digital citizenSchools can prepare

students to safely navigate

the digital world and

take advantage ofthe

w ealth of information that

defines life online.

We start off early in life learn-ing about staying withinthe lines. Mom alwayschided me to color within

the lines with the crayons. Later, we learn thelines are not just a nuisance. In driver educa-tion, we learn the lines on the road help uswork and play well with others on the high-way. Knowing the rules ofthe road is a must.Cross those double yellow lines and you'llend up in a head-on collision.

We face the same challenge in the virtualworld. As educators, citizens and parents,part of our responsibility is to teach ouryouth about where these lines are. Digitalcitizenship is how we can teach where thelines of cyber safety and ethics are in the in-terconnected online world our students willinhabit.

What it means to be a digitai citizen

Digital citizenship for our youth is gar-nering greater attention. In lune 2010,the Online Safety and Technology Work-

ing Group sent a report to Congress en-titled "Youth Safety on a Living Internet,"prepared in accordance with the BroadbandData Improvement Act and the ProtectingChildren in the 21st Century Act. One ofthe conclusions ofthe report was that newmedia education is essential to protecting21st century youth.

The report said research shows that "civil,respectful behavior online is less conduciveto risk, and digital media literacy concern-ing behavior as well as consumption enableschildren to assess and avoid risk, which iswhy this subcommittee urges the govern-ment to promote nationwide education indigital citizenship and media literacy as thecornerstone of Internet safety."

On the value of online safety education,Susan Crawford, assistant to the presidentfor Science, Technology and Innovation putit more succinctly: "The best software is be-

By Thomas Tan

30 Leadership

tween the ears." We cannot monitor our chil-dren every minute that they are onhne. In theabsence of adult supervision, young peopleincreasingly play with their own safety on-line. Risk to youths online can be reducedthrough Digital Citizenship education.

Beyond Internet safety

Ubiquitous connectivity allows us ac-cess to information any time and anywhere.A downside of this pervasive connectivityis the ease of sharing extreme sensational-ized bits of digital misbehavior. In the short-reach newsprint world of communications,such sensationalized news tidbits wouldnever see the light of day, let alone "go viral"and spread around the world.

Sensationalized news can make the worldseem more dangerous than it is. Henry Jen-kins, author and media professor at the Uni-versity of Southern California warns againstsensationalist media coverage of digitalteens. Jenkins says research findings fromthe McArthur Digital Youth Project showthat "most young people are trying to makethe right choices in a world that most of usdon't fully understand yet, a world wherethey can't get good advice from the adultsaround them, where they are moving intonew activities that were not part ofthe lifeof their parents growing up — very capableyoung people who are doing responsiblethings, taking advantage ofthe technologiesthat are around them."

Digital citizenship helps not only to keeptechnology users safe. Digital citizenshipprepares students to survive and thrive in anenvironment embedded with information,communication and connections.

The nine elements of digital citizenship

Digital citizenship can be defined as thenorms of appropriate, responsible behaviorwith regard to technology use. In their book"Digital Citizenship in Schools" (2007),Ribble and Bailey identify nine elementsthat comprise Digital Citizenship. These el-ements are:

1. Digital access : Full electronic partici-pation in society.

Digital exclusion of any kind does notenhance the growth of users in an electronic

society. All people should have fair access totechnology no matter who they are. Placesor organizations with limited connectivityneed to be addressed as well. To become pro-ductive citizens, we need to be committed toequal digital access.

2. Digital commerce: Electronic buyingand selling of goods.

The mainstream availability of Internetpurchases of things like toys, clothing andcars has become commonplace to manyusers. At the same time, an equal amount of

illegal/immoral goods and services are sur-facing, such as pornography and gambling.Users need to learn about how to be effectiveconsumers in a new digital economy.

3. Digital communication: Electronicexchange of information.

The expanding digital communicationoptions have changed everything becausepeople are able to keep in constant commu-nication with others. Unfortunately, manyusers have not been taught how to make ap-propriate decisions when faced with so manydigital communication options.

4. Digital literacy: Process ofteachingand learning about technology and the useoftechnology.

While schools have made great progressin the area of technology infusion, muchremains to be done. As new technologiesemerge, people need to learn how to use thattechnology quickly and appropriately. Digi-tal citizenship involves educating people in

a new way to develop their information lit-eracy skills.

5. Digital etiquette: Electronic stan-dards of conduct or procedure.

Technology users often see this area asone of the most pressing problems whendealing with digital citizenship. We recog-nize inappropriate behavior when we seeit, but before people use technology they donot learn digital etiquette (appropriate con-duct). Many people feel uncomfortable talk-ing to others about their digital etiquette.Often rules and regulations are created orthe technology is simply banned to stop in-appropriate use. It is not enough to createrules and policy; we must teach everyone tobecome responsible digital citizens in thisnew society.

6. Digital law: Electronic responsibilityfor actions and deeds.

Users need to understand that stealing orcausing damage to other people's work, iden-tity or property online is a crime. Hackinginto others' information, downloading ille-gal music, plagiarizing, creating destructiveworms, viruses or creating Trojan Horses,sending spam, or stealing anyone's identityor property is unethical.

7. Digital rights and responsibilities:Those freedoms extended to everyone in adigital world.

There is a basic set of rights extended toevery digital citizen, including the right toprivacy and free speech. With these rightsalso come responsibilities. Users must helpdefine how the technology is to be used inan appropriate manner. In a digital societythese two areas must work together for ev-eryone to be productive.

8. Digital health and Wellness: Physicaland psychological well being in a digitaltechnology world.

Eye safety, repetitive stress syndrome,and sound ergonomie practices are issuesthat need to be addressed in a new techno-logical world. Beyond this are psychologi-cal issues that are becoming more preva-lent, such as Internet addiction. Users needto be taught about the inherent dangers of

September/October 2011 31

technology, and how to protect themselvesthrough education and training.

9. Digital security (or self-protection):Electronic precautions that help guaranteesafety.

In any society, there are individuals whosteal, deface or disrupt other people. Thesame is true for the digital community. Inour homes, we put locks on our doors and

install fire alarms to provide some level ofprotection. The same must be true for thedigital security. We need to have virus pro-tection, backups of data, and surge controlof our equipment to protect our informationfrom outside forces.

So what does teaching digital citizenshiplook like in action? The website for NorthsideIndependent School District in San Antonio

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(www.nisd.net/digitalcitizen/Main_Page.html) provides examples of how they areteaching the nine elements of digital citizen-ship. Make a virtual visit to see elementaryand secondary scope and sequence charts.

In the online world, educated digitalcitizens are well equipped to safely and suc-cessfully navigate the online world, behaveappropriately to avoid problems, and takeadvantage ofthe information and commu-nication wealth that defines life online.

It has only been a short couple decadessince the first Web browser appeared in 1993,and the rules of society and law often strug-gle to keep pace with the rate of technologicalchange. Digital citizenship can help ensurethat the ability of our technology is matchedby the human wisdom to use it wisely. •

References

Ribble, Mike and Bailey, Gerald. (2007).Digital Citizenship in Schools. Interna-tional Society for Technology in Education(ISTE). An updated version is scheduledto be released this year.

Broadband Data Improvement Act andthe Protecting Children in the 21st Cen-tury Act. www.ntia.doc.gov/advisory/onlinesafety/BroadbandData_PubIi-cLawllO-385.pdf.

Digital Citizenship: Using Technology Appro-prwieZy.www.digitalcitizenship.net

Digital Citizenship Wiki. http://digitalciti-zenship.pbworks.eom/w/page/17771708/FrontPage.

Digital Citizenship: Addressing AppropriateTechnology Behavior, www.eric.ed.gov/PDFS/EJ695788.pdf.

Northside Independent School District, SanAntonio, Texas, www.nisd.net/digital-citizen/Main_Page.html.

Youth Safety on a Living Internet (June2010). www.ntia.doc.gov/reports/2010/OSTWG_Final_Report_060410.pdf.

Social Science Content Standards - Rightsand Obligations of Citizenship, www.cde.ca.gov/be/st/ss/index.asp.

Thomas Tan is director of network and computerservices with the Hacienda-La Puente USD in

Los Angeles County He has served on theACSA Urban Education Committee.

32 Leadership

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