I came into this course feeling confident in my ability to teach and model digital citizenship; however, as the weeks went on, I realized there was a lot for me to learn! During the past few months in this course we have explored a large number of topics related to digital citizenship and the complex nature of how our digital world impacts identity. We explored the interconnectedness of media literacy, online identity, and how to be responsible citizens in our global networks and society.
During Module 1, we were introduced to media literacy, looking at the foundational theories in media education and the implications of our views of media literacy and digital citizenship in education. In the past there was this idea that we had two separate identities, one in the online world and one in the offline world. However, as our participation in digital culture and media has evolved, we are moving away from the term digital dualism to the term augmented reality as a way to describe how our digital world shapes everything from our relationships to the way we view the world. The idea that we never fully log off impacts our responsibility as educators to teach and model digital citizenship in schools and how we can challenge students to become digital citizens and leaders.
Module 2 explored identity and citizenship in a mediated culture. We looked at what it means to be a (digital) citizen. The reason I have digital in brackets is because as we live in an augmented reality and our online identity directly impacts our offline identity and vice-versa. Even though we may portray an edited version of our self online, it is still impacting us socially, emotionally, and psychologically. We looked at stories such as, One Tweet Can Ruin Your Life, Split Image, and The Sextortion of Amanda Todd which identified the challenges of identity in a mediated world. We need to be aware of our identity in both online and offline spaces. We are living in a world where everything we do is immortalized on the web, and what may be a silly mistake is no longer forgotten. danah boyd notes that our participation in mediated publics affects us in unique ways such four properties:
- Persistence : what you say sticks around.
- Searchability: what we do and where we go can be searched.
- Replicability: content is copyable, so it is difficult to determine if it has been doctored.
- Scalability: Our potential audience is grand.
Our mediated publics are also impacted by three dynamics:
- Invisible audiences: not all audiences are visible when a person is contributing online, nor are they necessarily co-present
- Collapsed contexts: The lack of spatial, social, and temporal boundaries makes it difficult to maintain distinct social contexts.
- The blurring of public and private: without control over context, the idea of public and private become lost too.
As the context of our online identity is open to interpretation by others and is everlasting, it is extremely important to portray yourself the way you want to be remembered. With that being said, it is also important to model empathy and encourage our students, parents, administrators, and society to be empathetic to mistakes made online. Key ways to model and teach citizenship were explored though Ribble’s Nine Elements of Digital Citizenship and Saskatchewan’s Digital Citizenship Continuum.
Module 3 pulled the prior knowledge we gained from module 1 and 2 together looking at media and our students. We looked at the new and emerging literacies and their impact on future work skills and how we should be teaching to the 21st century learner. Additionally, we looked at the social learning theory and participatory culture in literacy. This course has pushed me to publish my thoughts and ideas and to contribute to a learning community, which was sometimes uncomfortable. However, this push has challenged me to be a more critical thinker, produce better products in my reflections, and both learn and contribute to my PLN (something I had been slacking at prior to this course). I have gained more from this course and being connected with others than I have in prior courses in my graduate classes and I think this due to me creating and sharing with others and learning from others in the course. One of the best learning tools in this course, was my reflections on my blog. It was nice to have guidance on key topics, but also the freedom to dig deeper into topics of interest.
In addition to the modules, reflections, and connections made in my PLN, I was able to create a website for Teacher Librarians for my major project. The role of the Teacher Librarian is changing. TLs are no longer the keepers of information, but rather media specialists and educational leaders. TLs collaborate with other teachers to implement engaging and innovative technologies, engage students in inquiry based learning, and to teach students how to use technology as responsible digital citizens. The purpose of the website is to provide a comprehensive resource for TLs and teachers that includes lessons and resources on the four domains of what TLs teach according to Joyce Valenza and Gwyenth Jones. The website includes teacher resources on inquiry and research, evaluating resources, creating and sharing, and digital citizenship. My major project follows the lesson plan format from our Educational Technology team in RCSD. It is my hope that this project will continue to grow and develop with input from other TLs within our school division.
As I said earlier, I came into the course feeling confident in my ability to teach and model digital citizenship. However I leave this course feeling renewed and refreshed in my commitment to being a digital leader in my school and society. Teachers need to shift their view from the “I should…” to the “How can I?” thinking critically about how we can incorporate digital citizenship and leadership into our daily teachings. I am excited to continue to grow as a digital leader in my school, my PLN, and family. My impact may be small to start, but hopefully by modeling my own leadership, I can motivate someone teacher, student, family member to make a change and become a digital leader as well.
Thank you Alec and Katia and fellow EC&I 832 students for making this term a valuable one! I look forward to continued learning and growth with you in my PLN!