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Online relationships are less valuable than offline ones. Indeed, their net benefit depends on whether they supplement or substitute for offline social relationships.
Surveys of the general public continually reveal that most people using the Internet value email and other forms of online social interaction. Even in the age of the Web and e-commerce, online social interaction is still the most important use of the Internet
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- Relationships sustained primarily over the Internet are not as close as those sustained by other means.
- Our data suggests the Internet is less effective than other means of forming and sustaining strong social relationships.

May

2010

Educational Leadership:Literacy 2.0:Plagiarism in the Internet Age

www.ascd.org/...arism_in_the_Internet_Age.aspx

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and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
It may be more useful to assign a research project for which you tell students to begin with Wikipedia but then guide them in how to find more varied, deeper sources of information using library databases such as EBSCO, LexisNexis, or ProQuest to verify Wikipedia's claims. You can make this project entertaining by beginning with a Wikipedia entry you have chosen for its flaws or incorrect information.
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- Such instruction might begin with techniques of paraphrase. Sue Shirley (2004) has developed a series of steps through which she takes college students. She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.
- How long and challenging the source text is will depend on the level of students' education, but students should be guided through identifying key terms and major ideas, with the goal of being able not just to restate an idea but to understand a text so well that they can compress it by at least 50 percent.

May

2010

Nine Elements

www.digitalcitizenship.net/Nine_Elements.html

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digital citizenship articles 21stcenturyskills citizen

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