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**Digital Citizenship: a WebQuest**

"Digital citizenship isn’t just about recognizing and dealing with online hazards. It’s about building safe spaces and communities, understanding how to manage personal information, and about being internet savvy - using your online presence to grow and shape your world in a safe, creative way, and inspiring others to do the same." ( [|Digizen])
 * //Introduction: //**

The topic of digital citizenship is certainly gaining momentum not only in the United States but around the world. Digital citizenship is a concept which helps us understand what we should know and what we should do in order to use technology appropriately. It constitutes the norms of appropriate, responsible technology use. Whether it is called digital citizenship or digital ethics, the issues are the same; how should we act when we are online? ([|Digital Citizenship Using Technology Appropriately)] Is Digital Citizenship a responsibility of schools and teachers? Why or why not?

After a thorough investigation of the topic, you will present an argument making use of digital media such as: Glogster ([]); ComicLife ( []) ; or other [|infographic tool] to answer the essential question: Is Digital Citizenship a responsibility of schools and teachers? Why or why not?
 * //Task:// **

English Language Arts Common Core Standards - Grade 11

Writing

Research to Build and Present Knowledge 7.0 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Text Types & Purposes 1.0 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. c. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

<span style="font-family: Arial,Helvetica,sans-serif;">Presentation of Knowledge and Ideas <span style="font-family: Arial,Helvetica,sans-serif;">5.0 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

<span style="font-family: Arial,Helvetica,sans-serif;">Search the links under //Resources// for information about digital citizenship. Decide why or why not digital citizenship is a responsibility of schools and teachers. Using each of the specific rhetorical devices: ethos, pathos, and logos, develop an argument to support your claim. Present your argument by using digital media in the form of an infographic (Glogster, ComicLife or another infographic tool). Cite your sources in MLA format.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Process: //**

<span style="font-family: Arial,Helvetica,sans-serif;">*Ethos, Pathos, and Logos.

<span style="font-family: Arial,Helvetica,sans-serif;">Logos (Greek for 'word') refers to the internal consistency of the message--the clarity of the claim, the logic of its reasons, and the effectiveness of its supporting evidence. The impact of logos on an audience is sometimes called the argument's logical appeal.

<span style="font-family: Arial,Helvetica,sans-serif;">Ethos (Greek for 'character') refers to the trustworthiness or credibility of the writer or speaker. Ethos is often conveyed through tone and style of the message and through the way the writer or speaker refers to differing views. It can also be affected by the writer's reputation as it exists independently from the message--his or her expertise in the field, his or her previous record or integrity, and so forth. The impact of ethos is often called the argument's 'ethical appeal' or the 'appeal from credibility.'

<span style="font-family: Arial,Helvetica,sans-serif;">[P]athos (Greek for 'suffering' or 'experience') is often associated with emotional appeal. But a better equivalent might be 'appeal to the audience's sympathies and imagination.' An appeal to pathos causes an audience not just to respond emotionally but to identify with the writer's point of view--to feel what the writer feels. In this sense, pathos evokes a meaning implicit in the verb 'to suffer'--to feel pain imaginatively.... Perhaps the most common way of conveying a pathetic appeal is through narrative or story, which can turn the abstractions of logic into something palpable and present. The values, beliefs, and understandings of the writer are implicit in the story and conveyed imaginatively to the reader. Pathos thus refers to both the emotional and the imaginative impact of the message on an audience, the power with which the writer's message moves the audience to decision or action.

<span style="font-family: Arial,Helvetica,sans-serif;">[The above text drawn verbatim from Ramage, John D. and John C. Bean. Writing Arguments. 4th Edition. Needham Heights, MA: Allyn & Bacon, 1998, 81-82.]


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Resources: //**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Here's a video to get you started: []


 * Digital/Web Resources **
 * <span style="color: #1155cc; font-family: arial,sans-serif; line-height: 1.5;">Nine Elements of Digital Citizenship <span style="font-family: arial,sans-serif; line-height: 1.5;">. A strong reference resource from Mike Ribble
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">[|Common Sense Media on Digital Citizenship]
 * [|Digiteen] : 21st century character education
 * [|iKeepSafe] : to see generations of the world's children grow up safely using technology and the Internet
 * <span style="color: #1155cc; font-family: arial,sans-serif; line-height: 1.5;">Digizen <span style="font-family: arial,sans-serif; line-height: 1.5;">: An excellent resource on digital citizenship from <span style="color: #1155cc; font-family: arial,sans-serif; line-height: 1.5;">Childnet <span style="font-family: arial,sans-serif; line-height: 1.5;"> of the UK.
 * <span style="background-color: rgba(255,255,255,0); color: #000000; font-family: arial,sans-serif;">[|Digital Citizen / CSLA] A digital citizenship wiki from the California School Library Association. There are many activities and resources here for students of various grade levels, teachers, parents, and administrators.
 * <span style="background-color: rgba(255,255,255,0); color: #000000; font-family: arial,sans-serif;"> Media Awareness Network : Canada's best media education resource which also includes the BeWebAware resource re: digital safety.
 * <span style="background-color: rgba(255,255,255,0); color: #000000; font-family: arial,sans-serif;"> BrainPop : BrainPop put together a nice 'Spotlight on Digital Citizenship' that includes many informative animated videos on various related topics.
 * <span style="background-color: rgba(255,255,255,0); color: #000000; font-family: arial,sans-serif;"> Text Unto Others : A strong article from THE Journal focused on digital citizenship.
 * <span style="background-color: rgba(255,255,255,0); color: #000000; font-family: arial,sans-serif;"> NetKnowHow : Comprehensive resource from 2Learn.ca
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">[|ISTE (International Society for Technology in Education) Standards]
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Listen to a podcast from NPR: []


 * //Evaluation:// **

Schrock, Kathleen. Infographic rubric. Kathleen Schrock, 2012. April 24, 2013. <http://kathyschrock.net/pdf/Schrock_infographic_rubric.pdf>.

Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/ technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but we are not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage. ([|The Digital Citizenship Website]). Is Digital Citizenship a responsibility of schools and teachers?
 * //Conclusion:// **

Based on a collection derived from a recent (May 2012) CEET MoodleMeet: //Digital Literacy,// originally designed by John Goldsmith, Virginia Rego and Clint Surry.

** California Model School Library Standards ** <span style="font-family: Arial,Helvetica,sans-serif;">This is an overview including the overarching standards under the four concepts.

<span style="font-family: Arial,Helvetica,sans-serif;">1. Students access information <span style="font-family: Arial,Helvetica,sans-serif;">The student will access information by applying knowledge of the organization of libraries, print materials, digital media, and other sources. <span style="font-family: Arial,Helvetica,sans-serif;">1.1 Recognize the need for information. <span style="font-family: Arial,Helvetica,sans-serif;">1.2 Formulate appropriate questions. <span style="font-family: Arial,Helvetica,sans-serif;">1.3 Identify and locate a variety of resources online and in other formats by using effective search strategies. <span style="font-family: Arial,Helvetica,sans-serif;">1.4 Retrieve information in a timely, safe, and responsible manner.

<span style="font-family: Arial,Helvetica,sans-serif;">2. Students evaluate information <span style="font-family: Arial,Helvetica,sans-serif;">The student will evaluate and analyze information to determine what is appropriate to address the scope of inquiry. <span style="font-family: Arial,Helvetica,sans-serif;">2.1 Determine the relevance of the information. <span style="font-family: Arial,Helvetica,sans-serif;">2.2 Assess the comprehensiveness, currency, credibility, authority, and accuracy of resources. <span style="font-family: Arial,Helvetica,sans-serif;">2.3 Consider the need for additional information.

<span style="font-family: Arial,Helvetica,sans-serif;">3. Students use information <span style="font-family: Arial,Helvetica,sans-serif;">The student will organize, synthesize, create, and communicate information. <span style="font-family: Arial,Helvetica,sans-serif;">3.1 Demonstrate ethical, legal, and safe use of information in print, media, and digital resources. <span style="font-family: Arial,Helvetica,sans-serif;">3.2 Draw conclusions and make informed decisions. <span style="font-family: Arial,Helvetica,sans-serif;">3.3 Use information and technology creatively to answer a question, solve a problem, or enrich understanding.

<span style="font-family: Arial,Helvetica,sans-serif;">4. Students integrate information literacy skills into all areas of learning <span style="font-family: Arial,Helvetica,sans-serif;">The student will independently pursue information to become a lifelong learner. <span style="font-family: Arial,Helvetica,sans-serif;">4.1 Read widely and use various media for information, personal interest, and <span style="font-family: Arial,Helvetica,sans-serif;"> lifelong learning. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">4.2 Seek, produce, and share information. <span style="font-family: Arial,Helvetica,sans-serif;">4.3 Appreciate and respond to creative expressions of information.