Searching for "digital citizenship"
… as offered by this tweet
++++++++++++++++
more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
Western Balkans Information & Media Literacy Conference
organized by LIT Limerick Institute of Technology, Ireland; Bihac, Bosnia
Conference main themes and topics https://www.wbimlc.org/topics
Information Literacy in the modern world
-
From Information Literacy to Digital Scholarship
-
Fake News and Information Literacy
-
Information literacies (media literacy, Research Literacy, digital literacy, visual literacy, financial literacy, health literacy, cyber wellness, infographics, information behavior, trans-literacy, post-literacy)
-
Information Literacy and academic libraries
-
Information Literacy and adult education
-
Information Literacy and blended learning
-
Information Literacy and distance learning
-
Information Literacy and mobile devices
-
Information Literacy and Gamification
-
Information Literacy and public libraries
-
Information Literacy in Primary and Secondary Schools
-
Information Literacy and the Knowledge Economy
-
Information Literacy and Lifelong Learning
-
Information Literacy and the Information Society
-
Information Literacy and the Multimedia Society
-
Information Literacy and the Digital Society
-
Information Literacy in the modern world (e.g trends, emerging technologies and innovation, growth of digital resources, digital reference tools, reference services).
-
The future of Information Literacy
-
Workplace Information Literacy
Librarians as support to the lifelong learning process
-
Digital literacy, Digital Citizenship
-
Digital pedagogy and Information Literacy
-
Information Literacy Needs in the Electronic Resource Environment
-
Integrating Information Literacy into the curriculum
-
Putting Information Literacy theory into practice
-
Information Literacy training and instruction
-
Instructional design and performance for Information Literacy (e.g. teaching practice, session design, lesson plans)
-
Information Literacy and online learning (e.g. self-paced IL modules, online courses, Library Guides)
-
Information Literacy and Virtual Learning Environments
-
Supporting users need through library 2.0 and beyond
-
Digital empowerment and reference work
-
Information Literacy across the disciplines
-
Information Literacy and digital preservation
-
Innovative IL approaches
-
Student engagement with Information Literacy
-
Action Literacy
-
Information Literacy, Copyright and Intellectual Property
-
Information Literacy and Academic Writing
Media and Information Literacy – theoretical approaches (standards, assessment, collaboration, etc.)
-
The Digital Competence Framework 2.0
-
Information Literacy theory (models, standards, indicators, Moscow Declaration etc.)
-
Information Literacy and Artificial intelligence
-
Information Literacy and information behavior
-
Information Literacy and reference services: cyber reference services, virtual reference services, mobile reference services
-
Information Literacy cultural and contextual approaches
-
Information Literacy and Threshold concepts
-
Information Literacy evaluation and assessment
-
Information Literacy in different cultures and countries including national studies
-
Information Literacy project management
-
Measuring in Information Literacy instruction assessment
New aspects of education/strategic planning, policy, and advocacy for Information Literacy in a digital age
-
Information Literacy and the Digital Divide
-
Policy and Planning for Information Literacy
-
Branding, promotion and marketing for Information Literacy
-
Cross –sectorial; and interdisciplinary collaboration and partnerships for Information Literacy
-
Leadership and Governance for Information Literacy
-
Strategic planning for IL
-
Strategies in e-learning to promote self-directed and sustainable learning in the area of Information Literacy skills.
EDUCAUSE Academic Communities: Teaching and Learning + Student Success
https://events.educause.edu/webinar/2020/educause-academic-communities-teaching-and-learning-student-success
Tuesday, February 25, 2020, at 12:00 pm,
Miller Center, MC 205, the SCSU Professional Development Room
(how to get there? https://youtu.be/jjpLR3FnBLI )
You will receive an email from Canvas Catalog when you have been granted access to the event website. This site includes live event login details, program and speaker information, and technical requirements.
+++++++++++
My notes from the Adobe Connect webinar
Malcolm Brown (MB) and Kathe Pelletier (KP)
John Martin, UW-Madison: Interesting that “Student Success” = retention. I feel retention = org success.
Cindy Auclair: Cindy Auclair – ASU – Retention is important that goes hand in hand with well-being.
Kathy Fernandes, CSU Chico: Not sure how one would measure Becoming a Citizen? We do have public Debates, Town Hall, etc. to engage with community.
Lisa Durff: I thought of digital citizenship
Jim J – MiraCosta: “as a part of teaching and learning” is a real gray area –
Jim J – MiraCosta: We may measure all of these, but there is very little formality around “teaching and learning”
Lisa Durff: very few measure instructor satisfaction
student success after 2017 shifts from SS and technology to SS and other issues
digital transformation
why tech adoption doesn’t equal digital transformation. article from Forbes. MB: it is not for sale, cannot buy. not a product, but deep and coordinated shifts: culture, workforce, technology.
ask for EDUCAUSE Academic Communities PDF document
Malcolm Brown: 2019 Horizon Report https://library.educause.edu/resources/2019/4/2019-horizon-report
Malcolm Brown: Transforming Higher Ed blog https://er.educause.edu/columns/transforming-higher-ed
Malcolm Brown: EDUCAUSE Student Success https://library.educause.edu/topics/information-technology-management-and-leadership/student-success
https://www.educause.edu/research-and-publications/research/core-data-service
+++++++++++
more on Educause in this IMS blog
https://blog.stcloudstate.edu/ims?s=educause
Report: Florida, Ohio called ‘advanced leaders’ in K-12 media literacy efforts
Advocacy group Media Literacy Now says 14 states have laws with “some media-literacy language” and others will consider bills this year, but some say progress “is too slow.”
https://www.educationdive.com/news/report-florida-ohio-called-advanced-leaders-in-k-12-media-literacy-effo/569879/
Erin McNeill, president and board member of Media Literacy Now
Media Literacy Now considers digital citizenship as part of media literacy — not the other way around
nine states — California, Colorado, Connecticut, Illinois, Massachusetts, Minnesota, New Jersey, Rhode Island and Utah — are identified as “emerging leaders” for “beginning the conversation” and consulting with experts and others.
Calls for increased attention to media literacy skills and demand from educators for training in this area increased following an outbreak of “fake news” reports associated with the 2016 presidential election. Studies and assessments showing students are easily misled by digital information have also contributed to a sense of urgency.
because the topic can fit into multiple content areas, it can also be overlooked because of other pressures on teachers. Media literacy, the group notes, also “encompasses the foundational skills of digital citizenship and internet safety including the norms of appropriate, responsible, ethical, and healthy behavior, and cyberbullying prevention.”
Lawmakers in Missouri and South Carolina have also pre-filed versions of Media Literacy Now’s model bill, the report noted, and legislation is expected in Hawaii and Arizona.
the News Literacy Project and the Center for New Literacy’s summer academy.
+++++++++++++
more on media literacy in this iMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
Competent, Literate, Fluent: The What and Why of Digital Initiatives
Morris Pelzel Published: Wednesday, April 17, 2019
https://er.educause.edu/blogs/2019/4/competent-literate-fluent-the-what-and-why-of-digital-initiatives
how should associated terms including literacy, competency, and fluency be distinguished
In the 2019 EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning, digital and information literacy maintains a top-five position for the third consecutive year.
Is it significant that Bryn Mawr College has a framework for digital competencies, Virginia Tech is launching a program in digital literacy, and the University of Mary Washington has a curricular initiative for advanced digital fluency? And what does it mean that Penn State has shifted its focus from digital literacy to digital fluency?
Jennifer Sparrow and Clint Lalonde have argued that digital fluency is a distinct capacity above and beyond digital literacy.
digital frameworks … on three levels:
- First, digital initiatives aim to enhance students’ success after graduation.
- A second major objective is to develop “digital citizenship.”
- At a third level, digital initiatives can promote deep reflection upon the distinctive nature and ethics of knowing and knowledge in the digital age.
Washington district latest to eliminate librarians
Amelia Harper April 18, 2019
https://www.educationdive.com/news/washington-district-latest-to-eliminate-librarians/552914/
As school districts prioritize their budget needs for the coming year, there is a temptation to cut school librarian positions or reduce them to part-time status as some school districts are doing. The decision in SPS also comes as President Donald Trump, for a third time, has proposed to cut federal funding for the Institute for Museum and Library Services, which provides grants to both public and school libraries.
Research supports the impact that school librarians make on academic achievement, especially with regard to reading and writing scores. For instance, a Pennsylvania study cited in the Spokesman-Review article notes that 1.6% fewer students tested at the below basic level in reading when they had access to full-time librarians. The difference was even greater for minority students and those with disabilities, averaging at about a 5% improvement for those populations. Other research also supports the academic benefit of school librarians and demonstrates how they contribute to learning gains.
But modern school librarians offer so much more. They also teach digital literacy and digital citizenship in a day of easy access to misleading information and fake news. Many oversee makerspaces in libraries and learning centers that have been updated to meet a host of student needs. And they support teachers and administrators by researching information, helping with lesson plans, culling websites to create links that provide the most relevant information, and assisting with technology needs.
++++++++++
more on school librarians in this IMS blog
https://blog.stcloudstate.edu/ims?s=school+librarian
Under Employers’ Gaze, Gen Z Is Biting Its Tongue On Social Media
April 13, 20195:00 AM ET
HAFSA QURAISHI
https://www.npr.org/2019/04/13/702555175/under-employers-gaze-gen-z-is-biting-its-tongue-on-social-media
The oldest members of Generation Z are around 22 years old — now entering the workforce and adjusting their social media accordingly. They are holding back from posting political opinions and personal information in favor of posting about professional accomplishments.
only about 1 in 10 teenagers say they share personal, religious or political beliefs on social media, according to a recent survey from Pew Research Center.
70 percent of employers and recruiters say they check social media during the hiring process, according to a survey conducted by CareerBuilder
Generation Z, nicknamed “iGen,” is the post-millennial generation responsible for ‘killing’ Facebook and for the rise of TikTok.
Curricula like Common Sense Education’s digital citizenship program are working to educate the younger generation on how to use social media, something the older generations were never taught.
Some users are regularly cleaning up — “re-curating” — their online profiles. Cleanup apps, like TweetDelete,
Gen Zers also use social media in more ephemeral ways than older generations — Snapchat stories that disappear after 24 hours, or Instagram posts that they archive a couple of months later.
Gen Zers already use a multitude of strategies to make sure their online presence is visible only to who they want: They set their account to private, change their profile name or handle, even make completely separate “fake” accounts.
+++++++++++++++
more on social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media
and privacy
https://blog.stcloudstate.edu/ims?s=privacy
Profile of a technologically literate graduate
By Jorge Valenzuela 1/7/2019
digital equity and digital citizenship
use your divisionwide or statewide profile of a graduate.
STEP 1: Have a model and unpack it
In my state of Virginia (like many other states), we focus on these four:
- Content knowledge
- Workplace skills
- Community engagement and civic responsibility
- Career exploration
STEP 2: Tag team with colleagues to plan instruction
In step one we created our graduate profile by brainstorming and identifying both the personal and professional knowledge and skills that our future graduates need. Now it’s time to formulate plans to bring the profile to fruition. To ensure student success, implementation should take place in the classroom and tap the expertise of our colleagues.
Student success is never due to one teacher, but a collaborative effort.
STEP 3: Identify and leverage the right industry partners
Technological literacy requires students to create authentic products using appropriate edtech, therefore developing technologically literate graduates should not be left entirely to teachers and schools.
Soliciting the help of our industry and business partners is so crucial to this process
Step 4: Create career pathways in schools
schools create systemic K-12 career pathways — or pipelines — for their students and give teachers ample time and space to plan and work together to maximize the learning aligned to well-developed graduate profiles.
How Game-Based Learning Empowers Students for the Future
https://www.edsurge.com/news/2019-01-22-its-2019-so-why-do-21st-century-skills-still-matter
educators’ guide to game-based learning, packed with resources for gaming gurus and greenhorns alike.
How are schools and districts preparing students for future opportunities? What is the impact of game-based learning?
It’s 2019. So Why Do 21st-Century Skills Still Matter?
21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.
EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own “portrait of a graduate” as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.
ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.
Frameworks provide mental models, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.
1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.
2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.
3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.
++++++++++++++
more on game- based learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=game+based
CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: February 12, 2019
Leveraging Technology for the Improvement of School Safety and Student Wellbeing
A book edited by Dr. Stephanie Huffman, Dr. Stacey Loyless, Dr. Shelly Allbritton, and Dr. Charlotte Green (University of Central Arkansas)
Introduction
Technology permeates all aspects of today’s school systems. An Internet search on technology in schools can generate millions of website results. The vast majority of these websites (well over 8,000,000 results for one simple search) focuses on advice, activities, and uses of technology in the classroom. Clearly teaching and learning with technology dominates the literature and conversations on how technology should or could be used in classroom settings. A search on school safety and technology can produce more than 3,000,000 results with many addressing technological tools such as video cameras, entry control devices, weapon detectors, and other such hardware. However, in recent times, cyberbullying appears to dominate the Internet conversations in references to school safety. With an increase in school violence in the past two decades, school safety is a fundamental concern in our nation’s schools. Policy makers, educators, parents, and students are seeking answers in how best to protect the physical, emotional, and social well-being of all children.
Objective of the Book
The proposed edited book covers the primary topic of P-12 school safety and the use of technology and technology used for fostering an environment in which all students can be academically successful and thrive as global citizens. School safety is defined as the physical, social, and emotional well-being of children. The book will comprise empirical, conceptual and case based (practical application) research that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s well-being is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment.
Target Audience
The target audience is leadership and education scholars, leadership practitioners, and technology coordinators. This book will be used as a collective body of work for the improvement of K-12 schools and as a tool for improving leadership and teacher preparation programs. School safety is a major concern for educators. Technology has played a role in creating unsafe environments for children; however it also is an avenue for addressing the challenges of school safety
Recommended topics include, but are not limited to, the following:
Section I – Digital Leadership
- Technology as a Climate and Cultural Transformation Tool
- School Leadership in the Digital Age: Building a Shared Vision for all Aspects of Learning and Teaching
- Ensuring Equity within a “One to One” Technology Framework
- Infrastructure within Communities
- Accessible WiFi for Low SES Students
- Developing Culturally Responsive Pedagogy
- Professional Development for School Leaders
Section II – Well Being
- Social Media and School Safety: Inputs and Outputs
- Tip lines: Crime, Bullying, Threats
- Communication and Transparency
- Platform for Social Justice
- Teaching Strategies to Promote Healthy Student Interactions in Cyberspace (Digital Citizenship?)
- Building Capacity and Efficacy, Platform to lower incidence of Cyber-Bullying, Boosting Instructional Engagement
- Literacy and Preparedness for the Influence and Consequence of Digital Media Marketing Campaigns directed toward Children, Adolescents, and Teens.
- Pioneering Innovative Technology Program in Curriculum: Fostering “Belonging” beyond Athletics & Arts.
Section III- Infrastructure Safety
- Campus/Facility Safety and Security
- Rural Schools vs. Urban Schools
- Digital A/V Systems
- Background Check – Visitor Registration (i.e. Raptor)
- Network Security Systems and Protocols
- User Filtering and Monitoring
- Firewalls
- Policy
- Appropriate use policies
- Digital Citizenship
- Web development policy
- Privacy
- Intellectual Property & Copyright
Section IV – Academic Success
- Professional Development for Classroom Teachers
- Pedagogical Integration of Technology
- Instructional Coaching for Student Engagement
- Increase Rigor with Technology
- Competence in the Blended/Hybrid/Flipped Classroom
- Technology to enhance learning for all
- Assistive Technology
- Accessibility issues
- Internet access for Low SES Students in the Blended/Hybrid/Flipped Classroom
- Personal Learning Design
- Differentiation for Student Efficacy
- Strategies for Increasing Depth of Knowledge
- Design Qualities for Enhanced Engagement
Submission Procedure
Researchers and practitioners are invited to submit on or before February 12, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the purpose, methodology, and a brief summary findings of his or her proposed chapter. Authors will be notified by March 12, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. See Edited Chapter Template. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Leveraging Technology for the Improvement of School Safety and Student Wellbeing. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM online submission manager. USE THE FOLLOWING LINK TO SUBMIT YOUR PROPOSAL. https://www.igi-global.com/publish/call-for-papers/call-details/3709
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2020.
Important Dates
February 12, 2019: Proposal Submission Deadline
March 12, 2019: Notification of Acceptance
June 12, 2019: Full Chapter Submission
August 10, 2019: Review Results Returned
August 10, 2019: Final Acceptance Notification
September 7, 2019: Final Chapter Submission
Inquiries can be forwarded to
Dr. Stephanie Huffman
University of Central Arkansas
steph@uca.edu or 501-450-5430