Digital Citizenship: Where It Starts

Prior to entering the EDLD 5316: Digital Citizenship course, I had very little knowledge of digital citizenship. Of course, I have heard the term a few times and have seen posters on the walls of my school’s computer labs summarizing its meaning. But, a true understanding of all that digital citizenship entails has never been presented to me in my 10+ years of teaching. Not until reading Mike Ribble’s Digital Citizenship in Schools, the various articles this week, and viewing the videos did I realize the degree to which not fully understanding this concept places digital users in potentially undesirable situations while working online. Therefore, if we want to create digital spaces that allow users to feel knowledgeable, respected, protected, and involved, digital citizenship must be taught and emphasized to all users. For students, this means both parents and teachers need to have a deep understanding of digital citizenship in order to effectively teach the younger generation how to operate appropriately in digital spaces. Just as it is in the face to face world, it takes a village to teach digital citizenship (Curran, 2012).

According to a study conducted by Auxier, Anderson, Perrin, and Turner of the Pew Research Center (2020), 60% of children have their first engagement with digital devices before the age of 5. This means the majority of children are being introduced to digital devices at home. Within this home microsystem, a child’s knowledge and perceptions of appropriate and inappropriate behaviors are also directly influenced by the social and physical environments their parents have created for them (Curran, 2012). Therefore, if we want learners to gain skills in digital citizenship early, it is imperative for parents to have extensive knowledge of digital etiquette, digital literacy, and digital rights and responsibilities (Ribble, 2015) so they can begin teaching their young users these digital citizenship elements as soon as they place a device in their hands (Hollandsworth, Dowdy and Donovan, 2011). By introducing these concepts to young users, a solid foundation is being set for students to respect themselves and others, educate themselves and others, and protect themselves and others (Ribble, 2015) while operating in the digital world.

Once children enter school, a shift occurs as their time spent at home lessens and schools begin to have more influence on children’s perceptions of what behaviors are appropriate or inappropriate when navigating the face to face world as well as the digital world. This creates a mesosystem in which the child’s most immediate microsystems (child-home and child-school) both have influence on the child’s beliefs and behaviors and need to work together to strongly support the development of digital citizenship in students (Curran, 2012). Therefore, as students transfer from the home environment to school environment, it is important for teachers to continue developing digital citizenship knowledge and skills in students by becoming advocates while learners are away from their parents (Hollandsworth, Dowdy and Donovan, 2011). Similar to parents in the home environment, the only way this can be successfully accomplished in the school environment is for teachers to gain extensive knowledge of digital access, digit communication, digital safety, digital law, digital commerce, and digital health and welfare so they can extend upon the foundational concepts of digital citizenship that parents have already taught at home. Working together in this manner, parents and teachers are demonstrating to learners the continuity of digital citizenship responsibilities as they use digital devices in their personal and academic lives.

As we delve further into the 21st century, digital devices and platforms are sure to become an even bigger part of our daily lives. With this comes even more connection with others and, thus the need to learn how to properly use these devices and platforms to create spaces that allow users to feel knowledgeable, respected, protected, and involved As the first educators of the child, it is imperative for both parents and teachers to learn the nine elements of digital citizenship to prepare learners to be responsible, educated, and secure citizens in the digital world.

References:

Auxier, B., Anderson, M., Perrin, A., & Turner, E. (2020, August 27). Children's engagement with digital devices, screen time. Retrieved from https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/

Curran, M. (2012, June). iCitizen: Are you a socially responsible digital citizen. Paper presented at the International Society for Technology Education Annual Conference, San Antonio, TX. Retrieved from (PDF: icitizen_paper_M_Curran.pdf)

Hollandsworth, R., Dowdy, L. & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. Tech Trends: Linking Research & Practice to Improve Learning, 55(4). 37-47.

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education