In recognition that we are living in a “post-truth” era, rampant with “fake news,” and that we all need media literacy skills, I’ve been gathering resources, collaborating with colleagues, and creating presentations geared to both students and staff. I’m adding to my Media Literacy site almost daily, with a weekly featured resource.
For the past 10 years, I’ve been co-directing my district’s digital citizenship program with my colleague Kathleen Watt. We’ve recently been discussing ideas for merging media literacy into our digital citizenship resources, with possibly a new logo coming soon.
A recent article by Keegan Korf, Embracing Our Digital Footprints and Guiding Students to Curate and Reshape Their Own, has us rethinking how we’ve been rolling out our program. Until now, our focus has been solely on students. While we provide a wide range of resources for teachers and parents to use with their students and their children, Keegan’s infographic (below) serves as a timely reminder that we should also be providing resources to help adults be aware of the need to be role models and to build and maintain positive digital footprints.
Infographic created by Keegan Korf
It’s not difficult to find excellent videos for students, such as Netsmartz’ 2 Kinds of Stupid, on how quickly your online reputation can destroy future job opportunities, scholarship options, and more.
But what about digital footprint videos for adults? I’m wondering how many talented, young teachers applying for positions in school districts across the nation will not even make it to the first interview due to something they’ve posted on social media. TED Talks such as Megan’s You Posted What?! could help “xennials” or anyone just entering the job market to stop and think before posting, retweeting, etc.
Over the next few months, I would like to gather examples of the many ways educators are modeling Standard 3 – with a special focus on 3a. If you have stories, infographics, TED Talks, lessons, articles, etc., to illustrate how an educator is actively making “positive, socially responsible contributions and exhibiting empathetic behavior online that build relationships and community,” please share by leaving a comment.
Thanks to an email from Julie Thomas, Library Archivist for California State University, Sacramento, I made sure to be home last Tuesday by 8:00 p.m.
Julie’s subject line was a grabber for me: Reiko Nagumo “We’ll Meet Again.” Her message was short:
“Here is the link to the We’ll Meet Again website and Reiko’s story is highlighted further down the page. I encourage you to tune in at 8:00 (EST and PST) and 7:00 (CST) on your local PBS station. It’s an amazing story about an amazing woman.”
We’ll Meet Again is a new PBS series produced and hosted by veteran journalist Ann Curry. The six-part series documents reunions between people whose lives were suddenly disrupted by historic events such as war. Episode 1 features Reiko Nagumo and her childhood friend Mary Frances, who, following the bombing of Pearl Harbor, stood up for Reiko when no one else would.
I have blogged before about Time of Remembrance, an oral histories project I co-direct for my district with my colleague Kathleen Watt. We had the privilege of interviewing Reiko 12 years ago. Her interview is one I often share with elementary students. I especially want them to know about Reiko’s friendship with Mary Frances (clip 2, 04:52). It’s a beautiful example of what can happen when a single person crosses the line (or playground) to extend a simple act of kindness to someone in need.
The high quality of the interviews (PBS quality, if I say so myself) are the result of our partnership with the Sacramento Educational Cable Consortium (SECC). We are incredibly grateful to the talent and project dedication of SECC videographer Doug Niva.
Several years ago, following a 3-day trip to the Manzanar internment camp, Doug suggested that we make a short documentary to introduce people to our growing collection of interviews. I’m American Too – A Story from Behind the Fences (16 minutes) includes snippets of Reiko’s interview, along with other internees, whose lives were also overnight and forever changed by Executive Order 9066.
Today, the Time of Remembrance project also includes a Vietnam War section, in which we’ve attempted to capture a little known story: the Secret War in Laos. For a quick overview, watch our 4-minute introduction:
Based on the impact of Reiko’s interview, and in every interview since hers, we always end with the same question: Can you think back to a time in your life (facing exclusion and forces removal, surviving in internment and refugee camps, starting the first day of school in a new country, etc.) when there was someone who stood up for you, making whatever challenges you were dealing with a little easier to cope with?
We are firm believers in the power of a single upstander to make a profound difference in someone’s life – or even change the course of history – and that “it is small things that allow bigger things to happen” (Sam Edleman, Holocaust historian).
January has been a painful month in my district due to a number of racist incidents, which have been widely publicized through local and national media. In an attempt to build student awareness on the exponential negative impact of bystanders, be it face-to-face or online, we invite students across the district, nation, and globe to contribute to our Upstanders, Not Bystanders VoiceThread. We started this VoiceThread a few years ago, and have had an amazing range of contributors, from kindergarten students to humanitarian Carl Wilkens. And, yes, Reiko Nagumo has already shared on the Voice Thread.
Note: A VoiceThread is like a visual podcast. Once you register with VoiceThread for a free account (a process that takes only a couple of minutes), you will be able to post a comment via voice, text, or webcam. Your comment will go “live” as soon as we approve it. If you are in a school district that is a GSuite (formerly known as Google Apps for Education) district, you already have an account, as VoiceThread is now integrated into your district Google account. Head to your Google Apps launcher (waffle) and scroll down to the More section to find the VoiceThread icon.
We look forward to hearing your students’ upstander stories – and yours too! Besides the VoiceThread, you can also leave a comment on this post. We’d love to showcase any projects or programs you are implementing in your schools to promote tolerance, respect, empathy, inclusion and global citizenship.
“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it’s the only thing that ever has.” ~ Margaret Mead
“The world is a dangerous place to live; not because of the people who are evil, but because of the people who don’t do anything about it.” ~ Albert Einstein
We should choose to teach copyright not because it is easy, but because it is hard, because the goal of understanding copyright will serve to measure the best of student energies, skills, and citizenship.”Tara Woodall
I somehow managed to miss Tara Woodall’s article The Right Stuff – Teaching Kids about Copyright when Common Sense posted it back in July. But thanks to a re-tweet from Common Sense, the article came my way in December. I have read it, bookmarked it, tweeted it, and days later, keep circling back to Tara’s quote.
The challenge to teach copyright and fair use, even though “it’s not easy,” resonates with me on many levels. I started weaving copyright into my workshop agendas about 10 years ago, making sure to remind teachers of legal constraints when adding images found on the Internet to blogs, wikis, VoiceThreads, or whatever program I was teaching.
Initially, I shared Hall Davidson’s chart. Fair use was not part of my agenda. But I let go of Hall’s chart in 2011, after attending an amazing 3-hour ISTE workshop facilitated by Renee Hobbs. Renee’s Copyright Clarity session provided me with a window into “how fair use supports digital learning.” I left the session with a commitment to develop workshops for my district and region on copyright and fair use and to embed the resources into a digital citizenship toolkit.
As a co-director of my district’s digital citizenship initiative, I’ve had the good fortune to team with Kathleen Watt. Ironically, as we were developing Can I Use That? A Guide to Creative Commons, schools and districts across the country were copying Kathleen’s digital citizenship graphic – without giving credit. Oh, yes, a teachable moment: Oh no they didn’t:
Although we continue to post and add resources to our digital citizenship blog, copyright has taken a bit of a back seat due to a continual abundance of cyberbullying issues and the current rise of fake news. Even Google’s newly released Be Internet Awesome program focuses on confronting fake news, protecting privacy, and combating bullying, and omits teaching students about their intellectual property rights and responsibilities.
Not since the March 2017 CUE Conference have I facilitated a workshop on copyright. I’ve had a lot of things on my plate (mainly the roll out of a new student information system!), but it’s time to start submitting proposals again. Tara Woodall’s post is a call to action and a reminder that, as rapidly as technology changes, digital ethics are timeless. An understanding of copyright “will serve to measure the best of student energies, skills, and citizenship.”
Digital citizenship is often cited as the fastest changing subject in the K-12 curriculum. Thinking back 10 years to 2007, when I first began rolling out a digital citizenship program for my district, we were using iSafe, a curriculum that focused on keeping students safe from others. “Stranger danger” was a big concern, with much media coverage – and a bit of hype.
By 2008, we were concerned not only with keeping students safe from others, but also with keeping them safe from each other and from themselves. By now both the federal government and our state government had started issuing legal mandates, including the federal E-Rate/CIPA requirements. Through a district task force (which had morphed from the Internet Safety Task Force to the Digital Citizenship Task Force), we made a commitment that all students would be firmly grounded in what it means to be active, contributing (digital) citizens in all the communities to which they belong, within and beyond the school day. The Task Force agreed that out of multiple topics related to digital citizenship, we would focus on four themes: Taking a stand against cyberbullying, building a positive digital footprint, protecting privacy, and respecting intellectual property.
We encouraged – and then required – that all schools teach digital citizenship, using whatever resources and teaching practices worked best for their school community and culture. For those who preferred having ready-to-go lessons at their fingertips, we recommended Common Sense Media’s k-12 curriculum. We even provided a suggested scope-and-sequence – which, to avoid an overload of content, did not include Common Sense Media’s media literacy lessons.
Times have changed. In an age of “fake news,” media literacy should be embedded across the curriculum.
I had the good fortune to be invited to Google last Monday to join a team of Googlers and Google Certified Innovators to explore the Be Internet Awesome package and to participate in highly interactive panel and group discussions on the critical need to be teaching digital citizenship skills in the 2017-2018 school year and, as you can see from the video below, the importance of including parents in the conversations.
At the heart of the Be Internet Awesome curriculum is Interland, a “playful browser-based game that makes learning about digital safety interactive and fun.” Award-winning YA author John Green, has even joined the Google team and recorded messages for the Be Internet Awesome Challenge, a video series aimed at igniting conversations in the classroom and at home too on what it means to be smart, alert, strong, kind, and brave online; in other words, how to “BeInternetAwesome.”
As we head into the 2017-2018 school year, I want to acknowledge my appreciation for Common Sense Media, the Google team, and other national organizations, including:
I work in the Technology Services Department for a large public school district. I love my job (technology integration specialist) and truly appreciate my department’s support of programs that promote digital literacy and the potential for students – and teachers – to advance from digital citizens to global citizens.
With this week’s start of the new school year, I’m getting lots of requests from teachers to setup Edublogs Pro classroom blogs, something I am happy to do … but not until we’ve had a conversation about their vision for their blogs. Because my department pays for our Edublog Campus accounts (worth every penny), I like to know how far up the SAMR ladder they – and their students – might travel via their classroom blog. If they simply want an online location to post homework and announcements, I suggest a free Google Site. If they need a little background on the SAMR model, I might send them a short video, such as John Spensor’s introduction, which makes the connection to the potential power of blogging:
Last week, in response to my blogging vision questions, a teacher sent me a link to the awesome Jeff Bradbury’s TeacherCast session: The Great EdTech Debate: Google Sites vs Google Classroom vs Blogger. I emailed back that Jeff was simply reviewing the suite of Google options; he was not commenting on the power and possibilities of classroom blogging. (And I agree with Jeff that Blogger is not the best choice for a classroom blog.)
This morning, I came across Silvia Tolisano’s post Blogging Through the Lens of SAMR, I decided it was time to gather resources and rationale on moving a classroom blog from “substitution” (the “S” of SAMR) to “redefinition.” Silvia’s post, with its wonderful infographics, is a great starting point. I’m also including and highly recommending:
As a former classroom teacher, I witnessed many times the bump in literacy skills that happens when students know their work really matters, a change that generally requires an authentic audience. Blogging can provide a 24/7 microphone for students to join in virtual conversations with students and classrooms across the nation and world – and, in the process, cross the line from consumer of information to creator of information – and from digital citizen to global citizen.
I’m ending this post with two things: a blogger’s poem and an invitation.
I love the many ways teachers in my district – and probably your district too – are guiding student-centered conversations about building positive digital footprints, protecting online privacy, and confronting cyberbullying. A shout out to Common Sense Media, iKeepSafe, and Netsmartz for the wealth of free resources and lessons you provide to schools on these key digital citizenship topics.
There is a fourth digital citizenship topic that many teachers are increasingly recognizing the need to address: intellectual property. By 5th grade, most students have been warned about the consequences of plagiarism, a conversation that is typically repeated throughout their middle and high school days. While plagiarism is certainly an important topic, in a digital age, copyright, fair use, and Creative Commons also need to be included in the conversations. Given how easy it has become to download, copy, remix, and upload online content, students need to have an understanding of both their intellectual property rights and responsibilities.
Elk Grove USD’s 4 digital citizenship themes – BY NC SA
As a co-director of my district’s Digital Citizenship initiative and co-curator of the Digital ID project, I am always seeking teacher-friendly/student-friendly resources on intellectual property. I also facilitate district-wide and national workshops ( e.g., CUE and ISTE) to help teachers understand that copyright is different from plagiarism and that fair use and Creative Commons are also options for our students.
Digital ID Project’s 4 digital citizenship foci – BY NC SA
Hope you can join me and the fabulous Jane Lofton for our CUE Can I Use That? session (Saturday, 8:00)! If you have questions about the lesson or suggestions for updates to the Guide, please respond with a comment or contact me @GailDesler.
Last week I had the privilege of representing Common Sense Media at a Parent Night in a neighboring school district. The topic was supporting children in the responsible use of social media. I was the first speaker and was allotted 15 minutes to introduce parents to the wealth of resources Common Sense Media offers parents, starting with an opening 30-second video:
…and then moving on to share a quick sampling of:
Video Reviews (for movies, TV,books, games, apps) – Rated for age, quality and learning, based on child development guidelines.
Connecting Families – Great ideas and guides to help parents plan social media events at their children’s schools. Love the guide for hosting a student-led panel!
I love it when a presenting opportunity also turns into a learning opportunity. In addition to Common Sense Media, the PTA had also invited a second speaker: Marsali Hancock, founder and CEO of iKeepSafe. I first heard Marsali speak three years ago at a wonderful Digital Citizenship Summit sponsored by Yahoo (wish Yahoo were still sponsoring this event, which was well worth the drive to Silicon Valley!). I was delighted for a second opportunity to listen to and learn from Marsali. She is an outstanding presenter. For instance, rather than follow my Common Sense Media slideshow with an iKeepSafe slideshow, she initiated a highly engaging conversation with the parents by asking parents to share their concerns about their children’s use of the Internet and social media. Parents first shared with their table neighbors, and then contributed to the whole group.
Within minutes, Marsali addressed all their questions. She pulled from recent research for a number of the questions – and stressed the need for balance, a key component of iKeepSafe’s Be a Pro program and website. She also stressed the need for parents to step away from “distracting parenting” in order to model balance of online time for their children.
Marsali’s last tip was one I had not thought of including in a digital citizenship program: the need to monitor our credit ratings. She cited the example of a young woman who graduated from high school and went on to college without needing to take out student loans. Upon graduating from college, she went on to and graduated from law school, again, with no loans. It was when she began applying for jobs that she discovered she had a huge problem: a terrible credit rating. How had this happened? Apparently children are four times more likely to have their identities stolen than adults. Such was the case with this young woman. For years, someone had been charging away, using various credit cards opened in her name.
I know the parents in attendance truly appreciated the resources, tips, and conversations shared at this 90-minute event. I left with a renewed appreciation of the commitment both Common Sense Media and iKeepSafe have made to providing parents and educators with dynamic FREE resources for helping our children/students become firmly grounded in what it means to be a positive, contributing (digital) citizen.
How to avoid C.I.S. (Comparative Inadequacy Syndrome) by reminding yourself “The only person who you need to compare yourself to is the you who you were yesterday.”
When students are supported in creating content for an authentic audience, their question changes from “Is this good enough?” to “Is this good?”
We need to change our question to students from “What do you want to be?” to “What problem do you want to solve?”
Starting with his opening keynote slide, Rushton also subtly promoted and modeled respect for intellectual property by crediting the image to photographer.
On the his second slide, Rushton made it clearer yet that he was respecting the Creative Commons licensing the photographer chose when sharing his work on Flickr.
As a huge fan of Creative Commons, I loved that a nationally/internationally known presenter, from start to finish, promoted the importance of respecting intellectual property through proper attribution.
…and then moved on share the power of images via simple teaching tips (EX: start class by projecting a photo and having students team up to generate three possible explanations for the photo – or asking them to explain how the photo connects to yesterday’s lesson).
Besides sharing Search Creative Commons (my favorite way to find CC licensed works), he shared several more options for finding Creative Commons licensed images.
PhotoPin – I like PhotoPin’s layout, with the Creative Commons photos below a line and fee-based photos above (what Rushton referred to a “business model”). What I really like is the option to filter for “Interestingness.”
Tackkr – Tackkrs helps you to create presentations in a webpage style rather than slides. Rushton explained there are 3 versions of Tackker, one of which is free and doesn’t require a login. I’ll have to play around a bit more with Tackkr. If the free version looks like an easy way for students to find Creative Commons licensed images, I’ll add it to my Can I Use That? A Guide to Creative Commons document.
Haiku Deck – Haiku Deck helps you build beautiful presentations. You can sign up for the free version – and it comes with Creative Commons licensed images.
Just want to say one more time, how cool is that when your keynote speaker and workshop presenter seamlessly weaves digital citizenship into his sessions?!
I blog often about digital citizenship topics. Part of my day job (technology integration specialist for the Elk Grove Unified School District) involves supporting the teaching of digital citizenship across grade levels and subject areas. Beyond the school day, I co-curate the Digital ID Project.
Back to my day job. For the past 7 years, as the co-coordinator of our district-wide digital citizenship program, I’ve teamed with our very talented graphic designer and web specialist, Kathleen Watt, on all components of the program. We have written this post together.
If you visit our Digital Citizenship website, you will see a graphic, created by Kathleen, to show visitors at a glance the four areas of digital citizenship we focus on (cyberbullying, building positive digital footprints, respecting intellectual property, and protecting online privacy).
This post is in response to the need to teach – and model – respect for intellectual property. More specifically, it is our reaction to Digital Citizenship and Copyright Stations, a post we came upon this morning via the wonderful, timely DigCit Daily. We are always looking for new ideas for teaching about copyright, since our teachers often share that they are trying to build their comfort levels in teaching about intellectual property rights and responsibilities.
To see one of our digital citizenship images copied without crediting the source was disappointing – and ironic, considering the image is being used as part of another district’s digital citizenship program. A quick reverse image search on Google turned “disappointing” into “troubling.” We find it hard to believe that more than a few educators have taken the image without attributing it back to Elk Grove – all for the purpose of promoting their own digital citizenship programs. (Shout out to the Plumas Lake School for crediting the source!)
We’ve created the Oh no they didn’t! slideshow to show our reaction, reflection, and next steps in dealing with the apparently very real issue of educators perhaps teaching, but not modeling, respect for intellectual property.
As we head into the new school year, I wanted to promote several awesome opportunities for students to tackle current issues and make their voices heard … and build their digital footprints and ePortfolios in the process.
Image from the Aikuma Project http://lp20.org/aikuma/pilot_project.html
Aikuma Project – For the past couple of years, I’ve co-facilitated an oral histories project for my school district to preserve the stories from a little known chapter in the Vietnam War: the Secret War in Laos. And that is how Robyn Perry, a recent graduate from Berkeley’s School of Information, found me. Robyn and Dr. Steven Bird are committed to preserving vanishing world languages. In Googling “Mien,” she came across the Time of Remembrance website. We’ve connected several times via Google Hangouts to talk about ways a K12 school district and two university researchers might support our mutual commitment to preserving the stories – and languages – of the Mien refugees, many of whom have resettled in the Sacramento area.
Part of Steve and Robyn’s work is the deployment of Aikuma, a free Android App for recording and translating spoken language. The app allows you to make your own recordings, share them, and translate recordings into other languages.
A special feature of Aikuma is its voice-driven translation mode. Hold the phone to your ear and listen, and interrupt to give a commentary or translation. The phone records what you say and lines it up with the original. Now the meaning is also preserved.”
I’m hoping to encourage Mien students in my district, to interview and record their parents, grandparents, and community elders and then contribute these primary resources, recorded in their native language, to the Aikuma project. There is a very good chance that in the process of interviewing Mien refugees, besides preserving history, culture, and a possibly vanishing language, students will also learn about the viewpoints of individuals whose stories might not otherwise appear in their textbooks. Equally important, they will be practicing digital and global citizenship.
Image via KQED Do Now http://blogs.kqed.org/education/2015/09/11/
KQED Do Now: Would You Welcome Refugees to Your Community? – I’m a big-time fan of KQED’s stellar program for engaging students, via twitter, in shared conversations on both local and global topics. Given the current Syrian refugee crisis, I cannot think of a more timely way to empower students as digital and global citizens who are informed on the issues and challenges faced by refugees.
KQED provides the background resources and the structure for posting diverse opinions, thereby providing a virtual student toolkit for building active citizenship skills.
Digital ID – How about a Digital Citizenship PSA Challenge to jump start conversations in the new school year on what it means to be a positive, contributing citizen in all the communities to which our students belong, both face-to-face and online? With a December 15 deadline, there is still plenty of time for students to create and submit (through you), a PSA (up to 90 seconds) on issues of challenging cyberbullying, building digital footprints, respecting intellectual property, and protecting online privacy & security.