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Digital Literacy and Citizenship Curriculum for Grades 9-12

Related:  Digital CitizenshipInternet Safety

Nine Elements Nine Themes of Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 1. Digital Access: full electronic participation in society. 2. 3. 4. 5. 6. 7. 8. 9. Respect, Educate and Protect (REPs) These elements have also been organized under the principles of respect, educate and protect. Respect Your Self/Respect Others - Etiquette - Access - Law Educate Your Self/Connect with Others - Literacy - Communication - Commerce Protect Your Self/Protect Others -Rights and Responsibility - Safety (Security) - Health and Welfare If this was to be taught beginning at the kindergarten level it would follow this pattern: Repetition 1 (kindergarten to second grade) Respect Your Self/Respect Others Digital Etiquette Educate Your Self/Connect with OthersDigital Literacy Protect Your Self/Protect Others Digital Rights and Responsibility Repetition 2 (third to fifth grade) Respect Your Self/Respect Others Digital Access

Kids and Socializing Online Social networking sites, chat rooms, virtual worlds, and blogs are how teens and tweens socialize online; it's important to help your child learn how to navigate these spaces safely. Among the pitfalls that come with online socializing are sharing too much information or posting comments, photos, or videos that can damage a reputation or hurt someone's feelings. Applying real-world judgment can help minimize those risks. Remind Kids that Online Actions Have Consequences The words kids write and the images they post have consequences offline. Some of your child's profile may be seen by a broader audience than you — or they — are comfortable with, even if privacy settings are high. Even if you delete the information from a site, you have little control over older versions that may exist on other people's computers and may circulate online. Tell Kids to Limit What They Share Tell your kids why it's important to keep some things — about themselves, family members, and friends — to themselves.

Don’t Believe Everything You See Online  Why is our first impulse to believe something that we see, read or hear? Especially if it is in print, online or comes in an “officially” looking packaging? How do we teach ourselves and our students, that another impulse has to follow the first one immediately: Evaluate…critical thinking… learn to listen for and to your own “gut feeling”… cross referencing… Information literacy is an important part of being literate. Being able to know how to read and write alone, just doesn’t “cut it anymore”. As always, I started out by asking my PLN on Twitter if they had any resources that might be interesting. How easily can your students be fooled? Start out by: showing them the following video clips for example. Once we prove to our students that “they too” can be fooled, we might be able to get them to see the value of having a process (criteria) in place that allows them to evaluate websites and other media The House Hippo Dove Commercial All About Explorers Facts about Dihydrogen Monoxide Mr.

Preview: Privacy Policy – Policies & Principles There are many different ways you can use our services – to search for and share information, to communicate with other people or to create new content. When you share information with us, for example by creating a Google Account, we can make those services even better – to show you more relevant search results and ads, to help you connect with people or to make sharing with others quicker and easier. As you use our services, we want you to be clear how we’re using information and the ways in which you can protect your privacy. Our Privacy Policy explains: What information we collect and why we collect it. How we use that information. We’ve tried to keep it as simple as possible, but if you’re not familiar with terms like cookies, IP addresses, pixel tags and browsers, then read about these key terms first. Information we collect We collect information in the following ways: Information you give us. How we use information we collect Transparency and choice Information you share Changes

How your Facebook status could put you out of work | Money Employers often have a social media policy in your contract, strengthening their position in a tribunal. Photograph: Joerg Koch/AP Thinking of badmouthing your employer or work colleagues on a social networking site? After the case of the Apple employee, whose dismissal for doing just that was this week upheld by an employment tribunal, you'd be well advised to think again. On the face of it, social networking outlets such as Facebook and Twitter might appear to offer people an arena for venting their spleen on any issues, including gripes and grievances about work. But although they may well be your own private views, such forums are often viewable by anyone, and you may face repercussions from your employer if you choose to write about work issues, regardless of whether it's from your desk, home or mobile phone. Many companies now have a social media/blogging policy as part of their contractual terms with employees, providing clear limitations about the permissible contents of a blog.

The Core Rules of Netiquette -- Excerpted from Netiquette by Virginia Shea -- The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea. Click on each rule for elaboration. Introduction Rule 1: Remember the Human Rule 2: Adhere to the same standards of behavior online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes Next page ...Previous page ...Core Rules ...Netiquette Contents

DIGITAL YOUTH RESEARCH | Kids' Informal Learning with Digital Media Media and Information Literacy Curriculum for Teachers This Media and Information Literacy Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL. It is pioneering for two reasons. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner. Second, it is specifically designed with teachers in mind and for integration into the formal teacher education system, thus launching a catalytic process which should reach and build capacities of millions of young people. UNESCO has left no stone unturned in ensuring that a systematic and comprehensive approach be employed in the preparation of this MIL Curriculum for Teachers. This publication is divided into two parts. Take your students on a Video Scavenger Hunt Teaching the basics of videography and editing to students can feel like a daunting experience sometimes. However, a simple and fun lesson I have developed for my students has proven to pay off with their progress. Take your students on a video scavenger hunt! Join the JEA Digital Media Committee at 8 a.m. on Saturday, April 12 , in San Diego (and bring a friend) The JEA Digital Media Committee (the group responsible for this site and a host of other things) will be meeting in San Diego at the JEA/NSPA Spring National High School Journalism Convention. 14 Takeaways From Journalism Interactive 2014 I made it to my first Journalism Interactive Conference this past weekend. StorymapJS a sleek, simple tool for geographic stories If you love the tool TimelineJS, you’re going to love this. Do This, Not That Do Post Daily – Don’t Post In Issues Get rid of all of the terms we used for print. Edublogs helps advisers manage classroom blogging

uld your Facebook page ruin your job prospects? Most students have indulged in an occasional spot of "Facebook stalking". It's hard to resist the temptation to have a peek at the virtual lives of others when a wealth of personal information can be accessed within seconds. But when our social bubble expands to involve our careers, Facebook stalking doesn't seem like such an carefree form of procrastination. With companies increasingly using social networking sites to check out potential employees, students are becoming more aware of the image projected by their online activity. With the prospect of being released into the working world fast approaching, some of my friends have resorted to changing their profile names in an effort to keep their personal lives hidden. They aren't the kind of people who post explicit photographs, express extreme views, or exchange dubious jokes. Well, because companies really do reject candidates based on what Google reveals. Ultimately, social networking sites are just that – social.