Mike Ribble in eSchool News, August/Sept 2015 Schools have always been charged with the task of producing good citizens. But how has our definition of a “ good citizen ” changed over the ages?

Before : Smart Phones iPads WiFi Facebook Twitter YouTube Instagram Snapchat Kindle and so much more…

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According to Merriam-Webster.com: citizenship noun : the qualities that a person is expected to have as a responsible member of a community

 Technology, the Internet and Digital Media now provide people the with opportunity to interact in global community  Our students’ “civic duties” now extend beyond their hometown, state and country where they physically live  Students need to know how to responsibly conduct themselves as they use technology to function in the digital realm

In today’s world of near-ubiquitous connectivity, in which ordinary people have almost instantaneous access to unlimited stores of information and the ability to interact with anyone, anywhere, anytime, what does it mean to be an effective citizen ? What skills and knowledge do our students need to participate fully in a world transformed by technology ? What role should our schools play in developing effective digital citizens? GDCF Blog by GDC Team | Jan 6, 2015 |GDC Team

“One of the challenges and important priorities for K-12 today has to be broadening our understanding of what it means to be a digital citizen, so that we’re talking about young people as producers and managers of information and perspectives, and not simply as people we need to keep safe and civil.” Joseph Kahne, Davidson professor of education at Mills College in Oakland, CA

Respect self/others  digital etiquette  digital access  digital law Educate self/connect with others  digital communication  digital literacy  digital commerce Protect self/others  digital rights and responsibilities  digital security or self-protection  digital health and wellness

1A: Digital Access: having technology for full electronic participation in society 1B: Digital Law: responsibility for electronic actions (ethical or unethical); ethical use of information; avoiding illegal downloadingDigital AccessDigital Law 1C: Digital Literacy: the capability to use digital technology & knowing when and how to use it: digital basics (browser, search engines, GoogleApps4Educ); evaluating online resources; explore online learning methodsDigital Literacy

2A: Digital Security and Safety: the precautions that all technology users must take to guarantee their own personal safety and the security of their network Digital Security and Safety 2B: Digital Etiquette: the standards of conduct expected by other digital technology users, 2C: Digital Rights and Responsibilities: the privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them Digital EtiquetteDigital Rights and Responsibilities

3A: Digital Communication: the electronic exchange of information, communicating digitally by phone, text, photos and so much more 3B: Digital Health and Wellness: the elements of physical and psychological well-being related to digital technology use, teach the potential dangers of tech usage 3C: Digital Commerce: the buying and selling of goods online, understand scams and how to make secure purchasesDigital CommunicationDigital Health and WellnessDigital Commerce

As Digital Citizens students already routinely consume digital media They need to learn how to:  Critique the quality of content  Curate (select, organize, and present) resources  Collaborate with others digitally  Create new digital content

 Who wrote this? Author qualifications?  What is the purpose of the site? Advertisement? Education? Entertainment?  When was the site created? Updated? Current?  Where does the information come from? Sponsor? Organization? Biased or objective?  Why is this site/page better than another? Why should I use this information?

 CRAP Test: C urrent, R eliable, A uthority, P urpose  Triple A : A uthorative, A ccurate, A ppropriate  AARP Should this website be “retired”?  A uthority – What are the qualifications of the author?  A ccuracy – Are the facts current and correct?  R eliable/ R easonable – Balanced, well supported information?  P urpose – What is the intent? Who is the intended audience?

Multiple literacies are needed to be successful in the 21 st Century. Critical literacy Critical literacy views readers as active participants in the reading process and invites them to move beyond passively accepting the text’s message to question, examine, or dispute the information that authors present.

Literacy : the ability to read and write : knowledge that relates to a specified subject Fluency : the ability to speak easily and smoothly : the ability to do something in a way that seems very easy

Solution Fluent + Information Fluent + Fluent in Creativity + Media Fluent + Fluent in Collaboration = Digital Citizen

Thinking creatively to solve problems. Whole-brain thinking—creativity and problem solving applied on- demand. Define the problem Discover – research, digging to gather background info Dream – use new knowledge to develop a solution Design – work backwards from your solution creating steps to arrive at the solution Deliver – identify a format to present information & solution (produce) and present the solution to the problem (publish) Debrief – review and analyze the product & process

Ability to interpret information in all forms and formats in order to extract knowledge and perceive its meaning. Ask - compile questions about knowledge/data sought Acquire - accessing & collecting info from appropriate sources. Analyze - authenticate, organize, and arrange data Apply – apply new knowledge to a practical solution Assess – discuss how to improve the problem solving journey & utilizing the solution in similar situations

Adding meaning or value through innovative design Identify - figuring out what you need to create Inspire - stimulating creativity & imagination Interpolate – finding patterns within information and identifying connections Imagine - birth of your idea; your “Aha!” moment Inspect – question the feasibility of the new idea

Interpreting and leveraging the messages you and your students encounter daily through a variety of media Listen - measuring the effectiveness of messages being communicated by media; critically at the content of all media giving careful consideration of both the message and the medium Leverage - learning how to communicate effectively, and being able to identify the most appropriate medium for getting a message out; select and apply the most appropriate media for the message

Ability to work well within a team & work cooperatively with real & virtual partners Establish group roles & duties in a contract Envision – visualize & define purpose & goals Engineer – develop a plan, itemize steps from problem to solution Execute – put a plan into action utilizing individual strengths Examine – look back at the process, was challenge met, how to improve, recognize contributions, constructive feedback

Determining which guiding practices make up a true global digital citizen, one must imagine what one looks like :  Someone who is engaged fully in society through digital means  Using the 9 elements;  Using the 5 fluencies; and  Contributing positive effects at personal, local, and global levels.

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1. Digital Access: electronic participation in society 2. Digital Commerce: electronic buying & selling 3. D~ Communication: electronic exchange of info 4. D~ Literacy: teaching/learning about tech & its use 5. D~ Etiquette: standards of conduct & procedure 6. D~ Law: ethical responsibility for words & actions 7. D~ Rights & Responsibilities: freedoms & duties 8. D~ Wellness: physical &d psychological well-being 9. D~ Security: self-protection & safety.

 Our students ARE citizens of a digital world, so w e need to help them learn how to be responsible members of that community  Students need to do more than just “ consume ” digital media  In our digital world, students need to be able to critique, curate, collaborate & create  We need to teach critical literacy and evaluation skills  However, solid food is for mature people, whose minds are trained by practice to discern good and evil. Hebrews 5:14 “ JHV”

“To teach prudence to the naïve, knowledge and discretion to those who are young” Proverbs 1:4  Prudence: careful good judgment that allows someone to avoid danger or risks  Discretion: the quality of being careful about what you do and say so that people will not be embarrassed or offended : the quality of being discreet

Information gleaned and adapted from:     moting-multiple-literacies-principles-of-new-librarianship/ moting-multiple-literacies-principles-of-new-librarianship/  Lester B. Pearson School ~ Quebec, CA  citizenship-2014/ citizenship-2014/   and-sequence and-sequence 