2.1: Digital Citizenship
In this subunit we build on the concept of citizenship considering a range of e-literacies and associated rights and responsibilities in a digital world to develop a definition for digital citizenship in the context of learning in a digital age.
Upon successful completion of this subunit, you will be able to:
- use an online note-taking tool to summarize video and/or audio presentations for academic purposes.
- summarize an academic publication to support your research.
- identify the range of academic and study skills for learning success in higher education and share support resources for improving these skills.
- discuss the future of higher education in a digital age with particular emphasis on the implications for academic and study skills.
- prepare a learning reflection; and
- improve skills and build confidence in using social media to support learning on the Internet.
Traditionally, literacy was about speaking, listening, reading and writing. Literacy has taken on a much broader and complex meaning. Today there is also digital literacy, media literacy, and new literacy. In this signpost we invite you to reflect on how your literacies have changed, as compared to those of your parents, and speculate on new literacies the next generation of learners may require.
In this section we explore perspectives and associated concepts used to describe literacy in the 21st century.
Before attempting to define digital citizenship let's consider the concept of citizenship in its own right. In its simplest form, citizenship refers to the rights, privileges and duties of being a national citizen. However, the concept of being a good citizen encompasses much more, particularly if you think about full engagement as a member of society.
Defining digital citizenship is not easy because it means different things to different people. It is also a concept which is debated among scholars researching the field.
If you conduct a general search for “digital citizenship” you will find many links referencing resources targeting the school-level, with a focus on safe, skilled and ethical use of online technology. While these aspects are important, for the purposes of this tertiary-level course, we need to explore the concept of digital citizenship in more detail.
Mini Challenge Summary
Summary: Elements of digital citizenship for tertiary education. Linked to the digital citizenship learning challenge. Time: 30–35 minutes.
The concept of citizenship encompasses the rights and responsibilities of individuals. We need to consider what rights and responsibilities come with digital citizenship. In this mini challenge, we explore this topic with particular emphasis on the rights and responsibilities associated with learning in a digital age.
Following the hype of massive open online courses (MOOC) and the New York Times declaring 2012 the “year of the MOOC,“ a small group of educators drafted “A Bill of Rights and Principles for Learning in a Digital Age.” This document forms the basis for a course discussion on the rights and responsibilities of digital citizens.
Mini Challenge Summary
Summary: Rights and responsibilities that come with learning in a digital age at tertiary level. Time 1 hour. Linked to the digital citizenship learning challenge
Mini Challenge Summary
Summary: Prepare a learning reflection based on the knowledge you have gained on the concept of digital citizenship. Time: 30–45 minutes.
