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The concepts of digital citizenship and citizenship 2.0 are particularly relevant in the context of globalisation and the knowledge economy. The most recent technology standards for students published by ISTE enshrine a major category for digital citizenship (ISTE, 2007). "Digital citizenship" is now being dubbed as "citizen 2.0" and in the simplest terms it refers to the ability to participate in society online and to use technology appropriately. Digital citizenship represents capacity, belonging, and the potential for political and economic engagement in society in the information age (O‟Brien, 2008). Digital citizens practice conscientious use of technology, demonstrate responsible use of information, and maintain a positive attitude to learning with technology (ISTE 2007 cited in Richards, 2010). The affordances of the recent raft of web 2.0 technologies - sharing, collaborating, networking, customising and personalization enable new forms of civic participation which are changing existing social relations (Punie & Cabrera, 2006). Social communication technologies offer new channels for political engagement, contacting officials, and discussing issues. The network effects or benefits of bringing people together online exceed the satisfaction gained by individual participants - creating what economists call "positive externalities" or spill over benefits.

Critical Studies in Education: Vol 60, No 1 In this article, we attempt to define and explore a concept of 'radical digital citizenship' and its implications for digital education. We argue that the 'digital' and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a 'radical digital citizenship' in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.

Worry about information overload has become one of the drumbeats of our time. The world's books are being digitized, online magazines and newspapers and academic papers are steadily augmented by an endless stream of blog posts and Twitter feeds; and the gadgets to keep us participating in the digital deluge are more numerous and sophisticated. The total amount of information created on the world's electronic devices is expected to surpass the zettabyte mark this year (a barely conceivable 1 with 21 zeroes after it).

"The following slide show is available to download, and includes previously used information for other slide shows, as well as links that support each of the two content sections. There are three parts to this presentation: * Introductory information that is general social networking info * Information to distribute to teachers * Information to distribute to parents"

Essential aspects of incorporating digital citizenship in education. 

Essential aspects of incorporating digital citizenship in education.

"Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use"

Australian Bureau of Statistics 2014-15 report on household use of information technology

"In Digital Age, Learning Civics Means Doing Civics Traditional civic education has required students to memorize basic facts about American government, call it the what, who, and when model for civic literacy. The primary source of information has been textbooks, a source of literacy that has not always been the most accurate or inclusive. And while books (in various forms) will certainly continue to play a role in civic education emerging digital media platforms will be key in the effort to engage, invigorate, and create an informed citizenry. The rise of digital media offers a unique opportunity to add a more experiential dimension to civic education. Digital technologies can, of course, be used to teach kids basic civic facts, but they can also serve as an entry point into "doing" civics. This happened in a Minneapolis third grade class I visited earlier this year. "

"That was the question I asked my students this fall and the answer I got surprised me. Students increasingly aren't going to the premium information services we've set up for them through our school library. They might not even be inclined to go elsewhere on the Web. Instead they often turn to Apps for their information. From The Elements to NASA, from National Geographic to the National Science Foundation there is a wealth of credible content in the App Store, but if students are using this information in an academic setting how do we help them correctly document and cite these sources? "This is a case of technology being ahead of the Modern Language Association," said my colleague Stephen Freeborn, longtime English teacher, but together with our school librarian we found a work-around hack that gets the job done."

Understanding the role technology and social media play in the daily life of young people can help you facilitate safe and healthy online behaviour. These guides introduce the role of technology in young people's lives, and provide tips on supporting safe and healthy use of technology.

"Let's face it: Technology and etiquette have been colliding for some time now, and things have finally boiled over if the recent spate of media criticisms is anything to go by. There's the voicemail, not to be left unless you're "dying." There's the e-mail signoff that we need to "kill." And then there's the observation that what was once normal - like asking someone for directions - is now considered "uncivilized." Cyber-savvy folks are arguing for such new etiquette rules because in an information-overloaded world, time-wasting communication is not just outdated - it's rude. But while living according to the gospel of technological efficiency and frictionless sharing is fine as a Silicon Valley innovation ethos, it makes for a downright depressing social ethic."

"YOUR search history contains some of the most personal information you will ever reveal online: your health, mental state, interests, travel locations, fears and shopping habits. And that is information most people would want to keep private. Unfortunately, your web searches are carefully tracked and saved in databases, where the information can be used for almost anything, including highly targeted advertising and price discrimination based on your data profile."

MODEL ACCEPTABLE USE POLICYINFORMATION TECHNOLOGY RESOURCES IN THE SCHOOLS The school's information technology resources, including email and Internet access, are provided for educational purposes. Adherence to the following policy is necessary for continued access to the school's technological resources: Respect and protect the privacy of others. Use only assigned accounts.

"Kids today seem to be born knowing how to use technology, but they don't automatically understand responsible online behaviour. It's a new challenge parents face - teaching children how to be good digital citizens; how to use technology safely and responsibly, and how to evaluate, manage and use the information and tools they find online. Here are eight areas of digital citizenship that parents may consider and discuss with their children."

"Digital citizenship isn't just about recognizing and dealing with online hazards. It's also about building safe spaces and communities. Digital citizenship is a comprehensive approach to the use of digital technologies. It helps not only students but all technology users understand how to manage personal information and be an internet savvy."

"The online environment is an integral part of modern economic and social activities, and a vast resource of education, information, communication and entertainment. Further, the evolution of new technologies is diversifying the ways in which Australians connect with each other and the world. As part of the Government's comprehensive commitment to cyber-safety, the Australian Parliament established this Committee in March 2010. This report focuses on how young people can be empowered and connect to the Internet, and use new technologies with confidence, knowing that they can use them safely, ethically and with full awareness of risks and benefits. The facilitation of safer online environments requires government, industry and the broader community to work together to realise the benefits of the online environment while also protecting Australians from dangers and enabling them to use existing and emerging tools to mitigate risks.  

Many professional societies, including the American Association of School Librarians (AASL), the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE), provide standards and goals for the implementation of technology in learning. These standards include information literacy, collaboration, communication, and digital citizenship, among others. This article also focuses on digital citizenship. In additional to providing standards and behaviors, it provides a structure for addressing behaviors when they affect students and the school community.

"The nature of evolving technology sees the emergence of new trends and behavior among young people and new efforts by government and industry to combat harmful behaviors. FOSI provides periodic information to keep you informed about these issues."

""Research demonstrates that many youth are disengaged from traditional forms of civic and political life but are very engaged with new media," said Mills College Professor of Education Joseph Kahne, the author of the study. "Our study findings strongly suggest that there are ways to build on their engagement with digital media to foster engagement in civic life." The study debunks the notion that young people, because they are growing up with technology, are so-called "digital natives", who naturally learn to use the Internet for information and discourse. Most young people, in fact, have a lot to learn about using online information and social media resources to better understand their role in society and politics. The research indicates that Literacy 2.0 education can directly influence young people toward civic involvement and political participation. Teaching new literacies, such as credibility assessment, is essential for supporting a healthy democracy, the report concludes. The findings make a strong case for increased digital literacy programs for both students and parents."

"In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century."