Digital Literacy – A reflection on Greenhow’s (2010) article.

Greenhow, C. (2010). A new concept of citizenship for the digital age. Learning & Leading with Technology, 37(6), 24-25,

The notion that digital citizenship is the ability to practice and advocate online behaviour that demonstrates legal, ethical, safe and responsible uses of information and communication technologies (NETS, 2007, as cited in Greenhow, 2010, p. 24) is both sound and comprehensive. Break this down, as Greenhow (2010) does, question the key behaviours listed in light of relevance and applicability to the classroom and the clarity begins to disappear. I believe recognising the importance of educators as role models is a key point Greenhow (2010, p. 24) makes. It is how we as teachers behave, not only in how we deliver the concept of digital citizenship to our students but in questioning ourselves as to what sort of digital citizens we are and how we project our own digital selves. This modelling promotes and inspires digital citizenship as a behaviour, a way of life that transcends the classroom.

 

Greenhow (2010, p. 24) argues that it is only when clarity is reached regarding the actual meaning of the “legal, ethical, safe and responsible” aspects of NETS (2007, as cited in Greenhow, 2010, p. 24) definition of digital citizenship, can we then decide upon how this may translate to the educational arena. Greenhow (2010, p. 24) acknowledges that this may not be easy, citing the impact of context (different countries, cultures, school systems and standard setting agencies and I would argue parenting and social pressures) on a uniformed interpretation of the notion of ‘citizenship’ and thus ‘online citizenship’.

 

Greenhow (2010, p. 24) highlights the necessity to promote young peoples’ participation in civic life in order to operate as informed, publicly engaged digital citizens. Is it the case however that digital citizenship looks different for different age groups/capabilities and psychological (emotional and mental) readiness? At what stage and in what capacity are students able to understand and demonstrate additional social skills that are required to participate effectively and safely in an online environment? Digital citizenship educational programs need to be age-appropriate not only to meet ability but awareness of self in a global setting in order to understand what civic participation really is/looks like. Greenhow (2010, p. 25) points out that there is an expectation that young people demonstrate developing awareness of social and political issues, respect for the rights and responsibilities of self and others. This would require young students to, question, analyse, use good judgment and make mature informed decisions whilst navigating a life online. This in turn would require a need within the education sector to address the explicit instruction of higher order and critical thinking skills alongside a digital citizenship narrative in order for students to not only participate responsibly online but understand why they need to do so.

 

Our lives online are rapidly changing, impacted by new technologies, Web 2.0 applications, new ways of doing/seeing/experiencing things. We have moved far beyond the simple understanding of digital citizenship as the use of electronic resources to “fulfill the duties of being a citizen of your nation of residency” (Greenhow, 2010, p. 24). In this environment of constant change it is surely impossible to give digital citizenship a fixed definition. Perhaps the debate over what constitutes digital citizenship competencies will continue just as technologies continue to adapt, morph and develop to meet our ever-changing needs. An example of this would be the increase and power of social media systems that expect participation in rather than observation of civic life. Rejecting an observer’s role means digital citizens have more of a responsibility to themselves and others than ever before. Their actions online determine reactions, affect thoughts and opinions.

 

Answering the question ‘What should an informed, publicly engaged digital citizen look like?’ Should be reworded; ‘What should an informed, publicly engaged digital citizen look like in the year 2021?’ I think that the debates regarding the nature of citizenship and civic participation are necessary, but the key to answering the question is giving it context. This context is time and understanding that digital citizenship is a concept shaped by an ever-changing technological landscape, that is both fluid and responsive in nature will make way for more continuously evolving yet relevant definitions of legal, ethical and safe online behaviours that we can refer to at any given moment.

 

References:

Greenhow, C. (2010). A new concept of citizenship for the digital age . Learning & Leading with Technology, 37(6), 24-25.