key module 1 worksheet 1 digital literacy prototype

VOICE. Developing c it izens – Paths to core competencies through a problem-based learning project in civ ic educat ion 510806-LLP-1-2010-1-DE-COMENIUS-CMP 2010 - 4193 / 001 - 001

1 This project has been funded with support from the European Commission. This communication/publication reflects the views only of the author, and the

Commission cannot be held responsible for any use which may be made of the information contained therein.

Worksheet 1: DIGITAL LITERACY FOR PUPILS

Let´s get digital! Digital skills are not only technical capacities to access media, or to manage, create and share knowledge. They include also the following issues: → being aware of opportunities and potential risks of Internet and social networking via electronic media (Web 2.0) → to access, critically analyse and process online information Whether you are researching a homework paper or having fun in chat rooms or in Instant Messenger – each one of these skills is important to participate actively in civil society.

Cartoon: Download from www.amazingonly.com 1. Engagement in safe and constructive social networking Already uploaded your latest funny party photos on Facebook or Youtube to show them to your friends? You will probably be more or less familiar with the broad range of opportunities of digital social networking (Web 2.0). But what about the potential risks? Some opportunities and tools of Web 2.0 □ Share platforms for photos and videos (e.g. Youtube, Flickr) □ Create Weblogs/Blogs (e.g. via www.wordpress.org) □ Communicate in Online Communities (like MySpace, digital communities for students, Facebook etc.) and Chatrooms or Instant Messenger (e.g. ICQ, MSN) □ Edit Wikis : collaboratively edited free online encyclopedia (free Wiki spaces: www.wikispaces.com/content/wiki) Most commonly used encyclopedia: Wikipedia. □ Apply Social Bookmarking : a personal list of interesting Web sites. You can tag and save bookmarks online and share them with other people, (e.g. via www.delicious.com/help/learn)

Which Web 2.0-type are you – A, B or C? Do you use Web 2.0 primarily for passively seeking entertainment or information (A), for communication purposes (B) or as active producer of web content (C)? Benefits of mentioned tools - It is the cheapest way to stay in touch with friends. - You can easily search, collect and process information. - You can interact with subject specialists. - They allow people with similar interests to share information and to collaborate despite geographical separation (language learning opportunities!).

Potential risks - Internet safety (virus, spams, rip off in Internet) - Cyberbulling/Cybermobbing: bullying which is carried out through an Internet service such as email, chat room, instant messaging or mobile phones. - It is impossible to really know who you are communicating with (this may result in unpleasant or exploitative face-to-face contact in real life). - Exposure to harmful or illegal material. - Quality level of content could be potentially low and/or one-sided in blogs or Wikis.

Keep in mind: The Internet does not forget anything! Personal data leave documented marks and could tentatively even be used against you (e.g. by employers) and without your authorization (via profiling, marketing). Personal data protection – tips and hints ● Give personal data only when required and only if proportional to the goal set (no personal data like phone number, address, school). Use settings for “privacy” (make your dates available only for people whom you trust). ● In case of doubt, it is legitimate to ask: „Why“, „Who is managing this information?“, „What are my rights of access?“ ● Always use complex passwords. Use several e-mail addresses and several usernames so as not to expose your personal data and those of your close relations. ● Think carefully about the content you put online. Do not put content online (text, photos) which could have negative consequences for you or for others. ● When paying online, always make sure that URL addresses begin with https (secure Internet channel for banking and commercial transactions). Source (adapted): Under surveillance, produced by the League of Human Rights, France (2010).




Cyberbullying can assume many faces – exclusion, outing, harassment, damage reputation etc. What steps would you advise to the following targets of cyberbullying? Discuss with your classmates.(source:http:csriu.org) - Greg was changing in the locker room. Matt took a picture of him with his cell phone camera. Within seconds, the picture was flying around phones at school. - Millie tries hard to fit in with a group of girls at school. She recently got on the“outs” with a leader in this group. Now Millie has been blocked from the friendship links of all the girls. Webtips for you Cartoons / game: → Under surveillance (cartoon for youth dealing with Internet safety, by League of Human Rights, France): www.edri.org/comic-book/en/Under-surveillance-comic-book.html → Through the Wild Web Woods: A game by the Council of Europe which aims to get people to know and respect Children´s rights. Available in 25 languages! www.wildwebwoods.org/popup_langSelection.php# Other useful resources: → Glossary of Internet terms (English): www.scoilnet.ie/pdf_webwise/10_glossary.pdf → Center for Safe and Responsible Internet (USA, Oregon). Student guide to Cyberbullying, Download: http://csriu.org/cyberbully/docs/cbstudentguide.pdf

Try out: Which tracks do you or people you know leave in the Internet? Browse names by means of different searching engines (Yahoo, Google, Altavista). What are the results? Are the results the same when browsing with different search engines?

2. Access, critically analyse and process online information What is YOUR way of searching, collecting and processing information in the World Wide Web, if you do some work for school? „If there is text on a screen, returned through the first ten Google hits, then it must be correct and relevant“. Do you agree or disagree with this quote? Are you more tending towards the „copy-paste-style” or do you thoroughly verify sources? Google, Blogs and Wikis are easily accessible and helpful tools to approach a subject, but on the other hand they demand capacities to sift, discard and judge information: what is trash, what is relevant, what is polemic, what is popular, what is quality and reflects diverse views to construct an argument, which ones are reliable sources?

Do you know? More than a million people a day visit the Wikipedia site. It has approx. 3,687,299 articles (source: Wikipedia, July 2011). Wiki is a word which means „quick“ in the language of Hawai.

False or true? Evaluate the quality of Internet based data

Check the information before quoting, processing and forwarding it! ● AUTHOR: Who wrote the article and was the author an expert on the topic (you could use: www.whois.net)? Which institution and which interests are behind the internet source (e.g. commercial interests, political positions and ideologies)? ● CONTENT: Which genre and which category of text is the document (journalism, academic paper, blog, polemic)? Where does the information come from and what evidence is used? What is the purpose of the site? When was the site created, updated, or last worked on? Are there citations in the piece? Links to other websites? What is not being discussed? Who is the audience for this information? ● PURPOSE: Is the information useful for my specific purpose?

Compare information If you search information, check at least 3 different Websites and compare the content you find on them. This is important, because anyone can create and publish information on the net. You can save a page by clicking on the Favourites menu on the top toolbar and adding the page to the favourites.

Quotation rules You may use quotes from other authors (e.g. for your presentation), but you should refer to the sources. Add all available data, so that the reader can find the original.

• Name of author and/or institution • Year of publication • Title and number of pages • Type of source (internet source or book)

Quotation from Internet: Indicate the complete Internet address (URL) and data of last online entry (in brackets). Theses quotation rules also apply for photos, films, audio contributions, games etc. – whether you work on something for school or create your contributions for blogs, Wikis and Internet platforms.

Laws on intellectual property Do you want to publish data from other authors (e.g. music, fotos, films, texts) for your blog or the school newspaper? Ask the author for his/her permission to do so, otherwise the author could file for injunctive relief in the worst case. The Charter of Fundamental Rights of the European Union protects privacy and personal data. www.europarl.europa.eu/charter/pdf/text_en.pdf




DIGITAL LITERACY FOR TEACHERS

Modern technologies like computer, internet or handys are central elements in everyday life of children and youth. Young people grow up with new social environments and they easily access at a mouse-click a virtual space that has a remarkable influence on their social relationships and the ways of communicating. As a matter of fact, digital literacy does not only mean for teachers to add some more literacy tools to the literacy toolbox of learners, but ,in addition, also to explore new ways of teaching and learning strategies. As to which skills should youth acquire in order to be able to orient themselves in democratic societies? Some central points related to digital literacy and Education for Democratic Citizenship in schools: □ LITERACY AND CRITICAL/ANALYTICAL SKILLS OF LEARNERS : Many young people believe most of what they look up online. Active citizenship in the light of digital literacy in school context basically means promoting critical and analytical skills of learners. □ SAFETY: It has become important to consider issues of child protection. Anonymous, instant and far reaching communication capabilities of the Internet have brought new dimensions to child protection issues such as Cyberbullying, group-related and/or racist attacks or even suicide and sexual exploitation. Other topics related to internet safety: Data protection, privacy and laws on intellectual property. □ LEARNING STRATEGIES : Enhance your own professional skills as a teacher and explore tools of Internet and Web 2.0 for teaching. There is a multicoloured variety of options for educators. Some suggestions how you and your class could use Internet and Web 2.0:

• Make use of expert online communities when dealing with a particular subject. • Generate a WebQuest, e.g. via 1.2.3. TU WebQuest (http://questgarden.com.author/overview.php)

or the free Internet tool aula21.net (http://www.aula21.net/Wqfacil/intro.html) in various languages • Use a Wiki to collaboratively present the results of class work (free Wikis for teachers:

www.wikispaces.com/content/for/teachers) • Collect links by means of Social Bookmarking • Documentation of research in a Weblog (Weblogs for teachers: http://edublogs.org) • Make videos/audios available for your students (platforms for photos, videos etc.)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ACTIVITIES FOR CLASSROOM Sources and quoting 1 Aims: → To raise awareness about the importance of quoting

→ To practice quoting Material required PC/Internet, (at least 4 computers) or using PCs at student´s home Duration 1 – 2 hours Instruction 1. Class is divided into different groups. Each group works on one topic (migration, democracy,

Europe, Human Rights) and prepares a text by means of „copy & paste“ from different Websites (at least 3). Text should be 1 page, approx. 5 paragraphs. No sources are indicated, but the respective links are collected (either on a paper, a learning platform or by means of Social Bookmarking). Time: 15 minutes (alternatively, one group member prepares the text at home). 2. After 15 minutes the text is electronically forwarded to the members of one of the other groups. The latter (group 2) completes each paragraph with the respective Internet sources by applying appropriate quoting techniques. At the end of the activity, group 2 receives the list of all links which have been used by group 1. Step 2 can also be done as a homework. 3. Feedback with 3 main questions on the estimation and opinion of students:

What do you think, why is it important to quote properly? What should you particularly consider when you are quoting? What could be the consequences when information about sources is not provided?

1 Source of activity (adapted): www.saferinterrnet.at, Resource Erst denken, dann klicken/Think before you click. Web 2.0 -

Das Mitmach-Internet sicher und verantwortungsvoll nutzen. ÖIAT, 2008 (Austria)




Cyberbullying/Cybermobbing Mobile phone and internet use have become common for youth, so has also the misuse of this technology. There is evidence that Cyberbulling/Cybermobbing is increasingly widespread in schools nowadays and that it has become a feature of many young people´s lives. Cyberbullying is the use of ICT, particularly mobile phones and the internet, deliberately to upset someone else. It may consist of threats, harassment, embarrassment, humiliation, defamation or impersonation. Cyberbullying may take the form of general insults, or prejudice-based bullying, for example homophobic, sexist, racist or other forms of discrimination (quote from the website of Childnet International, Download for school staff: http://old.digizen.org/downloads/cyberbullying_teachers.pdf).

Tip for activity in classroom:

► Let´s fight together! A film about cyberbullying. What we can ALL do to prevent cyberbullying (awarded short-film by www.digizen.org, Childnet International, 2007/UK, English language. A version with German subtitles is available on the Website). Including teacher´s guide and lesson plans. Link to the film http://old.digizen.org/cyberbullying/fullfilm.aspx (length: 7 min., 5 min. presentation of

characters) Aims of the activity Find solutions for a situation of Cybermobbing. Different options for acting explored by a

role-play. Methods Film, role-play Instruction 1. Different roles are distributed among students (Joe, mother of Joe, Kim, Rob, teacher,

director). The other students support their colleagues as if they were coaches for the persons in the different roles (six groups with three to four coaches). 2 or 3 students could be observing the role-play and making notes about the options which are acted out in the role play. 2. The situation at the beginning: All role-players come together for clearing conversation to seek a way out of the situation of Cybermobbing. First, the actors consult with their coaches and reflect collaboratively how the respective person could act in his/her role. Then the role-play starts (duration: 10 minutes approx.) 3. Sharing results and feedback: how did the actors feel in their roles, how do the students evaluate the solution that has been found in the role-play (on a scale between 1 - 10). Discussion or results and further ideas for alternative solutions.

Source of the activity www.saferinterrnet.at, resource Erst denken, dann klicken/Think before you click. Aktiv gegen Cyber-Mobbing. Vorbeugen – Erkennen – Handeln, ÖIAT, 2009 (Austria)

Useful educational resources (English):

→ Insafe unites national Awareness Centres in 27 countries in the EU, Norway, Iceland and Russia (co-funded by the Safer Internet Programme) to raise Internet safety awareness at the national level. Resources in different languages are available on the Website. www.saferinternet.org/web/guest/centre-european-map → Empowering Students to be Effective, Autonomous & S afe Users of New Media . A Resource for CSPE (Civil, social and political education): www.thinkb4uclick.ie/Downloads.aspx, www.thinkb4uclick.ie/pdf/TB4UC_FULL_VERSION.pdf → Alan November (USA) is an international leader in education technology: Web: http://novemberlearning.com/ On his website you can find a quiz which you can use for own purposes or in classroom (+ answers) http://novemberlearning.com/resources/information-literacy-resources/i-information-literacy-quiz/# → Read the URL - Examine the content - Ask about Author - Look at the Links Do you want to know more about the REAL-Strategy (developed by the Internet educational expert Alan November)? Have a look at the easily understandable and short videos which you can also use for teaching purposes. http://netsafe2011.info/IS01/page_75.htm → www.webwise.ie is a comprehensive website of the Irish awareness centre of the European initiative INSAFE containing information for kids and adults (English language): Interactive information for kids and youth (SURFwise, CHATwise, SHAREwise, GAMEwise) about different aspects of the use of Internet) available. www.webwise.ie/article.aspx?id=8664 → Comprehensive overview on Cyberbullying (+ classroom resources): http://old.digizen.org/cyberbullying (developed by Childnet, UK, see also above mentioned film Let´s fight together!)

key module 1 worksheet 1 digital literacy prototype

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