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An interesting article that splits digital citizenship into two (citizenship and rights), not sure it is necessary but may be helpful for some. Possibly good for focusing/separating policy development into more manageable parts. Unsure.

These are various concepts explained on Digital Citizenship

This is a great article because it provides many practical resources to help teachers get started in connecting their classes to other students around the world. it also includes a list of resources to help facilitate this digital communication and collaboration. There are links to these resources for further information.

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A noteworthy crack-down on copyright infringement in social media and its associated impacts.

Discusses the origin of the 13+ age restriction for social media (COPPA applicable in the USA) and what it means for parents in an Australian context

The physical book still has merits. Something to keep in mind as part developing our Digital Citizens in schools. Everything in moderation.

The link did not work but I found the article https://theconversation.com/after-a-year-of-digital-learning-and-virtual-teaching-lets-hear-it-for-the-joy-of-real-books-156851

This is a document that focuses on Australia's approach to its fair use copyright permission. Probably worthwhile for most teachers to have as support for what you can and can't do.

This is an old article and I find that many of the examples are outdated. However, the underlying structure and social media literacies are as current and as valid as ever. -Attention (this is a big one for teachers and certainly one that worries everyone in my school. Some great strategies are described here to raise awareness among the students) Participation ("That doesn't mean, however, that all forms of participation are beneficial to the participant or others" "I don't believe in the myth of the digital natives") Collaboration (Here he talks a lot about collaboration towards social change and activism. Academic Integrity should probably be included here, too. "Though collaboration has a slightly different definition from cooperation and collective action, in general doing things together gives us more power than doing things alone.") Network awareness Critical consumption (I like that he talks about being overwhelmed with information and having to decide what action to take. it is a very hard thing to do though.)

A recent article by Lauren Davis in the Schoology (LMS) website that unpacks a survey of 16000+, mostly USA teachers, about the impact of digital learning. it includes some interesting insights into enablers and barriers for DLE. A good starting point for the 523 Assessment 3 environmental scan.

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As the effects of the coronavirus sweep through the United States and across the world, many teachers and schools are making the shift to virtual learning. But even if students are comfortable with technology, learning online requires its own norms and procedures, many of which will be new to students who are used to learning in a face-to-face classroom.

When school campuses around the world closed due to the coronavirus pandemic, the video-conferencing tool Zoom became a household name practically overnight. Launched in 2013 to connect remote office workers, Zoom is now one of the go-to platforms for online learning. Zoom's simple setup, ability to accommodate 100 participants at once, and low cost make it a popular option for distance learning programs. But Zoom has faced some significant privacy and security challenges, which leave schools and teachers wondering whether it's the right tool for teaching and learning. If you're considering using Zoom with your students, read on to learn more about its key features and how to use the tool as safely as possible.

"Teacher librarians are trained to quickly and effectively critically analyse and evaluate learning materials in a way that teachers may not. That being the case, it is more vital than ever before to assist them to navigate the tsunami of information flooding every communication channel by creating curated content."

Hi Kate. I can't believe I finally remembered to pin something to diigo....look at you go though. You are even commenting! I thought this article from SCIS was perfectly timed. I only work part-time but I have spent days and days curating resources for teachers since lockdown went into action. They have been so thankful not to have to trawl through a million items to find something they will actually use with their students. Most helpful at the moment has been a libguide created to share all of the online read alouds so generously being offered by authors and illustrators.

Abstract: In the July/August 2011 edition of TechTrends, a group of AECT members and academic professionals explored the state of digital citizenship for students in K-12 through an article entitled: Digital Citizenship in K-12: it Takes a Village. Identified was a significant need for digital citizenship awareness by parents, educators, and students through a series of interviews, exploration of resources, reports, and surveys. In this current article, the purpose is to provide an updated perspective of the state of digital citizenship in the K-12 academic and professional environments as gathered from re-administering the 2010 survey and interviewing experts quoted in the 2010 article. Results showed the need for teaching digital citizenship at an earlier age, improved digital citizenship awareness by both educators and administrators, and a continued focus on the misuse and abuse of technology.

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.