Digital Citizenship in Participatory Culture

2017 ◽  
pp. 60-73 ◽  
Author(s):  
Valerie J Hill
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Virtual Worlds ◽  
Personal Responsibility ◽  
Participatory Culture ◽  
Digital Culture ◽  
Digital Citizenship ◽  
Presentation Of Self ◽  
Advantages And Disadvantages ◽  
Collaborative Learning Opportunities

Global participatory digital culture provides collaborative learning opportunities beyond physical walls and without time constraints. Learners connect across the planet in real time. The virtual representation of self requires understanding the personal responsibility for digital citizenship and information literacy. Both the presentation of self and evaluation of content in all formats are new challenges for learners of all ages, including the youngest students born into an age of sharing and connecting. Virtual learning environments may transform education and certainly provide both advantages and disadvantages for educators and learners. Understanding the personal responsibility for digital citizenship is imperative to identify the best practices of education in virtual spaces. This chapter focuses on digital citizenship and information literacy in virtual worlds, virtual reality, and immersive learning environments.

Digital Citizenship in Virtual Environments

2019 ◽  
pp. 97-115
Author(s):  
Valerie J. Hill
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Information Literacy ◽  
Virtual Worlds ◽  
Personal Responsibility ◽  
Digital Citizenship ◽  
Presentation Of Self ◽  
Advantages And Disadvantages ◽  
New Challenges ◽  
Collaborative Learning Opportunities

Virtual environments provide collaborative learning opportunities beyond physical walls and without time constraints. Learners connect across the planet in real time. The virtual representation of self requires understanding of personal responsibility for digital citizenship and information literacy. Both presentation of self and evaluation of content in all formats are new challenges for learners of all ages, including the youngest students born into an age of networked sharing and connecting. Virtual learning environments may transform education and certainly provide both advantages and disadvantages for educators and learners. Understanding personal responsibility for digital citizenship is imperative to best practices of education in virtual spaces. This chapter focuses on digital citizenship and information literacy in virtual worlds, virtual reality, and immersive learning environments.

Information Literacy in Virtual Environments

2016 ◽  
pp. 165-177 ◽  
Author(s):  
Valerie J Hill
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Information Literacy ◽  
Virtual Worlds ◽  
Personal Responsibility ◽  
Literacy Skills ◽  
Participatory Culture ◽  
Digital Citizenship ◽  
Immersive Learning ◽  
Information Literacy Skills

This chapter provides an overview of information literacy needs of P-12 learners in virtual environments. As more of life is spent in global digital participatory culture, information literacy skills have moved from primarily print-based to include digital content evaluation, content curation, and a personal responsibility for digital citizenship. Using standards for 21st century learning from the American Library Association, examples highlight information literacy elements embedded in immersive learning environments, such as the Anne Frank simulation (a 3D replica of Amsterdam and the annex where Anne's family hid) and a digital citizenship game built by students in the game of Minecraft. Creators of immersive learning environments in virtual worlds must accurately depict historical eras and cite sources for authority and accuracy of information. These 3D simulations provide opportunities to teach information literacy in virtual spaces with a shared “sense of presence”. Learners in virtual environments have digital citizenship responsibilities from a very young age.

Digital Citizens as Writers

2017 ◽  
pp. 56-74 ◽  
Author(s):  
Valerie Hill
Keyword(s):  
New Media ◽  
Information Literacy ◽  
Personal Responsibility ◽  
Participatory Culture ◽  
Digital Citizenship ◽  
Good Readers ◽  
Time Period ◽  
Print Materials ◽  
New Vision ◽  
Short Time

As much of life is spent in digital spaces, information literacy now includes a personal responsibility for digital citizenship. This chapter focuses on how students can best become literate, successful learners in the age of MOOCs by embracing a personal responsibility for information literacy. The need for information literacy embedded into MOOCs is imperative because literacy, particularly writing, has rapidly changed in global digital participatory culture and continues to evolve. The shift from traditional classrooms filled with primarily print materials toward mobile devices and instant access to information in real time has revolutionized literacy within a historically short time period. The idea of good writers being also good readers may still hold true in new media formats; however, the concept of the student as a “prosumer” (both consumer and producer of content) in an age of disposable social media and constant connectivity requires a new vision of writing and literacy.

Learning Environments

2020 ◽  
pp. 157-190
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Learning Experiences ◽  
Constructive Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Simulated Environments ◽  
Brick And Mortar ◽  
Learning Platforms ◽  
Distance Courses

This chapter addresses changes in learning environments from primarily brick and mortar buildings to include online learning platforms, MOOCs, blended learning spaces, and virtual worlds. Learning management systems, virtual reality, and a plethora of technological tools have revolutionized education allowing schools and universities to offer distance courses and degrees entirely online and constructive learning experiences for students using innovative tools in creative spaces. Advantages and disadvantages of these various environments are discussed along with predictions for the future. Metamodern digital citizens may encounter rich learning experiences physically face-to-face or virtually through immersion in 3D simulated environments, requiring metaliteracy to communicate, collaborate, construct knowledge, and make sense of our rapidly changing world.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Student Experiences with Digital Citizenship: A Comparative Cultural Study

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jenna Kammer ◽  
Kodjo Atiso ◽  
Edward Mensah Borteye
Keyword(s):  
United States ◽  
Cultural Study ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Technology Use ◽  
Student Experiences ◽  
The Internet ◽  
Digital Citizenship ◽  
Fake News ◽  
Ethical Aspects

Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

2013 ◽  
Vol 4 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Chang Liu ◽  
Ying Zhong ◽  
Sertac Ozercan ◽  
Qing Zhu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
End Users ◽  
Preliminary Evaluation ◽  
3D Design ◽  
Domain Specific ◽  
Functional Learning ◽  
Preliminary Experimental Data

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

scholarly journals Second Life as a research environment: avatar-based focus groups (AFG)

2016 ◽  
Vol 19 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Eman Gadalla ◽  
Ibrahim Abosag ◽  
Kathy Keeling
Keyword(s):  
Focus Groups ◽  
Data Quality ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Marketing Research ◽  
Two Phase ◽  
Content Type ◽  
Face To Face ◽  
Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

scholarly journals Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future

2020 ◽  
pp. 85-107
Author(s):  
Mariagrazia Francesca Marcarini
Keyword(s):  
Learning Environments ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
First Grade ◽  
Traditional Learning ◽  
New Learning Environments ◽  
New Learning ◽  
Teachers And Students ◽  
Improved Learning

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

scholarly journals Digital Citizenship and Distance Education

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

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