It’s clear that digital citizenship is considered as different things by different people, and many people equate it with online safety, as well as something that is mainly for young students. In schools digital citizenship is sometimes focussed on concepts such as cybersafety, a term that is itself often used interchangeably with digital citizenship, as illustrated by Derek Wenmoth in the video below. (The video is related to the school sector, and illustrates the phenomenon of using cybersafety and digital citizenship interchangeably).

2010 Ten trends: Cyber citizenship from EDtalks on Vimeo.

However, digital citizenship is far wider in its scope and encapsulates a number of areas that we ignore at our peril.

What does digital citizenship ‘mean’?

If digital citizenship is taken to refer to all users of the Internet — including via smartphones — it is clear to see that it is way more than cybersafety (have a read of this post and video by John Fenaughty for example).

We need to be aware of the legal and cultural contexts in which we communicate and work. As kaiako we also need to be aware of the opportunities and challenges of communicating…and learning…within an online environment. These, however, cannot be fully understood in isolation from our socially based understanding about learning, education’s changing perspectives on what constitutes effective learning, and attitudes to technology.

In 2004 Ribble, Bailey, and Ross defined digital citizenship as “the norms of behavior with regard to technology use” (p. 7). Ribble later updated their definition to “the norms of appropriate, responsible behavior with regard to technology use” [emphasis not in the original] (Ribble, n.d., Para. 1). Ribble’s definition does not, however, overtly refer to the social aspect of interacting online — something that Nancy Groh (NetSafe NZ) highlights when she writes that digital citizenship “is the combination of technical and social skills that enable a person to be successful and safe in the information age” (2010, para. 1).

Focussing more on the social elements of digital citizenship, Mossberger, Tolbert, and McNeal (2008) suggest that it is "the ability to participate in society online" (p. 1), and then go on to explore the nuances of the word ‘citizenship’. Citizenship indicates that members of a community, in return for certain civil, political, and social rights, agree “to live the life of a civilized being according to the standards prevailing in the society’’ (Marshall, 1992, in Mossberger, Tolbert, and McNeal, 2008, p. 1). Their definition includes an assumption that digital citizens use the Internet regularly, as well as including underpinning considerations of ethics, democracy of communication and expression, equality, and behaviour (Mossberger, Tolbert, & McNeal, 2008).

Potential

So, what relevance does digital citizenship have for you — as an individual, as an adult learner, a parent, whānau, tīpuna (grandparents)…and as a member of (many) communities, as well as kaiako (teachers) and leaders in education?

In 2001, Morrison, indicated to the New Zealand Parliament that shifts in the way that business is carried out could offer opportunities for people “to prosper, and a threat if they are slow to adapt….It will also raise equity issues if all New Zealanders are not able to take full advantage of its opportunities” (p. 1). Morrison’s observation “provides a strong case for digital citizenship as a societal concern” (Mossberger, Tolbert, & McNeal, 2008, p. 35).

You may already stay in touch with friends and whānau overseas using Skype or something similar, and have learned something by watching YouTube videos or taking part in an online course. You might also shop, do your banking, and read or watch the news online.

Some aspects of digital citizenship are guided by policies, others are dictated by rules and laws, while still others are open to discussion and interpretation. If you’re not aware of your rights, responsibilities, and some of the ethics that influence communicating in online spaces, you could be heading for issues. So, you might like to reflect on what your stance is, especially around culture, ethics and values, and take or create opportunities for robust discussion.

Considerations

We’ve looked at what digital citizenship means, and dipped into some of its potential, but what does it ‘look like’? An example could be developing strategies to ensure that the digital world doesn’t totally overwhelm your tamariki, or you! Faced with the vast range of communication tools and options we now have, coupled with the ability to contact each other anytime, anywhere, there can be issues the stress of feeling ‘on call’ 24 hours a day, seven days a week.

Feeling on call can be something that affects both children and adults, and developing strategies around this issue is essential. For younger members of your family, it may be a case of talking about how many hours a week you both feel it’s healthy to be online. Be ready for protestations such as ‘but my friends are allowed…’. It’s worth agreeing on guidelines, and being firm about things such as where and when devices are used in the house – and then thinking about whether you are following and modelling what you’ve both agreed on!

Some implications

Hopefully, it is clear that education, in all its forms, especially community-based, has a responsibility to help all learners develop a set of skills to participate healthily, ethically, and legally in the online world.

The variety of questions in the list below helps illustrate the breadth and complexity of some key considerations of digital citizenship:

• What are my rights and responsibilities in an online environment?
• What are my child’s rights and responsibilities in an online environment?
• What is morally and ethically sound in a particular situation?
• Do I know how to search for, evaluate, and attribute material on the web?
• What is legal to download, use and share?

Being able to answer these, and other, questions for yourself will help shape your understandings and skills in the online environment to help ensure that you, your family, your colleagues, and your students, get the most out of working, learning and collaborating in an online environment.

Resources to help you find out more

There are many resources available to support you in your goal to stay safe online. Those listed below are ones you may like to follow up on.

• Watch this overview of Andy's digital lifespan and, while you are watching ask yourself: How aware are you of your Digital Dossier?
• This interactive cyber-safety resource, developed in Australia, is a great way to check your own knowledge about staying safe online. You could use the game in a collaborative environment, and add a competitive edge by asking users to share (and get better) scores. It was suggested that the game would be suitable for children from about year 4 to 5 upwards, and we would add, for adults too!
• Covering how to avoid identity theft to defensive computing, Web Wise Washington have developed a series of guides.
• If you are a teacher or education leader, you are likely to find something useful in the range of resources provided by Enabling e-Learning including discussion starters, practical steps, and school stories.

References

Groh, N. (2010). A Conceptual View of Digital Citizenship. Retrieved 30 August 2012 from http://www.mylgp.org.nz/guide/306/-a-conceptual-view-of-digital-citizenship/.
Mossberger, K., Tolbert, CJ., & McNeal, RS. (2008). Digital Citizenship: The Internet, Society, and Participation. The MIT Pres: Cambridge, Massachusetts. (Available online at: http://www.scribd.com/doc/13853600/Digital-Citizenship-the-Internetsociety-and-Participation-By-Karen-Mossberger-Caroline-J-Tolbert-and-Ramona-S-McNeal).
Ribble, M.S. (n.d.). Nine Themes of Digital Citizenship. Retrieved March 9 2013 from http://www.digitalcitizenship.net/Nine_Elements.html.
Ribble, M. S., Bailey, G.D., & Ross, T. W. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior, Learning & Leading with Technology 32(1), p. 6-12.

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Hazel Owen

Hazel Owen has been recognised for her work in education in New Zealand and the Middle East, and is the recipient of several awards and nominations for programme design, research, and teaching practice. Hazel has had more than 11 years experience with e-learning within a range of institutions, managed and developed projects, designed and facilitated innovative professional learning initiatives. She has also had her research published internationally.

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