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"The recently released Public Discussion Paper, supporting the development of Australia's first Cyber White Paper, makes use of the term 'digital citizenship'. It's an odd term. Citizenship has traditionally been associated with being part of a nation, for example an Australian citizen. National citizenship has also been associated with a set of rights (the right to vote, the right to a level of protection, etc) and obligations (abide by the laws of the land). This concept of citizenship is underpinned by the notion of mutual consent. Citizens' consent to governments' political authority in return for governments' exercising their power justly, legally and in the interests of their citizens. This agreement between citizens and governments is commonly referred to as the 'social contract'. "

"I've heard about (and been lucky enough to have seen her present at Learning 2.0) the amazing work that Julie Lindsay does with Flat Classrooms and Flat Connections again and again. There's a good reason her name comes up: flat connections are actually choppy connections." Tricia Friedman shares her ideas about connected learning with reference to Julie Lindsay and Flat Connections.

The most enlightened and relevant article I have read for a long time on how to approach using digital technologies in schools that references the work of Scott McLeod as well.

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.

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.

News about bullies, including commentary and archival articles published in the New York times - RSS feed

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).

A new survey from the Pew Research Center's Internet & American Life Project finds that 80 percent of internet users participate in some kind of voluntary group or organization, compared to just 56 percent of non-internet users. And if you use social media, the percentages are even higher: 85 percent of Twitter users, for example, are group participants.

This website describes clearly the elements of digital etiquette, or "netiquette". It contains full access to an online version of the book Netiquette by Virginia Shea, a summary of the basic rules the book suggests, and a quiz to test your netiquette knowledge. It provides a clear understanding of the concepts needed to create a policy on digital etiquette and will be a useful resource when creating one.

Tina Barseghian is a helpful writer. She combines well-expressed observations with links and references to a range of sources and examples on digital delivery, collaborative learning, interest-driven learning and Web 2.0 skills and their effects on the classroom.

With due respect to Howard Gardner, there is not necessarily anything new here. Gardner's notion of synthesis is not far removed from Bloom and his concept of creativity follows the continuum set out by Cohen, with what appears to be references to Kaufmann's Four Cs of creativity. Certainly, the notion of lifelong learning is part of the character of the twenty-first century learner, while the need and process for evaluating information is at the core of information literacy. But this concept of synthesising and the effective evaluation and application of knowledge, is central to the teaching work of information leaders in the twenty-first century.

A look at how young people are using new technologies to communicate and share.