Month: April 2024

(Singh, 2023)

There are many things that can cause the digital divide, especially when we consider our students and the general school community. The term “digital divide” is considered as the gap between having and not having or in digital terms access to devices, internet, and digital literacy skills or the lack of. Thinking about my own school environment, we are lucky we have a device for each student and the internet is mostly workable (disconnects sometimes). Since the pandemic every public school in Canberra was issued with new Chromebook for students to use at home and upon their return, were assigned to year groups who needed them. Since then, any unworkable devices are replaced or fixed, so our school is lucky. However, this is not the case for many schools, especially in some big cities or remote areas where they are looking at hundreds of thousands of devices to be issued, deeming it an almost impossible task or internet accessibility is not reliable.

I think as a society we take connectivity and owning a device for granted, especially where an entire generation of Australian have grown up accessing the internet and using technology as a norm. However, for those who are socially and financially disadvantaged, they find themselves on the other side of the digital divide. The Australian Education Union (AEU) conducted a report from an independent reporter on the impacts of the digital divide and found that many students had a long-term digital gap in accessing the internet, affordability, and no device availability. Public schools were more vulnerable towards the digital gap than independent and Catholic schools, social economic and cultural status was a factor and demographic played a role in increasing the digital divide (AEU, n.d).

So, why is digital citizenship important?

It is important to equip all students with the skills and competencies to acquire the knowledge needed to access, engage, use, share and create information. Furthermore, equipping teachers with the knowledge, professional learning, and tools to work within a framework to foster global citizenship and digital literacy is vital to transfer that knowledge to their students (UNESCO, 2024). Guidelines to assist with and demonstrate the importance of using technologies ethically and responsibly is falls on everyone using a device so teaching students from an early age prepares students to engage as responsible global citizens.

Build a personal brand and supporting students

This is important as a teacher and a teacher librarian (TL) as students look up to their mentors. Building a personal brand or simply putting your best foot forward is something that will be noticed in and out of the classroom. As educators our personal brand influences, motivates and contributes towards students’ engagement reflecting a positive, and helpful persona. Additionally, effective communication and collaboration will only enhance and develop the growth of the library and its usage by the whole school community (McPherson, n.d; Johnson, 2018).

The challenge for schools in balancing educational networking and social networking in enhanced with the ever-growing platforms of social media which has become an integral part of people’s lives and the way the communicate and share information. It was evitable that social networking would make its way into the education sector. However, the way we socially network can act as an opportunity to enhance communication and collaboration with other students with similar interest. This also provides access to learning resources providing a wealth of content that is easily accessible and convenient (Pappas, 2023). Additionally, it provides educators a means to build professional networks to share information, content, and ideas, staying up to date with the latest developments. Furthermore, students connect and collaborate with their own peers to assist developments in their own learning. On the other hand, where there are benefits to educational and social networking, there are challenges. Some include, privacy concern, cyberbullying and harassment, misinformation, distracting away from the task, addiction, and isolation (Pappas, 2023).

In conclusion, the globalisation on education and the rapid development of technology and communication adds new dimensions across educational sectors that need to adapt. By providing guidelines and policies, the integration of technologies into school communities become transparent of how to use them responsibly and understand their full benefits of their usage. Information technology is a tool and when used respectfully, responsibly, and ethically can assist educators and students positively. However, there are challenges and impacts to those technologies that need to be taught to develop students in becoming responsible digital citizens. Using digital literacy appropriately and learning the importance of educational and social integrity in networking is imperative. The TL as a leader in technological communications, information, and curriculum content is in a great position to assist, coordinate and establish best practices for technological usage for the whole school community. Therefore, developing skills and knowledge into information systems early on as a student will enable students to not only become lifelong learners but also embed safe, responsible digital usage beyond their academic years.

Reference

Australian Education Union [AEU]. (n.d). Digital divide impacts vulnerable students. https://www.aeuvic.asn.au/digital-divide-impacts-vulnerable-students#:~:text=An%20independent%20report%20commissioned%20by,school%20students%20from%20disadvantaged%20circumstances.

Johnson, M. (2018).  Personal branding to promote school librarians. Journal of the American Association of School Librarians. https://knowledgequest.aasl.org/personal-branding-promote-school-librarians/

McPherson, M. (n.d). The influence of teacher librarians’ personal attributes and relationship with the school community in developing a school library programme. ???

Pappas, C. (2023). What is the impact of social media on online learning. https://elearningindustry.com/what-is-the-impact-of-social-media-on-online-learning

Singh, A. (2023). Globalisation [Image]. https://www.linkedin.com/pulse/globalization-abhishek-singh/

UNESCO. (2024). Q&A: Why digital global citizenship education is essential. https://www.unesco.org/en/articles/qa-why-digital-global-citizenship-education-essential#:~:text=It%20has%20the%20power%20to,in%20particular%20social%20media%20platforms.

(PBIS Rewards, n.d)

The importance in developing students’ digital literacy (DL) has never been more significant than now. The rise of artificial intelligence (AI) is critical as this generation of students grow and feel it is part of the norm. In many ways it is, however, understanding how to use the information safely and responsibly adds more pressure on educators to instil this into students’ minds (Elgersma, 2024). Obviously, there are clear advantages to using generative artificial intelligence (GAI), however, there are the pitfalls when addressing such innovative tools.

I never really understood GAI before doing this unit. I totally went out of my comfort zone to develop a website for teachers about GAI, and then to add the artefact to this I thought was insane! It was a new world for me which forced a lot of research, reading and generally playing around with GAI tools to see what they can do. I decided to focus on ChatGPT having heard so much about it and also reading the article Navigating Generative AI: The teacher Librarian’s role in cultivating ethical and critical practices by Oddone et al., (2023).

GAI is rapidly evolving and the importance of teaching students about these tools and ethics is essential, so they have the skills and knowledge to combat new avenues safely. Although, many schools in Canberra do not have access to GAI tools in the school environment due to the lack of policies and guidelines to establish responsible use, does not mean students cannot access these tools from home, therefore teaching them how to use technologies appropriately is paramount. Teacher librarians (TL) are pivotal within the information and DL landscaping fostering students critical thinking, problem solving and their integrity and ethical behaviours when using digital technologies. Furthermore, they assist, consult and support teachers in understanding more about GAI, leading the role to enhance fundamental skills needed for teachers to assist their students (Oddone, et al., 2023).  Additionally, TLs can offer professional learning for educators as technologies evolve and together assist students in locating, evaluating, organising, and using information critically and ethically.

Thinking about my own context I decided I would try my hand at the CATWOE analysis on using GAI in the classrooms in the future (as we cannot use AI at the moment):

Customer: Primary students.

Actors: TL and other teachers.

Transformation process: GAI will direct students into critical higher order thinking with the opportunity to experiment with creativity as well as enhancing their skills in decision-making, problem solving and analysing information.

Worldview: Teaching students and teachers how to navigate AI technologies to assist and enhance their learning and teaching in digital literacy, highlighting the benefits of GAI usage and underlining the responsible and ethical use of these tools.

Owner: The owner would be the Department of Education with the ACT Directorate implementing policies and procedures as well as guidelines into the usage of GAI tools in the education context. As mentioned, prior government schools in Canberra cannot use GAI tools, however, it is important to be prepared and informed for when their integration into the school system occurs.

Environment: The impact of concerns in privacy, parental consent, compliance of school and departmental regulations and executive staff hesitation in its usage are some areas to think about and overcome as GAI becomes available in government school communities.

Overall, I am fascinated how GAI will work in schools and be implemented into lessons. Alongside the benefits of using such tools in the classroom and the TLs role in instigating and guiding teachers and students into the ethical and responsible use of technology, there are numerous challenges that face schools. However, confidence, collaboration, and the willingness to learn and evolve as technology evolves will enhance teaching and learning. TLs will play a vital role in the meaningful contributions in their schools, leading the school environment towards curriculum decision-making and implementing usage of AI tools in the classroom.

References

Elgersma, C. (2024). Here’s what educators can do as artificial intelligence evolves. https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools

Oddone, K., Garrison K., & Gagen-Spriggs, K. (2023). Navigating Generative AI: The teacher librarian’s role in cultivating ethical and critical practices. Journal of the Australian Library and Information Association.https://doi.org/10.1080/24750158.2023.2289093

PBIS Rewards. (n.d). Teaching digital citizenship [Image]. https://www.pbisrewards.com/blog/teaching-digital-citizenship/

(India Today, 2017)

Digital citizenship (DC) can be defined as the ethical and responsible use of technology and the right of participating in the online society (Pangrazio & Sefton-Green, 2021). Bacalja et al. (2022) observed the difficulty and complex journey into the digital

world. Users make critical and informed decisions about participating in an online society, and the need for children to be taught about how data is collected and used and what they need to know about taking control over their own personal data.  Therefore, it makes sense to be more digital literate and in turn this fall on teachers and teacher librarians (TL) to employ these skills in the classrooms, instilling a strong sense of responsibility in being a positive DC (USCRossier, 2024). As digital spaces continually change, digital literacy (DL) is also becoming more complex into what it takes to become digitally literate. According to Pangrazio & Sefton-Green (2021) schools are pushed to do more in DL to develop students critical, ethical and technical skills and knowledge. DL is evolving constantly and so is the need for new skills and practices.

There are considerable differences between simply googling an answer and understanding the why to that answer. Below is Bloom’s Digital Taxonomy to assist teachers in using technology and digital tools to aid students’ learning. This includes; create ( produce new or original work), evaluate (justify a stand or decision), analyse (draw connections among ideas), ally (use information in new situations), understand (explain ideas or concepts) and remember (recall facts and basic concepts). This further aims to expand the skills needed as each level becomes embedded towards and part of learning (UCS, 2024; ASU, n.d).

(UCS, 2024)

Teachers need to assist students to evaluate and question their sources, how to draw on conclusion, analyse data, problem solve, think critically and be creative. DL is an important integral part of learning and how to apply appropriate and responsible use of the internet and technology (NATLIB, n.d). This does not mean knowing how to use every piece of devices and software to get your answers, but how to act responsibly and using DL appropriately. TLs are in the forefront to teach those skills to the whole school community together with classroom teachers.

As for the myths stated in Fraillon (2019) article, growing up I used to hear a lot of what he stated and for a time they were believed by many. I did not grow up with technology at school, although the school I attended was one of the first to have a computer lab back in the mid 80s in Canberra. However, I use to hear how boys were better at using technology than girls, young people grow up knowing how to use technologies well and naturally and so on. I think there are still small remnants of these myths floating around therefore it defiantly needs to be taught that they are myths.

DL is not something that I spent a lot of time thinking about and truthfully never really taught the concept of DL as I did not know there was one prior to this course. Now, I do have an appreciation for the topic and understand the value it has for student understanding that DL is essential for participating in society and engaging responsibly with technology. Additionally, I have come to realise that many teachers do not have a knowing concept of DL at my school, and therefore is not presented in their daily lesson planning. As my school does not have a TL at present, this is something that would be useful as a professional learning workshop in the future when I hope to become the TL of the school.

Moving forward, when I eventually move into a TL position and can program DL into lessons and share with classroom teachers the value and importance in embedding DL into their own lessons, I hope to inspire what they can learn from the library into their own classrooms. I believe using DL in the school environment is an opportunity to work collaboratively and inspire the whole school community to have more awareness and understanding it is usage. Additionally, as I reflect on my own awareness and understanding of DL (which I never had before), I feel the obligation to teach my students the importance of DL even as a current classroom teacher.

Reference

Arizona State University [ASU]. (n.d). Teach online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

Bacalja, A., Beavis, C., & O’Brien, A. (2022). Shifting landscapes for digital literacy. The Australian Journal of Language and Literacy, 45(3), 253-263. https://doi.org/10.1007/s44020-022-00027-x

Fraillon, J. (2019). Digital literacy: Myths and realities [Paper presentation]. Research Conference 2019 – Preparing students for life in the 21^st century: Identifying, developing and accessing what matters. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1357&context=research_conference

India Today . (2017). What is true literacy? This is how students can move beyond using computers just for texting and gaming [Image]. https://www.indiatoday.in/education-today/featurephilia/story/digital-literacy-beyond-texting-and-gaming-1023703-2017-07-11

National Library of New Zealand [NATLIB]. (n.d). Why digital literacy matters. New Zealand Government. https://natlib.govt.nz/schools/digital-literacy/understanding-digital-literacy/why-digital-literacy-matters

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.

University of Southern California [USC]. (2024). 7 Reasons why digital literacy is important for teachers. USCRossier. https://rossieronline.usc.edu/blog/teacher-digital-literacy/

Reference

ACT Senior Secondary System [BSSS]. (2023). Guide to AI in the ACT senior secondary system. https://www.bsss.act.edu.au/__data/assets/pdf_file/0003/572268/BSSS_National_AI_Framework_Support_Document.pdf

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed). International Society for  Technology in Education.