This is a repost of a blog post I wrote for my CSU Masters of Education (Knowledge Networks & Digital Innovation) subject Digital Citizenship in Schools. More blog posts are available at my CSU blog.
As a Teacher Librarian I have always taken an interest in digital literacy and digital citizenship by reading and curating relevant articles for my own personal learning and to share with my colleagues. I understood the definition of digital citizenship to be the safe, responsible and ethical use of information and technology and the Nine Elements of Digital Citizenship confirmed my thinking.
flickr photo by sylviaduckworth https://flickr.com/photos/sylviaduckworth/17190424026 shared under a Creative Commons (BY) license
After exploring other models of digital citizenship it became clear to me that I had underestimated the complexities of digital citizenship. Using network technology in a global world involves technical, individual, social, cultural and global awareness as illustrated in the Enlightened Digital Citizenship model.
Before starting this subject I had not given much thought to the relationship digital citizenship had with digital learning environments. I reflected on my own digital learning environment and the literacies and skills required to use them effectively. I actively embrace and play with mobile technology, social media and a plethora of digital tools in a responsible manner but some of my colleagues are not as aware or lack confidence. Some of the tools I use for personal reasons are now becoming part of the school’s evolving digital learning environment and placing new demands on teachers and students. The visual representation of my personal learning network (PLN) in my blog post illustrates the role technology plays in my learning and the importance I place on lifelong learning. I reiterated this by commenting in forum 2.2 that it is imperative that I am a connected educator to meet current and future digital fluency needs and to model lifelong learning within my school community.
Assignment one was a living, breathing example of a participatory digital learning environment in action. As team member Heather said in her reflective blog post,
It was clear from the assessment rubric and online class meeting that this assignment was as much about learning about and through collaboration as it was about the particular aspect of digital citizenship we had elected to focus on.
Working collaboratively, team 5.2 created a learning module hosted on a wiki using a variety of communication and collaboration tools that Donald Tapscott refers to as “weapons of mass collaboration” (Richardson, 2008, para. 20). Digital citizenship theory was put into practice using an authentic learning task that visibly revealed our digital footprints, use of digital tools and collaborative efforts. The value of learning by doing was made very clear to me through this assignment. Teachers can apply similar methods by flattening their classrooms or lowering the walls so that students can learn by collaborating locally or globally (Lindsay, 2013), however as discussed in the forums, some challenges and barriers need to be overcome.
Given suitable digital infrastructure we can “learn whatever we want, wherever we want from whomever we want” in today’s digital ecology (Richardson, 2008). The tools that students use outside of school and increasingly at school, allow them to connect, collaborate, communicate and create. These are examples of twenty-first century skills and capabilities that along with critical thinking and digital citizenship are being encouraged by education systems around the world. Wherever possible teacher librarians weave digital citizenship and digital literacy into classes to spread the message, however I have learnt through this subject that embedding digital citizenship into the curriculum is best practice. The entire school community must develop common ground to educate students in a proactive rather than reactive way (Hollandsworth, Dowdy & Donovan, 2011).
I have learnt an enormous amount about digital citizenship in schools by engaging with the module content, participating in lively discussions in the forums, connecting on Twitter and meeting virtually with Julie Lindsay and my fellow class members. It is now up to me to show my school community what effective digital citizenship practice is through my own actions.
Bailie, H. (2016, May 19). Assignment one reflection. [Blog post]. Retrieved from http://thinkspace.csu.edu.au/hbailie/2016/05/19/assignment-one-reflection/
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital Citizenship in K-12: It Takes a Village. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 37-47. doi:10.1007/s11528-011-0510-z
Richardson, W. (2008, December 3). World without walls: Learning well with others In Edutopia. Retrieved from http://www.edutopia.org/collaboration-age-technology-will-richardson.