Handbook of Research on Digital Citizenship and Management During Crises

2022 ◽  
Keyword(s):  
Digital Citizenship

Reverse mediations: digital methods of social research for digital citizenship

2015 ◽  
Vol 23 ◽  
Author(s):  
Marina Pantoja Boechat ◽  
Débora De Carvalho Pereira
Keyword(s):  
Information Technologies ◽  
Social Research ◽  
Social Reality ◽  
Digital Citizenship ◽  
Social Analysis ◽  
Hegemonic Discourse ◽  
Methods Of Social Research ◽  
Digital Methods ◽  
The Many

Our society is heavily mediated by information technologies, so the simplest interactions become traceable, which collaborates to a deluge of data. They represent an abundant source for social analysis and an unparalleled opportunity for citizens to access, produce and disseminate information. Nevertheless, all this affluence of data, for presenting itself in a scattered way, also poses significant difficulties for achieving an integrated view of social reality and its interactions, and is organized in many competing interfaces and information architectures, that may produce, reinforce and disseminate ideologies, hegemonic discourse and platform biases. We identify an emerging field of dispute of the place of mediation of the many flows of information, and efforts for repurposing and restructuring these flows over the seamless structuring of different competing architectures. In order to describe some of these efforts, we draw examples from the field of controversy mapping, and propose the concept of reverse mediation.

Assessing Screenshots: An in-school evaluation of a middle-school digital citizenship curriculum (Preprint)

2020 ◽  
Author(s):  
David S. Bickham ◽  
Summer Moukalled ◽  
Heather Inyart ◽  
Rona Zlokower
Keyword(s):  
Conflict Resolution ◽  
New England ◽  
Comparison Group ◽  
Well Being ◽  
School Curriculum ◽  
Retention Rates ◽  
Digital Citizenship ◽  
Online Bullying ◽  
Online Interactions ◽  
Post Test

BACKGROUND Screenshots is an in-school curriculum that uses aspects of digital citizenship to develop the emerging digital social skills of middle-schoolers with the long term goal of improving their health and well-being. The program seeks to create a knowledge base on which young adolescents can build a set of beliefs and behaviors that foster respectful interactions, prosocial conflict resolutions, and safe and secure uses of communication technology. Intervening in this way can improve mental health by limiting their exposure to cyberbullying and other forms of negative online interactions. This study reports on an evaluation of Screenshots conducted with 7th graders in a public school system of a mid-size New England City. OBJECTIVE The goal of this study is to determine the effectiveness of the Screenshots program in increasing participants’ knowledge about key concepts of digital citizenship and in shifting beliefs and intended behaviors to align with pro-social, respectful, and safe online interactions. Additionally, the study examines the extent to which the program has differing effects for boys and girls in terms of their conflict and bullying resolution strategies. METHODS This quasi-experimental evaluation was conducted in four middle schools in which one group of 7th graders received the Screenshots curriculum and another did not. Before and after the curriculum, all students completed a questionnaire that measured their knowledge of and beliefs about digital citizenship and related online behavioral concepts, their attitudes regarding strategies for stopping online bullying, and their intended online conflict resolution behaviors. RESULTS The sample included 92 students who received the curriculum and 71 in the comparison group. Pre- to post-test retention rates ranged from 52.4% to 84% varying by school and condition. Results showed an increase in knowledge about key curricular concepts for some students (F1,32= 9.97, P = .003). In response to some individual items, student increased their beliefs supportive of online privacy (F1,42= 4.389, P=.04) and safety (F1,76= 2.79, P=.099) compared to the comparison group. Gender moderated the results related to conflict resolution with some boys reducing their endorsement of an aggressive option (F2,40= 5.77, P = .006), and some girls increasing their tendency to pursue a non-aggressive option (pre-test=3.83, post-test=3.58). Participants, on average, reported learning something new from the classes. CONCLUSIONS This study represents a rare evaluation of an in-school digital citizenship program and demonstrates the effectiveness of Screenshots. Students’ increased knowledge of key curricular concepts represents a foundation on which to develop future beliefs and healthy behaviors. Differences in how boys and girls experience and perpetrate online aggression likely explain the conflict resolution findings and emphasizes the need to examine gender differences in response to these programs. Students high rating of the relevance of Screenshot’s content reinforces the need for this type of intervention.

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.

The American Place at Hartford Public Library: Tackling Digital Citizenship

2012 ◽  
Vol 101 (4) ◽  
pp. 27-29
Author(s):  
Matthew K. Poland ◽  
Homa Naficy
Keyword(s):  
Public Library ◽  
Digital Citizenship

Conceptualization and measurement of digital citizenship across disciplines

2021 ◽  
Vol 33 ◽  
pp. 100379
Author(s):  
Laure Lu Chen ◽  
Sheena Mirpuri ◽  
Nirmala Rao ◽  
Nancy Law
Keyword(s):  
Digital Citizenship

Teaching students out of harm’s way

2018 ◽  
Vol 16 (3) ◽  
pp. 290-302
Author(s):  
Esther Charlotte Moon
Keyword(s):  
Technology Integration ◽  
School Districts ◽  
Digital Citizenship ◽  
Digital Environment ◽  
Content Type ◽  
Instructional Content ◽  
Device Integration ◽  
The Usa ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk. Design/methodology/approach The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group. Findings Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers. Social implications As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society. Originality/value This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.

scholarly journals EVERY CLICK YOU MAKE: ALGORITHMIC LITERACY AND THE DIGITAL LIVES OF YOUNG ADULTS

2020 ◽  
Author(s):  
Monica Jean Henderson ◽  
Leslie Regan Shade ◽  
Katie Mackinnon
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Essential Element ◽  
Digital Citizenship ◽  
Sustainable Living ◽  
Popular Discourse ◽  
Document Type ◽  
The Everyday ◽  
Self Discovery ◽  
Algorithmic Bias

Critical digital literacy comprises subsets of medium- and content-related skills necessary for digital privacy and digital citizenship. Frameworks for defining and evaluating digital literacy proliferate in academia and policymaking; however, in a networked climate subsumed by dataveillance, algorithmic bias, political bots, and deep fakes, these frameworks need to be updated. Algorithms may be the greatest determinant in sociopolitical online interactions and information gathering, and without a multivalent literacy of algorithms, nuanced understandings of digital privacy and digital citizenship may be unachievable. We therefore propose ‘algorithmic literacy’ become an essential element for digital literacy in young adult media education. Researchers have highlighted how intersectional aspects of gender, ability, and socioeconomic status are stronger predictors of low digital literacy than age. Following a tradition of participatory (rather than protectionist) research about youth privacy online, our research foregrounds young adults’ practices and perspectives on algorithmic culture in order to co-develop a framework for algorithmic literacy. Our paper shares findings from a participatory project co-designing an algorithmic literacy toolkit with young adults as co-researchers and participants. We created a curriculum focusing on reviewing the current critical scholarly literature, policy, and popular discourse on algorithms. After two weeks of intensive research, our student co-researchers met amongst themselves to devise a sustainable, ‘living-document’ type of toolkit, comprising a website, an Instagram page, and a Medium blog. Reflected in the toolkit's name, The Algorithmic You uses an intersectional lens to facilitate peer-oriented ‘self-discovery’ of how algorithms shape and produce interactions in the everyday lives of young adults.

scholarly journals The Right to Nonparticipation for Global Digital Citizenship

2015 ◽  
Vol 23 ◽  
Author(s):  
Andrew Iliadis
Keyword(s):  
Information And Communication Technologies ◽  
Global Citizenship ◽  
Communication Technologies ◽  
Digital Citizenship ◽  
Nation States ◽  
Information And Communication ◽  
The Right

This article argues for the right to nonparticipation for Global Digital Citizenship (GDC). It recuperates the notion of political nonparticipation in the context of information and communication technologies (ICTs) and GDC in order to show that nonparticipation can operate effectively in non-State spheres, particularly online. The paper begins with a discussion of nonparticipation in the context of Nation States and non-Statal Organizations before offering a brief survey of the terms Global Citizenship (GC), Digital Citizenship (DC), and GDC. Nonparticipation in an online context is then explained, followed by a discussion of practical concerns, such as who might enforce GDC rights among global digital citizens.

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