Digital Citizenship Literacy

1. Digital Citizenship Literacy

2. My Online Code Lesson I

3. Ethics • Identify someone who is ethical: • In what ways is this person considered ethical? • What are examples of ways that people behave unethically in their dealings with others? • What are examples of ways that people behave unethically in the community? • What are examples of ways that people behave unethically online?

4. Online Ethics • Privacy: Respecting the privacy of others online • Self expression and identity: presenting yourself in an honest and genuine way in the online world • Connected culture: treating others in a kind and respectful manner, and avoiding cyber bullying • Respecting creative work: giving credit to others and/or asking their permission when you use their work as part of your own.

5. Jeff’s Profile • You will be analyzing a fictional profile. • Think about the online ethics involved in his postings.

11. Who Are You Online? Lesson II

12. Avatars • Does the way you represent yourself online differ from the way you represent yourself offline? What is similar and what is different about your online and offline selves? Discuss.

13. Exploring Avatars • The following slides illustrates how people represent themselves online. • Note similarities and differences between the real people and their avatars. • Avoid passing judgment or making fun of anyone. • Speculate on why the people in the photos might have created these avatars.

26. Being “Real” or “Fake” Online • Do you think it is easier for people to be “fake” online than in real life? Why or why not? • Define: anonymous and inhibited. • Explain how these words relate to online avatars.

27. Closing • How does your persona change depending on the context, online and offline? • What are the benefits and problems with being anonymous or less inhibited online? • What responsibilities do you have to yourself and others to “stay real” online, even when you exaggerate or act differently?

28. Building Community Online Lesson III

29. Take assessment together as a class • YAY!

30. Overexposed: Sexting and Relationships Lesson IV

31. Introduction • How do people in romantic relationships communicate using digital technologies? • How do people in relationships communicate differently online than they might face-to-face? • Do you think the Internet and cell phones can have a positive impact on people’s romantic relationships?

32. Self-Disclosure in Relationship • What is self-disclosure? • Sharing private, sensitive, or confidential information about oneself with others.

33. Self-Disclosure in Relationship • What are examples of self-disclosure? • Can people deepen their relationships by self-disclosing? • Are there types of self-disclosure that people should be careful about sharing with others? • How might self-disclosing using digital technologies be even more risky than face-to-face?

34. Sexting • Define: • Sending or receiving sexually explicit photos or videos by text message or other digital technologies. View Ally’s Story

35. Ally’s Story Questions • Why did Ally share the nude picture of herself with her ex-boyfriend ? • Why do you think Ally’s ex-boyfriend forwarded the picture to others? • How might Ally have felt after she found out the photo was sent around? • Looking back on the situation, Ally has a different perspective on what happened. What did she later realize?

36. Ally’s Story Questions • What if the tables were turned and Ally had forwarded a sext that her ex-boyfriend had sent her. Would people have reacted the same way at school? Would the boy have been called names, the same way that Ally was? • Do you think that sexting should be against the law?

37. How Should It End? • Create an ending to each texting situation. • Appropriate for school/life.

43. Discussion questions • Can you name at least three consequences that could happen if someone sexted? • In the moment – when asked to, or asking someone to sext – why might someone ignore these consequences? • Are there worries, pressures, or other considerations that come into play? • What would it take to make someone think twice before sexting?

44. Closing • Why is self-disclosing using digital technology risky? • Why should someone think twice before asking someone to, or sending, a sext? • Is it ever okay to sext? Is it okay to pressure others to sext?

45. Risky Online Relationships Lesson V

46. Introduction • The Internet thrives because people want to share with, learn from, and respond to others online. • There are many different types of online interactions between people who don’t know each other in an offline setting. • These interactions are sometimes positive, and at other times they can make us feel uncomfortable.

47. Introduction • What are some examples of positive interactions between strangers online? • What are some examples of uncomfortable interactions between strangers online?

48. Myths and Realities of “Online Predators” • Define: online predator • A commonly used term for someone who uses the Internet to develop inappropriate relationships with kids or teens. What are some common stereotypes of online predators?

49. Facts about online predators • Teens are more likely to receive requests to talk about sexual things online from other teens or from young adults (ages 18-25) than they are from older adults • The small percentage of adults that do seek out relationships with teens online are usually up-front about their age, and about their sexual interests. • Teens who develop an ongoing online connection with someone they don’t know, or who are willing to talk about sexual things online, are more likely to find themselves in a risky online relationship. • Risky online relationships don’t always involve total strangers; sometimes they involve people teens have initially met offline.

50. Sheyna’s Situation • Define: manipulate • Trying to influence somebody to influence somebody to do something they might not otherwise do, for one’s own benefit.