User:Cbarboza21/sandbox

Mandatory Homework 4/9

Roles Assigned

Time keeper: Ezana

Notetaker: Cynthia

What needs to be done to improve your article:


 * Adding on to certain sections ( “in the workforce” “in entrepreneurship” “in education” and “social media”)
 * Adding an international perspective to “global impact”
 * Adding a “definition” to digital literacy (expand the introduction to provide more details)
 * Verifying bibliography and sources

Who is going to do what


 * Ezana- adding on to Global impact section and in entrepreneurship using the sources he found
 * Emily- providing more info onto 21st century section
 * Su- Adding onto sections which revolve around education
 * Jerome/Cynthia- Introducing new terms to sections using the same sources we found (digital rights and digital citizenship)
 * Divide sources to correct bibliography(verify)

How are we going to do it

- research "global perspectives further" find new sources for it

-We will divide sources (13 or so each) to verify

-before deleting we want to add onto the existing material

Individual Role

Since Jerome and I got 2 of the same sources I want to collaborate with him on different material from those sources which can be added onto the article. We want to present new terms such as digital rights and digital citizens into the sections of digital natives and immigrants (possibly creating a new section?) Also we want to possibly use the book we found to add more background onto the introduction and pinpoint digital literacy's origin. Finally I personally want to look for more sources that offer a global perspective as we felt that the article lacks that.

Under section: Digital divide[edit]
Main article: Digital divide

Digital divide refers to the disparities among people - such as those living in developed and developing world - concerning access to and the use of information and communication technologies (ICT), particularly computer hardware, software, and the Internet. Individuals within societies that lack economic resources to build ICT infrastructure do not have adequate digital literacy, which means that their digital skills are limited. The divide can be explained by Max Weber's social stratification theory, which focuses on access to production rather ownership of the capital. The former becomes access to ICT so that an individual can accomplish interaction and produce information or create a product and that, without it, he or she cannot participate in the learning, collaboration, and production processes. Digital literacy and digital access have become increasingly important competitive differentiators for individuals using the internet meaningfully. Increasing digital literacy and access to technology for peoples who have been left out of the information revolution is of common concern[for whom?]. In an article by Jen Schradie called, The Great Class Wedge and the Internet's Hidden Costs, she discusses how social class can affect digital literacy. This creates a digital divide.

Research published in 2012 found that the digital divide, as defined by access to information technology, does not exist amongst youth in the United States. Young people report being connected to the internet at rates of 94-98%. There remains, however, a civic opportunity gap, where youth from poorer families and those attending lower socioeconomic status schools are less likely to have opportunities to apply their digital literacy. The digital divide is also defined as an emphasizing the distinction between the “haves” and “have-nots,” and presented all data separately for rural, urban, and central-city categories. Also, existing research on digital divide reveal the existence of personal categorical inequalities between young and old people. An interpretation also identify digital divide between technology accessed by the youth outside the school and inside the classroom. '''Additionally there was an early concern on how digital citizenship can bridge the digital divide. Digital citizenship is defined as "the right to participate in society online" whilst citizenship is associated with an individual's relationship with the nation-state. Digital citizenship is often determined by place of birth and one's socioeconomic conditions, it is heavily influenced by commercial and state-based actors hence hindering a digital divide amongst populations. However, with government's and educators embracing the notion of digital literacy, digital citizenship is often encouraged. The rise of the internet has allowed for increased action in online political and civil life. While the rise of new social media platforms has also made digital citizenship more accessible despite some continuous disparities'''

Second Draft:
Under in Education Section (Adding a few sentences to the end of the paragraph)

Schools are continuously updating their curricula to keep up with accelerating technological developments.[dubious – discuss] This often includes computers in the classroom, the use of educational software to teach curricula, and course materials being made available to students online. Students are often taught literacy skills such as how to verify credible sources online, cite web sites, and prevent plagiarism. Google and Wikipedia are frequently used by students "for everyday life research," and are just two common tools that facilitate modern education. Digital technology has impacted the way material is taught in the classroom. With the use of technology rising over the past decade, educators are altering traditional forms of teaching to include course material on concepts related to digital literacy. Educators have also turned to social media platforms to communicate and share ideas with one another. (Since many students are already using social media to share their areas of interests, this is especially helpful in boosting their level on engagement with educators. The speed of access and enormous amounts to data that can be found from these group communities has made it an invaluable cognitive tool. Studies have shown that a combination of social media use and activities guided by educators have boosted the level of performance in students. By using social media as part of a school curriculum it has been confirmed that students' academic performance has benefitted under the supervision of teachers with its use. Skills in communication and social networks boosted cognition levels in learning.) New standards have been put into place as digital technology has augmented classrooms, with many classrooms being designed to use smartboards and audience response systems in replacement of traditional chalkboards or whiteboards.[citation needed] “The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development.” (New models of learning are being developed with digital literacy in mind. Other countries have based their models with the emphasis of finding new digital didactics to implement as they find more opportunities and trends through surveys conducted with educators and college instructors. It has been found that teachers from higher levels of educational institutes see digital literacy and digital competency as more important than ever when advancing the movement of society into a digitized one. ''') Additionally, these new models of learning through technology in the classroom has aided in promoting global connectiveness and for students it has enabled them to become globally minded citizens. According to the study Building Digital Literacy Bridges Connecting Cultures and Promoting Global Citizenship in Elementary Schools through School-Based Virtual Field Trips by Stacy Delacruz, Virtual Field Trips (VFT) a new form of multimedia presentation have gained popularity over the years in that they offer the "opportunity for students to visit other places, talk to experts and participate in interactive learning activities without leaving the classroom". They have also been used as a vessel for supporting cross-cultural collaboration amongst schools which include: "improved language skills, greater classroom engagement, deeper understandings of issues from multiple perspectives, and an increased sensitivity to multicultural differences". It also allows students to be the creators of their own digital content, a core standard from The International Society for Technology in Education (ISTE). '''

Digital Citizenship
Digital Citizenship refers to the "right to participate in society online". It is connected to the notion of state-based citizenship which is determined by the country or region in which one was born in as well as the idea of being a 'dutiful citizen' who participates in the electoral process and online through mass media.(1) A literate digital citizen possesses the skills to read, write and interact with online communities via screens and have an orientation for social justice. This is best described in the journal Digital Citizenship during a Global Pandemic; Moving beyond Digital Literacy, "Critical digital civic literacy (Garcia, Mirra, Morrell, Martinez, & Scorza, 2015), as is the case of democratic citizenship more generally, requires moving from learning about citizenship to participating and engaging in democratic communities face‐to‐face, online, and in all the spaces in between." (2) Through the various digital skills and literacy one gains, one is able to effectively solve social problems which might arise through social platforms. Additionally Digital Citizenship has three online dimensions: higher wages, democratic participation, and better communication opportunities which arise from the digital skills acquired. (3) Digital citizenship also refers Tto online awareness and the ability to be safe and responsible online. This idea came from the rise of social media in the past decade which has enhanced global connectivity and faster interaction. However with this phenomenon the existence of fake news, hate speeches, cyberbullying, hoaxes and so on has emerged as well. (4) Hence, this has created a codependent relationship between digital literacy and digital citizenship.

Citations for Digital Citizenship

(1) Pangrazio, Luci, Sefton-Green, Julian (2021). Digital Rights, Digital Citizenship and Digital Literacy: What's the Difference? Journal of New Approaches in Educational Research, 10(1), 15-27

(2)Buchholz, Beth A, Dehart, Jason, Moorman Gary (2020). Digital Citizenship during a Global Pandemic; Moving beyond Digital Literacy. International Literacy Association, 64(1) 11-17.

(3)Milenkova, Valentina, Lendzhova, Vladislava (2021). Digital Citizenship and Digital Literacy in the Conditions of a Social Crisis. MDPI AG, 10(40)40.

(4) Saputra, Meidi, Al Siddiq,Imamul Huda (2020). Social Media and Digital Citizenship: The Urgency of Digital Literacy in the Middle of a Disrupted Society. International Journal of Emerging Technologies in Learning, 17(7) 156-161.