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Increasingly, students need to acquire the important skill of critical thinking. Content is growing exponentially on the web, and students are exposed to increasing amounts of erroneous material, misleading, biased or opinionated accounts and false research. During the last week I have been thinking about how teachers can address this issue. One of the new digital literacies students need to acquire is the ability to distinguish the good from the bad content. How do we instill these critical skills in our learners?

Your students may be able to update their Facebook status in a heartbeat, but can they also write a thoughtful letter to the editor, voice their opinion on a call-in radio show, or access local media to advocate for community action? How well would parents or teachers in your community do at those tasks? In Digital and Media Literacy: A Plan of Action, media literacy expert Renee Hobbs makes a strong case for deepening digital literacy -- not only for youth but for Americans of all ages. Improving our digital and media literacy will require nothing less than a national community education effort, Hobbs argues in a position paper recently published by the Aspen Institute and Knight Foundation. Sorting through the flood of information most of us encounter daily requires new knowledge and critical-thinking skills, she says.

"This is a collection of resources that can be used by educators or students regarding the issue of digital citizenship. Note: the questions used here are targeted primarily at high school students, but many of these questions apply to anyone new to the topic. Definitions: "Digital citizenship isn't just about recognising and dealing with online hazards. It's about building safe spaces and communities, understanding how to manage personal information, and about being internet savvy - using your online presence to grow and shape your world in a safe, creative way, and inspiring others to do the same." (Digizen) "A fully literate citizen is at once critically self-reflexive and critically reflexive of his/her collective and position within it." (Spooner, 2007)"

"The 21st Century Fluencies are not about technical prowess, they are critical thinking skills, and they are essential to living in this multimedia world. We call them fluencies for a reason. To be literate means to have knowledge or competence. To be fluent is something a little more, it is to demonstrate mastery and to do so unconsciously and smoothly. A young learner who is literate in the use of a tool, say a pencil for example, can use it to write, but does so haltingly because a great deal of focus is on the use of the tool. As time goes on, this learner will develop fluency with the use of the pen or pencil, or keyboard. No longer will it be an impediment, instead their thoughts and ideas flow directly to the paper. The use of the tool is transparent. This is the level of proficiency we will need to thrive in this digital landscape and is what we strive to develop in today's learners."

The Code of Best Practices in Fair Use for Media Literacy Education helps educators gain confidence about their rights to use copyrighted materials in developing students' critical thinking and communication skills.

Twenty years ago, good citizenship took place in the microcosm of the classroom and was simply rewarded with a certificate of merit. Today, with its millennial twist, global digital citizenship reaches far beyond the playground fence. And its stewards are enriched with a much deeper understanding of how their actions affect their own lives as well as those of their peers - at home and around the world. That's why students must take an active role in identifying and establishing ethical digital use. They need to be involved in the critical thinking and policy creation that affects ultimate change. It's called "buy-in" … and these days, our savvy students require it if they'll be expected to have a healthy relationship with technology.

What are the 4 Cs? Learn how critical thinking, communication, collaboration, and creativity are essential 21st-century skills for today's students. Common sense education

great practical activities that can be implemented easily in class

This site, designed by Fuel Industries, includes three main components that are meant to be explored together. Videos: Each location -- Home, School, Mall -- includes several video shorts about a modern family's experience online. You determine which path the family members take at the critical decision point. Do you text that to your boyfriend? Do you purchase that ukulele? These shorts are just snapshots of more complicated issues. But, they all attempt to address a fundamental message of taking a moment to think before acting. Interactive Objects: As you view each video, you can collect interactive objects! An object opens up a quick game about the subject of the video. Once you collect the object, you can access it at anytime during your session. Messages: When you scroll down the site, you will find complementary messages targeted for each audience -- Students, Parents, Educators. These messages intend to strike a quick educational point. If you want to find out more about the subject, just click the link below the message. This will open up a pop-up with tips, advice, and links to partner resources. Make sure to check out the resources as linked in the educators' and parents' sections of the site! These resources point to curriculum and advice provided by Common Sense Media, ConnectSafely, and National Consumers League.

ThinkB4U is a "choose your own adventure" style interactive learning site designed to get everyone -- from parents to students to teachers -- thinking about how to use the Internet safely and responsibly.