• • 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.

  • Digital Literacy

• The rapid development of digital technologies in the digital era presents  individuals in the emerging information society with situations that require  them to employ a growing assortment of cognitive skills in order to perform  and solve problems in digital environments. These skills are often referred  to as "digital literacy" (Gilster,  1997; Inoue et  al., 1997; Lanham, 1995; Pool, 1997),  which is presented as a special kind of mindset that enables users to perform  intuitively in digital environments, and to easily and effectively access the  wide range of knowledge embedded in these environments (Gilster,  1997; Tapscott, 1998; Eshet-Alkalai,  2004; 2005).
• Digital literacy is usually conceived of as a combination of technical-procedural,  cognitive and emotional-social skills. For instance, using a computer program  is conceived as involving procedural skills (e.g., handling files and editing  visuals), as well as cognitive skills (e.g., the ability to intuitively decipher  or "read" visual messages embedded in graphic user interfaces). In  the same way, data retrieval on the Internet is conceived of as a combination  of procedural skills (working with search engines) and of cognitive skills  (evaluating data, sorting out false and biased data, and distinguishing between  relevant and irrelevant data). Effective communication in chat rooms is conceived  of as requiring the utilization of certain social and emotional skills. With  the increasing exposure to digital working and learning environments, digital  literacy has been conceived as a "survival skill," a key that helps  users execute complex digital tasks effectively

• The digital society is here, so what is digital citizenship? Just as we are citizens of a physical country, so are we citizens of the digital world. Just as we need to obey the laws, and not harm anyone, that same spirit exists in the digital world – and it impacts the physical world as well. The mean words and pictures that are posted online, can hurt people in their daily lives at school and in their community.
• But citizenship means more than behaving responsibly, it also means that we should be civically engaged: voting, keeping current and having our voice in political matters, and contributing to society. To this end, we need to get accurate information, and decide the verity of political messages that surround us. This same pro-active attitude and behavior also applies to the digital environment. Technology enables us to research significant social issues and to voice our opinions to a global audience.
   
• Digital citizenship is a worthy endeavor, and it is also the law. California AB 307 requires district technology plans to “include a component to educate pupils and teachers on the appropriate and ethical use of information technology in the classroom.” Governor Arnold Scharzenegger’s Executive Order   S-06-09 established a California ICT Digital Literacy initiative, asserting that “it is an important goal to ensure that California residents are digitally literate." Similarly, the federal S 1492 Broadband Data Improvement Act (Public Law 110-385), also titled Protecting Children in the 21st Century Act, mandates that all schools receiving e-rate discounts must teach students “about appropriate online behavior, including interacting with other individuals on social networking sites and in chat rooms and cyberbullying awareness and response.

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• 1.   Digital Access:   full electronic participation in society.
   Technology users need to be aware of and support electronic access for all to create a foundation for Digital Citizenship. Digital exclusion of any kind does not enhance the growth of users in an electronic society. All people should have fair access to technology no matter who they are.  Places or organizations with limited connectivity need to be addressed as well.  To become productive citizens, we need to be committed to equal digital access.
• 5. Digital Etiquette:   electronic standards of conduct or procedure.
   Technology users often see this area as one of the most pressing problems when dealing with Digital Citizenship. We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct).   Many people feel uncomfortable talking to others about their digital etiquette.  Often rules and regulations are created or the technology is simply banned to stop inappropriate use. It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.
  
• 7.   Digital Rights & Responsibilities:   those freedoms extended to everyone in a digital world.
   Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world.  With these rights also come responsibilities as well.  Users must help define how the technology is to be used in an appropriate manner.  In a digital society these two areas must work together for everyone to be productive.

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  • University of Adelaide Press
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• A new legal concept of identity

   

  "In today's digital environment the concept of identity is an issue of much greater complexity than it was in the days of the offline world. Our digital identity can exist in many forms and for many different purposes. Its existence on the Web becomes a currency that can be unscrupulously traded and abused.
• An individual’s digital identity which is used for transactional purposes has crucial functions which give it legal personality. The author argues that an individual’s digital identity also has the characteristics of property which can, and should, be legally protected. Identity theft is defined using the emergent concept and the study shows that digital identity is property which capable of actually being stolen and criminally damaged.
• The study examines the emergence of attendant legal rights and duties including a new right to digital identity and its legal protection. Dr Sullivan argues that an individual has the right to an accurate, functional digital identity and shows that this right exists in addition to the right to privacy.
• Dr Sullivan maintains that, considering the essentially public nature of identity, the right to identity provides better, and more appropriate, protection than is afforded by the right to privacy. She asserts that the importance of the right to identity in this context has been obscured by the focus on privacy in international legal scholarship and jurisprudence.

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• Social Digital Identity Over the past few months, your Guide has touched on some new concepts in privacy – our digital identity. Parts of our digital identity we have direct control over – information we put in our Facebook profile, business networking profile, various dating sites such as OKCupid and Match.com, basically our social and business networking sites. (This part of our digital identity would include apps on our smart phones, as well as various gaming profiles.) To keep things straight, we can call this our "Social Digital Identity".
• Consumer Digital Identity Another part of our digital identity, we have some control over, but we don't have any say in how it is used. This would cover things like our browsing habits (which create a "filter bubble" with search engines like Google,) specialty consumer reports put together based on (for example) our weekly shopping habits, GPS usage information, information collected concerning our insurance and utility usage. This would be the best place to "categorize" our credit histories, banking information, cell phone usage and so forth. For the sake of easy reference, let's call this our "Consumer Digital Identity."
• Legal Digital Identity A third aspect of our digital identity is something we have no control over whatsoever. This digital identity is culled from public records, ranging from our local Department of Motor Vehicles to our tax assessor's office. This digital identity would be the one to categorize information collected by local police using automated license plate readers (ALPERS), arrest records and court cases, and things of this nature. The label "Legal Digital Identity" seems to fit this best, but let's also keep in mind that this term isn't meant to say this is the only part of our digital identity recognized by the legal system – rather, it is the primary digital identity used by law enforcement and the government. And again, this part of our digital identity is something that we have no direct control over.
• There are tons of laws focused on protecting private information, and it looks like somebody spilled their alphabet soup all over the place: FACTA, HIPAA, EFTA, DPPA, FCRA, ITADA, COPPA, RFCA… see what I mean? But these laws share one flaw that leaves us pretty much unprotected: they address only specific types of information to be protected, who must protect it, and (generally) how it must be protected. The gaps are vast, and everyone from hackers to law enforcement agencies can step through these using superior technical savvy or legal loopholes that don't specifically say something is protected somewhere or other.

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• Digital security is the protection of your digital identity - the network or Internet equivalent of your physical identity. Digital security includes the tools you use to secure your identity, assets and technology in the online and mobile world.

   

  These tools include anti-virus software, Web services, biometrics and secure personal devices you carry with you every day. Secure personal devices such as a smart card-based USB token, the SIM card in your cell phone, the secure chip in your contactless payment card or e-passport are digital security devices because they give you the freedom to communicate, travel, shop, bank and work using your digital identity in a way that is convenient, enjoyable and secure.

• Identity management and the protection of sensitive personal and corporate data are top priorities for many organizations today. But there are steep challenges to overcome when securing digital assets, such as: access control; compliance with ever-changing regulations; the disappearing security boundary around the enterprise; as well as more stringent security expectations from partners and customers.

   

  Unfortunately, just as budgets are tightening, the demands and associated costs of managing enterprise-level security and data loss prevention are rising. That’s why you need a trusted and experienced partner. Our Digital Security practice helps you reduce the cost and complexity of securing your infrastructure, while improving your operational effectiveness and ability to innovate continuously and remain in step with global regulatory requirements.

• Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
• Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
• Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.   People who think critically consistently attempt to live rationally, reasonably, empathically.    They are keenly aware of the inherently flawed nature of human thinking when left unchecked.   They strive to diminish the power of their egocentric and sociocentric tendencies.   They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking

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• Analyzing   
   
  • Separating or breaking a whole into parts to discover their nature, functional and relationships.  
  • "I studied it piece by piece"  
  • "I sorted things out"
    
• Discriminating   
   
  • Recognizing differences and similarities among things or situations and distinguishing carefully as to category or rank.  
  • "I rank ordered the various..."  
  • "I grouped things together"
    
• Transforming Knowledge   
   
  • Changing or converting the condition, nature, form, or function of concepts among contexts  
  • "I improved on the basics by..." 
  • "I wondered if that would fit the situation of ..."

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• What is Copyright?

   

  Here in the information age, virtually all intellectual creations can be protected by some form of intellectual property law. Intellectual property divides the universe of intellectual creations into three domains: copyrights, trademarks and patents. In a nutshell, copyright protects expression, trademark protects names, and patents protect ideas.

• Copyright protects creative expression that has been reduced to a tangible form, such as a book, piece of recorded music, computer program, screenplay, painting, photograph, or motion picture.

   

  Trademark protects brand names, literally marking items in trade. The idea behind trademark is to protect the consumer by giving them some confidence that items branded with a certain mark are authentic and come from where they purport to come from.

• The

  U.S. Copyright Act, 17 U.S.C. §§ 101 - 810, is Federal legislation enacted by Congress under its Constitutional grant of authority to protect the writings of authors. See U.S. Constitution, Article I, Section 8. Changing technology has led to an ever expanding understanding of the word "writings." The Copyright Act now reaches architectural design, software, the graphic arts, motion pictures, and sound recordings. See § 106. As of January 1, 1978, all works of authorship fixed in a tangible medium of expression and within the subject matter of copyright were deemed to fall within the exclusive jurisdiction of the Copyright Act regardless of whether the work was created before or after that date and whether published or unpublished. See § 301. See also preemption.
• The owner of a copyright has the exclusive right to reproduce, distribute, perform, display, license, and to prepare derivative works based on the copyrighted work. See § 106. The exclusive rights of the copyright owner are subject to limitation by the doctrine of "fair use." See § 107.

• According to the Merriam-Webster Online Dictionary, to "plagiarize" means

  • to steal and pass off (the ideas or words of another) as one's own
  • to use (another's production) without crediting the source
  • to commit literary theft
  • to present as new and original an idea or product derived from an existing source

• But can words and ideas really be stolen?

  According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way (such as a book or a computer file).

• All of the following are considered plagiarism:

  • turning in someone else's work as your own
  • copying words or ideas from someone else without giving credit
  • failing to put a quotation in quotation marks
  • giving incorrect information about the source of a quotation
  • changing words but copying the sentence structure of a source without giving credit
  • copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not (see our section on "fair use" rules)

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• Plagiarism occurs when a student, with intent to deceive or with reckless disregard for proper scholarly procedures, presents any information, ideas or phrasing of another as if they were his/her own and/or does not give appropriate credit to the original source. Proper scholarly procedures require that all quoted material be identified by quotation marks or indentation on the page, and the source of information and ideas, if from another, must be identified and be attributed to that source. Students are responsible for learning proper scholarly procedures (from Duke University's The Duke Community Standard in Practice: A Guide for Undergraduates).

• Plagiarism charges can be brought against you for the following offenses:

   
   
  • Copying, quoting, paraphrasing, or summarizing from any source without adequate documentation
   
  • Purchasing a pre-written paper (either by mail or electronically)
   
  • Letting someone else write a paper for you
   
  • Paying someone else to write a paper for you
   
  • Submitting as your own someone else's unpublished work, either with or without permission 

•  The definition of digital rights and responsibilities is having the right and freedom to use all types of digital technology while using the technology in an acceptable and appropriate manner. As a user of digital technology, you also have the right to privacy and the freedom of personal expression.
• we do have a responsibility to use it wisely and respect the works of others. With everything there are rules; so as educators we need to instill the values of responsibility, respect, and integrity, in our students when acquiring material or communicating in the digital sense. Students should be required to follow the Acceptable Use Policy in their school district that details how to be digitally respectful in and out of the classroom setting.
•  There have been so many cases recently in the media of cyber bullying through texting, sexting, facebook, and other social media, and it needs to stop. Unfortunately there have been terrible outcomes and consequences due to this type of harrassing communication. In some cases the bullying was so bad, that students have taken their lives just to put an end to the harassment.
• Although the use of cell phones have increased in our society, so have the issues that accompany them. Texting to cheat on tests or assignments is an uprising issue in schools. Students expectations and consequences should be made absolutely clear in the school or classroom AUP (Acceptable Use Policy) concerning cell phone use. 

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• People have th
• People have the right to find out about their local officials running for a position in the government without any restrictions.
• We have the right to not have our personal information taken public by the government or online businesses.
• Cyberbullying, sexting, being an online predator, and taking people's information on social sites are examples of violations of the Digital Rights and Responsibilities.
• It is actually proven that children with open access to the internet are safer because they can encounter the dangers themselves and learn to avoid them.
• Many websites do not adhere to the Digital Rights, restricting users right to freedom of speech or freedom of access.

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• Collaborative media refers to digital media where people outside the traditional media industries participate in production as well as infrastructural design. We argue that (1) people’s use of computers today increasingly comprise communicating in collaborative media, and that (2) designing collaborative media implies fundamental changes to design processes and designer roles, which in turn (3) forms a challenge to the proactive position of the CHI community in shaping future computer use.
• The broad categories of computer-as-tool and computer-as-medium have been with us for a very long time. Arguably, it would be fair to say that interaction design as an academic discipline, as well as the CHI community, emanate from an intellectual tradition of concentrating mainly on the computer as a tool (but certainly including all manners of stationary, mobile, embedded and ubiquitous digital devices in the notion of “computer”). More recent developments have included a turn towards experience and non-instrumental aspects of computer use, and lately a growing body of studies on uses of “social media.”

• Collaborative media is the kind of media that goes beyond the traditional model of a producer distributing the same media product to a large number of consumers. The thing about collaborative media is that production is also distributed so that many more people can, and actually do, engage in media content production. In our case, that applies to digital media since that is the field we are operating within. Various forms of collaborative media, such as cut-and-paste photocopied fanzines, also existed before the rise of digital technologies, but the kinds of collaborative media that we focus on are within the digital realm.
• If we start on one end of the wide scale of collaborative media we find the Facebook thumb, the “like-button”, which can be described as the atomic action of collaborative media. It is a very simple action, but is a part of producing the content of the medium that is known as Facebook. The interesting thing is that a “like” does not only show up as content, but it also changes the structure of what you see on your Facebook page.
• It is a bit like a crowd-sourced performance version of the 1920′s city symphonies. These have the same kind of approach, different kinds of technologies and different ways of creating and putting together the content.

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• The term “privacy” is used frequently in ordinary language as well as in philosophical, political and legal discussions, yet there is no single definition or analysis or meaning of the term. The concept of privacy has broad historical roots in sociological and anthropological discussions about how extensively it is valued and preserved in various cultures. Moreover, the concept has historical origins in well known philosophical discussions, most notably Aristotle's distinction between the public sphere of political activity and the private sphere associated with family and domestic life. Yet historical use of the term is not uniform, and there remains confusion over the meaning, value and scope of the concept of privacy.
• Early treatises on privacy appeared with the development of privacy protection in American law from the 1890's onward, and privacy protection was justified largely on moral grounds.
• Finally, there is the feminist critique of privacy, that granting special status to privacy is detrimental to women and others because it is used as a shield to dominate and control them, silence them, and cover up abuse (MacKinnon, 1989).
• Nevertheless, most theorists take the view that privacy is a meaningful and valuable concept. Philosophical debates concerning definitions of privacy became prominent in the second half of the twentieth century, and are deeply affected by the development of privacy protection in the law. Some defend privacy as focusing on control over information about oneself (Parent, 1983), while others defend it as a broader concept required for human dignity (Bloustein, 1964), or crucial for intimacy (Gerstein, 1978; Inness, 1992).

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• Privacy

  Get the information you need to control your sharing on Facebook.
• • Basic Privacy Settings & Tools
  • Choose Who You Share With
  • Advanced Privacy Controls
  • Your Personal Data
• Controlling Who Can Find You

  Protect your account and the information you share.

  • Blocking People
  • Finding Friends & the Suggestions Feature
  • Appearing in Search Engine Results
• Troubleshoot Privacy Issues

  Accessing Your Facebook Info

  Minors & Privacy

  Safety

  Stay safe on Facebook.

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