When I talk with the young people in my life about being a responsible citizen, we ultimately acknowledge that our words, actions, and contributions all play an important factor in demonstrating positive citizenship – not only within our immediate network of friends and family, but within our communities, too. I even go so far as to suggest that behavior within our community is more important than our close relationships. Why? Well, when we really mess up, who’s more likely to forgive? Who’s more likely to catch us when we fall?
With this reflection in mind, we can argue that the stakes are higher when judgments about our character are made in a snap, and much harder to repair with those who don’t know, like, and trust us. As they say, “perception is reality” and with the rate of technological advancement, our physical and digital footprint represents what the world knows to be true about us.
So, if we agree that the decision to be a person who places a high priority on reflecting qualities that are positive and constructive through our words, actions, and contributions, then students shouldn’t need a lesson on “Digital Citizenship”, right? Or maybe, the concept of Digital Citizenship is more easily incorporated into the conversation of responsible citizenship as a whole. Educators think of Digital Citizenship, or the responsible use of technology by anyone who uses computers, the Internet, and digital devices to engage with society, as a 21st Century skill that includes crucial concepts for the modern student.
According to the article, “What is Digital Citizenship & How Do You Teach It,” good digital citizenship shows students how to connect, empathize, and create lasting relationships with others online. Whereas, bad digital citizenship is more than just the opposite: cyberbullying, irresponsible social media usage, and general lack of knowledge about how to safely use the Internet can lead to significant loss.
There’s not much to argue with when it comes to the list of seven concepts the article touches on that conversations surrounding Digital Citizenship should include, noted below. Though, based on my introductory sentiments, it should come as no surprise that empathy should be one of those transferable skills that makes an understanding of good versus bad digital citizenship easy to navigate.
Empathy
How the Internet works
Understanding user data
Practicing digital literacy
Acknowledging the digital divide
Practicing digital wellness
Securing digital devices
As a future elementary educator, I can easily see myself touching on all of these steps as matter of course. But there are two points that I would love to explore in a tangible way:
Practicing Digital Literacy
Did anyone else grow up in homes that watched the local and world news every night at dinner time? Better yet, were newspapers delivered to your home? In addition to traditional mass medias, these days sourcing news from outlets such as social media, influencers, bloggers, and podcasters has changed the landscape in that information is not necessarily a guarantee of accurate reporting. Digital Literacy is the practice of consuming online information, understanding what it means, where it originated, and whether it’s truthful. The challenge for students has evolved into the learned skill of a healthy skepticism with our sources, and to be critical about their legitimacy or if we’re being tempted by salacious reporting found in fake news or click bait.
In a future classroom, I see myself encouraging students to find articles that are from both reputable sources and “fake news” outlets, and encouraging them to note what they should look for in a trusted source versus information that is misleading.
Acknowledging the Digital Divide
There’s nothing new about assessing the relationship between demographics and economics. Trending patterns in what student’s classify as luxury items are always evolving. It’s quite normal to navigate divisions between the “little” things they place value on. The Digital Divide, or disparity between those who have access to digital tools like computers, handheld devices, and the Internet, and those who are without, is similar in that those who can afford it have it. But the disparity of those doing without digital tools does mean that these students don’t have access to resources that are critical part of educational success.
I see myself asking future students to reflect on this reality by creating a small group exercise in which some groups have digital tools, some do not, and to reflect on their experience and observation on advantages and disadvantages of the digital divide. To take their findings one step further, what might they do to support those who are without?
Similar to social emotional learning strategies, digital citizenship fluency requires educators to consistently engage with their students on rules of conduct. Like anything, these terms evolve as students mature and their technology usage deepens.