In my previous post, I stated various issues related to technology education that were my primary concerns. It was helpful feedback to hear that my concerns were oriented around digital citizenship. Global citizenship has always been a high priority for me in education, and my interest in digital citizenship is a natural extension. As I searched for potential references, I was enthused by the number of resources available regarding digital citizenship.
It is apparent and logical that digital citizenship has been part of research studies across the globe. Historically, when I have researched other subject matters, there were certain pockets of the world that studied specific issues more intensely. Yet, I readily found articles about digital citizenship from East Asia, the Middle East, Europe, Australia, and North America. This certainly made sense, since the most powerful aspect of the digital realm is the ability to access information and data around the world at any time of the day.
As I located a few articles that centred the librarian’s role in digital citizenship literacy, I realized that an important aspect of my research will be for advocacy of my position at the school. Often, the perception of my role feels dated, as it involves language literacy over more modern concepts of literacy, as suggested by the National Council of Teachers of English (NCTE) in Why School by Will Richardson. This strikes me as ironic since my school adheres to the International Baccalaureate curriculum framework, which includes Approaches to Learning (ATL) skills (thinking, communication, self-management, research and social), and also follows the new BC Ministry curriculum, which emphasizes similar Core Competencies that are essential to learning. My concerns with the socio-emotional learning (SEL) aspect of digital citizenship are right in line with the focus of the school. Additionally, we have a heavy technology focus in the school; it would be in vain to teach socio-emotional learning (SEL) in isolation without helping students make direct connections between the impact of technology on SEL and executive functioning skills. However, a clear digital citizenship and information literacy scope and sequence does not exist in my school, and my initial searches on technology in education and student mental health were not fruitful. Many articles I yielded described the use of technology in mental health education vs. the impact of technology on mental health.
The most useful article I located was a paper by Maria Ghosn-Chelala (2019). I appreciate her perspective as a researcher from Lebanon. She describes the complexities of digital citizenship through rights and responsibilities, civic and economic participation, and responsible behaviour. Ghosn-Chelala also addresses the influence of political, socioeconomic and educational settings on digital citizenship. Her article presents many examples of access, types of digital useage, digital etiquette that pertain to today’s student population.
Lee Watanabe Crockett’s article was of interest to me because I attended a conference where he was the keynote speaker. He confirms my belief that “the libraries of the future are more than just housing centers for books and media” (2018, p. 30). He also presents concise and concrete steps towards becoming effective educators of information literacy and global digital citizenship.
The comprehensive document created by Nesta (2012) helped to frame 21st century education through technology. I appreciated the multitude of examples they shared of technological tools that can enhance learning, as well as the range of their uses across different subject areas. I found the document credible because it addressed the modes and applications of learning (from experts, with others, through making, through exploring, through inquiry, through practicing, from assessment, in and across settings) that have always been a part of best teaching practices, but are more easily afforded through today’s technology. I am certain I will continually refer to this document for inspiration as well as evidence with regard to the benefits of digital learning and student agency in learning.
Finally, Donna Young’s (2014) perspective on digital citizenship serves as the counterpoint to Nesta’s student-led digital learning. She bluntly states that students “are great at navigating a new app or figuring out how to use the latest gadget, [but] kids are not experts when it comes to properly communicating and ethically handling everything that goes along with digital tools” (p. 9). With an understanding of child brain development, this makes complete sense. However, I do believe many teachers have trepidation when approaching new technology that students seem to navigate better than they do, thereby giving students more credit than they might deserve in regard to digital citizenship. Young believes in “[connecting] students to the global community with which they will be communicating” (p. 11) and seeking “meaningful, real-world, collaborative experiences with experts and classrooms all over the world” (p. 10). She shares many resources that she uses to provide students with these learning experiences, through deliberate, guided instruction. I will certainly be referring to this article as I meet with our school’s technology leader to compile and finalize our Information and Digital Citizenship Scope & Sequence (tomorrow!).
Works Cited:
Crockett, L. W. (2018). LIBRARIANS LEAD THE GROWTH: of Information Literacy and Global Digital Citizens. Knowledge Quest, 46(4), 28–33. Retrieved from http://search.ebscohost.com.ezproxy.library.ubc.ca/login.aspx?direct=true&db=aph&AN=128199629&site=ehost-live&scope=site
Ghosn-Chelala, M. (2019). Exploring sustainable learning and practice of digital citizenship: Education and place-based challenges. Education, Citizenship and Social Justice, 14(I), 40–56. doi: 10.1177/1746197918759155
Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., & Noss, R. (2012). Decoding Learning: The Proof, Promise and Potential of Digital Education. Decoding Learning: The Proof, Promise and Potential of Digital Education (pp. 1–89). London, UK: Nesta.
Preddy, L. (2016). The Critical Role of the School Librarian in Digital Citizenship Education. Knowledge Quest, 44(4), 4–5. Retrieved from http://search.ebscohost.com.ezproxy.library.ubc.ca/login.aspx?direct=true&db=aph&AN=113437742&site=ehost-live&scope=site
YOUNG, D. (2014). A 21st-CENTURY MODEL FOR TEACHING DIGITAL CITIZENSHIP. Educational Horizons,92(3), 9-12. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/42927228
The Learning Circle 
This was very well done, but looks a lot like how Part 3 is supposed to be, next week! This Part B post was supposed to be a bit more focused on the process, and less on annotating and evaluating your final list of selected resources (which is all Part C). You did a good job discussing your school, the specific needs of your school, how your role is there to support and inform, and also how you want to approach your topic and students with useful guides, lessons and theory. Your review/evaluation/discussion of the specific articles is great, but should be saved more for your final, vetted, annotated list of 5-7 resources in MLA format. Consider searching outside of the journals/articles/databases and look into alternative formats and repositories for more modern and current responses. I would recommend social networks and youtube as a viable option.
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