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Howard Gardner, the founder of multiple-intelligences theory discusses the challenges ethics and education face as digital media become more prevalent. Through his GOODPLAY PROJECT, he examines the ethical sense of young people. He ooks at five elements related to what it means to be ethical with new media: sense of identity, sense of privacy, sense of ownership/authorship, trustworthiness and credibility, and what it means to participate in a community.

Most parents accept the importance of digital media but wonder about the impact on students social skills, according to findings from a Common Sense Media poll.

From MySpace to Hip Hop, A MacArthur Forum, Part 3
This is the third of three videos, a panel discussion featuring Dale Dougherty,General Manager, Maker Media Division, O'Reilly Media; Deborah Stipek, Dean, Stanford University School of Education; Kenny Miller, EVP & Creative Director, MTV Networks' Global Digital Media; Linda Burch, Chief Education & Strategy Officer,\nCommon Sense Media and moderator Connie Yowell, Director of Education, The MacArthur Foundation

How media smart are you? How about your children or students? Sometimes called media literacy or information literacy, it's a key 21st Century skill because it provides a framework and method to think critically about the media you consume and create. Being media smart also means you know how to use television, the Internet and other technologies safely, productively and ethically.

The Digital Hero Book Project aims to integrate hero booking into the learning activities of IT-enabled schools in Cape Town, South Africa, and other sites around the world, and put paper-based hero books into the digital arena. The project, currently in its pilot phase, will enable youth in these schools to create digital hero books, and publish them on this site

[NYT Magazine, 5/25/08]. Examination of why people "overshare" their personal information on the internet through the eyes of a 20-something woman who compulsively blogs. This is a fruitful article to seed a discussion of how teens express themselves digitally and the importance of privacy and self-regulation. It could also be paired nicely with the Youth Privacy site ( previously bookmarked by another group member) for discussion in a digital citizenship class.

This web site was developed by Mike Ribble, co-author of Digital Citizenship in the Schools. He covers the 9 areas of Digital Citizenship that are outlined in the book and offers many examples of how educators can begin the process of teaching their students how to use technology more appropriately. These resources can be used by any anyone who is interested in helping students or others better understand appropriate technology use.

Social networks and digital media are making it easy for us to share our lives not just with our small circle of friends, but the entire world. With the invention of YouTube, Facebook and MySpace, we are creating a massive digital archive of our lives. The benefit of such a digital archive is that we no longer have to rely just on remembering memorable events: There are video and photos of it online. Besides just video and photos, there's also a massive text archive we are establishing with personal blogs. Every column I write for the Courier & Press is obviously archived for the history books, but so are the things that I write online.

A range of research reports suggest that digital literacy should be a key part of curricular developments in both primary and secondary schools. Digital literacy is about far more than functional ICT skills: it requires support for children to access, create and communicate using ICT, as well as to be evaluative and critical about the influences and impacts of new media.

This blog collects material both about and from the Global Kids' Digital Media Initiative in a convenient RSS feed. This is an impressively ambitious program!

Another source for the MacArthur video, From MySpace to HipHop: New Media in the Everyday Lives of Youth -- a public forum on how digital technologies and new media are changing the way that young people learn, play, socialize and participate in civic life.

. The goal of this work was to gain an understanding of youth new media practice in the U.S. by engaging in ethnographic research across a diverse range of youth populations, sites, and activities. A collaboration between 28 researchers and research collaborators, this was a large ethnographic project funded by the MacArthur Foundation as part of their Digital Media and Learning initiative.

Blogger Andrew Marcinek reflects on social and digital media integration into the lives of teachers and students.

UC Berkeley study administered by the Institute for the Study of Social Change and funded by the MacArthur Foundation. The complete findings on three years of ethnographic work [22 different case studies of youth engagement with new media] will be published in Summer 2008. The project has three general objectives. The first objective is to describe kids as active innovators using digital media, rather than as passive consumers of popular culture or academic knowledge. The second objective is to think about the implications of kids innovative cultures for schools and higher education, and engage in a dialogue with educational planners. The third objective is to advise software designers about how to use kids innovative approaches to knowledge and learning in building better software. The research focuses on learning and cultural production outside of schools: in homes, neighborhoods, after school, and in recreational settings.

Executive Summary of a white paper on the same title, available at http://www.pearson.org. The study begins a discussion of how digital media is changing the way children learn and whether the way they learn is evolving to meet a new, dynamic digital media format.

Conventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings-at home, in after school programs, and in online spaces.

This excellent video from Temple University's Digital Media Education Lab illustrates the reasons why media literacy educators are at the forefront of the user rights movement because of their reliance on the use of copyrighted materials in their teaching. We see how teachers' confusion about copyright affects the quality of teaching and learning, the ability to share innovative teaching practices, and students' understanding of the law. Download the report, "The Cost of Copyright Confusion for Media Literacy" for more information.

When is a phone not a phone? In the hands of children and tweens, today's cell phones are primarily used as text messaging devices, cameras, gaming consoles, video viewers, MP3 players, and incidentally, as mobile phones via the speaker capability so their friends can chime in on the call. Parents are getting dialed in to the social media phenomenon and beginning to understand-and limit-how children use new media

[May 2008] AASA article gives examples of school organizations that are desperately and inappropriately blocking the future and Scott McLeod pleads, "Please don't block the future." Please don't relegate your students, particularly those from disadvantaged backgrounds, to second-class status in the new economy because you left it to them and their families to figure out on their own what it means to be digital, global citizens. Ask AASA and its state affiliates to provide more technology leadership-related professional development opportunities. And let us know how we can help.

Most of today's students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens?