EDU520: Blog 2

Creating Your Digital Integrity as a Good Digital Citizen

How do you act and present yourself when engaging with the digital world? What does it mean to be a good digital citizen? What is your viewpoint on what matters?

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EVOLUTION REQUIRES CHANGE (AND CHANGE REQUIRES EVOLUTION)

When something emerges to change the way we exist as a human race, it is inevitable for a new set of rules, established practices, and systems to naturally occur. Think of how people at different stages of human history needed to know certain things to survive their era not only so that they could prosper but to keep themselves safe and stay out of trouble. Our earliest human ancestors learned the method for making and using stone tools and fire. The beginnings of complex societies stumbled their way into creating rules for getting along with each other. Governments, doctors, and scientists needed to identify best practices for twentieth-century medicine. I find it interesting that these changes evolved into new behaviors, but they also became an evolution in itself.

We, too, are living during a consequential moment in the biography of modern civilization. While generations before us saw significant transformations in their lifetimes (automobiles, penicillin, household appliances, sound film, vaccines, to name a few), our current one has offered a colossal introduction: the Internet. However, since it arrived in 1993, increasing concerns for many big problems have grown. These worries and disturbances have resulted in a set of standards over the past three decades as what is known today as Digital Citizenship.

DIGITAL CITIZENSHIP

Digital Citizenship refers to the responsible use of online digital technology. It encompasses nine foundational digital principles that focus on etiquette, communication, literacy, access, commerce, law, rights and responsibilities, security (self-protection), health and wellness (Ribble, 2017). Better said, it means that as a user of digital information, you need to learn and understand how to respect the rights and opinions of others while protecting your safety, integrity, private information, and digital work. I liken it to the U.S. Constitution as it offers governance for our omnipresent global digital community.

Image Source: FractusLearning.com

WHY WE NEED TO CARE ABOUT BEING A GOOD DIGITAL CITIZEN

We are members of society during the Internet age.

Chances are, if you live in a first-world country, you use the Internet or some form of digital data. Whether your use is often or infrequently, you should gain at least a high-level understanding of the nine principles of Digital Citizenship. You don’t need to memorize or master them. Instead, observe which apply to your digital dealings and determine how they can help you be a better digital creator and consumer while co-existing with others in the digital world. This will help you to protect yourself (and your personal data and proprietary work) and communicate and work better with others who, like you, are trying to do the same.

Because there are many nuances within each of the nine tenets of digital citizenship, for this article, let’s focus on Information Privacy and Copyright and what these topics entail.

INFORMATION PRIVACY

Our personal information (data) can be found everywhere. When I began a job in 1987, right across the front of my new employee badge next to my headshot was my social security number for everyone to see. I am still at this company 34 years later, and I don’t remember when this personal data disappeared from company badges, but I know that it would never occur today.

According to a 2019 Pew Research article, “a majority of Americans believe their online and offline activities are being tracked and monitored by companies and the government with some regularity” (Pew Research, 2019). Yet, I find it unbelievable that only 36% admit to agreeing to a company’s policy without even reading it (ibid). This implies that most people are either too busy or “insufficiently proficient technically to watch out for themselves” (Camp, 2015). Still, while they may not be skilled at analyzing their own risk, they should attempt to find other ways to understand and care for these risks.

Video Source: YouTube

So much information is being collected and disseminated worldwide. Issues like data mining, cyber security, ransom attacks, identity theft, personal finance scammers, and wire-tapping are just a few examples that have surfaced. There is a great fortune to be found in our data, and there is no shortage of snake oil salesmen who will always try to exploit the unsuspecting public by stealing its data.

For example, a few years ago, I went to the Internet for help in setting up a new Roku device, a gadget that allows you to stream subscription media channels onto your television. I didn’t know that Roku does not charge you for phone support. I mistakenly called a fraudulent website I found online that took my credit card information in exchange for walking me through the instructions. I wasn’t aware that I was spammed until a year later when the same company tried to make a reoccurring $99 charge. I could not recover the first payment made because too much time had passed. As savvy as I consider myself, I got lazy in my diligence and let my guard down. That casual moment cost me money and required me to cancel my credit card, but it also made me feel vulnerable and violated, which, on the upside, has since made me hyperaware of my digital dealings.

One approach to educating people is simply asking them to share their level of understanding, attitudes, and practices around data privacy. This becomes a challenge, though, when the people who are the most aware of the importance of data protection are also the most reluctant to participate in surveys because they don’t want their information or opinions to become fodder for future data mining (Regan, FitzGerald, & Balint, 2013).

The public has expectations around how their data will or can be used by the government, learning and banking institutions, employers, social media, the medical industry, and others not listed here—and the rules and regulations of these entities can leave people confused.

For example, there were times when I wanted to quickly download a desktop software program or mobile app, pay a bill online, or order from a website, and I found myself scrolling through paragraphs of data alerting me of my rights (or lack thereof). Because I was either impatient or had brand recognition (e.g., I trusted Apple or Microsoft), I clicked my way through a series of confirmations that probably gave away many rights to my personal information. I admit that I have received a few emails over the years informing me of security breaches where my data might have been taken. Like my Roku incident, this, too, has since provoked me to exit out of many online sign-up forms.

Anyone who touches digital data of any kind can benefit from understanding how to protect their personal digital information.

COPYRIGHT

A copyright refers to the legal right a person has to their intellectual work. This means that only original owners can give permission for others to use, copy, or distribute their work, regardless of form. For example, the Pew Research article I quoted above had several useful charts that illustrated Americans’ opinions on data privacy, but its website states a copyright notice, and I could not include it in this writing.

According to the U.S. Copyright Office, “there are a lot of different types of works, including paintings, photographs, illustrations, musical compositions, sound recordings, computer programs, books, poems, blog posts, movies, architectural works, plays, and so much more” (U.S. Copyright Office, n.d.).

Image Source: https://bit.ly/35Rlib8

From an educational perspective, faculty members are the copyright owners of their work. Similar to it being illegal for a teacher to share and post a student’s work online, neither a student nor university can share a faculty member’s teachings, intellectual research, or scholarly projects online or anywhere else (Ramsey & McCaughey, 2012). I like this analogy because it shows the fairness and balance of the copyright decision.

However, there remains much value in the sharing of resources. As the saying goes, who wants to reinvent the wheel? Thankfully, this is why Creative Commons and open educational resources (EORs) were created.

Created in 2001, Creative Commons is an international, non-profit organization that allows creators to make their work available for public use through free licenses (Creative Commons, 2021). This organization is arguably impressive with its many facets. For example, alongside providing said license and domain tools, it also counsels major institutions and governments to ensure correct use. It offers a global support network, a technology search feature to make use easier, an in-depth expert course accompanied by a completion certificate, an annual international summit event, and several global educational support communities. This tells me that a lot of thought, contribution, and investment continues to be put forth for this growing Creative Commons initiative, and it can be trusted and is here to stay.

Other valuable means of free information are educational open resources (EORs). EORs are “teaching and learning materials” available online for anyone to use. EORs are informational digital content such as images, videos, audio clips, or any learning object, activity, or design (Jisc, 2010). The creation of EORs was motivated by several goals: the ability to freely share digital educational materials, avoiding duplication and restrictive (copyright) practices, making education more affordable, and broadening access to more people (ibid).

Image Source: https://aquinas.libguides.com/oer

Many websites offer EORs, including various open textbook libraries and courses offered through universities and learning institutions. One of my favorite sources for free educational learning has been LinkedIn’s Learning library where it “provides video courses taught by industry experts in software, creative, and business skills” (LinkedIn Learning, n.d.).

When discussing Digital Citizenship, everyone will have different ideas about which elements from the nine principles deserve the most attention. Similar to politics and religion, people have different viewpoints and cater to different attitudes. So, where to start? Begin by creating a general personal statement, a mission or vision of how and who you want to be while participating in the digital world. This statement will become a roadmap, a north star, a measuring stick towards becoming a good digital citizen.

This past week I was reacquainted with the topic of Information Privacy and newly introduced to copyright laws and open educational resources. According to how I use digital data and my personal and work life in the online world, below is my stance and personal statement as a digital citizen.

MY STANCE

I believe that everyone should be educated on how to protect themselves with their personal information. This extends beyond the actual use of digital data. People who do not use the Internet, smart devices, or any technology are still at risk for having their information found and wrongly used for monetary, identity, or other malicious purposes.

Therefore, for starters, I contend that social media has a frontline responsibility to protect user data and look for wrongdoings (e.g., fake news, incorrect campaign information, cyberbullying, identity theft, etc.). I would like to see strict laws and penalty fines that look after the involvement of third-party data sellers and buyers. I would like to see other laws in place to simplify the fine-print language companies use to protect themselves; there must be a better way, a middle ground. Lastly, as a future teacher, I already appreciate all the consciousness, hard work, and continued great effort that came before me to protect my future work and offer me open resources to learn from and use.

MY PERSONAL STATEMENT

I will always seek to understand and improve the many digital skills it takes to be a part of our global online community ethically and respectfully. I will encourage others to follow my lead in respecting, educating, and protecting ourselves and others in the digital world whenever possible, which includes the proprietary work of others. Alongside this, I will limit my exposure to known risks and be alert to emerging ones. As a digital creator and consumer, I realize that I play an important in creating a safe and imitable footprint for others.

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References

Camp, L. J. (2015, July). Respecting People and Respecting Privacy. Retrieved from https://web-s-ebscohost-com.postu.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=1&sid=f6680141-2588-4e63-ad2b-65ac74fc8939%40redis

Creative Commons. (2020, August 27). What We Do. Retrieved from https://creativecommons.org/about

Jisc. (2010, December 9). Open Educational Resources (OERs). Retrieved from https://www.jisc.ac.uk/guides/open-educational-resources%20

LinkedIn Learning. (n.d.). LinkedIn Learning: Keep learning in the moments that matter. Retrieved from https://www.linkedin.com/learning

Pew Research. (2019, November 15). Americans and privacy: Concerned, confused and feeling lack of control over their personal information. Retrieved from https://www.pewresearch.org/internet/2019/11/15/americans-and-privacy-concerned-confused-and-feeling-lack-of-control-over-their-personal-information

Regan, P., FitzGerald, G., & Balint, P. (2013, June). Generational views of information privacy? Retrieved from https://web-p-ebscohost-com.postu.idm.oclc.org/ehost/detail/detail?vid=0&sid=2a70cc49-bbb4-4eee-a451-aafd74ea3a1e%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl

Ribble, M. (2017, September 10). Nine Elements of Digital Citizenship – Mike Ribble. Retrieved from https://choraltech.wordpress.com/nine-elements-of-digital-citizenship-mike-ribble

U.S. Copyright Office. (n.d.). What is Copyright?. Retrieved from https://www.copyright.gov/what-is-copyright

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