tween the ears.” We cannot monitor our chil- dren every minute that they are online. In the absence of adult supervision, young people increasingly play with their own safety on- line. Risk to youths online can be reduced through Digital Citizenship education.


Beyond Internet safety Ubiquitous connectivity allows us ac-


cess to information any time and anywhere. A downside of this pervasive connectivity is the ease of sharing extreme sensational- ized bits of digital misbehavior. In the short- reach newsprint world of communications, such sensationalized news tidbits would never see the light of day, let alone “go viral” and spread around the world. Sensationalized news can make the world


seem more dangerous than it is. Henry Jen- kins, author and media professor at the Uni- versity of Southern California warns against sensationalist media coverage of digital teens. Jenkins says research findings from the McArthur Digital Youth Project show that “most young people are trying to make the right choices in a world that most of us don’t fully understand yet, a world where they can’t get good advice from the adults around them, where they are moving into new activities that were not part of the life of their parents growing up – very capable young people who are doing responsible things, taking advantage of the technologies that are around them.” Digital citizenship helps not only to keep


technology users safe. Digital citizenship prepares students to survive and thrive in an environment embedded with information, communication and connections.


The nine elements of digital citizenship Digital citizenship can be defined as the


norms of appropriate, responsible behavior with regard to technology use. In their book “Digital Citizenship in Schools” (2007), Ribble and Bailey identify nine elements that comprise Digital Citizenship. These el- ements are:


1. Digital access: Full electronic partici-


pation in society. Digital exclusion of any kind does not enhance the growth of users in an electronic


society. All people should have fair access to technology no matter who they are. Places or organizations with limited connectivity need to be addressed as well. To become pro- ductive citizens, we need to be committed to equal digital access.


2. Digital commerce: Electronic buying


and selling of goods. The mainstream availability of Internet


purchases of things like toys, clothing and cars has become commonplace to many users. At the same time, an equal amount of


a new way to develop their information lit- eracy skills.


5. Digital etiquette: Electronic stan-


dards of conduct or procedure. Technology users often see this area as


one of the most pressing problems when dealing with digital citizenship. We recog- nize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (appropriate con- duct). Many people feel uncomfortable talk- ing to others about their digital etiquette. Often rules and regulations are created or the technology is simply banned to stop in- appropriate use. It is not enough to create rules and policy; we must teach everyone to become responsible digital citizens in this new society.


6. Digital law: Electronic responsibility


for actions and deeds. Users need to understand that stealing or


illegal/immoral goods and services are sur- facing, such as pornography and gambling. Users need to learn about how to be effective consumers in a new digital economy.


3. Digital communication: Electronic


exchange of information. The expanding digital communication


options have changed everything because people are able to keep in constant commu- nication with others. Unfortunately, many users have not been taught how to make ap- propriate decisions when faced with so many digital communication options.


4. Digital literacy: Process of teaching


and learning about technology and the use of technology. While schools have made great progress


in the area of technology infusion, much remains to be done. As new technologies emerge, people need to learn how to use that technology quickly and appropriately. Digi- tal citizenship involves educating people in


causing damage to other people’s work, iden- tity or property online is a crime. Hacking into others’ information, downloading ille- gal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identity or property is unethical.


7. Digital rights and responsibilities:


Those freedoms extended to everyone in a digital world. There is a basic set of rights extended to


every digital citizen, including the right to privacy and free speech. With these rights also come responsibilities. Users must help define how the technology is to be used in an appropriate manner. In a digital society these two areas must work together for ev- eryone to be productive.


8. Digital health and wellness: Physical


and psychological well being in a digital technology world. Eye safety, repetitive stress syndrome,


and sound ergonomic practices are issues that need to be addressed in a new techno- logical world. Beyond this are psychologi- cal issues that are becoming more preva- lent, such as Internet addiction. Users need to be taught about the inherent dangers of


September/October 2011 31


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