Prior to beginning my studies in ETL523 I understood the concept of Digital Citizenship (DC) in schools to be demonstrated through respectful, responsible and safe behaviours and actions when using digital technologies (New South Wales Department of Education, n.d.). Through further readings of current websites and articles, experimenting with newfound digital curation tools and revisiting my Personal Learning Network (PLN) to connect and share, I was able to build a broader, more dynamic appreciation of DC within the context of a teaching and learning environment. Researching such DC models as Ribble’s Nine Elements of Digital Citizenship and Lindsay and Davis’ Enlightened Digital Citizenship model  I was able to appreciate DC as a set of behaviours and actions framed by individual, social, cultural, global as well as technical awareness. Furthermore, expanding the notion to global digital citizenship is imperative as we recognise that technology has cultivated an age of global collaboration, thus “being a global citizen is no longer optional” (Stoeckl, 2016). Questioning the validity of a definitive definition (Parker, 2021a), I understand that how we view and describe informed, publicly engaged citizens in this moment will only evolve as does the digital world around us, where continuously developing norms (Ribble, n.d.) demand increased participation with greater expectations.

I have been able to appreciate aspects of DC that have challenged not only how I teach, program and interact with the digital environment but how I view my students’ place in this space. Using a variety of digital technologies, they need to be empowered to understand just how the digital world works (Wong, 2015) in order to be prepared to take advantage of future opportunities (Stoeckl, 2016; Spencer, 2015). Understanding DC as an umbrella term (Monkcom, 2021) challenged me to consider then how the physical and online spaces within the school learning environment (McIntosch, 2020) could be successfully utilised to teach the skills, knowledge and behaviours to foster DC awareness. New digital technologies in themselves will not provide instant success or in fact foster quality learning (Parker, 2021b; Stoeckl, 2015). By building innovative learning environments, where envisioned technology purpose and opportunity impacts the development of 21st century competencies such as problem solving, creative thinking, cooperation and communication (DEAG, n.d., p. 14; Stoeckl, 2016) students will be able to fluently select digital tools and navigate collaborative spaces effectively (Spencer, 2015).

I understand teachers are important role models (Parker, 2021c; Kim & Choi, 2018, p. 169), displaying appropriate behaviours when connecting with technologies. However, I wonder if  my own expectations and limited knowledge affect my delivery of DC instruction. Is this generational ignorance (Parker, 2021d) or simply a reflection of a need for further professional development? I also appreciate the constant struggle to keep up with the resources and technologies that are constantly changing (Wong, 2015). I realise that I am still very much a learner (Parker, 2021e), though aspire to achieve the abilities practised by teachapreneurs (Lindsay, 2014) or digiteachers (Lindsay & Davis, 2010, p. 13). Teaching DC requires the need to be an active digital citizen myself (Sackson, 2015), and have an awareness of my own healthy professional digital footprint, PLN and workflow habits, I must also understand the intricacies and dynamics of the internet (Loewy, n.d., as cited by Wong, 2015).

Assessment two allowed me to investigate the concept of DC integration into the school curriculum. Reflecting on the nature of the crowded curriculum I was able to look at alternative ways to introduce a DC program whilst considering the importance of utilising experts in the teaching community to facilitate the process (Hollandsworth et al., 2011, p. 46). In my position as a teacher librarian I am well placed to guide effective DC practice within my school (Orth & Chen, 2013; Hollandsworth et al., 2011, p. 45). However, Students’ digital lives cross the boundaries of school and home (Hollandsworth et al., 2011, p. 40) and as such DC education should be integrated in school, home and society (Kim & Choi, 2018, p. 169). The assertion that “it takes a village..” (Hollandsworth et al., 2011, p. 37) or at least it takes the whole school community has merit. Implementing DC instruction requires transparency, proactive collaboration and buy in from all stakeholders.

References

Common sense education. (2020). 5 Instructional models for digital citizenship.
Retrieved May 12, 2021 from  https://www.commonsense.org/education/system/files/instructional_models_for_digital_citizenship_doc_2020_1.pdf

Digital Education Advisory Group (n.d.). Beyond the classroom: A new digital education for Australian’s in the 21st Century. Retrieved May 22, 2021 from https://docs.education.gov.au/system/files/doc/other/deag_final_report.pdf

Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4), 37-47. https://doi.org/10.1007/s11528-011-0510-z

Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Educational Technology & Society, 21(1), 155-171.

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), 12-15.

Lindsay, J. (2014). Leadership for digital citizenship action. [Workshop/Presentation]. ACEC Conference 2014, Adelaide, Australia. https://www.slideshare.net/julielindsay/leadership-for-digital-citizenship-action-acec-2014

McIntosh, E. (2020, February 6). The seven spaces of learning. NoTosh. Retrieved May 27, 2021 from https://medium.com/notosh/the-seven-spaces-of-learning-7e02c8682777

Monkcom, J. (2021, February, 16). [Forum 1.2. Online discussion comment]. Interact 2. https://interact2.csu.edu.au

NSW Department of Education. (n.d.). Digital citizenship. Retrieved May 27, 2021 from https://www.digitalcitizenship.nsw.edu.au/

Orth, D., and Chen, E. (2013). The strategy for digital citizenship. National Association of Independent Schools. Retrieved May 22, 2021 from https://www.nais.org/magazine/independent-school/summer-2013/the-strategy-for-digital-citizenship/

Parker, R. (2021a, April 6) ETL523 Module 1 Digital citizenship. Ruth’s Journal.  Retrieved May 31, 2021 from https://thinkspace.csu.edu.au/ruth2020/2021/04/06/etl523-module-1-digital-citizenship/

Parker, R. (2021b, March, 13). [Forum 1.2. Online discussion comment]. Interact 2. https://interact2.csu.edu.au

Parker, R. (2021c, May, 17). [Forum 4.2. Online discussion comment]. Interact 2. https://interact2.csu.edu.au

Parker, R. (2021d, March, 13). [Forum 1.3 Online discussion comment]. Interact 2. https://interact2.csu.edu.au

Parker, R. (2021e, May, 17). [Forum 1.3 Online discussion comment]. Interact 2. https://interact2.csu.edu.au

Ribble, M. (2017). Digital Citizenship. Retrieved May 15, 2021 from https://www.digitalcitizenship.net/nine-elements.html

Sackson, E. (2015, May 8). Can you teach digital citizenship, if you are not an active digital citizen yourself? Retrieved May 23, 2021 from https://whatedsaid.wordpress.com/2015/05/08/can-you-teach-digital-citizenship-if-you-are-not-an-active-digital-citizen-yourself/

Spencer, K. (2015, October 30). What is digital fluency? Core Education. Retrieved May 22, 2021 from http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html

Stoeckl, S. (2016, July 13). Five reasons why the 2016 ISTE standards for students matter. ISTE. Retrieved May 22, 2021 from https://www.iste.org/explore/ISTE-Standards-in-Action/Five-reasons-why-the-2016-ISTE-Standards-for-Students-matter

Wong, A. (2015, April 21). Digital natives, yet strangers to the web. The Atlantic. Retrieved May 22, 2021 from https://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-the-web/390990/