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People are trading their privacy for influence! This irreversible global trend is shaping a communication battleground that will impact on every aspect of our future. The concept of relinquishing privacy is a scary proposition for many people, generally in loose correlation to their age. Similarly the idea of a profound change in societal influence is generating resistance and fear in traditional power centres and institutional mediators of meaning. Governments, corporations, media empires and a host of heritage institutions and their practices will change dramatically as contemporary forces shift the nature of influence.

"Does your employer / Institution have a policy for the accepted use, by staff, for how they can use Social Media (Twitter, Facebook, SlideShare, YouTube, WordPress, etc)? Is it limited to how you can use it for work, or in work, or does it cover your usage outside of work and how you talk/post about what you do at work? Are you allowed to use images/logo of your employer/Institution in your work?"

"I set out to answer these questions through a study of attitudes, which compared digitally literate students' to digitally-challenged teachers and visa versa. In this study being undertaken at Swinburne University and sponsored by the Wesley College Institute for Innovation in Education, 321 students in years 9 and 10 and 100 educators were surveyed about their attitudes to digital literacy and the use of digital technologies. The schools were co-educational independent schools with laptop programs and significant differences were observed in student and educator attitudes towards each other's digital literacy. The hypothesis, "that there is a disconnect between the digitally capable students and digitally challenged educators in schools with laptop programs, limiting effective use of digital technology in the classroom" was supported in the findings. This has repercussions for educating "net generation" students and implications for the implementation of the National Secondary Computer Fund and National Broadband Network. The disconnect was revealed in terms of attitudes towards technology in the classroom, teaching pedagogy, internet use, adoption of cutting-edge technologies and limitations placed on school laptops and networks. In this study 57 statements were provided to research participants, who were then grouped into four groups: digitally capable students, digitally challenged students, digitally capable educators and digitally challenged educators."

"In 2013, we launched version 4.0 of the CC license suite and it is ready for anyone to use now to apply to their educational resources or other creative works. But what does that mean? What's new in 4.0 that wasn't there in 3.0? And just as importantly, what has stayed the same so that you don't have to worry about changes to licenses you weren't expecting? Lastly, I'll go over some examples of organizations and institutions who have already upgraded to the 4.0 version of whatever license they were using. Note: These slides are meant to be used as a resource by presenters - please download the file and see the detailed notes accompanying each slide for the actual information. "

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.

Public opinion on Internet use and civil society Dr Juliet Pietsch Professor Ian McAllister Australian National Institute for Public Policy and ANU College of Arts and Social Sciences April 2011

"This collaborative mind map has been created by the staff at Pukekohe North school. The staff are starting to explore what digital citizenship might mean not only for the students; but for the staff, the institution of the school and the wider community. You can view the map here. "

"In all my work on online child safety issues, I always try to stress how important education and media literacy efforts are. Indeed, technical parental control tools and methods, while important, should be viewed as just one part of a more holistic approach to encouraging digital literacy and digital citizenship. In recent years, many scholars and child development experts such as Nancy Willard of the Center for Safe and Responsible Internet Use, Anne Collier and Larry Magid of ConnectSafely.org, Marsali Hancock of iKeepSafe, Common Sense Media, the Family Online Safety Institute, and many others have worked to expand traditional education and media literacy strategies to place the notion of digital citizenship at the core of their lessons and recommendations."

This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General's Global Education First Initiative's Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15-24). For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).

Presentation by Ellen J. Helsper - Oxford Internet Institute Monday, 17 November 2008International Conference on Digital Literacy Brunel University

"Digital Intelligence (DQ) is the sum of social, emotional, and cognitive abilities essential to digital life. It is having the necessary knowledge, skills and ability to adapt one's emotions and adjust one's behaviour to deal with the challenges and demands of the digital era. Beyond knowledge, these abilities must be rooted in human values of integrity, respect, empathy and prudence. These values enable the wise and responsible use of technology - an attribute which will mark the leaders of tomorrow."

Do you think this will replace digital natives and digital immigrants? That we all just need digital intelligence? Marc Prensky is now focusing on Digital Wisdom - similar thing but all good, methinks.

I began to read this with great anticipation but, in the end, it's s set of useful statistics and diagrams on social media use by tertiary educators and institutions for communication rather than a detailed explanation of the use of social media in learning. The information about US college applications and social media is a wake-up call as well.

This concept paper explores citizenship in a digital age. The potential of Web 2.0 tools highlights the importance of educational institutions' consideration of the use of these tools in school settings to promote citizenship at a time when students are already exposed to powerful online communication platforms. First, a description of three Web 2.0 tools, blogs, wikis, and online social networks, is provided. This is followed by an exploration of digital citizenship. Then, several cases in recent history where Web 2.0 tools played an important part in promoting democracy and social justice are examined. Finally, using a lens of digital citizenship, several instructional suggestions are provided for educators to help students experience and understand multiple layers of citizenship in a 21st century technological landscape.