Group items matching

in title, tags, annotations or url

Found in Communication Research and Practice: Vol 6, No 1 Abstract: Around the world policymakers are exploring the kinds of skills and competencies that teenagers need to have to contribute to society as digital citizens. Based on the UN Convention on the Rights of the Child framework, and informed by critical analysis of discourses around digital citizenship, this paper explores the competencies already demonstrated by many adolescents and addresses the priorities identified by policymakers. It compares the top-down adult policymakers' blueprints for digital citizenship with the performances of citizenship by many young people, who mobilise digital resources to communicate with powerful others as a means of progressing their aims. Drawing upon examples of small-scale teenage activism, and linking these to some of the big questions of the age: climate change, gender equity and social justice, the paper moves beyond discussions of tech-addiction and online passivity to investigate adolescents' strategic engagement in digital spaces to achieve a more equitable future.

"This report is designed to give an accessible overview of media literacy among UK children and young people aged 5-15 and their parents/ carers (-1-). The purpose of this report is to support people working in this area to develop and promote media literacy among these groups. This report is the third full report since our survey began in 2005. It is therefore able to show trends over time for many of the questions asked. Due to different survey periods and focus, some comparisons are made with 2005 and 2007 data, and others with 2007 and 2008, and change over time is highlighted against either 2007 or 2008 accordingly. "

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).

James, C., Weinstein, E., & Mendoza, K. (2019). This report points to a collection of core insights about young people and digital life from the emerging EDD research and also includes insights from academic research on media and children,focusing particularly on challenges that U.S. tweens and teens face in their digital lives. This research lays the foundation for Common Sense Education's updated Digital Citizenship Curriculum. We describe the curriculum's unique approach, grounded in Project Zero's research,which focuses on pedagogical strategies that support both student skills and dispositions. The following sections outline the six key topics covered in the curriculum and address the importance of a whole-community approach among educators, students, and parents in creating a thriving culture of digital citizenship.

Abstract: Children and young people are spending more time online. Face-to-face interactions with friends are being supplemented with digital communication. Australian children are particularly prolific users of the internet (Green et al, 2011). This online activity creates digital footprints. Digital footprint refers to the information and data that people generate, through purposive action or passive recording, when they go online (Thatcher, 2014). Digital footprints now play a role in people's employment and educational opportunities (Black and Johnson, 2010). In this context not having a digital footprint can be as serious as having a badly managed one. One way to address this is for schools to explicitly teach students how to develop positive digital footprints that will help, rather than hinder, them in the future.

"If anything, considerable research has shown by now that there is large variation in Internet skills among young adults, often related to their socioeconomic status, and factors other than age explain skill differences across generations such as a person's level of income and education."

Help youth navigate the digital world Like a driving simulator for young people learning to drive a car for the first time, Social Media TestDrive provides a simulated experience of realistic digital dilemmas and scenarios, along with key concepts and strategies for navigating them

Non profit connecting young people around the world. Paths, Projects, communities

"Just like the footprint you leave when you walk on the beach, your digital footprint is the trail you leave about yourself when you're on the net. Anything you do online, including any profiles you have created, the sites you've visited and the online conversations you've had, add to this trail - even if you think you've been doing things anonymously, or have hidden them (e.g. deleted them from your computer)! "

GenYes and TechYes - new website looks great! Student leaders providing solution for technology use within schools to support project-based learning, tech integration.

It would be great to see students involved in planning and managing how technology should be used in their learning. Young people already have many of the skills needed to use new technologies. They would be no doubt enthusiastic about being taking a leading role in how these would be used in their learning.

" Tyler Joseph for Trend Micro's What's Your Story Contest." What's Your Story is a yearly video contest for young people to highlight creative, impactful, safe and responsible ways to use the Internet. This one is fantastic and would work quite well at my school ... this type of spoken 'poetry' !

The Internet and American Life Project at the Pew Research Center found that from 2006 to 2009, blogging among children ages 12 to 17 fell by half; now 14 percent of children those ages who use the Internet have blogs. Among 18-to-33-year-olds, the project said in a report last year, blogging dropped two percentage points in 2010 from two years earlier.

The Connect.ed program covers: cyberbullying; sexting; excessive internet use; mobile use; e-security; managing your digital reputation; and digital profiling. It also "advises teachers on what young people of all ages are doing online and draws on Australian experts in the cybersafety field, as well as on teachers and students themselves," ACMA says.

This NY Times article is an entertaining way of thinking about how social media is viewed by teenagers.

"A CYBER safety expert has slammed primary schools for letting students as young as eight use Twitter. Roxburgh Homestead Primary School is one of a number of schools to set up classroom Twitter accounts so students can share snippets of their work with the outside world. Parents have been encouraged to 'follow' the accounts for an insight into their children's school life."

Article showing both sides of the argument for letting younger students use social media (including Twitter) for learning.

How much do teens understand what they've agreed to give up when they start an account with social media sites?