TEACHING DIGITAL CITIZENSHIP IN THE LIBRARY

Teaching Digital Citizenship in the Library

Joe Gupton
Western Kentucky University

TEACHING DIGITAL CITIZENSHIP IN THE LIBRARY

Literature Review
We live in a world in which we are surrounded by technology. We have access to limitless
information through the Internet. We are teaching to digital natives, and we are tasked with
equipping them with skills to navigate the digital world safely and responsibly. As leaders in the
field of educational technology, librarians and technologists are to be leaders in students
development as digital citizens. Technology is always rapidly advancing and evolving. Likewise,
in order to remain effective in our endeavor to teach students, we must stay current and familiar
with these technological advancements and apply them to the way in which we are teaching
digital citizenship to our students.
Teaching digital citizenship to our students involves teaching a variety of life skills to
students concerning their involvement with digital communities. Preddy (2016) provides a good
overview of what digital citizenship is and why it is important that we teach it. She lists some of
the many life skills associated with digital citizenship as well:
These skills include plagiarism, copyright, and the increasingly complex source
evaluation in ever-expanding formats, as well as the tools necessary to ethically and
morally navigate cyberbullying, digital etiquette, security, safety, hacking, social
networks, open source, knowledge sharing/ communication, e-commerce, and technology
balance (in daily life).(p.1)
Librarians and technologists are to be leaders in developing digital citizenship in our students,
but cannot be the only ones involved. To effectively teach digital citizenship requires
collaboration and buy-in from teachers and administration to nurture these skills in our students.
Skills for digital citizenship adapt and change as technology changes and so we must be
vigilant about adapting our teaching practices in a congruent fashion. One consideration is that

TEACHING DIGITAL CITIZENSHIP IN THE LIBRARY

most (if not many) of our students have their own devices that they are able to bring with them to
class. Depending on a variety of factor (funding, demographic, availability) many districts either
provide students with an individual device or may allow students to bring their own device.
Marcoux (2014) discusses many of the concerns and considerations for a Bring Your Own
Device (BYOD) approach. Cross platform functionality, privacy, and equal access can be
concerns for BYOD. The article also discusses how BYOD can help to naturally bring about
digital citizenship conversation in discussing the positive and negative uses of a variety of
relevant applications to student and teachers lives.
Effective teaching connects with students on a personal level and makes real life
connections. Video games are loved by kids and can serve a much greater purpose than being a
time waster. When used properly (as with any tool), video games can be used with educational
purposes. Critical thinking skills, game design, processing, and digital citizenship are examples
of how video games can be educational. Hill (2015) explores the implications of embedding
literacy and digital citizenship skills in instruction while using the game, Minecraft. This study
shares valuable insight into the results of using a popular video game that is engaging for
students and forming meaningful instruction around the game for the benefit of the student.
Like video games, social media sites are also something of great familiarity to students.
Social media is something that students and their parents use on a daily basis. It is possible for
teachers to take advantage of using social media to enhance their instruction. Social media skills
are important to address when developing digital citizenship in our students. Bernsmann and
Croll (2013) discusses an approach using social media to encourage lifelong learning from
educationally disadvantaged groups. The idea of the study is that social media or ICT based

TEACHING DIGITAL CITIZENSHIP IN THE LIBRARY

approaches may help to reach vulnerable and disadvantaged groups. This is a worthwhile
consideration that could help bridge the gap for educationally disadvantaged groups.
Staying current on the newest apps and technology available is a big part of reaching
students and developing digital citizens. Miller (2016) resource discusses Internet safety
concerns when allowing students to use apps and websites. The pdf gives particular attention to
CIPA and COPPA and age restrictions. This is an important aspect of digital citizenship for
teachers and students alike. We need to be cognizant of the data that websites and applications
collect, age restrictions, consent for creating accounts, etc. These things also need to be
addressed in policy. If not presently in the policy, librarians may suggest to administration
additions or help form policy and procedures concerning use of current website resources and
applications.
The digital world is always changing and evolving. There are numerous articles, review,
studies that are done to make sense of these changes. Our digital native students need guidance
navigating the vast data and information available to them. Digital citizenship involves life skills
that are a part of every persons personal development. To stay on top of developments in
technology and to adapt those developments to our instruction should be a priority for educators.
Serving the students in the way that is best for them means learning and adapting to the digital
world that they live in.

TEACHING DIGITAL CITIZENSHIP IN THE LIBRARY

References
Preddy, L. (2016). The Critical Role of the School Librarian in Digital Citizenship Education.
Knowledge Quest, 44(4), 4-5.
Marcoux, E. ". (2014). BYOD. Teacher Librarian, 41(3), 65.
Hill, V. (2015). Digital citizenship through game design in Minecraft. New Library World,
116(7/8), 369-382. doi:10.1108/NLW-09-2014-0112
Bernsmann, S., & Croll, J. (2013). Lowering the threshold to libraries with social mediaThe
approach of "Digital Literacy 2.0", a project funded in the EU Lifelong Learning
Programme. Library Review, 62(1/2), 53-58.
Miller, B. b. (2016). Can I Use This App or Website for My Class?. Knowledge Quest, 44(4), 2229.