Undertaking the Digital Citizenship in Schools subject has greatly increased my understanding of what digital citizenship (DC) is and how it is enacted in schools. Working with schools in the Northern Territory, I was constantly relating the concepts of digital citizenship to our context and what the priorities are for NT schools. Immediately I was excited when in the first module, there were resources linked to Harvard Project Zero which many of the schools have engaged with (Common Sense Education, n.d.). Later in the course, there are many other resources that are linked to Design Thinking which I have been introducing to STEAM teachers in the NT, for example, the Flat Connections, Global Educator resources (Flat Connections, n.d.).
In my pre-existing understanding of DC, I knew the importance of staying current and being on top of the latest issues and technology to ensure my content was relevant for my students in Arts and Design Technology. Many aspects of DC, however, I falsely believed was the domain of the Digital Technology specialist or ICT leader. My eyes were opened to how DC is important to every person in the school, as we are helping our young people engage as digital citizens in an increasingly digital global world. In the Masters of Education (TL) course and especially in this subject, I have begun to realise the responsibility of guiding DC has become one of the key responsibilities of the Teacher Librarian (TL). In my previous Thinkspace blogs, I have reflected on the difficulty of not having TLs in many of the schools in the NT, which is an added challenge, not just to literacy and critical thinking but to support DC in our schools (Kennedy, 2021, January 9). Here, unfortunately, DC has fallen increasingly on the shoulders of departmental staff to support schools (Kennedy, 2021, February 1). In previous Thinkspace reflections, I have reflected on the focus on Digital Literacy and STEAM in the department as a way to advocate for TLs to support schools, in not just teaching the skills needed to think critically, but to support students in digital literacy and the application of technology across all subject areas. Many schools are creating maker spaces for the teaching of STEAM and introducing technology hubs where students work collaboratively using inquiry models and design thinking. Could this be the argument for the reintroduction of the TL in our schools (Kennedy, 2021, December 12)?
What I found particularly useful were resources that could help schools with managing DC, and have recommended them to some of the schools we have been working with. Particularly the work of Lindsay and Davis (2012). The concept of “Flattening” classrooms covers many important aspects of DC and links directly to school needs through the five areas of awareness: technology, individual, social, cultural, and global. Lindsay writes of the importance of connections beyond the classroom and states, “Connecting beyond the classroom supports GC and competency because it allows students to frame an understanding of the world through connected experiences beyond the limitations of face-to-face interactions” (Lindsay, 2016, as cited in Lindsay 2017, p.29).
Connecting beyond the classroom leads directly to looking at opportunities for Global DC and the many possibilities of what this could bring to our schools in our particular geography and context. I reflected on this in the discussion forum, Module 4.1 as well as the importance of having a structure in place to ensure a safe and manageable environment (Kennedy, 2022, April, 30). I found Davis’ (2014), focus on the “9 P”s a clear way to demonstrate how to model digital security with Global DC in our schools. The insights from others in the course on this topic helped me gain further perspective. I appreciated Allissia Facey’s thoughts on issues of privacy helpful, as were the valuable resources she provided (Facey, 2022, April, 25).
My interest in Global DC defined my focus for assessment 2. This task I found challenging initially, as I do not work directly with one school; however, this was an excellent opportunity to focus on the needs of a school that is at a point of change and very open to new ideas. I am excited to present the findings of the environmental scan with them and to continue to work together to build GC in their digital learning environment.
References
Common Sense Education. (n.d.). Everything You Need to Teach Digital Citizenship. https://www.commonsense.org/education/digital-citizenship
Davis, V. (2014, October 24). What Your Students Really Need to Know About Digital Citizenship. Edutopia. https://www.edutopia.org/blog/digital-citizenship-need-to-know-vicki-davis
Flat Connections. (n.d.). Global Educators. https://learningconfluence.com/flat-connections/global-educators/
Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. Allyn and Bacon. Chapter 5: Citizenship. https://interact2.csu.edu.au/webapps/blackboard/execute/content/file?cmd=view&content_id=_4798070_1&course_id=_59969_1
Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching, International Society for Technology in Education. https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=4453877&pq-origsite=primo
Lindsay, J. (2017). Connecting beyond the classroom – Move from local to global learning modes. Scan, 36, 27-38. https://www.researchgate.net/publication/317662200_Connecting_beyond_the_classroom_-_Move_from_local_to_global_learning_modes
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