ETL523 Module 02: Elements of digital citizenship – Part 1 Notes

Siobhan WalkerETL523 Digital Citizenship in Schools

Introduction

Summary of Pangrazio, L., & Sefton-Green, J. (2021). Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?. Journal of New Approaches in Educational Research, 10(1), 15-27. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_doaj_primary_oai_doaj_org_article_508502a719634b5d844b47a886b16867

3. Digital Rights: Who Controls the Internet?

Digital rights focus on ensuring individuals can access, use, and control their online presence, but these rights are not universally recognised.

  • Key Digital Rights Issues:
    • Freedom of Expression vs. Online Harm – Social media platforms struggle to balance free speech with preventing harm (e.g., hate speech, misinformation).
    • Privacy & Data Ownership – Users generate vast amounts of data, but corporations own and monetise this data, often without clear consent.
    • Access Inequality – The “digital divide” means that marginalised communities lack the same digital rights as privileged groups.

The authors argue that digital rights are difficult to enforce because they involve competing interests between:

  • Governments (who set policies and may also engage in surveillance).
  • Corporations (who profit from digital data and control platforms).
  • Individuals (who often lack awareness of how their rights are affected).

The authors call for stronger legal frameworks and enforcement mechanisms to ensure digital rights are protected globally.

4. Digital Literacy: More Than Just Skills

The authors highlight that digital literacy is often taught in ways that prioritise workforce skills over critical engagement.

  • Early Definitions: Digital literacy was seen as basic computer skills and information retrieval.
  • Evolving Definitions: Now includes critical thinking, media literacy, and understanding digital infrastructures.

Key Areas of Digital Literacy:

  • Algorithmic Awareness – Understanding how platforms shape online experiences.
  • Data Literacy – Knowing how personal data is collected, stored, and used.
  • Media Literacy – Identifying misinformation, bias, and persuasive digital content.

The authors argue that education must move beyond a narrow “skills-based” approach and instead empower students to challenge and reshape digital spaces.

5. A Question of Agency: Who Has Power in the Digital World?

A key theme of the article is that digital citizenship, rights, and literacy all assume individuals have agency—but agency is often constrained by external forces.

  • Algorithmic Citizenship – Some governments and corporations determine citizenship through data rather than legal status (e.g., predictive policing, surveillance capitalism).
  • Surveillance & Control – Many online activities are monitored, tracked, and influenced by AI systems, limiting true agency.
  • Commercial Interests – Social media platforms prioritise profit over user empowerment, shaping what users see and how they engage.

The authors question whether “digital agency” is a realistic concept in a world where big tech companies, data surveillance, and algorithmic decision-making shape online experiences.

6. Action Points for Improving Digital Citizenship, Rights, and Literacy

The article concludes with several recommendations to make digital engagement more equitable and empowering.

For Education:

  • Integrate Critical Digital Literacy – Schools should teach students how digital systems work, rather than just how to use them.
  • Move Beyond “Safe Use” Models – Digital citizenship education should focus on empowering students to challenge and reshape digital spaces.
  • Teach Data Rights & Privacy – Students must understand how their data is collected, stored, and used by corporations and governments.

For Policy & Regulation:

  • Stronger Digital Rights Legislation – Governments should enforce data protection laws that prevent corporate exploitation.
  • Hold Platforms Accountable – Tech companies must be transparent about algorithms, content moderation, and data use.
  • Reduce Surveillance Practices – Policies should prioritise digital privacy and limit unjustified state surveillance.

The authors emphasise that education alone cannot solve digital inequalities—structural change is needed to protect rights, improve agency, and ensure equitable digital participation.

Summary of Module 2.1: Digital Rights and Responsibilities

Module 2.1 focuses on digital rights and responsibilities, particularly regarding intellectual property, copyright, and digital ethics. As the digital landscape expands, it is essential for both educators and students to understand their rights and responsibilities when creating, sharing, and using online content.

Key Themes:

  • The Importance of Protecting Intellectual Property

    • The internet allows wide access to and sharing of digital content, including text, images, videos, and multimedia.
    • Understanding copyright laws, fair use, and Creative Commons licensing is crucial for ethical and legal digital engagement.
    • Many assume that if content is accessible online, it is free to use, which is not the case.

  • Copyright, Fair Use, and Creative Commons

    • Copyright grants creators the exclusive right to control how their work is copied, distributed, or adapted.
    • Creative Commons (CC) offers alternative licensing options that allow creators to specify how their work can be used.
    • CC licenses help shift the focus from content ownership to a collaborative, knowledge-sharing community.
    • Understanding key CC licensing conditions (e.g., commercial use, derivative works, and ShareAlike clauses) helps ensure ethical usage of digital content.

  • Educational Responsibilities

    • Educators have a responsibility to model ethical digital behaviour, including proper citation, fair use, and respecting intellectual property.
    • The Australian Copyright Council provides resources and training on copyright laws, particularly for educators.
    • Issues such as plagiarism, misrepresentation, and AI-generated content are becoming more prominent, requiring updated educational strategies.

  • Global Practices and Copyright Challenges

    • Countries differ in their enforcement of copyright laws, making international intellectual property rights complex.
    • The rise of AI tools has intensified concerns over plagiarism and content ownership.
    • Digital citizenship education must balance protection, access, and participation, ensuring students understand how to ethically navigate the digital world.

Bullet-Point Summaries of Articles

1. Green, L. (2020). Confident, Capable, and World-Changing: Teenagers and Digital Citizenship

  • Examines teenagers’ digital citizenship and their active participation in digital spaces.
  • Contrasts adult policymakers’ views on digital citizenship with how young people actually engage online.
  • Uses the United Nations Convention on the Rights of the Child (UNCRC) to highlight youth digital rights.
  • Discusses teen activism on issues like climate change, gender equality, and social justice, showing how young people use digital tools for advocacy.
  • Identifies a shift in digital policy from provision and protection to participation, acknowledging youth as active digital citizens rather than passive users.
  • Calls for recognition of young people’s digital agency, moving beyond safety concerns to empowerment.

APA 7 Citation:
Green, L. (2020). Confident, capable, and world-changing: Teenagers and digital citizenship. Communication Research and Practice, 6(1), 6-19. https://doi.org/10.1080/22041451.2020.1732589

2. Hall, J. (2022). Exploring Copyright While Making Memes

  • Introduces a lesson plan for preservice teachers focusing on copyright, fair use, and Creative Commons (CC) licenses.
  • Emphasises the importance of digital citizenship and ethical digital content creation.
  • Explores how educators can integrate copyright education into the curriculum using memes as a relatable, engaging activity.
  • Encourages students to explore CC licenses, differentiate between copyright types, and properly attribute media.
  • Uses the Digital Compass Game to illustrate digital citizenship dilemmas, including copyright and ethical media use.
  • Encourages future educators to mentor students on responsible media creation and intellectual property ethics.

APA 7 Citation:
Hall, J. (2022). Exploring copyright while making memes. Journal of Technology-Integrated Lessons and Teaching, 1(1). https://doi.org/10.13001/jtilt.v1i1.6895

3. Williamson, K., & McGregor, J. (2011). Generating Knowledge and Avoiding Plagiarism

  • Investigates how high school students engage with information ethically.
  • Part of the Smart Information Use Project, which aimed to teach students how to avoid plagiarism and synthesise information responsibly.
  • Found that raising awareness and explicitly teaching citation, synthesis, and paraphrasing skills helped reduce plagiarism.
  • Explores two teaching approaches:
    • Instructional Practice (IP): Direct teaching of plagiarism avoidance, proper note-taking, and citation methods.
    • Inquiry Learning (IL): Encourages students to actively construct knowledge and integrate sources critically.
  • Highlights the need for whole-school policies and collaboration between teachers and teacher-librarians to foster ethical research practices.
  • Argues that internet access and digital research tools make ethical information use more critical than ever.

APA 7 Citation:
Williamson, K., & McGregor, J. (2011). Generating knowledge and avoiding plagiarism: Smart information use by high school students. Unpublished manuscript.

Discussion Forum Activity 2.1

https://www.commonsense.org/education/digital-citizenship/lesson/be-a-super-digital-citizen?check_logged_in=1

As a Teacher Librarian working with students aged 7-11, digital citizenship is essential to my role. The “Be a Super Digital Citizen” lesson from Common Sense Education provides a structured and engaging way to teach students about cyberbullying and the importance of being safe and respectful online. While designed for Year 4, the lesson could be easily adapted for a broader primary school context, reinforcing responsible online behaviour, empathy, and digital resilience.

One of the most valuable aspects of this lesson is how it frames digital citizenship as a heroic act. The concept of a “super digital citizen” aligns well with younger students’ love of superheroes, making the lesson immediately relatable and engaging. In my teaching, I often find that students understand online safety rules but struggle to apply them to real-world situations. By having students create their own superhero characters who actively stand up to cyberbullying, they develop a personal connection to the issue.
In my school context, I could extend this by encouraging students to design their superheroes in small groups and building discussions on what makes a good digital citizen and how they can help others online.

The interactive, scenario-based activities are another strength of this lesson. The “What Would a Super Digital Citizen Do?” activity encourages students to reflect on real-life online dilemmas and discuss how to respond to cyberbullying as upstanders. In my library lessons, I often find that students are unsure about when and how to intervene online, sometimes assuming that ignoring the issue is the best approach. This activity would provide a safe space for discussion, helping students develop practical strategies for supporting their peers. I could further enhance this by using role-playing activities, where students act out different digital dilemmas and explore various ways to respond.

I would integrate storytelling and literature to make this lesson even more impactful. Many children’s books address themes of kindness, standing up for others, and handling conflict, which could complement the lesson. Books such as “The Bully Blockers Club” by Teresa Bateman or “Stand Tall, Molly Lou Melon” by Patty Lovell could serve as discussion starters, allowing students to make connections between offline and online behaviour. This would help reinforce the idea that being a good digital citizen is an extension of being a responsible and caring member of any community.
The “Be a Super Digital Citizen” lesson provides an engaging way to teach digital citizenship through creativity, discussion, and ethical problem-solving. By adapting it to a broader primary school context, integrating literature, and expanding discussion-based activities, I can help students develop the confidence to navigate online spaces responsibly. Teaching digital citizenship should be about avoiding risks and empowering students to be active, responsible, and kind participants in the digital world.

Summary of Module 2.2: Digital Literacy

Module 2.2 explores digital literacy as a core competency for navigating modern digital environments. The topic highlights the misconceptions surrounding digital literacy and the need for a more comprehensive, structured approach to digital competency in education.

Key Themes:

  • Defining Digital Literacy

    • Digital literacy is more than just knowing how to use digital devices—it encompasses critical thinking, information evaluation, digital safety, and ethical engagement (Nascimbeni & Vosloo, 2019).
    • The General Capabilities from ACARA emphasise embedding digital literacy into curricula to prepare students for lifelong learning and responsible digital participation.

Myths of Digital Literacy (Fraillon, 2019)

  • The rise of digital natives – Young people are often assumed to be naturally competent in digital spaces, but research suggests many lack critical skills in information literacy, privacy management, and ethical online behaviour.
    • Boys use technology better than girls – Data from international assessments contradicts this belief, showing that female students often perform better in digital literacy tests.
    • Digital technologies have transformed classrooms and pedagogy – While technology has changed access to information, its integration into pedagogy has been inconsistent, and simply providing digital tools does not guarantee improved learning outcomes.
    • Student digital literacy will continue to increase – Access to technology does not automatically equate to improved digital literacy skills; structured guidance is necessary to develop critical competencies.

  • Digital Literacy Frameworks

    • Many digital literacy initiatives focus on technical skills, but holistic models consider ethical engagement, critical media literacy, and digital rights.
    • Existing digital frameworks often fail to prioritise children’s unique digital experiences, highlighting the need for child-centred approaches.
    • UNESCO, the European Commission (DigComp framework), and UNICEF’s Digital Literacy for Children report all suggest that digital literacy must be linked to global competencies for citizenship and education.

  • The Role of Educators in Digital Literacy

    • Teachers need ongoing professional development to integrate critical digital literacy into their teaching.
    • Embedding digital literacy into national and school curricula ensures that students develop not just technical proficiency but also the ability to engage responsibly in digital spaces.
    • The post-COVID era has accelerated the need for digital literacy education, with an emphasis on equity in access, ethical use of AI, and the development of digital fluency.

Bullet-Point Summaries of Articles

1. Fraillon, J. (2019). Digital Literacy: Myths and Realities

  • Challenges common misconceptions about digital literacy, particularly the belief that young people are inherently skilled digital users.
  • Discusses findings from the International Computer and Information Literacy Study (ICILS), showing that students’ digital literacy skills vary widely across countries.
  • Explores the historical development of digital literacy from computing instruction in the 1980s to modern ICT literacy frameworks.
  • Identifies the gender gap myth, showing that girls consistently outperform boys in digital literacy assessments.
  • Argues that access to digital technologies does not automatically lead to digital competence—active instruction is required.

APA 7 Citation:
Fraillon, J. (2019, August 5). Digital literacy: Myths and realities [Paper presentation]. Research Conference 2019 – Preparing students for life in the 21st century. Australian Council for Educational Research. https://research.acer.edu.au/research_conference/RC2019/5august/7

2. Nascimbeni, F., & Vosloo, S. (2019). Digital Literacy for Children: Exploring Definitions and Frameworks

  • Defines digital literacy as a multidimensional concept encompassing technical skills, critical thinking, and ethical engagement.
  • Highlights the lack of standardised frameworks for children’s digital literacy, with most national strategies relying on commercial actors rather than educational research.
  • Proposes a working definition of digital literacy as the knowledge, skills, and attitudes that allow children to thrive in a digital world safely and responsibly.
  • Suggests that digital literacy should be integrated into broader educational frameworks, such as the DigComp framework (European Commission) and the Digital Kids Asia-Pacific framework (UNESCO).
  • Advocates for a child-centred approach, ensuring digital literacy frameworks balance safety with participation and empowerment.

APA 7 Citation:
Nascimbeni, F., & Vosloo, S. (2019). Digital literacy for children: Exploring definitions and frameworks (Scoping Paper No. 01). UNICEF Office of Global Insight and Policy.

3. TEDx Talks. (2022, September 9). Digital literacy skills to succeed in learning and beyond

  • Defines digital literacy as the ability to use, understand, and create digital content.
  • Discusses three key challenges of digital media:
    • Networked nature – Personal data is collected and tracked without users being fully aware.
    • Searchable and shareable – Content, even deleted messages, can be copied and stored indefinitely.
    • Unknown audiences – Once content is shared, there is no control over who can access it.
  • Outlines three key digital literacy skills:
    • Use – Navigating the internet safely, finding credible sources, and managing online security.
    • Understand – Evaluating content for accuracy, recognising misinformation, and balancing online and offline life.
    • Create – Producing digital content responsibly, considering how it impacts different audiences.
  • Encourages young people to develop critical awareness and ethical engagement in online spaces.

APA 7 Citation:
TEDx Talks. (2022, September 9). Digital literacy skills to succeed in learning and beyond | Yimin Yang | TEDxYouth@GrandviewHeights [Video]. YouTube. https://www.youtube.com/watch?v=GgEGbMPJcAo

Discussion Forum Activity 2.2

Digital literacy has long been discussed as a must-have capability for a digital society, yet my understanding of it has significantly evolved throughout this topic. Initially, I viewed digital literacy as technical skills—knowing how to navigate digital platforms, use search engines effectively, and engage with online content. However, as I explored the readings and discussions, I realised how deeply complex and layered digital literacy is, extending beyond usability to critical thinking, ethical engagement, and digital rights awareness.

One of the biggest shifts in my perspective has been in challenging the myth of digital natives (Fraillon, 2019)​. The assumption that young people are inherently skilled with technology simply because they have grown up with it is misleading. While many children and young adults are comfortable using digital devices, studies have shown that this does not equate to proficiency in evaluating information, safeguarding privacy, or engaging responsibly online (Nascimbeni & Vosloo, 2019)​. In my own experience as a Teacher Librarian and Class Teacher, I have observed students navigating platforms such as YouTube or TikTok with ease but struggling to identify credible sources for research tasks. The misconception that digital natives require little guidance in developing these competencies risks leaving gaps in their digital literacy skills.

Another assumption I have reconsidered is the belief that digital technologies have transformed classrooms and pedagogy entirely positively. While technology has certainly expanded access to resources and learning tools, the readings suggest that integration alone does not ensure meaningful digital literacy development (Fraillon, 2019)​. Without explicit teaching and structured guidance, students may not develop the analytical skills needed to assess digital content critically. In my own professional experience, while many schools have embraced 1:1 device programs, there is often limited professional development for educators on how to teach students to navigate digital spaces critically and responsibly.

One of the most thought-provoking findings from this topic is the idea that digital literacy must be framed as a human right rather than just a skillset (Nascimbeni & Vosloo, 2019)​. The UNICEF paper on digital literacy highlights how equitable access to digital literacy education is important for empowerment, safety, and participation in the digital world. If we think of literacy in traditional terms—as the ability to read and write to engage with society—then digital literacy must be recognised as the ability to critically consume, create, and interact in the digital age (TEDx Talks , 2022)​. As an educator, this means shifting my focus from simply teaching students how to use technology to help them develop digital agency and ethical awareness.

Moving forward, I want to ensure that my students are not just digital consumers but informed digital citizens. The discussions around digital literacy myths have reinforced that it is not enough to assume students will develop these skills independently—we, as educators, need to be actively involved in shaping their digital understanding and competencies.

Summary of Module 2.3: Digital Identity

The concept of digital identity has become increasingly significant as technology advances and online interactions grow. It is now difficult for individuals not to have some form of digital identity, whether through their personal or professional lives. The way people appear online should align with how they wish to be perceived in the real world.

Key Themes:

  • Digital DNA and Digital Footprints:

    • A person’s digital footprint begins before they are even born, with parents sharing pregnancy announcements, baby photos, and life updates.
    • Online actions contribute to a permanent digital identity, which continues to evolve through personal, academic, and professional milestones.

  • Context Collapse:

    • Describes how different social contexts merge online, often leading to unintended audience exposure.
    • Context collapse can be intentional (context collusion) or unintentional (context collision), both of which influence how people present themselves online.

  • Managing Online Identity:

    • Young people frequently segment their online presence, using different platforms for various audiences (e.g., Snapchat for friends, LinkedIn for professional networking).
    • Digital literacy is crucial to curating a positive online persona and ensuring individuals retain control over their identity.

  • Digital Citizenship and Ethics:

    • Schools and educators play a critical role in helping students understand the implications of their digital actions.
    • Digital rights, privacy, and responsible online engagement should be taught alongside traditional literacy skills.

Bullet-Point Summaries of Attached Articles

Davis, J. L., & Jurgenson, N. (2014). Context collapse: Theorizing context collusions and collisions.

APA 7 Citation:
Davis, J. L., & Jurgenson, N. (2014). Context collapse: Theorizing context collusions and collisions. Information, Communication & Society, 17(4), 476-485. https://doi.org/10.1080/1369118X.2014.888458

  • Context collapse refers to the merging of different social contexts online, where personal, professional, and private lives overlap.
  • Two types of context collapse:
    • Context collusion (intentional blending of contexts, such as using a personal social media profile for professional networking).
    • Context collision (unintentional blending, such as a personal post being seen by unintended audiences).
  • The affordances of social media (e.g., scalability, searchability, shareability) make context collapse more prevalent.
  • Users attempt to manage online identities through privacy settings, selective sharing, and platform-specific content strategies.

Dawkins, A. (2020). Digital citizenship, digital legacy, and school librarians.

APA 7 Citation:
Dawkins, A. (2020). Digital citizenship, digital legacy, and school librarians. Library Technology Reports, 56(6), 17-19.

  • School librarians are positioned as key educators in digital literacy and digital citizenship instruction.
  • Digital citizenship involves responsible online engagement, privacy management, and ethical media consumption.
  • Digital legacy is an emerging issue, referring to what a person leaves behind online after death.
  • Policy initiatives, such as the Digital Citizenship and Media Literacy Act (2019), aim to fund digital literacy programs in schools.
  • Digital literacy education is often fragmented, with school librarians being left out of policy discussions despite their expertise.

Dennen, V. P., Rutledge, S. A., Bagdy, L. M., Rowlett, J. T., Burnick, S., & Joyce, S. (2017). Context collapse and student social media networks: Where life and high school collide.

APA 7 Citation:
Dennen, V. P., Rutledge, S. A., Bagdy, L. M., Rowlett, J. T., Burnick, S., & Joyce, S. (2017). Context collapse and student social media networks: Where life and high school collide. Proceedings of the 8th International Conference on Social Media & Society. https://doi.org/10.1145/3097286.3097318

  • High school students experience context collapse but generally see it as an expected part of digital life rather than a problem.
  • Teens actively manage online identities, keeping personal and school-related interactions separate.
  • Snapchat and Instagram are preferred for private interactions, while Facebook is viewed as more public and professional.
  • Students create separate digital spaces to prevent certain groups (e.g., parents, teachers) from accessing specific content.
  • Digital literacy skills help students navigate online spaces while maintaining appropriate social boundaries.

eSafety Office. (2015). Your digital footprint [Video]. Vimeo.

APA 7 Citation:
eSafety Office. (2015, December 18). Your digital footprint [Video]. Vimeo. https://vimeo.com/149348817

  • Every online action contributes to a permanent digital footprint.
  • Personal data is collected from birth and continues to shape online identity throughout life.
  • Social media interactions, online purchases, and financial transactions add to a person’s digital presence.
  • After death, a person’s digital identity persists, creating a form of digital immortality.

Macmillan Learning. (2018). Context collapse [Video]. YouTube.

APA 7 Citation:
Macmillan Learning. (2018, April 2). Context collapse [Video]. YouTube. https://youtu.be/Fhg7404d7AI

  • A fictional conversation illustrates how social media posts reach unintended audiences.
  • Friends post beach trip photos and later realise that their bosses, family members, and teachers have seen them.
  • Users often misunderstand the visibility of their posts, leading to unwanted exposure.
  • Privacy settings help but do not provide complete control over online content.

Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship, and digital literacy.

APA 7 Citation:
Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship, and digital literacy: What’s the difference? Journal of New Approaches in Educational Research, 10(1), 15-27. https://doi.org/10.7821/naer.2021.1.616

  • Explores the differences between digital rights, digital citizenship, and digital literacy.
  • Digital citizenship involves online responsibilities, ethical engagement, and community participation.
  • Digital rights focus on data privacy, access, and the protection of users from exploitation.
  • Digital literacy is an ongoing skill set, required for individuals to critically evaluate digital information.

Rogers, S. A. (2020). Curation of your online persona through self-care and responsible citizenship.

APA 7 Citation:
Rogers, S. A. (2020). Curation of your online persona through self-care and responsible citizenship. Teacherrogers Blog.

  • A person’s online presence contributes to their personal and professional reputation.
  • Digital curation involves self-assessment, privacy protection, and intentional content sharing.
  • Strategies include regular digital footprint checks, responsible social media engagement, and professional branding.
  • Teachers should guide students in managing their online identities through critical digital pedagogy.

 

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