scholarly journals Pemberdayaan Taman Baca Masyarakat dan Guru Sekolah Dasar dalam Menyiasati Pandemi Siber: Gotong Royong melalui Digital Civic Engagement

2021 ◽  
Vol 11 (2) ◽  
pp. 158
Author(s):  
Fauzi Abdillah ◽  
Suhadi Suhadi ◽  
Chanisa Putri Tertia ◽  
Abdul Rohman Tarigan ◽  
Andri Andri ◽  
...  
Keyword(s):  
Civic Engagement ◽  
Digital Citizenship ◽  
Community Partnership ◽  
Cyber Risk

Artikel ini memaparkan pelaksanaan kegiatan pengabdian kepada masyarakat yang berangkat dari ancaman pandemi siber. Isu kejahatan siber terhadap anak baik pornografi dan prostitusi di ranah daring sebagai cybercrime berpotensi menjadi wabah selanjutnya yang akan dihadapi. Ancaman ini perlu dihadapi warga negara dengan pengetahuan dan keterampilan yang mencukupi. Warga Jawa Barat juga memiliki kondisi dan kebutuhan yang serupa terkait tantangan teknologi digital tersebut. Melalui paradigma Pendidikan Gerakan Semesta, yaitu seluruh komponen masyarakat perlu ikut terlibat untuk bersama mendidik dan menyebarkan kesadaran tentang tantangan kehidupan sosial di era digitalisasi. Maka, konsep dan rancang bangun Digital Intelligence, khususnya Digital Citizenship Intelligence yang dikembangkan oleh DQ Institute bisa diaplikasikan dalam mencegah terjadinya kejahatan siber. Artikel ini memaparkan strategi yang dilakukan untuk menghadapi masalah tersebut adalah pemberdayaan Komunitas Literasi yakni Forum Taman Baca Masyarakat Jawa Barat dan Guru Sekolah Dasar yang terlibat di dalamnya. Pemberdayaan ini merupakan wujud community partnership dalam menghadapi serta mencegah cyber-risk pada masyarakat di Jawa Barat. Civic Engagement sebagai salah satu norma di mana seluruh warga ikut terlibat dengan pengetahuan, keterampilan, komitmen, dan motivasi untuk melakukan perubahan sosial, bisa terwujud dengan kolaborasi dengan Taman Baca sebagai salah satu situs kewarganegaraan. Maka, Webinar dilaksanakan dengan teman yang relevan dilaksanakan untuk menyebarkan kesadaran akan pandemi siber yang mulai terjadi ini. Kegiatan ini menghasilkan model pemberdayaan hipotetis untuk dikembangkan kembali dalam kerangka gotong royong melalui digital civic engagement. Akademisi, guru, masyarakat, dan pemerintah perlu dirajut oleh teknologi untuk membuat perubahan sosial sesuai harapan.

What kind of (digital) citizen?

2018 ◽  
Vol 35 (5) ◽  
pp. 342-356 ◽  
Author(s):  
Marie K. Heath
Keyword(s):  
Social Justice ◽  
Educational Technology ◽  
Public Schools ◽  
Civic Engagement ◽  
Research Policy ◽  
Digital Citizenship ◽  
Policy And Practice ◽  
Content Type ◽  
Definition Of ◽  
Constant Comparative Analysis

Purpose Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue. Design/methodology/approach This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship. Findings The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice. Originality/value Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.

scholarly journals Using IEA International Civic and Citizenship Education Study (ICCS) Data: Northern Lights on ICCS

2021 ◽  
pp. 1-18
Author(s):  
Heidi Biseth ◽  
Bryony Hoskins ◽  
Lihong Huang
Keyword(s):  
Civic Engagement ◽  
Citizenship Education ◽  
School Principals ◽  
Nordic Countries ◽  
Democratic Citizenship ◽  
Digital Citizenship ◽  
Comparative Analyses ◽  
Democratic Citizenship Education ◽  
Education Study ◽  
Cross Country

Abstract This chapter introduces the Nordic context of civic and citizenship education in schools including reviews of previous results and research on IEA’s International Civic and Citizenship Education Study (ICCS). By discussing the issues relevant to democratic citizenship education that are of central significance in the four Nordic countries, this chapter argues for new cross-country comparative analyses of ICCS data based on themes typically engaging Nordic scholars, including students’ understandings of citizenship, school principals’ understandings of the priorities of citizenship education, digital citizenship education, environmental citizenship education, and inequalities and citizenship education. Furthermore, this chapter provides a layout of the volume through positioning the five analytical chapters across contesting the understanding of civic engagement and democratic dispositions in Nordic democracies.

Co-Shaping Smart Cities

2021 ◽  
Vol 2 (2) ◽  
pp. 34-47
Author(s):  
Bastiaan Baccarne ◽  
Lieven De Marez
Keyword(s):  
Civic Engagement ◽  
Smart City ◽  
Smart Cities ◽  
Innovation Management ◽  
Political Engagement ◽  
Urban Environments ◽  
Opinion Leadership ◽  
Digital Citizenship ◽  
Participatory Behavior

This paper studies participation divides on civic crowdsourcing platforms in a smart city context, hybrid applications of distributed urban innovation management, and new modes of digital citizenship, often applied to co-shape future urban environments. However, the emergence of new participatory instruments also brings new digital inequalities, as their adoption is not distributed equally. Hence, from an explicitly interdisciplinary perspective, this article explores the role of civic engagement, digital inequalities, and opinion leadership in understanding differences in participatory behavior on such platforms. Using a regression model (N = 178), this study shows that participation differences on civic crowdsourcing platforms are explained by opinion leadership and political engagement, but not by community engagement, traditional digital inequalities. This reveals that such platforms are used most by those who were already participating and have high levels of expertise, which sheds a light on the potential empowerment of such platforms and its democratic implications.

scholarly journals Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools

2021 ◽  
pp. 65-92
Author(s):  
Ingrid R. Christensen ◽  
Heidi Biseth ◽  
Lihong Huang
Keyword(s):  
Social Media ◽  
Civic Engagement ◽  
Citizenship Education ◽  
Media Use ◽  
Nordic Countries ◽  
Digital Citizenship ◽  
Social Media Use ◽  
Teachers And Students ◽  
Use Of Social Media ◽  
Further Development

AbstractIn this chapter, we explore the factors involved in developing digital citizenship through social media use in schools for 14-year-old students in four Nordic countries. The call for digital citizenship and digital citizenship education stems from the new and multiple ways in which young people are engaging in and communicating about civic issues through the use of social media. Schools could be considered to play a core part in developing students’ digital civic engagement, yet the field of digital citizenship education and the factors that enable engagement in schools are underexplored. To address this issue, in this chapter we have completed a mixed methods study analyzing the national curricula in the four Nordic countries and complementing this with an analysis of data from school leaders, teachers, and 14-year-old students participating in the IEA International Civic and Citizenship Education Study (ICCS) 2016. The findings of the analysis show that digital citizenship and citizenship in general are prevailing ideals in the national curricula and that schools are well-equipped technologically. Yet, both teachers and students are ambivalent in their use of social media for developing digital citizenship. Thus, we argue that digital citizenship in education is a manifold and emerging phenomenon and that students might be important guides for its further development in schools.

Teaching physicians-in-training to address racial disparities in health: a hospital-community partnership

2003 ◽  
Vol 118 (4) ◽  
pp. 349-356 ◽  
Author(s):  
Elizabeth A Jacobs ◽  
Claire Kohrman ◽  
Maurice Lemon ◽  
Dennis L Vickers
Keyword(s):  
Racial Disparities ◽  
Community Partnership ◽  
Racial Disparities In Health

Engaged Scholarship for Civic Engagement

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (42) ◽  
Author(s):  
Tod Sloan
Keyword(s):  
Civic Engagement ◽  
Engaged Scholarship
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