Digital Citizenship Module 4-What Tools Support Digital Citizenship?

Discovery Exercises:
1. Go to the wiki’s Resources pages. Choose one of the tools listed, and learn about it; think “play.” You might want to choose a tool you’ve heard about, or by its stated function. Make notes as you explore the tool; think about these points:
What is the function of the tool? I selected Twitter. Twitter is a social networking site and a mini blogging site.
How easy is it to install and navigate? I had an account already. It was free. It's Web 2.0. It was easy to join, install, to find others to follow based on interests.
What are its technical features and requirements (e.g., plug-ins, RAM, file transfer, peripherals)?
How easy is it to learn the basics, and use it? It was very easy to learn how to use. I joined about 4 years ago when I was attending a CSLA conference. I tweeted twice. I mainly follow other librarians. My favorites so far, because I learn so much from them, are The Daring Librarian and Joyce Valenza. I didn't have a smart phone when I joined Twitter. Now I do and I've added a Twitter app on my phone. I've watched some of the Common Craft tutorials on how to use Twitter. I'm not quite sure what I have to share yet on Twitter but I plan to begin. I might start by forwarding tweets to my fellow librarians. I'm thinking of getting the librarians in my district who have smart phones to learn to Twitter so we can publicize what we are doing in our libraries. My question is "Should one have a twitter account for professional work and a separate one for private twitters?" I will investigate this some more and discuss this with the librarians in my district who are interested in using Twitter.
What are its essential and special digital literacy/communication features (e.g., image, sound, interactivity, information manipulation)?
I believe to use Twitter effectively you need to know communication features such as hashtags. You need to know how to use bitly to shorten your URLs if you want to share websites or articles.
How would you teach it – and its use? NOTE that at the end of that section there are several tutorials listed; you may want to look at those as you explore your chosen tool (Commoncraft is great! -- and would be a fun way to get students to create a tutorial). Eventhough I am sure students tweet a lot, our school district does not allow students to use social networks unless they use School Loop during school hours. The district does use Facebook and Twitter to get its message out to the public however. I have a Facebook page for my library and I would like to start having people follow our library on Twitter. The tutorials and articles I read about Twitter did say that one should tweet often to keep followers. I have to think this out. Do I have that much to tweet about in regards to the library. I post a weekly e-newsletter so I could tweet some of the information throughout the week. Possibilities!

2. As you work with the tool, think about how it might be used to foster digital citizenship. For instance, Audacity is a good tool for creating podcasts, which can be used to communicate about content or promote a social cause. I think Twitter would be very useful for fostering digital citizenship. You could send out links to articles, YouTube clips, websites, and podcasts that cover your social cause. You could rally people to write letters, send e-mails or attend a meeting in support of your cause. You could keep a group of people who support a social cause connected and informed through tweets. Perhaps you could get famous people interested in your cause and get their support as well.

3. Match the tool with content standards, including library standards. Brainstorm how you can incorporate the tool into a lesson or learning activity that facilitate or supports digital citizenship. Blog your ideas.
English Language Arts Standards 8th Grade
Analysis and Evaluation of Oral and Media Communications
1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).
Library Standards 7th and 8th Grade
2.2 Assess comprehensiveness, currency, credibility, authority, and accuracy of resources:
a. Evaluate credibility, comprehensiveness and usefulness of print, nonprint, and digital information sources.
b. Analyze differences among various categories of informational materials (e.g., textbooks, newspapers, magazines, atlases, online resources) in terms of their structure and purpose.
c. Evaluate the authority of authors, Web site hosts, and/or sponsoring organizations of Web sites and print material.
d. Assess currency and timeliness as a part of Web site and other media evaluation.
e. Identify and assess evidence that supports ideas and concepts presented in audio and visual media.
I participated in a Google webinar on using the left-hand tool bar. After participating, I became aware of resources such as blogs and forums on the Internet as potential places to find information. It would be important for students to learn how to evaluate credibility and authority when using any site on the web for information. Using a social network would also lend itself well to lessons on cybersafety and netiquette for students.

Digital Citizenship Module 3-How Can Students Incorporate Technology to Contribute to the Digital World?

Discovery Exercises:

1. Go to the wiki Resource page, and choose one website under the heading “Civic Engagement.” All of these sites are applicable to students or librarians (who can enlist the help of students). As you explore your website, ask yourself these questions:

• What is the issue being addressed? I explored the Youth Outlook or YO! website. It is a Bay Area literary magazine for youth. The magazine covered all types of issues from gangs, GLBT dances, poetry, and AIDS walks in a variety of media forms. Articles were written by youth and video clips were filmed and reported by youth in the Bay Area. While many issues were covered in YO! I believe the main point of this website was to give youth a voice.

• What is the goal of the web’s entity?YO!'s goal is the give youth ages 14-25 a place to express their outlook on the world. A place where their voices and visions can be heard.




• How does the issue relate to citizenship in its broadest concept? In the pieces I read or viewed, students were communicating their views on events like the gang rape of a young girl in Richmond, bus shootings and other violent acts as well as reporting on individuals, groups and agencies that were promoting non-violence and acceptance. My grandparents lived in Richmond and my parents grew up and worked in Richmond. I am a product of the Richmond Unified School District. This area has really changed since that time. It has become more violent. I was impressed that YO! offers youth in the area an opportunity to express their opinions and report on issues in their corner of the world. What was impressive was the focus on activism and working to make a change through their voices.




• How is technology leveraged to address the issue, to solve the problem? YO! uses the webpage, video, vlogs, and blogs as well as a print magazine to communicate their message to their followers. Youth participants interview people for their reports, they give their opinions via vlogs, they film community events and they write. YO! also features poetry and comics. The use of technology allows the students to get their message out to so many more people. When I was a student in high school journalism b.c. (before computers), we had to type our articles on typewriters, then literally cut the article and paste it with rubber cement to the layout page. Our circulation base was just our school site. Youth now can get their message and voice out all over the world with a webpage. I don't know that YO! is actually solving problems but they are bringing an awareness to other youth in the Bay Area. Youth participating in YO! are gaining skills to become our future journalists.




• What role can students play in this civic action? How can they make a positive contribution? When students feel that they have a voice and that their contributions are meaningful, they will continue to take a stand on issues that bother them. They will make others notice their concerns or recognize the contributions of others, and this may bring about change. The youth involved with YO! are making positive contributributions by developing their voice, by improving their communication and reporting skills, by being active in their communities.

What knowledge and skills would students need to contribute to this effort?

How might the library or school get involved in this effort?

Students would need to understand how to use computers, editing equipment, and video cameras. They would need to know how to use Web 2.0 tools for blogging such as Word Press, Blogger, Edublogs or other blogging host sites. They would need to know how to upload video to Vimeo or YouTube. They may need coaching on how to conduct interviews and form strong interview questions, how to search for background information on their topics, where to find information on current events happening in their community such as a community calendar or a city council meeting agenda. They may need help understanding meeting protocol for community meetings such as Robert's Rules of Order. The school and the library could get involved by providing opportunities for students to learn how to use this technology as well as providing opportunities for students to get involved with citizenship activities. Running a television station, a literary e-magazine, a radio station are all ways the school could help students have opportunities to voice their opinions on community issues.

2. If that website and cause look promising (or you find another one in this list or from another source), think about ways that students can learn about this website and its issue. Brainstorm ways that students might get engaged: through the curriculum, via interest or service clubs, as a school-wide initiative, in partnership with a youth-serving organization.

I think it would be important for students who are beginning a school news show or radio broadcast or literary magazine to explore what other students are doing. They would get ideas as to what they would want to include in their media presentations. It may be possible for them to use other forms of technology to communicate with other students from other communities to learn about the challenges that the group has faced in bringing their message to their community as well as learn about the other group's accomplishments. The students could share what other groups in their community have offered support. Students would learn to network with other individuals and groups.

3. Think about possible entities that might partner with the library in digital citizenship projects. By considering digital engagement, libraries too extend their vision and power, especially as they partner with like-minded organizations.It is important when looking at the different websites in the Civic Engagement section of the wiki to look for the About information. Often the organization will list agencies that support their work. Looking these over would give a teacher librarian or other school advisor of a digital citizenship project ideas of who in the community may be contacted for support with such a project. It is always good to check at the district office level or county office of education level to see if there is any funding or grant money availble to support with purchasing equipment. For instance, YO! or Youth Outlook is sponsored by the Pacific News Service and has 33 Foundations as well as individuals who donate funds to support their work. A librarian or advisor would need to network in the community to find support.

On our middle school campus we have an amazing weekly television program run by our yearbook students and their amazing teacher, Amy Cima. They started out covering school announcements but have expanded into including news, student art, student talent, reporting on school events, and many other interesting bits of information. It would be great to see our students start a literary e-magazine. We have some teachers that are published poets. My goal as their librarian would be to encourage them with Web 2.0 technology to put student writing out there. I plan to check with our history teachers to see if they participate in any civic engagment projects.

Digital Citizenship Module 2-What are Standards for Digital Citizenship?

Task:
1. Link a set of content standards with the model school library standards in light of digital citizenship.
2. Brainstorm learning activities that could incoporate both sets of standards.
Discovery Exercises:
1. Choose one set of academic content standards, which are found on the For Teachers page. The standards have been highlighted to show digital citizenship concepts. Yellow highlights show direct connections to digital citizenship (close transfer of learning), and green highlights show indirect connections (more general transfer of learning). It’s a good idea to skim the highlights for all grades to get an idea of the developmental articulation.
I have selected the following standards from the English and Language Arts Standards, Grade 7 Writing Standards covering Research and Technology. Bolded purple text show direct connections to digital citizenship (close transfer of learning), and green bolded text show indirect connections (more general transfer of learning).
The Standards:

Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
I selected these standards because as a middle school teacher librarian I work regularly with the 7th-grade Language Arts teachers on research projects. I wanted to begin with something I could utilize right away and work with something with which I am familiar.

2. Next, examine the model school library standards, or focus on just the digital citizen list, both of which are found in the For Librarians page. You will notice that there are four major standards. See how the digital citizenship standards are distributed over the four categories. What intellectual picture does that paint?

Listed below is the organization of the Model School Library Standards:

1. Students Access Information

Students access information by applying their knowledge of the organization of libraries, print materials, digital media, and other sources.

1.3 Identify and locate a variety of resources using multiple search strategies.

1.4 Retrieve information in a timely, effective, and safe manner

2. Students Evaluate Information

Students evaluate and analyze information to determine appropriateness in addressing the scope of inquiry.

2.1 Determine relevance of information

2.2 Assess comprehensiveness, currency, credibility, authority, and accuracy of

resources

2.3 Consider the need for additional information

3. Students Use Information

Students organize, synthesize, create and communicate information.

3.1 Demonstrate the ethical, legal, and responsible use of information in print, media, and digital resources

3.2 Draw conclusions and make informed decisions

3.3 Use information and technology collaboratively and creatively to answer a

question, solve a problem, or enrich understanding

4. Students Integrate Information Literacy Skills into All Areas of Learning

Students independently pursue information to become life-long learners.

4.1 Read widely for information, personal interest, and life-long learning

4.2 Seek, produce, and share information

4.3 Appreciate and respond to creative expressions of information

4.4 Reflect upon and modify their personal learning process

The model library standards are organized similar to research models like the Big6 and those developed by Deborah Stanley and others. Students learn to form questions when seeking information, access information and evaluate the information that they access to determine if it is useable for their particular inquiry. Once the students have located and evaluated the information, then they use the information for their particular needs. Finally, students integrate what they have learned and continue to pursue information as a life-long learner. Studying the organization, you can see that higher level thinking skills are involved and the standards follow Bloom's Taxonomy. Students begin with knowledge and then learn to apply the skills as well as synthesize and evaluate the information as well as evaluate the process of locating and using the information. The incorporation of technology also allows students to be creative with the information they locate. Students also learn about ethical, legal and responsible use of the information they find and share.


3. Now take one grade for both sets of standards, and link them. This process forms the basis of developing learning activities that can foster digital citizenship while covering essential academic concepts.

I have begun this process by linking the 7th and 8th Grade Model Library Standard 1.2 with the 7th Grade English Language Arts Standard in Research and Technology 1.4. Both of these standards cover students beginning the research process by formulating research questions for their research topics. This is a basic step in beginning research, yet many students dive right into seeking information without having a research plan and a set of questions they hope to answer. To develop research questions students need to find a bit of background information on their topic and collect keywords. This can be done through information from their textbooks or encyclopedias. Once they have this information then they can begin to formulate research questions and a research plan to seek the information they need to support their research.

7th and 8th Grade Model Library Standards:

STANDARD 1
Students Access Information
The student will:
1.2 Formulate appropriate questions:
Create a plan of action for research including identifying key questions, definition of topic, keywords, and list of possible resources.

English Language Arts Standards

7th Grade Language Arts

Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

4. You might disagree with the highlights, which is fine. They represent a small group of people’s perspective. The main goal is for you to agree with your teaching partners as to the appropriate content to address.

I plan to work with my 7th-grade English and History teachers that bring their classes in for research projects to have students begin this process as an "into" for the assignment. Possibly before they even step into the library as a class, students can do some background searching independently as homework. The next day in class, they can use this information to formulate questions. My school uses Costa's Levels of Questioning. Students would formulate questions for their topics which they would bring to the library when they begin their research. Collaborating with the teacher and knowing the students' topics in advance, I would conduct minilessons on various topics that would help the students find information on their topics such as how to conduct a keyword search in our databases and how to use print materials to search for their keywords. A big part of this research for Digital Citizenship would be recording information about the owner of the information that they are using and how to cite it properly when the students use the information in their research. I am thinking of developing some Glogster posters on legal, ethical and responsible use of information. We also have HTV, a student television show, that airs once a week on campus. I have put book advertisements on HTV, why not some air time of student made commercials for legal, ethical and responsible use of information?

Another collaboration I'd like to do with my teachers, is develop research projects that move students away from cut-and-paste research. If we develop projects where students must compare and contrast, apply, synthesize and evaluate the information they locate, students will be unable to just cut-and-paste information they find on the Internet or in databases. They would not be able to copy information from print sources.

5. At this point, some ideas for lessons or learning activities may emerge. Be sure to jot them down, hopefully in your blog. You can also add comments to the standards, customizing them as a tool for designing instruction.

Through participation in Module #2, I have some ideas with which to begin.

• I plan to meet with my Honors 7th Grade History teacher and collaborate the regular research visits. Working with her to help her student develop research questions and keywords.
• I plan to share the Model School Library Standards for the middle school grade levels with my administration and curriculum leaders as well as post them on our website.
• I plan to put links to the CSLA Classroom 2.0, Teen Learning, and Digital Citizenship.
• I plan to look into developing a summer Teen Learning course.
• I want to start a conversation with Curriculum Leaders at our school to see where these standards can be taught in collaboration during the year.
• I will continue to work with the teachers who use the library to develop their awareness of digital citizenship and use these opportunities to instruct students.

Digital Citizenship Module 1-What is Digital Citizenship?

I haven't seemed to be able to get back to Discovering Assistive Technology, but I will. I have used some of what I learned in the first two modules as resources professionally and personally. I've decided to switch to Digital Citizenship for some summer learning. Right now I feel it might be more applicable in our current library situation.

Our current library situation. Working with the worst-case scenario for the 2011-2012 school year, our district had planned to reassign half of the teacher librarians to the classroom or lay-off those that were within the range for "pink-slipping" which were the two positions of our newest librarians that had joined us this year. The district plan was to run our middle school and high school libraries with one librarian and no library technicians. (Library Technicians were laid off last year.) Luckily the budget outlook improved in our district somewhat, and all teacher librarians were brought back. I had the opportunity to represent teacher librarians on a subcommittee that covered everything from the downsizing and reassignment process to developing a 7-12 regional model that would be run by one librarian preforming job duties at two sites that were covered by four positions just a year and half ago. Luckily, we didn't get that far. We will still be meeting to figure out how one teacher librarian will do that tasks that a teacher librarian and library technician used to do. We applied a band-aid approach to our services this year but we need to work as a team to figure out a better approach to offering quality library services which include textbook distribution for the 2011-2012 school year. As I was sitting on this committee this summer, I realized that the librarians in our district (overwhelmed as we are working two positions) need to educate our teachers, parents, administration, district administration and School Board members about the important role we play in student learning. I believe that many people may have the same belief as California Representative Hunter Duncan that students don't need libraries because they have the Internet, but many of my colleagues and leaders of our district are not aware of the services we provide. I have not been included in discussions of our site technology plan, so I will need to make a request of my administrator to be included. I do not believe our district has a teacher librarian on the district level technology committee. We do have a library leadership committee which meets three times a year. The group has updated our district's library plan (which has yet to be approved) and is currently working on an evaluation tool for library media teachers as we are currently evaluated by the tool that is used to evaluate classroom teachers. If the predicted budget outlook for schools for 2012-2013 is bleaker than this year's, our teacher librarians will need to prove to be indispensable this year. I believe collaborating on Web 2.0 tools, digital citizenship, reaching beyond the library walls with technology, and educating everyone about what we do in the library will be a very important part of our jobs this year. So this summer I am dedicating myself to completing Digital Citizenship and working to implement it with other teacher librarians in my district who are willing to do so.


It's been quite awhile since I have participated in School Library Learning 2.0 and Discovering Assistive Technology but I have continued my library learning by participating in webinars. I am looking forward to getting back in the swing. Here I go.

Digital Citizenship Module 1


Task:

1. Check out one of the PowerPoint presentations to learn about digital citizenship.

2. Adapt it for use at your site.

I viewed Digital Citizenship Instruction PowerPoint, Digital Citizenship Teacher PowerPoint and Digital Citizenship for Librarians. I also viewed Staying Safe in Cyberspace. Staying Safe in Cyberspace had lots of practical information. I will incorporate this information into presentations for parents and for students. I can see developing several presentations for specific audiences using the information provided by Dr. Farmer. Teachers and school staff should be aware of the laws and Acceptable Use Policy. Last year was the first time we were asked to sign an AUP in our district. I'm not sure if we will be asked to sign one yearly. But all school staff needs to be aware of the implications of this document that they are signing. I think several of the slides in the teacher presentation regarding court cases where teachers were dismissed for inappropriate use of the Internet were very powerful. Also many of these court cases will help administration determine how to handle situations with students breaking rules with acceptable use. I also felt the information about educating students how to protect and use the Internet responsibly will take away some of the fear surrounding Internet use. I'd like to eventually see our district lessen filter restrictions for the Internet and allow our students and staff to use more Web 2.0 tools. I believe that the majority of students will behave responsibly on the Internet and those that don't will be disciplined under the Acceptable Use Policy when they are caught. I'd like to would with our Technology department to loosen the filter a bit. For instance, currently our web-based catalog cannot be viewed outside the school walls. We use Destiny and there are many features that students could use outside our walls but they do not have access. This last year we chose to reduce the hours our library was open to be able to keep up with some of the administrative tasks that are required of our job. Having the catalog available to students would have been beneficial as they would have been able to chose books from home and maximize the time they did have in the library.





I just signed up for a Prezi educators account. I'd like to develop a presentation of the PowerPoint information for various groups using Prezi. I've never tried Prezi yet and it has been a goal to learn. So why not, go for it and try two new things at once. I plan to develop one to show my staff that way I'll be demonstrating a new presentation tool and giving them important digital citizenship information at the same time. I'd plan to open the presentation with 24 Hours in the Life of a Digital Native from Teacher Tube because I feel it demonstrates how much our students use technology outside of school and how we don't embrace using it as a teaching tool during school hours. I also plan to use Social Media Revolution from YouTube.