Jjdelvecchio's List: DGL Vocabulary

• Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.
• activities including writing papers, creating multimedia presentations, and posting information about yourself or others online are all a part of your day-to-day life, and all of these activities require varying degrees of digital literacy.

• The University Library of The University of Illinois defines digital literacy as:

   

  The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information. 1
   The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. 2
   A person’s ability to perform tasks effectively in a digital environment
• Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. 3
• Digital Literacy includes learning how to use technology’s tools.

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• Digital Literacy is defined as using digital technology, communications tools and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society.

• Digital citizenship is a broad topic relating to the safe and ethical use of digital tools.
• Obvious examples of digital citizenship include not plagiarizing information you find on the web, not bullying others online, and using proper etiquette in email messages you send to your contacts.
• is a term encompassing the ability to be a safe and productive citizen online while also contributing to the global interconnection of the programmable and social Web
• t can be defined as the ability to think critically, behave safely, and participate responsibly in the digital world.

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• Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.

• Respect, Educate and Protect (REPs) 

   

  The concept of REPs is a way to explain as well as teach the themes of digital citizenship.  Each area encompasses three topics which should be taught beginning at the kindergarten level.  When teaching these ideas the top theme from each group would be taught as one REP.  For example the first REP would be: Etiquette, Communication and Rights/Responsibilities.  This would continue through REPs two and three.  By doing this all students will have covered the topics and everyone would understand the basic ideas of digital citizenship.
   
   Respect Your Self/Respect Others

   

  - Etiquette

   

  - Access

   

  - Law

   

  Educate Your Self/Connect with Others

   

  - Communication

   

  - Literacy

   

  - Commerce

   

  Protect Your Self/Protect Others

   

  -Rights and Responsibility

   

  - Safety (Security)

   

  - Health and Welfare

• ISTE's National Educational Technology Standards (NETS)
  
  • 2007 Student Standards
         

  5.	Digital Citizenship
  	Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
  	a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

• Digital Identity and Reputation Management consists of the ongoing monitoring and analysis of the online reputation for a brand or individual as represented by all media types across the Social Web.
• Your reputation reflects how trustworthy your brand is. Managing your online reputation starts with a transparent Digital Identity that enables you to earn trust and build connections.    Anonymity is no longer an option for those trying to create Social Capital in the networked world.

• a "digital identity" is typically a subset of the characteristics that define a person in the real world.^{Footnote 14} A digital identity is the result of digital codification of characteristics and attributes in a way that is suitable for processing by computer systems.^{Footnote 15} It represents a particular persona when engaging in online activities, which can be accessed by electronic or technical means. Unlike real-life identity, digital identities can range from a simple username/password combination unrelated to any specific  attribute or characteristic of the person to one that relies on sensitive and personally identifiable information from official credentials.
• an individual may present a digital identity in order to access online services that rely on official credentials (e.g., passport, driver's licence), and another completely different digital identity for online social communities (e.g., www.facebook.com/). This spectrum or continuum of available digital identities allows different digital identities to be used depending on context that can be chosen according to the purpose or service being offered.

• From these we define Digital Identity as:

    

   

  …an identity developed in the online environment that can be accessed, used, stored, transferred or processed by means of electronic or computer devices or systems.

   

    
• To verify digital identity for the online environment, a variety of techniques are available that can be used in combination or on their own; for instance, something that is known (a password, PIN, or account number); something that the individual possesses (a token or bank card); and something that the individual is or does (fingerprints or voice data)

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• Our digital identity, or tattoo, is the permanent collection of data about us that is available online.  Each time we post a picture, a blog, a status or a tweet, we are adding to that digital identity.
• As more online applications become part of our daily lives, our digital identities become increasingly more detailed.

• Digital Law deals with society’s behaviour with using technology. On the internet, people get in trouble by the law or by their schools by doing the wrong thing online. Some examples of what digital law deals with are plagiarism, illegal downloading of music, hacking and creating worms or viruses. Plagiarism is the most common thing that teenagers usually do.

• Digital Law relates to crimes of stealing or causing damage to other people’s work, identity, or digital property.
• • Stealing someone's identity is called identity theft. (Covered in Section #7, Digital Security.)
   
  • Stealing someone's digital property can be intellectual property theft, digital piracy, or plagiarism.
   
  • Causing damage to others would be crimes such as hacking or creating and sending viruses.

• Digital or electronic content, such as e-books, photographs on   Web sites and electronic databases are subject to the same protections   under the Copyright Act as non-digital, traditional or analog   works. In addition, there are specific provisions relating to   digital content in the 1998 amendment to the Copyright Act by   the Digital Millennium Copyright Act (DMCA).
• Many people assume that online content, or content found on Web   sites, is not subject to copyright law and may be freely used   and modified without permission. This is not true. Others think   that online content is not protected unless it carries a copyright   notice. This is not true either.
• Copyright law protects almost all content on the Web or in any   other digital or electronic form. Therefore, permission is most   likely required to use that work beyond fair use.

• What is Protected?
    Any copyright-protected content in a non-digital form   will be protected in a digital form. Examples of copyright-protected   materials include:

   
   
  • Print and electronic books
   
  • Analog and digital musical recordings
   
  • Print and e-mail letters
   
  • Web sites
   
  • Embedded works in Web sites

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• They are tech savvy, at the forefront of technological progress, and want to be connected - whenever they like, wherever they are. Digital natives are the generation born around the arrival of digital technology. They have used digital technologies since early childhood, naturally developing the skills to integrate them in their lives.
• Unlike previous generations they have never had to organize, plan and interact with other people without mobiles phones, laptops and the internet.
• Digital Natives are more adept at incorporating technology in their personal and professional lives than previous generations, and will bring new ways of working and culture with them to the workplace. 

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• igital Natives  are the generation born during or after the general introduction of digital technology. While individuals from elder generations recall organizing, planning and interacting with one another without mobile devices, computers or the Internet, Digital Natives have been using these technologies since their early years. They are the same, but different to previous generations.
• Digital Natives have an inherent understanding of digital technologies, as they’ve been integrated into their lives since early childhood. They are part of a tech-savvy generation at the forefront of technological progress and want to be connected when they wish, from anywhere. Now graduated from secondary education, the first generation of Digital Natives is entering the working world
• Technology has been integrated into the lives of Digital Natives since early childhood, providing them with the skills to naturally adapt to it from a young age. They have developed an innate understanding of digital and computer technologies, which have evolved into essential parts of their daily lives.
• Digital Natives’ need to always be connected with immediate access to information and social networks, anywhere at any time. This gives them instant access to both their social and professional lives, as well as the opportunity to seamlessly switch between the two.
• research revealed that most Digital Natives use the Internet between two and four hours per day. However, one-fourth of Digital Natives spend between four and six hours of their day online. As a result of this massive investment of time using digital media, this generation has become masters of navigating and filtering the flood of information they receive, skilled at multitasking, and must be able to access the virtual world at all times.

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• A digital native can be defined as a person who was born after the introduction of digital technology. Digital Natives use online services like Facebook, YouTube, Hulu, and Twitter on various digital technologies, such as smart phones or a tablet device. Digital Natives have blended their online life with their offline life.

• Azzia Zur (a Digital Native) classifies Digital Natives into three sub-categories:

   
   
  1. Avoiders.
      This group consists of people, who are born during the digital age, and do not desire new technology. They are not enamored with Facebook, Twitter, Netflix, or Hulu. For example, I know a 14-year old, who prefers to paint portraits. She owns an iPad, only because her school books are on it. She only watches public television.  She sings in the church choir.  She is very happy.
   
  2. Minimalists.
      This group is aware that digital technology is a part of their daily life. They choose to interact with only the most interesting things to them personally. For example, I know a young person who does not have a Twitter account and avoids Facebook. She is not a gamer.  She sends emails and downloads books to her Kindle.
   
  3. Enthusiastic Participants.
      This group is the largest group of Digital Natives. Like their Digital Immigrant cousins the Eager Adopters, Enthusiastic Participants embrace and use all forms of digital technology. This group prefers texting and tweeting over sending out email blasts. They are aware of the latest technology, trends, and tools. Their online and offline lives are blending together.

• Digital Immigrants think strategic, need to implement digital

  Digital Immigrants are approximately ages 30-60 years and are the early and late adopters of the Web2.0 technologies. Most Immigrants were born “before the existence of digital technology and adopted it to some extent later in their life.” They were brought up with a variety of computer technologies, used them in different contexts and have varied levels of experience with social media.
• By necessity they have accepted the realities of the digital revolution and are scurrying to understand their role and learn the basics.
• They dabble, try out the newest app, struggle and search for answers and understanding. They need to be guided to develop a digital mindset,  refine their experience in 1-2 social tools and integrate these tools into their business strategy.

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• Digital Immigrants - those people that grew up before the digital age where items such as home computers, the Internet and mobile phones were either non-existent or not as widely available. The general rule of thumb is that these people are 28 years of age or older. They are those people who adapt with these digital technologies.

• Digital immigrants are those of us who came into this new environment later in life. Our brain had been tuned to the rhythms and complexities of natural time/space, and so we tend to respond to challenges one by one and step by step.
• Our social life focuses on direct interaction with friends and business contacts. We study the printed manuals of all new technologies we acquire, much like we read descriptive materials about places we intend to visit.
• So older folks are like immigrants to a new country and its culture. We begin with the elements we can easily master and avoid or seek help for those we can’t. For example, my wife and I prefer the feel and format of a daily newspaper, but our grandchildren tend to get their news via the Internet.
• Digital natives and immigrants can both benefit from the knowledge and skills we honed in our respective juvenile years if we both can meld them into our current, more complex parallel environments.

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• This term "wiki" actually means quick in Hawaiian
• "Wiki" is a composition system; it's a discussion medium; it's a repository; it's a mail system; it's a tool for collaboration. We don't know quite what it is, but we do know it's a fun way to communicate asynchronously across the network.
• Ward wanted a tool that let people write web pages quickly (see how the name wiki comes back into play here?) and HTML wasn't quick enough. So within his wiki system was a basic text formatting system. It was simpler and easier to type than HTML tags, and was less obtrusive when writing and editing wiki pages. Plus, it enabled anyone to edit a wiki, without having to know how to edit HTML code.

• So, in a nutshell, wikis:

  • Make it quick and easy to write information on web pages.
  • Facilitate communication and discussion, since it's easy for those who are reading a wiki page to edit that page themselves.
  • Allow for quick and easy linking between wiki pages, including pages that don't yet exist on the wiki.

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• Wiki wiki is the first Hawai'ian term I learned on my first visit to the islands.
• I thought "wiki wiki web" was more fun to say than "quick web", no mater what pronunciation is used. The name "quick web" would have been appropriate for a system that makes web pages quickly. Microsoft's "quick basic" was a precedent for such a name.  I chose to call the technology WikiWikiWeb. I used exactly this spacing and capitalization because the technology would then recognize the term as a hyperlink. I consider WikiWikiWeb to be the proper name of the concept, of which Wiki or wiki is an abbreviation.  My first implementation of WikiWikiWeb technology was as a unix program, a so called "cgi" script. Following unix convention I chose "wiki", a lower case abbreviation, as the program name. The short name shows up in the url for the site (http://c2.com/cgi/wiki) which surely encouraged people to abbreviate likewise.
• I chose the word wiki knowing that it meant quick.
• wanted an unusual word to name for what was an unusual technology. I was not trying to duplicate any existing medium, like mail, so I didn't want a name like electronic mail (email) for my work. The community that formed around my site were willing to explore its capabilities without preconceived notions of how it should work. An example of such a notion is the "timeless now" in which "conversation" takes place. Curiously, Wikipedia aspires to be only an encyclopedia, but has inherited many of the non-encyclopedic properties of my original site. Wikipedia would not be as successful as it is now had I named WikiWikiWeb "electronic-encyclopedia".

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