Welcome!

By: Beth St. John

•Being able to participate effectively and ethically [in the online environment].” •A student who can “maneuver safely and ethically in the digital world.”From the Office of Library Services Digital Citizenship Grant Application

•To empower students to be safe and responsible in online environments and to model these skills for others

• “To prepare [students] for job opportunities and success in the

global economy”From the Office of Library Services Digital Citizenship Grant

Application

The Digital Citizenship Curriculum Wiki!

http://digitalcitizenshipcurriculum.wikispaces.com/Common Craft Videos Curriculum Overview

Grant Application Lesson Plan Example Lesson Plan Template

Resources

Essential Questions:

What do I want other people to think of me? How can I ensure my online identity shows the personal

identity characteristics I want other people to know about me?

Students will know the elements they want in their personal identity, the elements they want in their online

identity, how their personal identity is similar to and different from their

online identity, and be able to create online identity components that

safely and accurately represent their identity

•Our 9th Grade ELA Curricular Topic is Identity Formation, which will culminate in students writing their own memoirs; Teachers are helping students develop an understanding of what their identity is and how when they share their identity with others, they are not only sharing a perception of themselves, they are also allowing others to create a perception of them—a two-way process of creating a shared identity•Fits in well with a lesson on Personal Identity vs. Online Identity as a way to reinforce students’ thinking about how putting their personal identity components online is allowing others to create perceptions about them and that they need to think about this when creating their online identity as they can control what types of perceptions they want others to have based on the personal characteristics they choose to share online

Focus Questions: How do you perceive

others? How do you want to be perceived? Let’s see the quiz!

Students share examples of personal characteristics they would want to be known

for

We define personal identity vs. online identity

Teacher and Librarian provide illustrative examples of each type of identity

Let’s analyze with a T-chart!

With a partner,analyze Miley Cyrus’

Facebook page using a T-Chart

1. Swap papers with another pair2. You have 3 minutes to steal any activities/interests you would like to put on your Facebook page3. Write these activities/interests on your Note-Taking Sheet in the left column 4. Write what personal characteristics you think these activities/interests show in the right column

Use your notes and your Quiz sheet to create a final list of at

least 5 characteristics you would want to be known for—and the

evidence you could use to show you have those characteristics

*Cosmo-Quiz Self –Analysis—the list of characteristics students would want to be known

for; *Students’ Evidence/ Inference T-charts;

*Students’ Note-Taking Sheets; *Students’ individual lists of personal

characteristics they want to be known for & the professional activities/elements that show those

characteristics

Develop strategies to use personal communication/social networking sites to create an admirable online identity. Some strategies include: E-mail: Create a professional username/address that is only used for professional purposes; Social Networks: Profile/posts only present admirable qualities, experiences, pictures; Blogs/Twitter: Posts/Tweets use only appropriate/professional language and all comments are admirable—no rumors, gossip, name calling, etc. Create a MySpace or Facebook page that responsibly and clearly shows the personal identity characteristics a student wants to show to the world through online identity elements—activities, clubs, etc.Create a professional resume that effectively markets oneself through the professional/online identity elements it listsCreate common craft videos that teach the skills learned from this lesson—show materials from our creation process thus far

•Ensure your collaborating teacher(s) are willing and able to devote ample class time to both facilitate the lesson (probably 2 full class periods—around 2 hours) and to produce a final video product (probably 2-4 days depending on the type of video students will create)•Provide students with examples of each formative and summative assessment—Evidence/Inference Chart, Note-Taking Sheet, Final Video Product•Provide students with templates/graphic organizers/rubrics to scaffold their video creation process, such as storyboards, script templates, checklists of steps to complete, a project roles and responsibilities sheet, questions/prompts to fuel project development, a video production rubric, etc.—see examples on the wiki.

We’ve got answers! (We hope!)