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Issues to Consider When Implementing Digital and Media Literacy Programs | KnightComm - 0 views

    • ino moreno
       
      the content of this article has been proven over and over again and everytime you watch one of your favorite viral videos made by an 8th grader!
  • concern is whether people will be able to transfer their self-developed digital skills beyond their affinity groups, fan communities or local social cliques.
  • , we should not assume they are digitally literate in the sense that we are discussing it here (Vaidhyanathan, 2008).
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  • For young people today, it is vital that formal education begin to offer a bridge from the often insular and entertainment-focused digital culture of the home to a wider, broader range of cultural and civic experiences that support their intellectual, cultural, social and emotional development.
    • ino moreno
       
      this article shares and discusses the importance of media literacy and the need to learn so that we may embrace our social parameters
  • simply buying computers for schools does not necessarily lead to digital and media literacy education. Schools have a long way to go on this front. Access to broadband is a substantial issue as diffusion is uneven across American cities and towns (Levin, 2010).
  • andatory Internet filtering in schools means that many important types of social media are not available to teachers or students. And though there are computers with Internet access in most classrooms, fewer than half of American teachers can display a website because they do not have a data projector available to them.
  • Many American parents mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning.
  • the “soccer mom” has been replaced by the “technology mom” who purchases a Leapfrog electronic toy for her baby, lap-surfs with her toddler, buys a Wii, an xBox and a Playstation for the kids and their friends, puts the spare TV set in the child’s bedroom, sets her child down for hours at a time to use social media like Webkinz and Club Penguin, and buys a laptop for her pre-teen so she will not have to share her own computer with the child.
  • In many American homes, the computer is primarily an entertainment device, extending the legacy of the television, which is still viewed for more than 3 hours per day by children aged 8 to 18, who spend 10 to 12 hours every day with some form of media (Kaiser Family Foundation, 2010). The computer is used for downloading music, watching videos, playing games and interacting on social networks.
    • ino moreno
       
      thats a true fact ive been able to prove time and time again by myself!
  • Content risks – This includes exposure to potentially offensive or harmful content, including violent, sexual, sexist, racist, or hate material. Contact risks – This includes practices where people engage in harassment, cyber bullying and cyber stalking; talk with strangers; or violate privacy. Conduct risks – This includes lying or intentionally misinforming people, giving out personal information, illegal downloading, gambling, hacking and more.
  • For example, when it comes to sexuality, both empowerment and protection are essential for children, young people and their families. Young people can use the Internet and mobile phone texting services to ask difficult questions about sexuality, get accurate information about sexual heath and participate in online communities. The Internet also enables and extends forms of sexual expression and experimentation, often in new forms, including webcams and live chat. Pornography is a multibillion dollar industry in the United States. In a country with the highest teenage pregnancy rate of all Western industrialized countries in the world, a recent report from the Witherspoon Institute (2010) offers compelling evidence that the prevalence of pornography in the lives of many children and adolescents is far more significant than most adults realize, that pornography may be deforming the healthy sexual development of young people, and that it can be used to exploit children and adolescents. Teens have many reasons to keep secret their exposure to pornography, and many are unlikely to tell researchers about their activities. But about 15 percent of teens aged 12 to 17 do report that they have received sexually explicit images on their cell phones from people they knew personally (Pew Internet and American Life Project, 2009).
  • Expanding the Concept of Literacy. Make no mistake about it: digital and media literacy does not replace or supplant print literacy. At a time when the word “text” now means any form of symbolic expression in any format that conveys meaning, the concept of literacy is simply expanding. Literacy is beginning to be understood as the ability to share meaning through symbol systems in order to fully participate in society. Print is now one of an interrelated set of symbol systems for sharing meaning. Because it takes years of practice to master print literacy, effective instruction in reading and writing is becoming more important than ever before. To read well, people need to acquire decoding and comprehension skills plus a base of knowledge from which they can interpret new ideas. To write, it is important to understand how words come together to form ideas, claims and arguments and how to design messages to accomplish the goals of informing, entertaining or persuading.
    • ino moreno
       
      all the content in this article is good information.
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    Issues to Consider when implementing digital and media literacy programs.
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CCCCCCC.CCC (ten Cs) for evaluating Internet resources: EBSCOhost - 0 views

  • 1. ContentWhat is the intent of the content? Are the title and author identified? Is the content "juried"? Is the content "popular" or "scholarly", satiric or serious? What is the date of the document or article? Is the "edition" current? Do you have the latest version? (Is this important?) How do you know?
  • 2. CredibilityIs the author identifiable and reliable? Is the content credible? Authoritative? Should it be? What is the purpose of the information, that is, is it serious, satiric, humorous? Is the URL extension .edu, .com, .gov or .org? What does this tell you about the "publisher"?
  • 3. Critical ThinkingHow can you apply critical thinking skills, including previous knowledge and experience, to evaluate Internet resources? Can you identify the author, publisher, edition, etc. as you would with a "traditionally" published resource? What criteria do you use to evaluate Internet resources?
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  • 4. CopyrightEven if the copyright notice does not appear prominently, someone wrote, or is responsible for, the creation of a document, graphic, sound or image, and the material falls under the copyright conventions. "Fair use" applies to short, cited excerpts, usually as an example for commentary or research. Materials are in the "public domain" if this is explicitly stated. Internet users, as users of print media, must respect copyright.
  • 5. CitationInternet resources should be cited to identify sources used, both to give credit to the author and to provide the reader with avenues for further research. Standard style manuals (print and online) provide some examples of how to cite Internet documents, although standards have not vet been formally established.
  • 6. ContinuityWill the Internet site be maintained and updated? Is it now and will it continue to be free? Can you rely on this source over time to provide up-to-date information? Some good .edu sites have moved to .com, with possible cost implications. Other sites offer partial use for free, and charge fees for continued or in-depth use
  • Is your discussion list "moderated"? What does this mean? Does your search engine or index look for all words or are some words excluded? Is this censorship? Does your institution, based on its mission, parent organization or space limitations, apply some restrictions to Internet use? Consider censorship and privacy issues when using the Internet.
  • If more than one user will need to access a site, consider each user's access and "functionality". How do users connect to the Internet and what kind of connection does the assigned resource require? Does access to the resource require a graphical user interface? If it is a popular (busy) resource, will it be accessible in the time frame needed? Is it accessible by more than one Internet tool? Do users have access to the same Internet tools and applications? Are users familiar with the tools and applications? Is the site "viewable" by all Web browsers?
  • Does the Internet resource have an identified comparable print or CD ROM data set or source? Does the Internet site contain comparable and complete information? (For example, some newspapers have partial but not full text information on the Internet.) Do you need to compare data or statistics over time? Can you identify sources for comparable earlier or later data? Comparability of data may or may not be important, depending on your project.
  • What is the context for your research? Can you find "anything" on your topic, that is, commentary, opinion, narrative, statistics and your quest will be satisfied? Are you looking for current or historical information? Definitions? Research studies or articles? How does Internet information fit in the overall information context of your subject? Before you start searching, define the research context and research needs and decide what sources might be best to use to successfully fill information needs without data overload.
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    the 10 C's
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IdentityBlog - Digital Identity, Privacy, and the Internet's Missing Identity Layer - 0 views

  • , digital identity has a complex relationship with flesh-and-blood identity, which I'll call natural identity
  • Sometimes we want digital identity to correspond to natural identity
  • sometimes we want the two to be isolated, or the knowledge of the connection to be highly controlled.
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Digital Immigrant - 0 views

  • a person born or brought up before the widespread use of digital technology."chances are many digital immigrants will find managing online privacy a daunting prospect"
  • a website that allows collaborative editing of its content and structure by its users.
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    Digital Immigrant: A person born or brought up before the widespread use of digital technology.  http://www.google.com/webhp?nord=1#nord=1&q=what+does+digital+immigrant+mean   Digital Immigrant:  A person who was not born into the digital world but has, at some later point in his/her life, become fascinated by and adopted many or most aspects of the new technology. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
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    Digital Immigrant: A person born or brought up before the widespread use of digital technology.  http://www.google.com/webhp?nord=1#nord=1&q=what+does+digital+immigrant+mean  
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Nine Elements of Digital Citizenship - 3 views

    • yanika scotton
       
      1. Digital Access:   full electronic participation in society. 2. Digital Commerce:   electronic buying and selling of goods. 3. Digital Communication:   electronic exchange of information. 4. Digital Literacy:   process of teaching and learning about technology and the use of technology. 5. Digital Etiquette:   electronic standards of conduct or procedure. 6. Digital Law:   electronic responsibility for actions and deeds 7. Digital Rights & Responsibilities:   those freedoms extended to everyone in a digital world. 8. Digital Health & Wellness:   physical and psychological well-being in a digital technology world. 9. Digital Security (self-protection):   electronic precautions to guarantee safety.
    • Roberto Dunn
       
      one page, lots of useful information!
  • In the 19th century, forms of communication were limited. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging).  The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else.
  • A renewed focus must be made on what technologies must be taught as well as how it should be used.
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  • Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere.
  • Business, military, and medicine are excellent examples of how technology is being used differently in the 21st century. As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. Digital Citizenship involves educating people in a new way— these individuals need a high degree of information literacy skills.
  • We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct).
  • Many people feel uncomfortable talking to others about their digital etiquette.  Often rules and regulations are created or the technology is simply banned to stop inappropriate use.
  • It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.
  • Digital law deals with the ethics of technology within a society.
  • Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime.
  • Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical.
  • Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world.  With these rights also come responsibilities as well.  Users must help define how the technology is to be used in an appropriate manner.  In a digital society these two areas must work together for everyone to be productive.
  • Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that need to be addressed in a new technological world.  Beyond the physical issues are those of the psychological issues that are becoming more prevalent such as Internet addiction.  Users need to be taught that there inherent dangers of technology. Digital Citizenship includes a culture where technology users are taught how to protect themselves through education and training.
  • In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community.
    • gb malone
       
      digital security teaches us that we need protection at all times. ex{ virus protectionvirus protection
  • We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm.
    • ino moreno
       
      Great notes guys!!:)
  • precautions
  • safety
  • safety
  • Digital Literacy:   process of teaching and learning about technology and the use of technology.
    • Katrina Quick
       
      to be taught, or to learn about technology and how to use it.
    • Nathan Pharris
       
      "Digital Citizenship" is refferenced in this passage. To be a "Digital Citizen" one must gain "electronic access."
  • Now everyone has the opportunity to communicate and collaborate with anyone from anywhere and anytime
  • digital rights and supporting electronic access is the starting point of Digital Citizenship
    • Nathan Pharris
       
      Another example of what makes us a "Digital Citizen."
    • DeJuan Griggs
       
      An Example of the way you should conduct yourself in a digital environment 
  • Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 
    • Gabrielle Yoder
       
      definition of digital citizenship
  •  
    Digital Citezenship
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How the N.S.A. Cracked the Web - The New Yorker - 0 views

  •  
    It’s been nearly three months since Edward Snowden started telling the world about the National Security Agency’s mass surveillance of global communications. But the latest disclosures, by the Guardian, New York Times, and ProPublica are perhaps the most profound yet: the N.S.A. and its partner agency in the United Kingdom, the Government Communications Headquarters, possess significant capabilities to circumvent widely used encryption software in order to access private data. Encryption poses a problem for intelligence agencies by scrambling data with a secret code so that even if they, or any other third-party, manages to capture it, they cannot read it—unless they possess the key to decrypt it or have the ability to crack the encryption scheme. Encryption has become only more pervasive in the decade since the N.S.A.’s “aggressive, multipronged effort to break widely used Internet encryption technologies” began in 2000. When you log into Gmail or Facebook, chat over iMessage, or check your bank account, the data is typically encrypted. This is because encryption is vital for everyday Web transactions; if for instance, you were to log in to your Gmail account using a park’s open wireless network and your username and password were transmitted in plain form, without being encrypted, your credentials could potentially be captured by anyone using that same network.
  •  
    It’s been nearly three months since Edward Snowden started telling the world about the National Security Agency’s mass surveillance of global communications. But the latest disclosures, by the Guardian, New York Times, and ProPublica are perhaps the most profound yet: the N.S.A. and its partner agency in the United Kingdom, the Government Communications Headquarters, possess significant capabilities to circumvent widely used encryption software in order to access private data. Encryption poses a problem for intelligence agencies by scrambling data with a secret code so that even if they, or any other third-party, manages to capture it, they cannot read it—unless they possess the key to decrypt it or have the ability to crack the encryption scheme. Encryption has become only more pervasive in the decade since the N.S.A.’s “aggressive, multipronged effort to break widely used Internet encryption technologies” began in 2000. When you log into Gmail or Facebook, chat over iMessage, or check your bank account, the data is typically encrypted. This is because encryption is vital for everyday Web transactions; if for instance, you were to log in to your Gmail account using a park’s open wireless network and your username and password were transmitted in plain form, without being encrypted, your credentials could potentially be captured by anyone using that same network.
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