Image by Paul Downey
I read a great article about digital citizenship by Vicki Davis (link below). Her approach to teaching digital citizenship is to teach both proactive knowledge and experiential knowledge.
For proactive knowledge she teaches 9 key things using her book, Reinventing Writing, and examples, lessons, assignments, etc. The 9 pieces of proactive knowledge are: passwords (strength and remembering them), privacy, personal information (and who to share it with), photographs (what can be shared and geotagging), property (copyright and licensing), permission (citing), protection (viruses, malware, phishing, ransomware, and identity theft), professionalism (netiquette, conflict resolution, and decision making), and personal brand (voice).
For experiential knowledge she uses lessons, discussions, examples, assignments, etc. to bring the 9 P’s to life:
2. Turn Students into Teachers by getting them to find the scams and present.
3. Collaborative Learning Communities through Flattening Classrooms, Engaging Minds, Gamifi-ed, AIC Conflict Simulation, game-based learning, Ning blog, and a classroom wiki. This also allows students to connect with those around the world.
I LOVE THIS ARTICLE AND THE RESOURCES. I felt a bit lost as to how I would teach digital citizenship in my classroom but this will serve as a great roadmap. Davis notes that she teaches from a digital citizenship curriculum so I may have to get creative as to how this fits in with the curriculum outcomes I am teaching. If I was teaching Grade 9 for instance, these are the outcomes that I believe would fit:
CR9.1a – View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).
CR9.3a – Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
CR9.4a – View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.
CC9.1a – Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).
CC9.2a – Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.
CC9.3a – Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
CC9.5a – Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.
CC9.6a – Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).
CC9.9a – Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
Obviously, I would have to go beyond teaching digital citizenship to meet these outcomes but these are all places where digital citizenship can be touched upon. Through technology and digital citizenship I could definitely have my students focus on the 6 strands of ELA: reading, writing, speaking, listening, presenting, and viewing.
The best part about this process is that I would be learning alongside my students, as I have lots to learn about digital citizenship. Another resource I would use is lol…OMG! by Matt Ivester.
“Citizenship is what we do to fulfill our role as a citizen. That role starts as soon as we click on the internet.” – Vicki Davis
Read more at: Edutopia’s “What Your Students Really Need to Know About Digital Citizenship” and Anne Collier who believes we should drop the word “digital” in digital citizenship.
What resources would you use to teach digital citizenship? What curriculum connections can you make (Saskatchewan Curriculum)? Do you think we are teaching digital citizenship or just citizenship; are the terms one in the same?