Secondary educators are big on ownership. We all ‘own’ our particular specialty, role or discipline and it becomes difficult for us to fathom stepping outside of this. We know where to go or who to see when we need something. For example, we have Curriculum Leaders who ‘own’ their specialist discipline, Librarians who ‘own’ information access, and Deputy Principals who ‘own’ student behaviour and learning directions. Of course, what I mean by ownership is managing, leading or taking responsibility for a particular area within the school.
Early definitions of Digital Citizenship were quick to attribute ownership of the concept to technology specialists such as eLearning Managers and Instructional Designers, and this is understandable when we take the work of those such as Ribble, who prescribed Digital Citizenship as, “a concept, which helps teachers, technology leaders, and parents to understand what students/children/technology users should know to use technology appropriately” (2010, p.1). In 2015 however, the concept of Digital Citizenship has evolved so much that technology use forms just one part of it, we must also consider the need for digital citizens to integrate the use of technology seamlessly and effectively as part of their learning ecology. This then involves digital citizens being digitally literate, participatory, collaborative and able to master the unknown as it presents itself. Subsequently, if we refer to Digital Citizenship as digitally belonging to, benefiting from and participating in a collective where certain rights and responsibilities need to be upheld, it becomes clear that, apart from the physical and digital realms, there is no real difference between civil or digital citizenship. Thus, the responsibility or ownership of Digital Citizenship in our school settings becomes problematic which raises cause for concern, particularly in our current climate where we are educating students in a world that dictates digital participation as a prerequisite for successful advancement in society.
The problem seems to lie in the fact that many educators believe Digital Citizenship education involves providing students with the knowledge and skills to interact and engage in digital learning environments. My questions is, how can we do this adequately as educators, if we do not hold this same knowledge and ability? The answer is that we can’t. If we are to teach Digital Citizenship to our students, this involves also, “transforming [ourselves] into professional[s] who can effectively research technology trends, monitor the uses of technology, avoid the fear factor and model legal wisdom, in order to make vibrant learning opportunities for all” (Lindsay, 2014). Thus, while the responsibility for Digital Citizenship in schools may have initially been seen as one for media specialists or eLearning managers, it becomes apparent that this will be ineffective if the ownership falls to these departments alone. Each individual educator must take responsibility for owning, modelling and practicing Digital Citizenship so that they can participate as active citizens in our digital world.
This is why we can’t place the ownership of Digital Citizenship on one particular faculty in our schools, all educators are obliged to take control of this in their professional practice and teaching and learning. In their article Informal Learning and Identity Formation in Online Social Networks, Greenhow and Robelia suggest that while our students are more than able to use, participate in and master online applications such as social networking sites, they were both unaware of and lacking in the ethical and legal knowledge needed to understand interactions on these sites (2009, p.135). Alarmingly, Greenhow and Robelia suggest that, “such ill-formed and only partial understandings of [students] rights and responsibilities in semipublic online spaces, especially with respect to legal issues of copyright and fair use, mirror the lack of understanding on the part of educators who are supposed to model digital citizenship behaviours” (2009, p.135). Similarly, Lindsay and Davis assert that often digital citizenship becomes problematic when individual teachers lack the understanding and skills necessary to integrate and utilise technology effectively in their own practice, leading to a climate where, “respect for student ability to manage and improve their digital citizenship is not always present, sometimes due to an inability of the teacher to manage and understand his or her own online and digital life in a rapidly changing world” (2013, p.111).
Digital Citizenship is a concept that reaches across disciplines, contexts and ability-levels and one that is equally as important for educators as it is for students. Consequently, we can’t expect our students to be successful digital citizens, if we do not take ownership of it personally, and model and practice it in our own learning ecologies. Digital Citizenship must be ‘owned’ by every educator of the twenty-first century – not just those of us who are ‘technologically able’.
A young man pointing finger. [Photography]. Retrieved from Encyclopædia Britannica ImageQuest.
Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks. Learning, Media and Technology, 34(20), 119-140. doi: 10.1080/17439880902923580
Lindsay, J. (2005). ETL523 Digital citizenship in schools: Module 1.2 [course materials]. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-270076-dt-content-rid-635861_1/courses/S-ETL523_201530_W_D/module1/1_2_Dig_citizen_educators.html
Lindsay, J., & Davis, V. A. (2013). Flattening classrooms, engaging minds: move to global collaboration one step at a time. Boston: Pearson/Allyn and Bacon Publishers.
Ribble, M. (2010) Welcome to the digital citizenship website. Retrieved from http:// http://www.digitalcitizenship.net