Prior to this subject I used Facebook socially, had a Twitter account I rarely used, book marked items I liked on my laptop, and had never really considered the wide ranging issues that fall under the banner of Digital Citizenship. Greenhow (2010) raised the question of defining 21st century competencies and introduced me to the wider issues, and Ribble’s (2011) nine elements of digital citizenship encapsulated the subject. Many of these nine elements are covered in Department of Education policy, legal and the like, but it is the connectedness, participation, health, safety and etiquette that require more attention now and into the future. Lindsay and Davis (2012) presented the model of Enlightened Digital Citizenship and this consolidated my understanding.
With anywhere anytime learning now available, although currently not to all, presents the opportunity for students to develop connected learning skills to integrate three spheres of learning that are often disconnected and at war with each other in young people’s lives: peer culture, interests, and academic content. Young people can experience connected learning through diverse pathways. Schools, homes, after-school clubs, religious and cultural institutions, community centres and the parents, teachers, friends, mentors and coaches young people find at these locales, all potentially have a role to play in guiding young people to connected learning (Ito, 2013).
Jenkin’s paper, ‘Confronting the Challenges of Participatory Culture: Media Education for the 21st Century’, has given me deep insight into the issues we are faced with in education, and how to harness the participatory culture of teens to create peer-to-peer learning opportunities, a changed attitude toward intellectual property, the diversification of cultural expression, development of skills valued in the modern workplace, and a more empowered conception of citizenship (Jenkins, 2006). The NMC Horizon Report: 2015 K-12 Edition presented how education needs to adapt and change to accommodate the new digital landscape. There is a lot to take in with these two papers.
In such a world, how do we cultivate a culture that supports effective and responsible device use in schools and at home? For schools, how do we develop effective curricula on digital citizenship and information literacy when our days are already packed? (Chen & Orth, 2013). I suggest the formation of a team of teachers and executive, including the teacher librarian, to examine how digital citizenship components can be built into already operating curriculum. By modifying existing tasks to include the use of Web 2.0 tools found on Cool Tools for Schools, and to include information sourced through Creative Commons, is a small impact on teacher workload for maximum student gain. Once digital content is created, this subject has brought me understanding of how to curate it in school on google docs, or using tools such as Scoopit, Pinterest, and Diigo, and how to publish and connect on a global level using Twitter.
The experience of creating the wiki through the collaborative process presented its challenges, however, the output of four individuals on the same task did create a powerful and information rich product. This experience encourages me to create the same style of collaborative learning experience for students.
This subject has drawn my attention to the value of the TL as an information specialist as portrayed by Jenny Lunny in her clip ‘Imagine the Possibilities’. As we move forward in the digital age the skill to manage large volumes of data, and to garnish what is most relevant, will be necessary for one to survive. There are those who take all the best practices in education and the latest advances in technology and use them to blaze new trails in teaching and learning that focus on connection and collaboration called Teacherpreneurs, and I feel ETL523 has introduced me the elements and skills required to achieve this title in the future.
This subject has been challenging, I use Twitter a lot more to follow other librarians and academics, my Diigo library grows steadily, and I am well on the way to becoming a connected learner.
Chen, E., Orth, D. (2103). The strategy for digital citizenship. Retrieved from NAIS Independent School Magazine (online) http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/The-Strategy-for-Digital-Citizenship.aspx
Diigo. (2016) Retrieved from https://www.diigo.com
Greenhow, C. (2010). A new concept of digital citizenship for the digital age. Learning and Leading with Technology, 37(6) 24-25.
Ito, M. (2013). Connected learning summary. DML Hub. Retrieved from http://dmlhub.net/publications/connected-learning-agenda-research-and-design
Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century [White paper]. Retrieved from MacArthur Foundation website http://www.macfound.org/press/publications/white-paper-confromting-the-challenges-of-participitory-culture-media-education-for-the-21st-century-by-henry-jenkins/.
Lindsay, J. & Davis,v. (2012) Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon.
Lunny, J. & Sullivan, D. (2014, July 28). Imagine the possibilities. [Video file]. Retrieved from http://www.youtube.com/watch?v=A_QnbQxnNCl
Ribble, M. (2016). Nine themes of Digital Citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html
Shearing, L. (2016). Cool tools for Schools. Retrieved from http://cooltoolsforschools.wikispaces.com/
The NMC Horizon Report: K-12 Edition 2015. New Media Consortium. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
Twitter (2016). Retrieved from https://twitter.com