The Necessity of Preparing Students for Digital Citizenship

 In class, we touched on digital citizenship, a concept that encompasses the responsible, ethical, and safe use of technology and the Internet (Educational Technology Learning Standards). In our interconnected, increasingly tech-oriented world, digital citizenship is undeniably integral to the responsibilities of a successful American adult, and we must explicitly teach our students about it in order to prepare them for both their current and future lives.

One of the most important skills that digital citizenship promotes is digital literacy, or the ability to find, evaluate, and utilize information effectively and responsibly online (University of San Diego). As active participants in the digital world, we must develop critical thinking skills to navigate through the vast amount of information available. By being digitally literate, individuals can discern between reliable sources and misinformation, a key step in fostering a more informed society. I consider this responsibility an example of critical thinking, a skill that we develop in our students across disciplines. Other examples of critical thinking as it relates to digital literacy occur in both academic and professional settings. Critical thinking in the digital world demands that students possess abilities to analyze complex problems and identify biases, question the credibility of sources, assess evidence, and recognize persuasive techniques. As an English teacher, I am called to prepare my students to critically think about the information they consume from other sources such as news media and other people, and that preparation should also extend to the information they access online. No matter what we do, our students use the internet in their personal lives, and as an educator, I would much rather teach them about how to be digitally literate than ignore their exposure to misinformation. Preparing students to critically think about information online is equally as important as preparing them to critically engage with these other factors in their lives. 

Another vital aspect of digital citizenship is using the internet safely. As a secondary teacher, I have great concern for my students’ ability to exercise social media literacy, particularly as it relates to their mental health and sharing of explicit content. In my personal experience as someone who turned twenty mere months ago, teenagers lack awareness of the permanence of online writing, pictures, and interactions. While some of them are aware of the caution they must exercise online, others share explicit images underage, use offensive language, or expose themselves to content concerning things like suicidality or self-harm (Stopbullying.gov). Many of these actions will exist forever, a consequence that teenagers can struggle to truly understand, and their exposure to unsafe content can have harmful, long-term effects on their mental health and self-esteem. Not every student who learns about the consequences that can come with unsafe internet use will adhere to our advice; however, that potential does not negate the importance of discussing the permanence of our digital footprint or the effects social media and online information can have on mental health with our students. While parents are generally the first adults that teenagers seek advice about social media use from, their teachers are often the second adults, making these conversations important for the classroom setting in particular (Stopbullying.gov). 

Beyond critical thinking, safety, and ethical internet use, digital citizenship also emphasizes a set of values for online interaction that are important across life settings. For example, being mindful of our words, refraining from cyberbullying, and engaging in constructive discussions contribute to a positive online community, similar to how they do in the physical classroom. Per digital citizenship, responsible and respectful internet engagement demands that we encourage empathy, understanding, and tolerance, promoting a culture of respect and inclusion in the digital space. Not only are these values important for the ideal culture of a digital space, they are also important for the ideal culture of our classrooms and local communities. In our cohort, many of us have cited these very values as vital to instill in our students, and I encourage all of us to recognize their application to student internet use as being just as valid as their face-to-face, “real-life” applications. 

While these three components of digital citizenship are not the only ones, they demonstrate that it is not just a set of rules but a set of transferable life skills and even a mindset that guides our behavior in the digital world. By promoting digital literacy, online safety, and respect, we can create a more responsible and inclusive digital society. Embracing digital citizenship is essential for individuals of all ages to thrive in the digital age. 

(Finally, this is a Youtube video from MediaSmarts that serves as a very brief introduction to digital literacy as an extension of media literacy. I think it effectively demonstrates how our orientation to digital media is different than it is to other kinds of media). 

https://www.youtube.com/watch?v=8o96ey4jCgE

StopBullying.gov. (2018). “Digital Citizenship Skills.” Retrieved from https://www.stopbullying.gov/resources/research-resources/digital-citizenship-skills#footnote1_cn6xk14

University of San Diego Professional and Continuing Education. (n.d.). “A Teacher’s Guide to Digital Literacy and Digital Literacy Skills in the Classroom.” Retrieved from https://pce.sandiego.edu/digital-literacy/

Washington State Educational Technology Standards http://www.k12.wa.us/edtech/Standards 

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