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"What Makes a Great Digital Citizen? Digital citizenship has many great benefits and responsibilities. A good digital citizen can experience all the advantages of our connected world, but there are crucial responsibilities to be practiced along with such privileges. Like a part of any established nation, the digital citizen must: consider that they are identifiable and are creating a "digital footprint" with any online activity always communicate using the appropriate language serve their duty to judge what is appropriate and ethical behaviour within the laws of the land uphold their social responsibilities always be virtuous and act with integrity in all digital and non-digital communications and interactions To navigate and to survive in this dynamic digital world, we need some basic rules and guidelines. We call these the tenets of digital citizenship. The Tenets of Digital Citizenship"

"If you are a parent, teacher, or other adult working with children, this blog aims to help you learn, as much as possible, about helping digital kids grow into thoughtful, collaborative, and savvy digital citizens. The blog's mission is to provide context for adults - defining and clarifying digital world issues, 21st Century learning challenges, and those virtual environments and devices that children take for granted. It's not really about technology anymore. Instead it's about lifelong learning, collaboration, problem solving, and flexibility. Media! Tech! Parenting! examines or reviews three or four items of digital news and information each week, surveying newspapers, blogs, research, and magazines, as well as the media, safety, and educational websites. Blog posts, as often as possible, provide links pointing readers toward the sites or publications covered in blog posts."

"Terrell hopes that students will consider the responsibilities that come with their digital actions and recognize that they are privileged to have access to so many people and ideas. With every post on social media, they should understand what's at stake. Students can hurt others with their words through thoughtless remarks or cyberbullying. Or they can spread compassion and joy. So how do we instruct our students to be mindful of what they put online? Here are a few tips we think will help students practice better digital citizenship."

"Check out Edutopia's collection of articles, videos, and other resources on internet safety, cyberbullying, digital responsibility, and media and digital literacy."

"You can help your child become a responsible, ethical digital citizen with healthy online relationships. To do that, you'll use the same successful parenting skills that you're already using at home. Resilient digital citizens recognize and seek out the 3Cs-appropriate contact, content, and conduct-in all digital settings (e.g., iPods,instant messaging, chat, computer games, game consoles, cell phones, text messaging, webcams).  "

"This wiki is a space where we can share resources on parenting and raising digitally connected kids. "

"Insights from the latest research into parents, young people, and digital and mobile media."

"REPORT: Parenting in the Age of Digital Technology" from the conference "Parenting in the Age of Digital Technology: How Families Use Media and Technology in their Daily Lives"

In the popular press, much is made about how new digital technologies such as iPads and smartphones are revolutionizing family life. Children and parents alike now have a growing stream of new technological resources at their fingertips, offering increased opportunities for engagement, entertainment, and education. But while anecdotes about families and media abound, empirical evidence on national trends is much harder to come by. This study explores how parents are incorporating new digital technologies (iPads, smartphones) as well as older media platforms (TV, video games, and computers) into their family lives and parenting practices: * What does the family media and technology environment look like today? * How widely have mobile media technologies been adopted? Are they making parents' lives easier? * How does the role of newer technologies compare to that of "traditional" platforms like television, or to other technologies such as computers and video games? * How do parents use media and technology as a parenting tool, to help them get things done, or to educate their children? * What role do media and technology play in families' "together" time? * How do different parenting practices and parents' own levels of media and technology use affect the use patterns of children in the home? The study focuses on families with young children and explores what is actually happening in the lives of real families, from all walks of life. It is based on an extensive survey of a nationally representative sample of more than 2,300 parents of children from birth to eight years old. (The complete survey questionnaire and results are provided in the appendix.) The survey was informed by a series of four focus groups among parents of young children, conducted in California and Illinois. While parents' comments from the focus groups and from the survey are included throughout the report, the key findings a

"Most parents are not all that worried about the role of technology in their children's lives. And they are more likely to rely on books and analog activities than digital devices to keep their children busy. Those are the conclusions of a new survey released this week.  Based on a nationally representative survey of more than 2,300 parents of children from birth to 8-years-old, the study examines how media is being incorporated into family life. We sat down with Alexis Lauricella, one of the study's coauthors to hear more. Lauricella is a research associate at Northwestern University's Center on Media and Human Development. Her work examines children's learning from media as well as parents' and teachers' attitudes toward media and how they use it with young children. "

"Complete collection of presentations from the 2013 Policy Conference: Parenting in the Age of Digital Technology: How Families Use Media and Technology in their Daily Lives, eld at the Pew Charitable Trusts Conference Center in Washington, DC on Tuesday, June 4, 2013"

"Online safety for the purpose of greater learning opportunities is the focus of a recently released report by the Aspen Institute Task Force on Learning and the Internet. The report, titled Learner at the Center of a Networked World, details a set of recommendations for ensuring that today's young people are at the center of, and have access to, safe learning inside and outside of the classroom. The cross-sector, cross-partisan report addresses the serious issues of digital literacy, accessibility, trust, safety, and privacy, especially for underserved students. In their recommendations, the task force outlines actions to help all students connect safely in order to maximize learning experiences online."

Whether it's a physical barrier (no iPads at the dinner table) or a conceptual one (turn off devices by 11 p.m.), users say these weaning techniques are improving their relationships - and their sanity. "Disconnecting is a luxury that we all need," said Lesley M. M. Blume, a New York writer who keeps her phone away from the dinner table at home. "The expectation that we must always be available to employers, colleagues, family: it creates a real obstacle in trying to set aside private time. But that private time is more important than ever." Much of the digital detoxing is centered on the home, where urgent e-mails from co-workers, texts from friends, Instagram photos from acquaintances and YOLO updates on Facebook conspire to upend domestic tranquillity.

Relevant and interesting research about media, parenting, education and kids

"But a slew of new apps - including Wut, Secret, Confide, Popcorn and Telegram - that have come out in recent months are offering hope to the Anthony Weiners of the world, and to the rest of us, too. They are intended to let users either talk secretly with people they know, or blurt out random comments to total strangers."

"The reason is that our capacity to control impulses is limited on any given day. Sleep, downtime, or exercise is needed to recharge our supply. Stress, negative feelings, and 'high demand' environments diminish our reserve of self-regulation. That's why people tend to eat junk food when they are sad or at the end of the day when their will power is worn down after hours of refusing sweets. So it takes a lot of mental energy to inhibit the urge to check Facebook for the latest news. When you find that your teen responded to a string of texts while writing a paper, it may be more out of mental exhaustion than outright defiance."

Dissertation research study that examined parents of preteens and the protectionist and empowerment Internet mediation and media literacy strategies they reported using to guide their child's use of the Internet. Parents' use of protectionist and empowerment strategies, their confidence level in enacting these strategies, their attitudes about efficacy of these strategies, and the relationship among their attitudes about children's use of the Internet to these areas were examined. The study used an online survey (N=236) of parents who have preteens with Internet access at home, and parent interviews from a sample of the survey respondents (N=40), to gather data from a nationwide sample of parents. Parents were asked questions about their use of, confidence in, and perceptions of effectiveness of protectionist and empowerment Internet mediation strategies, what topics related to Internet use they have discussed with their child, and overall their attitudes about the Internet and children. The survey results show that the majority of parents use a combination of protectionism and empowerment strategies, but more heavily use protectionist Internet mediation overall. Parents reported high confidence in using most of the strategies, with slightly less (but still notably high) confidence in using empowerment strategies. Even though parents reported feeling confident using empowerment strategies, they used them much less than protectionist strategies. Protectionist strategies were also ranked as more effective than empowerment ones. Parents' attitudes about the Internet were also associated with behaviors. Parents' level of comfort in using the Internet and computers was positively associated with their overall engagement in their preteens' Internet use, whether protectionism or empowerment. Parental attitude about the Internet being a good place for their child was associated with the likelihood to use protectionist strategies. However, parents who did not believe the Int