You might be asking what real relevance digital citizenship has for you - as an individual, as a learner, as a member of (many) communities, and possibly as a teacher and leader in education.
When taken in a broader context where it is used to refer to all users of the Internet, digital citizenship has profound implications for eLearning. We need to be aware of the legal and cultural contexts in which we work, and different learner expectations and needs. Likewise, the opportunities and challenges of communicating...and learning...within an online environment cannot be fully understood in isolation from our socially based understanding about learning, education’s changing perspectives on what constitutes effective learning, and attitudes to technology.
Awareness of these contexts and associated implications will help shape your understandings and skills in the online environment to help ensure that you, your family, your colleagues, and your learners, get the most out of working and collaborating in an online environment.
The variety of questions in the list below helps illustrate the breadth and complexity of some key considerations:
You may have come across references to ‘digital citizen’ and ‘digital citizenship’. The terms are often loosely defined, but are frequently used in the Primary and Secondary school sectors. In these sectors digital citizenship tends to be focussed on concepts such as cybersafety, a term that is itself often used interchangeably with digital citizenship, as illustrated in the video below. (The video is related to the school sector, and illustrates the phenomenon of using cybersafety and digital citizenship interchangeably).
Digital citizenship is considered as different things by different people, and as mentioned above, many people equate it with online safety, and something that is mainly for young students. However, digital citizenship is far wider in its scope and encapsulates a number of areas that we ignore at our peril.
In 2004 Ribble, Bailey, and Ross defined digital citizenship as “the norms of behavior with regard to technology use” (p. 7). Ribble later updated their definition to “the norms of appropriate, responsible behavior with regard to technology use” [emphasis not in the original] (n.d., http://www.digitalcitizenship.net/Nine_Elements.html). Ribble’s definition does not, however, overtly refer to the social aspect of interacting online - something that Nancy Groh (NetSafe NZ) highlights when she writes that digital citizenship “is the combination of technical and social skills that enable a person to be successful and safe in the information age” (2010, para. 1).
Focussing more on the social elements of digital citizenship, Mossberger, Tolbert, and McNeal (2008) suggest that it is "the ability to participate in society online" (p. 1), and then go on to explore the nuances of the word ‘citizenship’. Citizenship indicates that members of a community, in return for certain civil, political, and social rights, agree “to live the life of a civilized being according to the standards prevailing in the society’’ (Marshall, 1992, in Mossberger, Tolbert, and McNeal, 2008, p. 1). Their definition includes an assumption that digital citizens use the Internet regularly, as well as including underpinning considerations of ethics, democracy of communication and expression, equality, and behaviour (Mossberger, Tolbert, & McNeal, 2008).
While the broader definitions and descriptions are useful, to unpack the concept further we are going to consider seven of Ribble’s (n.d.) nine updated elements of digital citizenship (originally identified by Ribble, Bailey, and Ross in 2004):
There are many resources available to support you in your goal to stay safe online. Those listed below are ones you may like to follow up on.
What do we really mean by digital citizenship by Ethos Consultancy NZ is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
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