Month: May 2025

In today’s technology-driven world, digital citizenship must be at the forefront of all teaching and learning. So much of our student’s lives and learning takes place online that we would be remiss as educators if we did not understand our responsibility to teach students how to use this space ethically, safely, and respectfully. Unfortunately, many teachers had a very different experience from their students concerning the level of access and use of technology. In the post-COVID teaching world, many teachers consider themselves quite adept at using technology, given the time spent delivering online learning a few years ago. However, as I have deepened my understanding of digital citizenship and digital learning environments, I’ve come to appreciate how important it is to plan and evaluate digital tools, platforms and programs within the school. The digital learning environment extends far beyond learning online and using devices and different applications (Okkonen, 2020, p.7). Digital learning environments must be designed as ethical, inclusive and safe spaces where students grow into responsible digital participants.

Traditionally, DLEs have been seen as tools to deliver content efficiently. However, learning about digital citizenship has shown me that DLEs are also communities—places where students interact, create, share, and critique information. Teachers must move beyond using technology as a replacement for traditional methods and move towards integration and innovation (Ribble and Park, 2019, p.135). As such, they require careful planning and guidance to support positive behaviours, foster collaboration, and build critical thinking.

The Teacher Librarian (TL) plays a pivotal role in this evolving landscape. TLs are uniquely positioned to champion digital citizenship, embedding it into the school’s formal curriculum and informal learning culture. TLs are not just curators of information but educators who guide students in evaluating sources, understanding media bias, protecting personal data, and practising respectful online communication. Moreover, TLs can actively lead in planning and shaping the digital learning environment. Our collaboration with teachers and school leaders ensures that technology integration aligns with the principles of digital citizenship (Wine, 2016, p.213). We can advocate for inclusive access, contribute to decisions about digital tools, and support staff professional development in digital literacy and online safety. By participating in these planning processes, we help ensure that the digital environment supports learning outcomes, student wellbeing, and digital empowerment.

Reflecting on what I have learned throughout ETL523, I now see digital citizenship not as a set of rules to be taught but as a mindset to be nurtured. It enriches our understanding of digital learning environments as spaces for participation, growth, and responsibility. For TLs, this is an exciting opportunity to lead, support, and innovate, ensuring that our school communities are prepared not only to use technology but also to provide students with knowledge and skills that will carry them into their adult lives and careers.

References

Okkonen, J. (2020). The Changing Role of Digital Learning Environments during/after the COVID-19 Pandemic. (CO:RE Short Report Series on Key Topics). CO:RE – Children Online: Research and Evidence. https://doi.org/10.21241/ssoar.71690

Ribble, M., & Park, M. (2019). The Digital Citizenship Handbook for School Leaders: Fostering Positive Interactions Online. International Society for Technology in Education.

Wine, L. D. (2016). School Librarians as Technology Leaders. Journal of Education for Library and Information Science, 57(2), 207-220. doi:10.12783/issn.2328-2967/57/2/12