contexts, and discusses advantages and disadvantages of each approach.
This document discusses the importance of digital literacy and provides tips for students on internet searching, personal profiles, cyberbullying, and references. Digital literacy is defined as the ability to navigate, evaluate, and create information using digital technologies. It is important because technology is constantly evolving and requires lifelong learning of skills. The goal is for students to gain digital literacy skills through education. Tips are provided on improving internet searches, using Boolean operators, managing personal profiles and digital reputation, consequences of inappropriate social media posts, defining and addressing cyberbullying, and citing references.
The document discusses various topics related to online safety, including internet usage statistics, common online risks for children like inappropriate content and cyberbullying, tips for safe internet use like using family safety software and keeping communication open with children, and threats to computer security like viruses, spam, and identity theft. It provides advice on how to create strong passwords, protect sensitive data and devices whether at home or on public WiFi, and emphasizes being cautious of phishing attempts, unauthorized downloads, and social engineering attacks online.
This flashcard deck provides definitions and conversation starters about key principles of digital citizenship. It covers topics like online safety, privacy, rights, responsibilities, literacy, digital footprint, using technology for good, and taking breaks. The goal is to help teach children the basics of being safe and responsible online through discussion. After the conversation, the document encourages visiting a website to learn more about digital citizenship.
This document discusses the concept of transactions and digital footprints. It poses questions to help readers reflect on what transactions mean, how they engage in transactions, and what to remember when entering transactions. It defines a digital footprint as the trail of information someone leaves online through activities like social media use, online shopping, and app usage. Maintaining a digital footprint can impact one's online reputation and privacy. The document provides advice on being cautious about online sharing and creating strong passwords to stay secure during online transactions.
Supporting the global efforts in strengthening the safety, security and resilience of Cyberspace, the Commonwealth Cybersecurity Forum 2013, organised by the Commonwealth Telecommunications Organisation. The ceremonial opening examined how Cyberspace could be governed and utilised in a manner to foster freedom and entrepreneurship, while protecting individuals, property and the state, leading to socio-economic development. Speakers of this session, Mr Mario Maniewicz, Chief, Department of Infrastructure, Enabling Environment and E-Applications, ITU; Mr David Pollington, Director, International Security Relations, Microsoft; Mr Alexander Seger, Secretary, Cybercrime Convention Committee, Council of Europe; Mr Nigel Hickson, Vice President, Europe, ICANN and Mr Pierre Dandjinou, Vice President, Africa, ICANN, added their perspectives on various approaches to Cybergovernance, with general agreement on the role Cyberspace could play to facilitate development equitably and fairly across the world.
Hosted by the Ministry of Posts and Telecommunications of Cameroon together with the Telecommunications Regulatory Board of Cameroon and backed by partners and industry supporters including ICANN, Council of Europe, Microsoft, MTN Cameroon, AFRINIC and Internet Watch Foundation, the Commonwealth Cybersecurity Forum 2013 seeks to broaden stakeholder dialogue to facilitate practical action in Cybergovernance and Cybersecurity, some of which will be reflected in the CTO’s own work programmes under its Cybersecurity agenda.
Young adults heavily use social media, putting their personal information at risk of being used by criminals for identity theft, fraud, or impersonation. While social media allows for connections, it also enables crimes like human trafficking, credit card fraud, and embezzlement if users overshare information. The document provides tips for safe social media use and mobile security, such as using strong and unique passwords, locking privacy settings, and only downloading trusted apps. It encourages students to get involved in cybersecurity education and advocacy to help protect themselves and others online.
Building a professional digital identity Lisa Harris
This document provides guidance on building a professional digital identity. It discusses growing networks through proactive contributions, managing personal and professional identities, and useful online identity resources. The document emphasizes that a digital identity can help professionals keep updated in their field, engage with others, showcase their work, and enhance career development. It addresses challenges like information overload and privacy concerns, but argues that an active digital identity approach can help address these issues. The document provides tips on social media use, digital networks, and presenting a consistent online presence to benefit one's career.
The document discusses the nine elements of digital citizenship including digital etiquette, communication, literacy, access, law, rights and responsibilities, health and wellness, security, and commerce. It provides information on each element and suggests students research the topics using social bookmarking and collaboratively create a presentation to teach younger students about digital citizenship. The overall message is that as use of technology increases, understanding and practicing good digital citizenship becomes increasingly important.
This document discusses managing your digital identity online. It begins by defining digital identity and noting that everyone has an online presence and footprint. It then discusses verifying identities online and the challenges of doing so. It outlines some of the risks of having your identity stolen online. The document then discusses managing personal versus professional identities on social media and challenges the idea that anyone is truly anonymous online. It provides examples of legal issues that can arise from improper social media use and shares tips for maintaining privacy and managing one's online reputation.
This document discusses personal branding and how individuals can differentiate themselves online. It emphasizes that an individual's online presence and digital footprint can significantly impact their career opportunities and how others perceive them. The key points made are:
1. One's personal brand and online image are increasingly important as people change jobs more frequently and employers research candidates online.
2. Individuals should audit their own online profiles and digital footprint to understand how others may view them based on available information.
3. Personal branding involves identifying one's strengths and value proposition, and networking to increase visibility and opportunities. Maintaining a consistent online presence is important.
This document discusses data privacy and provides information on defining privacy, consequences of not protecting personal data, and how to better safeguard one's data. It defines data privacy as the relationship between data collection, dissemination, technology, public expectations of privacy, and legal issues. Not taking precautions to protect one's data could result in identity theft or having one's data hacked. The document recommends making a strong, unique password to better secure personal information online.
This document outlines a professional development course on digital citizenship called "Digital Citizenship 101". The course was created in Edmodo by teachers from elementary, middle, and high school levels to expose other teachers to free and easy PD on digital citizenship. It covers topics like digital natives, etiquette, connectivity, copyright, cyberbullying, social media, digital footprints, supervision, and curriculum resources. The goal is for teachers to learn about digital citizenship effectively so they can teach their students.
Here are 5 ways Filipino youth can exercise their digital citizenship properly and effectively for the betterment of society:
1. Be responsible online - Think before posting, be aware of how your actions online can affect others, and use privacy settings appropriately.
2. Combat misinformation - Verify facts from reliable sources before sharing information online to avoid spreading false news.
3. Promote positivity - Use social media to spread kindness, encourage others, and raise awareness about important issues in a respectful manner.
4. Protect privacy and security - Be careful about what personal information you share, use strong passwords, and update devices to prevent cybercrimes.
5. Participate and engage - Get involved in online
A digital footprint is the trail of data left behind by a person's online activities. It includes information generated from interactions with technology like social media posts, photos, web searches, purchases, and location data. Managing one's digital footprint is important because information online can affect relationships and opportunities. Teachers should educate students about digital footprints and citizenship to help them understand how to positively use technology and avoid oversharing private details that could pose risks.
This document discusses implementing digital citizenship at Hillcrest Normal School. It outlines intentions to understand digital citizenship, review policies, and explore how to promote it schoolwide and in classrooms. Key aspects of digital citizenship are described, including being a capable and ethical user. The document then discusses developing a vision and protocols, linking values and competencies, modifying policies, and engaging families. Next steps proposed include revising policy, developing a digital citizen profile, implementing schoolwide and in classrooms, and involving whanau.
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2. Curricular Objectives
1) Enable students and patrons in Southeast Illinois to be
active, safe, and informed participants in digital media.
2) Enable students and patrons in Southeast Illinois to
use digital technology to advocate for themselves and
their communities.
3. Overview
• What is Digital Literacy?
• My Digital Footprint
• Feeling Safe and Secure Online
• Understanding Search Engine Results
• Recognizing Fake/Manipulative Content
• Digital Citizenship: Being an Online
Advocate
4. What is Digital Literacy?
Traditional Literacy: The ability to read and write proficiently.
What are the challenges associated with a lack of traditional
literacy?
5. What is Digital Literacy?
Traditional Literacy: The ability to read and write proficiently.
What are the challenges associated with a lack of traditional
literacy?
• Inability to find/keep employment
• Inability to safely understand medicine labels/nutritional labels
• Significantly lower income
• Lower Self-Esteem
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6. What is
Digital Literacy?
“Digital Literacy” can refer to the ability to:
• Use computer hardware/software.
• Find, use, and understand information
from the internet.
• Maintain one’s digital reputation.
• Stay safe and secure using digital
technologies.
• Avoid and counter false information
where and when it occurs.
7. What is Digital Literacy?
Without Digital Literacy we are:
• Unable to fully participate in digital media/social media
• Missing out on social/familial connections
• Window of offline-available entertainment/culture is closing rapidly
• Unable to access to valuable information/opportunities
• Job applications/information mainly hosted online
• Valuable health/finance resources.
• Vulnerable to scams, phishing, and misinformation
8. What is Digital Literacy?
With Digital Literacy we:
• Fully participate in digital society.
• Use social media to stay in contact with distant friends and
relatives.
• We have full access to existing online entertainment and
information.
• Use the internet to educate ourselves and pursue new
opportunities
• We are safeguarded against scams, phishing, and
misinformation.
9. What is Digital Literacy?
Barriers to digital literacy include:
Lack of infrastructure.
Lack of education.
Lack of developed critical thinking skills.
Lack of support.
The Digital Literacy Paradox.
10. What is Digital Literacy?
It is difficult to gain
experience with digital
technologies if you lack
digital literacy.
Digital Literacy
requires experience
using digital
technologies.
The Digital Literacy
Paradox
11. What is Digital Literacy?
What can we do as educators to enable digital
literacy?
• “Fake it til’ you make it” - requires confidence and
a safe learning environment.
• Demonstrate the right ways to find an answer
when a question arises.
• Create a space for discussions and critical
thinking about digital media.
12. What is Digital Literacy?
Stop and Reflect:
Think about a time in which a student or
patron suffered challenges due to a lack of
digital literacy.
What challenges did they face, and how did
you address it in a way that empowered
them?
13. My Digital Footprint
Think of everything that we use the internet
for nowadays; we use digital technologies
for:
14. My Digital Footprint
Think of everything that we use the internet
for nowadays; we use digital technologies
for:
• Social Interactions
• Moderating our Health
• Navigating/Securing Transportation
• Keeping track of our contacts and their information
• Watching/listening to entertainment media
• Taking, editing, and storing pictures, videos, and audio
• Applying for jobs/clocking in and out of work
• Looking up information
None of this is free; we pay the price of our data.
15. My Digital Footprint
Every website you’ve visited.
Every social media account you’ve created.
Every email you’ve sent.
Every post you’ve made, liked, or shared.
Every photo or document you’ve saved to the cloud.
Every review you’ve left of a product or business.
Every job you’ve looked at or applied for online.
Every life event you’ve shared online.
Every product you’ve purchased or looked at online.
Every Google or Bing search you’ve made.
16. My Digital Footprint
What can be the consequences of a poor digital footprint?
• A 2017 survey found that up to 70% of employers now screen
applicants’ social media profiles.
• Using racial slurs or inappropriate language that violates terms
of service may result in permanent bans from social media.
• Because the US generally lacks privacy laws/regulation for use
of consumer data, there is no way of knowing who can see your
“private” content.
• Remember, even content that has been deleted from the
internet can still be searched, archived, and accessed; once
something is out there, it is out there for good.
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17. My Digital Footprint
What can I do to manage my digital footprint?
• See what information already exists publicly about you on the internet;
google your full name, email, and usernames and see what you find.
• Restrict privacy settings on your social media so that posts are only set
to “public” when absolutely necessary (preferably, never)
• Comb through followers/contacts on social media and remove individuals
you don’t know personally.
• Most importantly, think before you post. Would you be comfortable with
future employers or family members reading or seeing your content?
18. My Digital Footprint
Exercise: Be the Employer!
For the next ten minutes, google different permutations of your full name
with your hometown, workplace, etc. and make a list of what information
about you an employer or advertiser could gleam with just a handful of basic
searches.
Were you surprised by how much information about you was publicly
available?
Are you comfortable with your current level of internet privacy?
Do you think your current digital footprint is a good representation of you?
19. My Digital Footprint
Maintaining our digital footprints requires tough
decisions about our values…
Do we value our isolation or our ability to
participate online?
20. My Digital Footprint
Maintaining our digital footprints requires tough
decisions about our values…
Do we value our isolation or our ability to
participate online?
Do we value our privacy or our desire for
fame/recognition?
21. My Digital Footprint
Maintaining our digital footprints requires tough
decisions about our values…
Do we value our isolation or our ability to
participate online?
Do we value our privacy or our desire for
fame/recognition?
Do we value our digital reputation or our freedom
of speech?
22. My Digital Footprint
Maintaining our digital footprints requires tough
decisions about our values…
Do we value our isolation or our ability to
participate online?
Do we value our privacy or our desire for
fame/recognition?
Do we value our digital reputation or our freedom
of speech?
Do we value our privacy or our ease of obtaining
information?
23. My Digital Footprint
Stop & Reflect:
The previous slide discussed the value conflicts we can have in
making decisions about our digital footprint and online behavior.
As educators, we are often concerned with our students’ ability to
find employment and succeed in the career field of their choice;
is it right to enforce those values on their social media use?
If not, how can we ensure that students are not sabotaging their
futures through irresponsible use of digital media?
24. My Digital Footprint
“OfficeMax once accidentally sent a mailing addressed to
“Mike Seay, Daughter Killed in Car Crash.” Seay’s
daughter had indeed died in a car accident less than a
year before. How or why this piece of creepiness could
have been relevant to OfficeMax’s marketing strategy is
anybody’s guess. The company is not telling. It’s not
revealing where it got its information from, either. Data
brokers can oblige customers contractually not to reveal
them as sources.”
-Frank Pasquale, The Black Box Society (2015)
25. Safety & Security Online
• While the internet is a vast resource of information,
entertainment, and opportunities, it is not without its risks.
Password Attacks
26. Safety & Security Online
Malware is harmful software that steals information, slows or
renders your device inoperable, or attempts to use your identity to
spread additional viruses via email etc.
You can avoid Malware by:
• Installing antivirus software (Freebies include Avast and Sophos)
• Immediately closing pop-up windows, taking care not to click on
them.
• Deleting and not clicking on suspicious-looking emails.
• Only downloading software from safe, verified sites (https is a
good rule, but some cybercriminals have learned to use very
convincing/safe-looking websites!)
27. Safety & Security Online
Phishing is an attempt by cybercriminals to install malware on your
device or gain access to your personal/financial information by
posing as someone/something else.
Phishing can take the form of:
Pop-up Ads
Spam Emails
Requests for access to notifications, location data, etc.
Emails/Messages from friends/family/coworkers whose accounts
have been compromised.
32. Safety & Security Online
Adult entertainment websites
often contain pop-up/spam
ads that lead to phishing
websites.
Practice caution if accessing
these sites from your device.
Remember: it is illegal for
users under the age of 18
to access adult content on
the internet.
33. Safety & Security Online
What are the consequences of
downloading malware?
• Your device/computer may slow to
the point of becoming inoperable.
• Your profiles/accounts may be used
to spread malware to your contacts.
• Your personal information, including
financial information, may be
permanently compromised up to
point of identity theft.
34. Safety & Security Online
What can I do if I believe my computer or phone has been compromised
by malware?
1) Disconnect from the internet.
2) Using anti-virus software, run a scan for malware.
OR If you do not have anti-virus software installed, restart your
computer in safe mode by holding down the shift key while clicking
restart.
3) Put a hold on all of your credit and debit cards and request a credit
freeze; this makes it less likely that your money and identity will be
stolen or misused.
35. Safety & Security Online
Password Safety Tips:
• Avoid common passwords such as “password”,
“pass1234”, “qwerty123”, etc.
• Do not incorporate personal information such as
your name or birth year in your password that might
make it easier to guess.
• Do not use the same username/password
combination for multiple websites/accounts.
• Store passwords in an encrypted document file,
secure offline location, or “password safe”
application.
36. Safety & Security Online
Stop & Reflect:
Fear of malware and privacy violations can be a major
hindrance to individuals’ willingness to participate with digital
technologies.
Beyond empowering students and patrons to recognize
threats when they occur, what can we do to reduce these
anxieties?
37. Understanding Search Results
• When using a search engine such as Google or Bing,
results are presented based on a website’s calculated
relevance to the query typed into the search bar, but
sponsored results are placed above the actual “top
results.”
• When searching for important medical or financial
information, make sure to verify that the result you
are selecting is actually the most relevant and not
just a sponsored result.
39. Understanding Search Results
Remember, sponsored
search listings are not
inherently suspicious or
lacking in credibility, but they
are also not inherently
trustworthy or credible;
money was spent to show
you this content– keep that in
mind!
40. Recognizing Fake News
When we say the words “fake news”, what
comes to mind?
Is it biased political talk shows that I disagree
with?
Is it satirical articles that oversimplify an issue for
comedic purposes?
Is it information that goes against my beliefs?
Answer: It is none of these things!
41. Recognizing Fake News
Fake News…
is not a new phenomenon,
…is an existing term in print journalism since the 1890s,
is not tied to any specific political party,
…is shared across the political spectrum,
is not biased or satirical journalism,
…is false or misleading content presented as news.
42. Recognizing Fake News
What the scholars say…
Fake news represents “an existential threat to democracy.”
Fake news is given power and meaning through sharing and
discussion.
Fake news comes from a variety of sources and is created for a
variety of purposes, with a variety of consequences for our society.
(Higdon, 2020)
43. Recognizing Fake News
Bias in news is the inclusion of subjective
commentary or phrasing that imparts a value
judgment on the events or people being discussed.
Falsity is a purposeful maligning of the truth, or the
total fabrication of a news event.
Bias is not bad in itself! The problem? Biases so
strong that they enable the creation and consumption
of content that is patently false or misleading.
44.
45. Recognizing Fake News
When a news story seems like it might not be legitimate, check
S.U.D.S.Y.S.
• Site –Does it have an about page? If so, what does it say?
• URL – Is it a real website, or an imposter?
• Date Published – Is this story current?
• Story – Does the content of the story match the headline?
• Yourself – Is the story reaffirming your own political biases?
• Sources Used – Do the sources used seem credible?
46. Recognizing Fake News
Let’s apply S.U.D.S.Y.S. to this
story.
How about this one?
Finally, this one.
Now let’s play this game to test our
fake news detection skills!
47. Recognizing Fake News
When addressing fake news:
1) Begin with a goal for the
conversation.
2) Frame your concern as a desire
to better understand.
3) Start from a place of agreement.
4) Don’t assume the worst of
someone.
5) If the argument turns personal or
reaches a sticking point,
disengage.
6) Attack ideas not people.
50. Recognizing Fake News
Why are memes used to spread fake
news?
1) Strong visuals.
2) Concise!
3) “It’s just a joke!” Defense.
51. Recognizing Fake News
Complicating Factors in Confronting Fake
News:
• “My friend wouldn’t lie to me” – Ethos
Defense
• “You can’t prove it’s false.” – Burden of Truth
Fallacy
• “You read YOUR news and I’ll read mine,
everything is biased nowadays”
How would you respond to these defenses of
fake news?
52. Recognizing Fake News
Stop & Reflect:
In recent years, a major problem in information literacy education
has been the politicization of “fake news” as a topic.
For some students and patrons, even resources like the Media
Bias Chart and Snopes.com will be considered invalid or “fake”
from the get-go.
As an educator, how do you respond in these situations?
53. Digital Citizenship:
Being an Online Advocate
Beyond Literacy (Informed Participation) to Citizenship (Positive)
How can I be an online advocate for myself and others?
• Stand up to and report cyberbullying when you see it.
• Use digital media to educate others about issues important to you.
• Use digital tools to organize with others and contact elected officials.
54. Digital Citizenship:
Being an Online Advocate
Recognizing Cyberbullying:
Overt Subtle
Cyberbullying is subtle far more often than it is overt. Victims of cyberbullying may
be hesitant to report it, especially when it is subtle. There is no age limit on
cyberbullying.
55. Digital Citizenship:
Being an Online Advocate
Be an upstander, not a bystander!
1) Stop the spread: Block abusive
accounts, end the rumor, call out the
bad joke, and encourage empathy.
2) Heal the wound: Apologize to the victim,
use report features to assist them,
reach out to them, and include them
elsewhere.
3) Be preventive: Adjust privacy settings
and tell an adult or trusted peer leader.
56. Digital Citizenship:
Being an Online Advocate
Brainstorm:
Take five minutes coming up with strategies to address
and prevent cyberbullying for three groups: peers,
educators, and parents.
As you develop your ideas, ask yourself:
Is this a strategy that I would actually implement in these
scenarios?
57. Digital Citizenship:
Being an Online Advocate
Being an Advocate – PSA Activity
Ask students to take time in groups to research a societal issue
that is important to them, instructing them to find at least 3 non-
profit organization that deal with the issue directly. Do those
organizations have social media presences? If so, what kind of
content do they post?
Next, show students examples of digital PSA videos, as well as
PSA images designed for Instagram/Facebook
59. Digital Citizenship:
Being an Online Advocate
Being an Advocate – PSA Activity (con.)
Finally, ask students to produce a PSA (either a :45 video, :60 radio
spot, or series of infographics) about their chosen issue. The PSA
might try to draw awareness to an issue, or prescribe a solution for
people to incorporate into their daily lives.
Students should design and produce this PSA so that they would
feel confident and comfortable posting it on their social media. It
should not feel formal and academic, but personal and honest. It
should speak both to their issue and to their audience, whomever that
might be.
60. Digital Citizenship:
Being an Online Advocate
Contacting Elected Officials
After completing the PSA assignment, students may use the “Find
My Elected Officials” web tool to access the contact information for
their elected officials, and choose one to send an email advocating
for their chosen issue.
Civics/Social studies teachers may wish to incorporate this into a
lesson on bills/laws by asking students to look up a proposed piece
of legislation that they can ask their elected official to
support/oppose.