Query: "digital citizenship" "Curriculum"

title: The Proper Use of Technologies as a Digital Citizenship Indicator: Undergraduate English Language Students at Al Hussein Bin Talal University
abstract: The paper investigates the technology usage as a digital citizenship indicator among undergraduate English language students at Al Hussein Bin Talal University (AHU) in Jordan. Digital citizenship with its nine elements: Etiquette, Communication, Education, Access, Commerce, Responsibility, Rights, Safety, and Security are connected to all life aspects. It is hard to ignore the increasing misuse phenomenon of the emerging technologies. This paper shed the light on how the students within their university campus use technologies in a citizenship manner. A measurement tool worked as a test to reveal students technology usage as an indicator of their digital citizenship. Results of the study revealed that students do not properly use technologies as a digital citizenship indicator. The study included recommendations to overcome technology usage within university campus.

title: The Impact of Digital Citizenship Instruction through Flipped Classroom Model on Various Variables
abstract: With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self regulated learning, self directed learning, and information literacy. The study employed a quasi experimental research design in which pre tests and post tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self regulated learning, self directed learning, and information literacy variables.

title: Fake news and digital literacy: The academic library's role in shaping digital citizenship
abstract: As proven authorities on information literacy, librarians are well positioned to lead learners through a politically and digitally polarized environment and advocate for the development of digital citizenship. In October 2017, the Florida Chapter of the Association of College and Research Librarians (FACRL) hosted its annual conference and engaged attendees in conversations to explore digital literacy in higher education and investigate the library's responsibility to lead the charge toward the creation of learners with the requisite skills to engage critically and ethically with information in an open knowledge society. The 2017 FACRL Annual Conference featured nine innovative and engaging presentations and posters that challenged the popular reference to fake news and illuminated corresponding opportunities for libraries and librarians to champion digital literacy initiatives at their respective institutions of higher education. In this issue of The Reference Librarian, we are pleased to feature articles from four of our distinguished presenters. Librarians Mia Tignor and Angie Neely Sardon from Indian River State College present a model for academic libraries seeking to develop news and information literacy skills in their article, "Focus on the facts: a news and information literacy instructional program." In addition, Tignor and Neely Sardon highlight the librarian as the source evaluation expert contributing to the discussion of the librarian as central to digital literacy initiatives in institutions of higher education. Author Sonnet Ireland explores the use of social media memes to teach information literacy in the article, "Fake news alerts: teaching news literacy skills in a meme world," highlighting innovative techniques to engage students in the important discussion surrounding digital citizenship. Amanda Closier shares strategies from the Open University (UK) to assist distance learning students in the development of digital and information literacy skills in the article, "Walking the talk: using digital media to develop distance learners' digital citizenship at the Open University (UK)" Finally, authors Christopher Jordan, Victor Lawrence, and Cristy Moran collaborate to showcase media literacy and social justice initiatives at the North Regional/Broward College (NR/BC) Library, a joint use facility. The article "Experience from the field: programming in a joint use partnership library" provides tips on collaborations in and outside joint use libraries and contributes to the discussion on media literacy programming in joint use libraries. Future issues of The Reference Librarian will also feature several pieces originally given at the 2017 FACRL Annual Conference providing additional insights and showcasing digital literacy initiatives designed to position the academic library as a champion of digital citizenship in higher education.

title: Navigating the unbeaten track from digital literacy to digital citizenship: A case of university students in South Africa's Eastern Cape province
abstract: Unlike the millennials from the industrialised world who were raised amidst an increasingly online and socially networked society, their South African counterparts at previously disadvantaged universities have some weaknesses similar to those of digital migrants. These weaknesses are caused by the limited exposure millennials in South Africa have to digital devices and Internet connectivity. In spite of these impediments, their future careers in an increasingly globalised world require them to behave like, transact and engage with full fledged digital citizens from the global north. Digital citizenship is the ability to use technology safely, responsibly, critically, productively and civically. This raises intellectual curiosity about the extent to which the African millennial is prepared for a world that expects them to be digital citizens. This article, therefore, investigates the challenges faced by the South African millennial as they navigate an unusual route to digital citizenship. We adopted the activity theory for a mixed methods study that consists of a survey of 148 questionnaires and 15 in depth interviews. The findings show that while university going millennials acquire digital literacy, their development of digital citizenship is affected by lack of mentors and access (i.e. connectivity and devices) at home and lack of soft skills training (i.e. online safety, digital etiquette and inadequate information literacy) at the university.

title: A study on the digital citizenship level of preservice teachers according to diverse variables
abstract: The purpose of this study is to identify and examine the digital citizenship levels of preservice teachers according to diverse variables. The sample of the study consists of students at Ataturk Education Faculty of Near East University (n 345) Likerttype 'digital citizenship scale' with seven dimensions and 64 items and a personal information survey consisting of eight questions were used as data collection tools. Digital citizenship level of preservice teachers and their sub dimensions such as digital communication and literacy were examined. According to the obtained findings, it was observed that digital citizenship level of preservice teachers varied between good and very good. At the end of the study, it has been understood that as the history of using digital tools of preservice teachers increases, so does their digital citizenship level; in addition, those with better economic means have higher access to digital tools and more knowledge and experience on digital shopping.

title: A COMPARATIVE ANALYSIS OF SCHOOL DIRECTORS' DIGITAL CITIZENSHIP IN TURKMENISTAN AND TRNC (TURKISH REPUBLIC OF NORTH CYPRUS)
abstract: This research aimed to determine the level of digital citizenship of the school directors in Turkmenistan, a developing country, and compare the level of digital citizenship of the school directors of the Ministry of National Education in TRNC. A causative comparison, one of quantitative designs, was conducted in this research. The participants were secondary school directors of the Ministry of National Education, TRNC in the 2017 2018 academic year. Convenience sampling method was used in this study. Due to time constraints and because it was easier, only 45 high school directors in Lefkosa, TRNC were involved. In Turkmenistan, 38 high school directors in the city of Dasoguz could be reached. The total number of the participants was 83. The "digital citizenship scale" and personal information form were used in this research. When the rate of Digital Citizenship, based on countries, is examined, the level of digital citizenship of the Turkish (TRNC) secondary education school directors is observed to be higher than of the Turkmeni secondary education school directors.

title: Digital Rights, Digital Citizenship and Digital Literacy: What's the Difference?
abstract: Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital by default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical 'action points' that might optimise these responses to the benefit of the individual and society.

title: A STUDY ON FACTORS AFFECTING DIGITAL CITIZENSHIP AMONG COLLEGE FACULTIES IN INDIA
abstract: Digital citizenship is described as the conscientious use of technology by some who interacts with society at various levels such as social, financial, political, and governmental etc. by using computers, internet, and the digital devices. The Digital citizens practice the safe, respectful, and lawful use of technology by understanding the rights and responsibilities when he/she is online. This research helps the faculties to understand what they should be aware of while using digital technologies. This paper is mainly addressing three important factors that affect digital citizenship among colleges and universities faculties, i.e. 1. Internet knowledge, 2 Attitudes towards internet and 3. Computer self efficacy. The qualitative research approach was adopted, where the objects are one hundred and fifteen universities and colleges professors from the south Indian region. The result of this research reveals that faculties' digital citizenship is roughly at a good level. Apart from this, computer literacy and computer experience may not be affecting the digital citizenship among universities and college faculties. Faculties who have studied and got training in computer related courses and having valid credential like and prefer to engage in self education and online events. The Internet attitude and self efficacy of computers have driven a higher degree of global citizenship. Finally, for the faculty of universities/colleges, different suggestions were made to develop digital citizenship.

title: A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age
abstract: Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement, and Critical Resistance. Based on these comprehensive and interconnected categories of digital citizenship, the author argues that digital citizenship needs to be understood as a multidimensional and complex concept in connection with an interrelated but non linear relationship with offline (place based) civic lives.

title: Digital Citizenship for All: Empowering Young Learners With Disabilities to Become Digitally Literate
abstract: Digitalliteracyisimportant,particularlyforyoungpeopleastheyprepareforcollegeandacareerin modernsociety.Fromcomputer basedtestsusedtomeasurestudentprogressoncollegeapplications and online job applications, the transition to college and career requires the use of technology. Individualsmust havedigital literacy skills to fullyparticipate and contributeon the job and at school.Thisincludespeoplewithdisabilities.Theseyoungadultshaveaspirationsforjobsandhigher educationjustlikeotherstheirageandthereforedeservetobetakenseriously.Thisarticleisareview ofliteraturethatexploreswhatitmeanstobedigitallyliterate,thedigitalliteracyexperiencefor youngadultswithdisabilities,andtheimplicationsforeducationandtheworkplace.Italsoproposes instructionalsolutionstoaidinthepreparationofyoungadultsforcollegeandcareer.  Accessibility, Digital Literacy, Instructional Design, Learners with Exceptionalities International Journal of Digital Literacy and Digital Competence Volume 9 Issue 1 January March 2018