Final Digital Citizenship Student Guide SMS 2013-2014

Transcription

Student Interactive Workbook
DIGITAL CITIZENSHIP
2013-2014
All resources courtesy of www.commonsensemedia.org
Copyright
This workbook is intended for student
use only.
All material presented is property of
www.commonsensemedia.org, unless
otherwise noted.
Please do not reproduce or distribute
this material without proper
permission.
Each interactive chapter contains:
*Workbook page(s)
*Video(s)
*Follow-Up Work & Assessment(s)
*Family Tip Sheet
page i
Student Survey
Before you
Do you love going on the Internet, watching TV,
playing video games, or listening to music? Most
everyone does!
This survey is going to ask about how you use
media, and what types of media* you like the
most.
Since your name is not on the survey, no one
will know how you answer — so you can be
honest!
Click HERE to take the Survey!
THINK
T= Is it True?
H= Is it Helpful?
I= Is it Inspiring?
N= Is it Necessary?
K= Is it Kind?
page ii
Chapter 1
YOUR ONLINE
FOOTPRINT
You will explore what it
means to be a good digital
citizen in your online and
offline community.
Everything that you post
and publish stays with you
forever
and becomes part
of your ‘digital footprint.’
What is a Digital Footprint, and what
does yours’ convey?
Did you know that you have a ‘digital footprint’ that
can be searched and seen by a large audience? Did
you know that your information can be shared with
others? Did you know that you can try to control some
of your digital footprint by thinking about what you
post online?
Click on the video HERE to learn more about your
“Digital Footprint.”
page 4
I took a photo of my friend
that I want to share...now what?
1. IS IT A GOOD PHOTO? YES NO
Be proud of the photos that you share with
others! Only show people the best of the best.
2. WOULD MY FRIEND AGREE? YES NO
’t
ou wouldn
Y
.
e
ic
n
y
Pla
o
r friend t
want y ou
to
a bad pho
broadcast ld y ou?
ou
of y ou, w
3. COULD IT GET MY FRIEND INTO TROUBLE?
YES NO
4. IS IT GOING TO CAUSE DRAMA?
that might come
Don’t post any photos
your friends. You
back to haunt you or
e them.
never know who will se
Then it’s not wor
th
posting. Really.
YES NO
So my friend is okay with it, but how might it affect me?
5. AM I AWARE THAT ANYONE CAN SHARE IT?
YES NO
Well, it's true. Anything you post online can be
saved,
copied, and shared with a large invisible audience.
6. WOULD I BE OKAY WITH MY
GRANDMA SEEING IT?
YES NO
If you think it will make your grandma blush, then there’s
a good chance somebo dy else will find it inappropriate, too.
7. A YEAR FROM NOW, WILL I FEEL GOOD
ABOUT MAKING THIS PUBLIC ?
YES NO
Hold off if you’re having doubts.
Your future self will thank you.
Congratulations! You clearly self-reflect
before you self-reveal online, so...
Go ahead! Share & ENjoy!
For information and resources about digital citizenship,
page 5
MY DIGITAL FOOTPRINT
Trillion Dollar Footprint
Directions
What kind of online information would you want linked to your name in 10 years? Design your own
digital footprint! Fill in the footprint below with images, Web hits, and types of information that you
would want to see linked to your name in 10 years. Examples: “a social networking profile on Facebook
or MySpace; a YouTube video of me performing with my rock band; an online newspaper article about
my work to help the homeless.” Be creative!
Use Common Sense!
You can have a great time online learning from and sharing with others, but:
Think before you post, because many things you do online will add to your digital footprint
Remember to review your privacy settings
Perform a search on yourself every so often to see what your digital footprint looks like
TRILLION DOLLAR FOOTPRINT / STUDENT HANDOUT
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
© 2012 www.commonsense.org
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Who helped to shape Linda’s and Jason’s
digital footprints?
At Home....
Can you tell what a person is really like
offline based on what you find online?
What are some other types of information
that make up your “digital footprint”?
Extension Activity
My Digital Footprint Student Handout
At-Home Activity
Choose a Candidate Student
Handout
page 7
ASSESSMENT
Trillion Dollar Footprint
1. True or false: Your digital footprint is all the information about you online that only you post.
a) True
b) False
2. What kinds of information can make up a digital footprint?
a) Online photos
b) Comments that others post about you
c) Both a and b
3. What kinds of information would make a POSITIVE digital footprint? Circle all
that apply.
a) Photos of you doing work in the community
b) A newspaper article about your soccer team
c) A mean comment that you made on a friend’s website
d) A blog you created to showcase your artwork
e) Inappropriate photos of you on a social network site
Click HERE to learn more about Eva’s story about
messaging and her online footprint.
TRILLION DOLLAR FOOTPRINT / ASSESSMENT
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FAMILY TIP SHEET
ELEMENTARY SCHOOL
Common Sense on
Privacy and Digital Footprints
Our kids live in a culture of sharing that has forever changed the concept of privacy. In a world where everyone
is connected and anything created online can be copied, pasted, and sent to thousands of people in a heartbeat,
privacy starts to mean something different than simply guarding personal or private information. In this context,
you might think about kids’ privacy in three categories: privacy and security, privacy and reputation, and privacy
and advertising.
This is the private information (e.g., Social Security number, first and last name)
that could put kids at risk for identity theft if it got into the wrong hands.
The information that could be personally embarrassing or hurtful to them
or others if posted publicly.
The information about their habits and behavior online that companies
collect in order to target them with ads and other content.
For good or bad, everything our kids do online creates digital footprints that migrate and persist. Kids share
work with others and, as they get older, receive comments and feedback. This culture of sharing is beneficial in
many ways. But if kids aren’t careful, their reputations can be harmed, or their information used in ways they
never intended. For example, your child may think he or she just sent something to a friend, but that friend can
send it to a friend’s friend, who can send it to their friends’ friends, and so on. Or they may innocently fill out
an online form without understanding that this may make them vulnerable to identity theft. And their online
behavior will likely be tracked without them knowing by the industry, which has little incentive to be responsible.
common sense says
Let kids know that you are the gatekeeper.
They should ask your permission before filling out online forms, and they should always keep their Social Security
number, birth date, address, and full name private.
Everything online leaves a digital footprint. Help them think before they post so that
they will be proud of their Internet presence down the road.
Remind kids that they will be treated online as they treat
others. Whatever negative things they say can and probably will come back to haunt them, in more ways than
they can imagine.
The next time an ad pops up online, or you see that you are being targeted
by ads specific to your interests, point it out to your kids. Let them know that some companies advertise to you
based on what kinds of things you look at online.
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Chapter 2
POWER OF
WORDS
You will explore positive
ways of communicating
online with others. Your
words have great power! We
will also explore strategies
for staying safe when you
encounter scary, mean, or
inappropriate language
online.
What should you do when someone
uses mean or scary language on the
Internet?
Consider your favorite websites. When you are online,
have you ever encountered messages from other
children that made you feel angry, hurt, sad, or fearful?
Have you ever thought about strategies for handling
cyberbullying? How have you responded in the face of
upsetting online language? Have you ever participated
in online communication that was disrespectful?
Click HERE to learn more about Stacey’s story
about how rumors escalate.
page 11
WORDS CAN HURT
The Power of Words
Directions
Read the story below and then answer the questions that follow.
Rani and Aruna love a website
that has games and chatting
for kids. Their parents let them
play on the site. Lately, though,
Rani and Aruna have been
receiving mean messages on
the site, including:
Group Chat:
Player A:
Player B:
Player C:
Player D:
I hate you!
You are ruining the game!
You are so stupid.
You are a dork.
1. How do you think Rani and Aruna feel when they read those messages?
2. How would you feel if you received messages like these?
3. Why do you think people send these kinds of message to people they don’t know?
A Matter of Ethics
There’s an old saying: “Sticks and stones may break my bones, but words will never hurt me.”
THE POWER OF WORDS / STUDENT HANDOUT
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TALK AND TAKE ACTION
The Power of Words
Directions
Create a cartoon about a cyberbullying situation. Each frame should
show a different part of the situation:
FRAME 1: Make a cartoon about something that a cyberbully might do or write
online. Remember to use language appropriate for school.
FRAME 2: Show what you might do if you saw what the cyberbully has done or written.
FRAME 3: What might be a positive outcome, or result, of the situation?
What might a cyberbully say or do?
What would you do in response?
What would a positive outcome be?
Use Common Sense!
s If someone is mean to you online, take a breather and ignore them. Save a copy of
your conversation between you and the bully.
s If you, or someone you know, is cyberbullied, talk to a trusted adult – like a
parent, family member, or teacher. Together, you can think of a plan for how to
respond.
THE POWER OF WORDS / STUDENT HANDOUT
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ASSESSMENT
ASSESSMENT
The Power of Words
The Power of Words
1. Alicia receives a text message from her friend Ronald. The message says,
“I am having a party. You are not invited.” Circle the word that shows how Alicia
might feel after she receives the message.
a) hurt
b) excited
in between?
c) popular
Message: Good job, nerd!
2. Theo is having fun playing Dragons and Knights online. Then he sees a message
that go with each answer.
a) Ignore the player who sent the mean message
b) Write a message back that says, “You’re so stupid, you’re the one ruining the game”
c) Pretend that he doesn’t feel hurt by the message
d) Save the message in case the other player sends Theo another mean message
e) Tell an adult about the message
Okay
In Between
Hurtful
f) Never play Dragons and Knights online again
THE POWER OF WORDS / ASSESSMENT
1
THE POWER OF WORDS / ASSESSMENT
2
page 14
Why is it a bad idea to send mean or scary
messages online?
Because they can make the person who gets them upset,
angry, or scared.
Why might there be more misunderstandings between people when they
Online messages can be more confusing or scarier than
face-to-face messages because there are no face-to-face cues
send online messages as opposed to
to help you understand people’s intentions.
At Home....
face-to-face discussion?
What can kids do when they get
They can (1) calm down and take a deep breath, (2) tell a
cyberbullying messages?
friend or a trusted adult who can help develop a plan to
handle the situation, (3) ignore the bully, (4) keep a copy
of the communication with the bully.
Extension Activity
In small groups, have students make a cyberbully protection kit. The kit should contain a shield that they decorate
with an anti-cyberbullying symbol and a scroll that lists things they could say to a cyberbully. The kit can be
created with cardboard or paper and markers, or online with Kerpoof (www.kerpoof.com).
At-Home Activity
Encourage students to use the Talk and Take Action Student Handout as a model to create comic strips with
family members about other cyberbullying situations. Students can use Make Beliefs Comix
(www.makebeliefscomix.com), a free online tool. Students should create one frame that shows the cyberbullying
scenario. The next frame should show what they might do when faced with this situation or message. The last
frame should show a positive outcome of the situation, which might involve confiding in a trusted adult.
THE POWER OF WORDS/ LESSON PLAN
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FAMILY TIP SHEET
ELEMENTARY SCHOOL
Common Sense on
Talking Safely Online
Kids love connecting with others online. Most young people talk online only with their friends and family. But as
a parent, you might be concerned that a stranger with bad intent (predator) could contact your child.
Predatory behavior is when people contact your child on the Internet (mostly through instant messaging, chat
rooms, or social networking sites) and attempt to “groom” your child for a relationship. These people try to win
children’s trust by hiding their true identities. They may try to get kids into creepy or dangerous situations by
pretending to have similar interests, giving them compliments, and letting them talk about anything they want.
They typically tell children to keep the friendship secret, and they may even threaten kids if they tell anybody.
As the relationship develops, the predator may send pictures, ask a child to send them pictures, and then ask to
meet face to face.
Teaching your child to be alert about how predators groom their targets is crucial to keeping your child safe.
With very small kids, it is best if you are present when they are online. At this age, you may choose to block your
kids from talking online, or create strict rules for them to follow about who they can talk to. For older elementary
school children, you may choose to give them more freedom after first discussing how to stay safe online.
common sense says
Establish rules for appropriate instant messaging and chatting online,
and explain that you’re enforcing those rules because you care about their safety. You may want to involve an
older sibling who can model good online behavior and can stay involved in their younger siblings’ online lives.
Online talk should generally be with people your children know, like
family and friends.
Kids shouldn’t answer questions online that make them
feel uncomfortable. They also shouldn’t talk about adult topics with strangers.
If something creepy or inappropriate happens online,
kids need to know they won’t get in trouble if they tell an adult they trust. Also, avoid banning them from the
computer. Kids are less likely to tell parents when they experience a problem on the computer if they think as a
result they won’t be allowed to use it.
Kids should never give out their name, address,
school, phone number, email, pictures, or anything that could identify who they are.
Most kids know to brush off unwanted contact. Encourage this behavior.
Does your child seem withdrawn, emotionally distant, spend endless hours online,
or seem to be hiding something? The kids who get sucked into inappropriate online relationships often show
warning signs. They might be hiding an online relationship they don’t want you to know about. If you think this
might be happening, ask your child about it!
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Chapter 3
CYBER
BULLYING
Cyberbullying can be very
public. Posts can spread
rapidly and to a large,
invisible audience because
of the nature of how
information travels online.
What is Cyberbullying, and how do you
deal with it?
There are several key similarities and differences between
online and in-person bullying. Many kids may use more
extreme or hurtful language online rather than in-person.
Cyberbullying can happen anytime, whereas in-person bullying
generally stops when children go home. Both kinds of bullying
can make people feel embarrassed, powerless, sad, hurt, and
angry.
Click HERE to watch Emma’s story of being
cyberbullied by a best friend.
page 18
What advice would you give Sondra about how to handle the situation?
Directions
What do you think the people who are bullying Sondra would say about their
behavior?
Read the story of Sondra below. Then answer the questions that follow.
Sondra is planning a birthday sleepover. Her parents have set a limit of
eight girls, so Sondra can’t invite everyone she’d like.
Two girls, who are left out of the party, overhear the plans. They decide
to create a “We Hate Sondra Jones” website. They say that anyone invited
to the party should not go. They share the website with everyone in
school. The girls also tell everyone to add new reasons why they hate
Sondra and to spread mean rumors about her.
When Sondra hears about the site, she gets a sick feeling in her
stomach. Each day she finds a new mean comment or joke about her on
the website. She feels hurt and embarrassed. She tells her parents she is
sick, so she won’t have to go to school.
Is this a cyberbullying situation? Why or why not?
Who are the cyberbullies?
Who is the target? __________________________________________________
How do you think Sondra feels? ______________________________________
Why do you think the two girls made the mean website about Sondra?
www.commonsense.org
1
www.commonsense.org
page 19
ASSESSMENT
a) Sad and hurt
b) Like it’s not a big deal
c) Fine
a) Makes people feel sad, angry, hurt, and embarrassed
b) Can cause physical harm
c) Can cause emotional harm
d) The bully’s identity can be anonymous, or unknown
e) Can be witnessed by a bystander
f) Can be stopped or made better by an upstander
a) TJ should block the bully.
b) TJ should write mean messages back.
c) TJ should tell an adult.
www.commonsense.org
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cyberbullying situation?
Don’t respond or retaliate.
Block the bully.
Save and print bullying messages.
Talk to a friend.
Tell a trusted adult.
At Home....
Have students pretend that they are Dr. Chip Micro, a famous TV personality who helps people having difficulites
with others online. Let students know that Sondra has written to Dr. Chip Micro about her situation. They, as Dr.
Chip Micro, should send an email reply providing concrete advice to Sondra. Let them know that they should: (1)
empathize with Sondra, (2) acknowledge the difficulty of her situation, and (3) offer help and/or suggested solutions
for her situation.
Encourage students to interview family members about incidents of bullying that they have either been part of or
witness to. Suggest that students create about ten interview questions that invite family members to share their
stories and also ask them to reflect on how they think technoloy has or has not changed the way bullying impacts
kids (and adults). Students can record the interviews with an audio recorder or a smartphone’s voice memo
function. They then can share their interviews with the class or incorporate them into a multimedia presentation
using VoiceThread (www.voicethread.com).
www.commonsense.org
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FAMILY TIP SHEET
ELEMENTARY SCHOOL
Common Sense on
Cyberbullying
Spreading rumors and bullying is nothing new. Kids have always found ways to be cruel to one another. But
computers, cell phones, and digital technologies make bullying easier and more widespread. Kids now use their
cell phones and computers to hurt, humiliate, and harass each other, and it’s starting at younger ages. Cyberbullying
is defined as repeatedly sending or posting harmful or mean messages, images, or videos about someone else
using the Internet, cell phones, or other digital technologies. Kids may call each other names, say nasty things
about one another, threaten each other, or make others feel uncomfortable or scared.
Children’s increased access to digital technology has created more pathways to communicate — for both good
and for bad. Although cyberbullying is typically associated with tweens and teens, more cases are now being
reported with younger children. Cyberbullying is especially disturbing because it is constant, inescapable, and
very public. It can happen anytime — at school or at home — and can involve large groups of kids. The combination
of the boldness created by being anonymous and the desire to be seen as “cool” can cause a kid who normally
wouldn’t say anything mean face to face to show off to other kids by cyberbullying someone. Younger kids may
bully to get attention, because they think it will make them popular, or because they want to look tough and
make others afraid of them. And because it happens online, it can easily go undetected by parents and teachers.
Cyberbullying is a growing problem among younger kids. Younger kids are starting to use online communication
and at the same time they are exploring ways to test other people’s reactions. For instance, kids who send a
mean message might not fully understand how another person might react to that message. What’s more, hurtful
information posted on the Internet is extremely difficult to prevent or remove, and anyone can see it. Imagine
being publically humiliated in front of everyone you know. Such behavior usually happens when adults aren’t
around. So parents and teachers often see only the anxiety or depression that results from their kids being hurt
or bullied. Parents can help by becoming aware of the issue, learning to identify the warning signs of bullying,
and helping kids to understand how to be respectful to others online.
What Families Can Do
Make a list together of how talking online is different than talking face to face. Get kids to think about how it
might be easier to say things online you wouldn’t say in person, and how this may be good sometimes and a
problem at other times.
Practice writing a text or chat message to a friend. Model for your child how to compliment people and how
to avoid mean words or behaviors.
Point out that it’s important to stick up for others, online as well as in the real world. Discuss ways they can
support friends who are bullied and report bad behavior they see online.
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marked by an asterisk (*) or are highlighted in red.
teach 2Chapter 4
Private andINTERNET
Personal (10 minutes)
SAFETY,
PRIVACY, &
DEFINE the KeySECURITY
Vocabulary terms personal information and private information. Emphasize that
EXPLAIN to students that some kinds of information are generally safe to share on the Internet and some are
not. However, the information that’s considered safe should not be shared one on one with people they don’t
already know offline.
personal information is usually safe to share online. Private information is usually unsafe to share online
(students should get permission from a parent or guardian).
SHARE the following examples of information that is safe or unsafe to share:
SAFE – Personal Information
UNSAFE – Private Information
Your favorite food
Mother’s maiden name
Your opinion (though it should be done respectfully)
Social Security number
First name
Your date of birth
Parents’ credit card information
Phone number
ASK:
Sample
Click HERE to watch
aresponses:
video about teens’
Why would someone want to steal someone
else’s identity on the Internet?
To steal money
experience with
To doonline
something badsafety.
or mean
To hide their real identity
How can you protect yourself from online
identity theft?
An identity thief uses private information to pretend to be the person whose identity
he or she has stolen. Once the thief has taken someone’s identity, he or she can use
that person’s name to get a driver’s license or buy things, even if the person whose
identity they stole isn’t old enough to do these things! It’s often
not until much later that people realize that their identity has been stolen. Identity
thieves may also apply for credit cards in other people’s names and run up big bills
that they don’t pay off. Identity thieves often target children and teens because they
have a clean credit history and their parents are unlikely to be aware that someone is
taking on their child’s identity.
Click HERE to watch a helpful video
about privacy.
page 24
PROTECT YOURSELF
Private and Personal Information
Directions
Decide if each piece of information below is an example of personal information or
private information. Then check the box to show your answer.
Information
Personal
Private
Full name (first and last)
Age
Street address
Email address
Date of birth
Gender
How many brothers and sisters you have
Favorite band
Phone numbers
Credit card information
Favorite food
The name of your pet
Mother’s maiden name
Name of your school
PRIVATE AND PERSONAL INFORMATION / STUDENT HANDOUT
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ALL ABOUT ME
Directions
Pretend you have a public profile in an online community. There are people you
know, and people you don’t know, who can view your profile.
Write down personal information that you would want to share about yourself.
Make sure that everything on your list is safe to share and that it is not private
information that could reveal your identity.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Use Common Sense!
Each time you share information about yourself online, stop and think: “Am I giving
out information that I should keep private?”
Personal information often is safe to share. But you should never share private
information without the permission of a parent, guardian, or teacher.
PRIVATE AND PERSONAL INFORMATION / STUDENT HANDOUT
1
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ASSESSMENT
1. If a website asks you for your __________________ online, you should talk to a
parent or family member.
a) favorite color
b) date of birth
c) screen name
2. An identity thief probably would not be interested in your personal information,
such as __________________.
a) our full name
b) your street address
c) your favorite movie
3. Clara received two emails. Which email should she NOT respond to? Circle your
answer.
PRIVATE AND PERSONAL INFORMATION / ASSESSMENT
1
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safe to share online, you might choose not to share this
information, and that’s fine.
What would be a good rule for kids about
giving out private information online?
At Home....
They should not share it online without the permission of a
teacher, parent, or guardian.
Extension Activity
Direct students to find examples of additional websites for kids their age that require identity information to
register. Have students classify the information requested as personal information or private information.
Students may report their site findings and classifications to the class.
At-Home Activity
Encourage students to share the tips they’ve learned about sharing information online with their parents or
family members. Have students explain the difference between personal information and private information.
Then, ask family members if they visit websites that ask for private information. What do family members do to
keep their private information secure?
PRIVATE AND PERSONAL INFORMATION / LESSON PLAN
5
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FAMILY TIP SHEET
MIDDLE SCHOOL
Common Sense on
Protecting and Respecting Privacy
Our kids live in a culture of sharing that has forever changed the concept of privacy. In a world where everyone
is connected and anything created online can be copied, pasted, and sent to thousands of people in a heartbeat,
privacy starts to mean something different than simply guarding personal or private information. Each time your
child fills out a profile without privacy controls, comments on something, posts a video, or texts a picture of
themselves to friends, they potentially broadcast themselves to the world.
Digital life is both public and permanent. Everything our kids do online creates digital footprints that migrate
and persist. Something that happens on the spur of the moment – a funny picture, an angry post – can resurface
years later. And if kids aren’t careful, their reputations can be harmed. Your child may think he or she just sent
something to a friend – but that friend can send it to a friend’s friend, who can send it to their friends’ friends,
and so on. That’s how secrets become headlines and how false information spreads fast and furiously. The stakes
only increase when we remember that all of this takes place in front of a huge, invisible audience. Kids’ deepest
secrets can be shared with thousands of people they’ve never even met.
common sense says
Help kids think long term. Everything leaves a digital footprint. Whatever gets created may never go away. If
they don’t want to see it tomorrow, they’d better not post it today. Explain to them that nothing is really private
online – no matter what they think. Privacy settings aren’t infallible. Others can pass on information that is
supposed to be private. It’s up to kids to protect themselves by thinking twice before they post anything that
could damage their reputation or that someone else could use to embarrass or hurt them.
Teach kids to keep personal information private. Help kids define which information is important for them
to keep private when they’re online. To start, we recommend that kids not share their addresses, phone numbers,
or birth dates.
Encourage kids to think carefully
about the nature of their relationships (close friends, family, acquaintances, strangers) and adjust their privacy
settings accordingly.
Passing along a rumor or identifying someone in a picture
(called “tagging”) affects other people’s privacy. If your kids are tagged in friends’ photos, they can ask to have
the photos or the tags removed. But beyond that, there’s not too much they can do.
What goes around comes around. If kids spread a rumor or
talk trash about a teacher, they can’t assume that what they post will stay private. Whatever negative things they
say can and probably will come back to haunt them, in more ways than they can imagine.
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kids absorb and accept these gender stereotypes, they can be misinformed about how the world perceives them and what they
can grow up to be.
Why Does It Matter?
Chapter 5
and mental health at risk. And because kids today are not only
media consumers but also media creators, they may mirror these
SELF IMAGE &
IDENTITY
stereotypes while texting, messaging, posting comments, or
developing their own digital works. When kids are exposed to rigid
ideas about boys’ and girls’ roles through their peers — both online
or offline — it can be hard to convince them not to adopt those
ideas.
Your students need to develop media literacy skills now, not
later. As elementary school educators teach kids how to read
literature and informational texts, they have a unique opportunity
to also equip them with media and digital literacy skills. Kids can
apply questions about authorship, content, context, and validity to
many different forms of digital media – online ads, websites, and
even virtual worlds.
Technology
allows us to edit photos
Early discussions about gender can help diffuse digital drama
so that they look like things that
in the future. Preteens aren’t immune to issues like online drama,
mightcyberbullying,
exist only
in sexting.
our Quite
imaginations.
and even
often, these issues are
rooted in social attitudes, not the technology itself. When a child
But if
people compare themselves to
chooses to be a bystander, rather than an upstander, it’s often
altered
photos
ofabout
celebrities
and And boys and
because she’s
concerned
social repercussions.
girls face different consequences for showing separateness from
models,
which are unrealistic, they
their peers. If kids can unpack “gender codes” at an early age, they
might
feel
bad
how
they
may
be more
likelyabout
to handle any
drama
relatedlook.
to them later on.
Source: Social Media, Social Life: How Teens View Their Digital
Lives (June 26, 2012). A Common Sense Media Research Study.
http://www.commonsensemedia.org/research/social-mediasocial-life
Not Your Specialty? Not a Problem!
There are more classroom connections than you think. Talking about gender roles can create an easy segue between the
subject you regularly teach – whether it’s history, English, or health and wellness – and a class discussion about digital
How can photos be changed on the computer, and
how can that affect our feelings about the way we
look?
Did you know that photos can be altered digitally? You will
consider the upsides and downsides of this practice.
Sometimes photos that are altered and distorted can affect our
self-image and our perception of the world around us.
Many advertising companies uses photo alteration to help sell
products.
Click HERE to watch an example of photography
alteration by Dove’s Evolution of Real Beauty
Campagin.
page 31
MAGAZINE MAGIC
Picture Perfect
Directions
Take a look at the magazine cover below, and the real-life photo of singer Kelly Clarkson.
Discuss how the two photos of Kelly are different. Then work with a partner to answer
the questions.
List the kinds of products you think
this magazine will advertise:
What kind of message does this magazine cover send
about how girls and women should look?
How might a girl or woman feel about herself after
looking at this magazine?
Kelly Clarkson in real life, singing
on Good Morning America
Photo Sources
Wenn. 2009. Photograph. Kelly Clarkson Photo Retouched to Make Her ‘Look Her Best.’ People.com, 11 Aug. 2009. Web. 30 Aug. 2012. <http://www.people.com/people/article/0,,20297322,00.html>.
Mayer, Janet. PR Photos. Photograph. In Pictures: ‘Kelly Clarkson Performs on Good Morning America’. Monsters and Critics, 02 Aug. 2009. Web. 04 Sep. 2012.
<http://www.monstersandcritics.com/music/features/article_1493279.php/In_Pictures_Kelly_Clarkson_Performs_on_Good_Morning_America?page=9>
PICTURE PERFECT / STUDENT HANDOUT
1
page 32
Directions
Take a look at the magazine cover below, and the real-life photo of tennis player Andy
Roddick. Discuss how the two photos of Andy are different. Then work with a partner to
answer the questions.
List the kinds of products you think this
magazine will advertise:
What kind of message does this
magazine cover send about how
men and boys should look?
Andy Roddick, in real life
How might a boy or man feel
about himself after looking at
this magazine?
Photo Sources
Christopher Peterson/BuzzFoto. “Stars Who Love Athletes Slide: Brooklyn & Andy.” People Magazine. 52 May. 2011. Web. 30 Aug. 2012.
<http://www.people.com/people/gallery/0,,20266474_20967664,00.html>
Newman, Andrew A. “3 Magazines Are Accused of Retouching Celebrity Photos to Excess.” The New York Times. The New York Times, 28 May 2007. Web. 30 Aug. 2012.
<http://www.nytimes.com/2007/05/28/business/media/28fitness.html?_r=1>.
PICTURE PERFECT / STUDENT HANDOUT
page 33
ASSESSMENT
Picture Perfect
1. Which photo looks like a real girl?
a) Photo 1
b) Photo 2
Explain your answer:
Photo 1
Photo 2
2. If a girl told you that she wanted to look like the girl in Photo 2, what would you tell
her?
3. These two pictures are of the same pig. How do you think the pig got his stripes in
the second picture?
a) He was born that way.
b) Someone used paint to put stripes on him.
c) Someone used a computer to put stripes on him.
Image Source: Tim Piper. “dove evolution.” The Dove® Campaign for Real Beauty. Web. 16 Oct. 2012.<http://www.youtube.com/watch?v=iYhCn0jf46U>
PICTURE PERFECT / ASSESSMENT
1
page 34
Extension Activity
Read aloud the first three paragraphs of The New York Times article “A Real Girl, 14, Takes a Stand Against the
Flawless Faces in Magazines” (www.nytimes.com/2012/05/04/nyregion/seventeen-magazine-faulted-by-girl-14for-doctoring-photos.html). Explain that Julia believes altered photos can make girls feel bad about the way
they look. She also believes they give boys the wrong idea about how girls are supposed to look. So Julia
started an online petition called “Seventeen Magazine: Give Girls Images of Real Girls!” for people to sign. In it,
At Home....
she asks Seventeen Magazine to promise to always include some real photos – ones that are not altered.
Ask volunteers to say whether or not they would sign Julia’s petition, and explain the reasons for their decision.
Then engage students in a discussion of how Julia stood up for what she believed, and how the Internet gives
people the chance to share important messages with others across the world.
At-Home Activity
Have students imagine a magazine filled with real, unaltered photographs of people who look like those they
see every day in the real world. These people would come in all shapes, sizes, and styles. Everyone would look
different, and no one would look perfect.
Students should design the cover of their magazine, either on paper or using an online tool such as Glogster
(www.glogster.com). What would the headlines be? What image(s) would be on the cover? Encourage students
to reflect on how they might feel about their own appearance after reading that kind of magazine.
PICTURE PERFECT / LESSON PLAN
5
page 35
FAMILY TIP SHEET
ELEMENTARY SCHOOL
Common Sense on
Boys, Girls, and Media Messages
In today’s 24/7 media world, girls and boys are flooded with messages about how they should look and act.
Whether in toy stores, advertisements, TV shows, movies, or games, the images and stories kids see in the
media play a powerful role in framing their sense of what’s “acceptable” and what isn’t. The problem is that
mainstream media often encourages narrow definitions of girls’ and boys’ roles, and such gender stereotypes
are now making their way into the digital world. As kids grow older and become more active online, they may
encounter more extreme attitudes about differences between girls and boys, whether in the comments section of
YouTube, in virtual worlds, on social network sites, or even while chatting with their friends. Our media
landscape has widened — creating new forms and sources of pressure for girls to look pretty and “sexy,” and for
boys to toughen up and “act like man.”
When kids see the same gender stereotypes portrayed over and over again in media, they can become
misinformed about how the world perceives them and what they can grow up to be. They may also form
judgments about others based on the portrayals they see in stories and images. Additionally, when kids are
exposed to rigid ideas about boys’ and girls’ roles through their peers — both online or offline — it may be more
difficult to convince them not to adopt those ideas.
What Families Can Do
In this digital age, it’s important for kids to develop media-literacy skills early on. Parents, relatives, teachers,
and other adult mentors are uniquely positioned to help kids analyze the gender messages they see on TV, at the
movies, in ads, in games, and online — and to encourage them not to perpetuate harmful stereotypes.
common sense says
When you’re standing in line at the grocery store with your
children, take a look at the magazine covers. Explain how publishers use computers to airbrush images of people.
And point out elements of our bodies that would normally be captured in photos but are missing there — like
freckles, veins, or wisps of hair.
The fictional characters and stars that kids idolize may not paint a complete
picture of boys’ and girls’ roles. Help expand their horizons by finding role models in books, on TV, in movies,
and in real life that show kids how they can be recognized for their talents and brains rather than their looks.
Depending on your kids’ ages, you can talk about common stereotypes and debunk
your kids’ accepting them. Use examples from the real world — like all blondes are dumb, for example — to show
that media portrayals often aren’t accurate.
1
page 36
Chapter 6
WRAP-UP:
SUPER DIGITAL
CITIZENS
The things we read, see, and
hear online can lead people to have
all sorts of feelings (e.g., happy,
hurt, excited, angry, curious). So
what we do and say
online can be powerful.
The Internet also allows us to learn
about anything, talk to people at any
time (no matter where they are in the
world), and share our knowledge
and creative projects with other
people.
How can people help others to be super
digital citizens?
Although the Internet makes it very easy, copying the work of others and presenting
it as one’s own is called plagiarism. You will also learn about circumstances in which
it is permissible to use the work of others.
How do you know whether or not a resource is available for free and fair use? You
will be introduced to proper ways to cite people’s words and ideas from the Internet,
including how to write a citation.
Click HERE to watch a video about
Digital Drama.
page 38
All Digital citizens
Protect
private
information
for themselves
and others.
Respect
themselves
and others
in online communities.
Stay safe
online
by listening to
their gut feelings.
Stand up to
cyberbullying
when they
see it happening.
Balance
the time
they spend using
media and doing
other activities.
For information and resources about digital citizenship,
visit www.commonsense.org/educators.
page 39
SAVE THE DAY!
Super Digital Citizen
Directions
Step 1: Create a digital superhero. Note some of his or her special
powers or characteristics.
My digital superhero is named:
SUPER DIGITAL CITIZEN / STUDENT HANDOUT
1
page 40
Step 2: Create a comic strip in which your superhero sees an act of
poor digital citizenship. Then have your superhero fix the problem …
and save the day! Use illustrations and captions to tell your story.
Comic strip title:
SUPER DIGITAL CITIZEN / STUDENT HANDOUT
2
page 41
ASSESSMENT
Super Digital Citizen
1. Read the scenarios below. Which person acts like a good digital citizen?
a) Kwame gets an email from a person he doesn’t know that says he won a prize.
He immediately deletes the email and doesn’t reply.
b) Sara makes a peanut butter sandwich for her little sister.
c) Willie and Juan are in a fight. They keep posting mean comments about one
another online.
2. What would a good digital citizen do in the following situation?
Nick sees that his classmate left her email account open on a school computer by
mistake. Nick decides to ________________________________________________.
a) send an email from her account to a friend
b) log out of her email and let her know that he closed it for her
c) not do anything and let someone else deal with it
3. What is one way that you can act responsibly online?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
SUPER DIGITAL CITIZEN / ASSESSMENT
1
page 42
page 43
At Home....
Extension Activity
Have students design “super digital citizen” screensavers or wallpaper for the computers or tablets at your
school. Their screensavers or wallpaper should describe being a good digital citizen, using words and phrases
from the warm-up discussion. Students can prioritize and emphasize certain words by creating a word cloud
online using a site such as ABCYa! (www.abcya.com/word_clouds.htm). Have students save the word cloud as a
JPG (.jpg) or a screen shot grab, and then upload the image as a screensaver or wallpaper.
At-Home Activity
Have students transform their comic strips into a story with a beginning, middle, and end. Encourage them
to add dramatic details and flesh out their characters a bit more. Students can use an online story map or a
plot diagram (for example, www.readwritethink.org/files/resources/interactives/plot-diagram/) to help
craft their story before writing it.
page 44
Chapter 7
MORE
RESOURCES
Here are some other resources for
you and your family.
We need you to be a Super Digital
Citizen, today and always!
Take a family media agreement!
Family Media Agreement: K- 5
I will . . .
stay safe.
I will not give out any private information, such as my full name, date of birth, address, or phone number,
without my family’s permission.
I will keep my passwords private and only share them with my family.
I will tell a trusted adult if anyone online makes me feel uncomfortable, sad, or unsafe. I will recognize that
my safety is more important to my family than anything else.
think first.
I will communicate kindly when I use the Internet or my cell phone. I will not tease, embarrass, or bully others.
I know that the Internet is public, and I will respect myself and others when I’m using it.
I will not pretend that I created something that’s not actually my own work.
stay balanced.
I know that not everything I read, hear, or see online is true.
I will respect my family’s decisions for what I’m allowed to watch, play with, or listen to, and when.
I will continue to enjoy the other activities – and people – in my life.
In exchange, my family agrees to . . .
recognize that media is a big part of my life, even if they don’t always understand why.
talk with me about what worries them and why, before saying “no.”
x
x
signed by me
Essentials
Program
signed by my parent or caregiver
For more info on 1-to-1, go to www.commonsensemedia.org/educators/1to1
© 2013
page 46
This is a great app to practice Digital Citizenship.
page 47
Guiding Principles for Technology use in the
Shrewsbury Public Schools
RESPECT YOURSELF
You are part of a community that is local and global - everything you do online e.g. post, write, like, friend,
comment, pin, +1, tweet, message, IM, text, etc. defines you to your local community, teachers, parents,
friends, neighbors, college admissions officers, future employers, the whole world. What do you want this
“personal brand” to say about you?
Unfortunately, the reality is that you need to act as though nothing is private and nothing can be
deleted
Behave as you would in the town square (because you are, it just looks different)
Be a credit to your family, town, school, etc. by being kind, thoughtful, considerate, polite,
constructive, etc.
While you are enrolled in school and in a school building, school staff can ask to see the contents of
your devices and accounts. (is this true vis-a-vis privacy rights and reasonable suspicion?)
Until you are 18 your parents can ask to see the contents of your devices and accounts. (is this true visa-vis privacy rights and reasonable suspicion)
page 48
Shrewsbury Public Schools....continued....
BE CAREFUL
Not everybody has good intentions and not all information is reputable.
Seek assistance from a parent, teacher, or other adult you trust when you receive or find something
that makes you uncomfortable.
Check your sources
Consider privacy settings and take advantage of them when setting up digital accounts and be aware
that true anonymity is difficult to achieve
Guide your online choices and behaviors with an awareness of which personal information, habits,
preferences, etc. advertisers, marketers, app developers, retailers, criminals, etc. collect and how they collect
it, and the use and value of the information.
page 49
Shrewsbury Public Schools...end.
BE RESPECTFUL
It’s important to respect others as your actions can affect them.
Seek permission for recording via photograph, video, audio, hologram, etc.
Respect confidentiality - Don’t reveal information from others that was only intended for you
Respect the work of others - Pay attention to copyright and attribution
Respect and conserve the resources we all share (wifi, internet bandwidth, etc.)
Follow the laws of the land
Actively listen to others
Respect property
page 50
Shrewsbury Public Schools, 2013
RESPONSIBLE
USE POLICY
SPS Responsible Use of
Technology Policy
The use of technology is an important part of education in
the 21st century. This School Committee policy was
developed to guide the use of technology by students.
Students must agree to the following stipulations in order
to be allowed to use technology at school (the
acknowledgement of this policy in the student handbook
will serve as agreement).
1. Students shall use the Internet and all forms of
school technology responsibly. School technology includes,
but is not limited to, computers, tablets, printers, copiers,
cameras, and interactive web resources that serve
educational purposes. This agreement extends to use of
technology that students may be able to use off site.
2. Students shall respect the rights of copyright
owners by limiting copying to essential materials and
providing attribution (citations) for images and text.
Students shall avoid plagiarism by ensuring that their
papers and projects reflect their thoughts and ideas as well
as cited paraphrases, summaries and quotations. Students
will ask teachers or media staff for assistance if they have
questions regarding these terms.
3. Students shall understand that they may use a
personal device on the school network, that they may be
required to provide information about their device to the
technology department to ensure that it can operate safely
without disrupting others, that all school policies apply to
them whether they are using their own device or school
technologies, and that this privilege may be limited or
revoked.
page 51
4. Students shall understand the network is a
valuable resource for teaching, learning and many other
6. Students shall understand that the district’s
Bullying Prevention and Intervention Plan applies to
forms of productivity for students, staff and parents.
Students shall understand that downloading large files or
online behaviors and they shall comply with all provisions
of that policy.
attachments may compromise network speed and they will
avoid this type of activity without permission even if they
are using a personal device. Students shall limit their use
of downloading large files to classroom lessons and
research. Students engaging in school work shall be given
priority when accessing school technology.
7. Students shall understand and shall comply with
all personal technology guidelines associated with their
school.
5. Students shall understand that their
participation in school interactive web resources--using a
personal device or not--must represent what is expected
from a student in the Shrewsbury Public Schools.
Therefore, anything that is considered inappropriate in the
classroom is also inappropriate in all uses of email, blogs,
podcasts, social networking sites, messaging/chat sites, or
other digital communication tools. This includes, but is not
limited to disrespectful, profane, racist, sexist or other
discriminatory remarks. Additionally, students shall
promptly inform a teacher or administrator if any messages
received or material reviewed is inappropriate.
8. Students shall understand that school provided
access to the Internet has to be filtered. If they need access
to a blocked site, they shall work with their teachers to
explore options available. Students shall not attempt to
bypass any blocked sites or circumvent the filter in any
manner.
9. Students shall not impersonate nor attempt to
impersonate another nor use or attempt to use somebody
else’s accounts on any device. Students shall not delete or
tamper with anyone else’s files, folders, or work. Students
shall not let another student use their accounts on any
device.
page 52
10. Students shall understand that files, services, and
devices provided by and/or managed by the school are not
private. There is no expectation of privacy when students
use the school district’s network, devices, and services and
anything they do can be viewed by administration at any
time.
11. Students and their families shall understand that
unless superseded by the liability schedule of a specific
program they will be liable for full repair and replacement
costs for damage to school property, whether intentional or
through negligence, including electronic devices.
disabling device features or applications, the revocation of
all network access, suspension or exclusion from school, or
legal action by the authorities. Students or parents should
contact the district or school administration if they have
any questions about this agreement or its implementation.
This policy will be reviewed within five years of adoption,
or when necessary due to significant change in technology
access or usage by students.
12. Students shall understand that attempts to
override, disable, alter, or circumvent security restrictions,
management systems, or device firmware will be
considered intentional damage.
Students shall understand that should they be found in
violation of this policy, the consequences could include,
but are not limited to; restricting access to the device,
page 53
FAMILY TIP SHEET
ELEMENTARY SCHOOL
Common Sense on
Effective Email Communication
EMAIL
ETIQUETTE
There is a high tolerance for misspellings and stream-of-consciousness ideas in text messages and informal
emails. But what happens when kids need to write a formal message? Will they know how to change their writing
style to match their audience? Sizing up your audience and making your words match are important skills for
students to learn. Teaching our kids to evaluate their audience and create messages accordingly will help them
gain more respect from their teachers and win better responses in any formal setting.
common sense says
Encourage your children to consider the audience and purpose of their email. Using a more formal tone
with people they have never met is the safest and most respectful way to communicate.
Prompt kids to get right to the point. Most people have a lot of email to sift through. Keeping formal messages
to one page is ideal.
Anything kids would say
over email should be something they are able to say to someone’s face.
Suggest to children that they use uppercase type only on rare occasions. Uppercase letters indicate that
you are shouting. Kids should use them only if they really want to make a STRONG POINT.
Click HERE to
watch a lesson in
action about
Email Etiquette
Remind kids to proofread. They should check their spelling, grammar, punctuation, and formatting before
sending an email.
Coach kids to use emoticons sparingly. Using smiley faces or exclamation points on occasion can help others
understand their meaning in the absence of visual and vocal cues. However, they are usually inappropriate with
more formal emails. :)
1
page 54
Directions
Sondra has sent an email to her friend Jim about his pet rabbit. But she
made 7 errors in the email below. Work with a partner to circle or
highlight all 7 errors.
Writing Good Emails
Directions
From: [email protected]
Compare and contrast the letter to the email. Do you see the parts that
are the same? On the email, circle or highlight the parts that are
different.
To: soccerfan#[email protected]
Sent: Monday, October 15, 2012 at 5:21 pm
321 Main Street
header
hi!
Subject: _________________________________
Township, MA 10749
November 1, 2012
greeting
Dear Serena,
How are you? How is school? I like my
new teacher. We have school lunches
that are yummy! Write back soon.
From,
I like your new pet! Your rabit Molly is
message
body
closing
signature
Clayton
From: [email protected]
To: [email protected]
Sent: Thursday, November 1, 2012 at 3:34 pm
Subject: playdate
Hey Tyrone,
How are you? Can you come
over on Saturday?
From,
Tanya
/\_/\
(0 . 0 )
>^<
great? What do you feed Molly? let’s
play with your rabbit again soon.
me
header
greeting
message body
Use Common Sense!
It’s always a good idea to proofread an email before you
send it. Double-check for the following:
a clear and specific subject
a greeting, closing, and signature
closing
proper capitalization
signature
proper punctuation
correct spelling
WRITING GOOD EMAILS / STUDENT HANDOUT
WRITING GOOD EMAILS / STUDENT HANDOUT
1
2
page 55

Final Digital Citizenship Student Guide SMS 2013-2014

Transcription

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