ED 5131 - Assignment 1, Post 2: Moving beyond a siloed approach to digital citizenship
In Week 1, we looked at the concept of digital citizenship. Our assigned reading by Fennewald (2018) advanced the idea that citizenship isn’t something that shouldn’t be taught in a vacuum, and summed up in the rhetorical questions: “So why should we place restrictions on being good citizens? Shouldn’t we always be good citizens - both online and off?”
In a previous course (ED 5103), I wrote a literature review that examined the importance of digital literacy as a domain of foundational 21st century skills (World Economic Forum, 2016). Similarly, the World Economic Forum lists cultural and civic literacy in the same bucket. Based on this, we can assume that digital competency and civic competency are the basis for enabling abstract competencies and character traits are demanded in the real world. Given the persistent efforts of Internet-based service providers to incorporate real-world identities on the surface web, I don’t think I’m too far off in making the claim that these literacies are more important now than ever before. I agree with the two components, but I disagree with the use of the word “literacy.” While knowing about something (literacy) is good; knowing how to apply that knowledge in novel situations (competency) should be the focus given our current context.
In practice, this reminds me of a common struggle that is encountered in the IB framework. While it is expected that focus be given to concept-based teaching/learning and encouraging the development of personally meaningful connections, it can be tempting to focus more on memorizing content in preparation for the final external exams that happen at the conclusion of the IB Diploma Programme. While the memorize-regurgitate-forget method might be helpful in the short run, its use is detrimental to more meaningful learning: real-world application of knowledge requires students to create connections that last beyond a summative test.
In this image: How not to teach digital competency.
Klossner, John. (2013). Are you sure you’re not just teaching to the test?. New Yorker. Retrieved from: https://www.art.com/products/p16506391980-sa-i6978097/john-klossner-are-you-sure-you-re-not-just-teaching-to-the-test-new-yorker-cartoon.htm
Similarly, we need to move beyond just literacy. We’re beyond the point of needing literacy - the Pandora’s box that is the Internet requires competency: the ability to apply that which has been learned in a novel way. In the same vein, citizenship, digital or otherwise, isn’t just about knowing and recognizing issues that need to be addressed. Authentic citizenship, and by extension full participation, is contingent now knowing how to articulate and address issues relating to all dimensions of citizenship.
Works cited
Fennewald, C. (2018). It's not digital citizenship - It's just citizenship, period. Ed Surge: Technology in School. Retrieved from https://www.edsurge.com/news/2018-01-31-it-s-not-digital-citizenship-it-s-just-citizenship-period
Klossner, John. (2013). Are you sure you’re not just teaching to the test?. [Cartoon]. New Yorker. Retrieved from: https://www.art.com/products/p16506391980-sa-i6978097/john-klossner-are-you-sure-you-re-not-just-teaching-to-the-test-new-yorker-cartoon.htm
World Economic Forum (2015). New Vision for Education - Unlocking the Potential of Technology. https://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf