Julia Simons's List: DGL Vocabulary

• Digital literacy is more than knowing how to send a text or watch a music video. It means having the knowledge and ability to use a range of technology tools for varied purposes. A digitally literate person can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic, professional, and personal goals.
• Skillful use of a range of technology is essential for success after high school-as newly graduated young adults continue their education, enter the workforce, or juggle school and employment

• • 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 find, sort, evaluate, manage, and create information in digital forms. It is a crucial part of digital citizenship and an important extension of established concepts of media literacy. Digital literacy is essential for successful participation within a society connected by the World Wide Web.

• Digital Citizenship is the concept of educating students (and all technology users) about how to use technology appropriately. This involves using technology effectively and not misusing it to disadvantage others. Digital Citizenship consists of numerous themes including appropriate online etiquette, literacy in how digital technology works and how to use it, an understanding of ethics and the law as it relates to technology, knowing how to stay safe online, and advice on health issues relating to the use of technology.

   

  Digital Citizenship education brings together these themes and provides a framework for schools and parents to educate students about their rights and responsibilites when interacting with other people through digital technology. It begins the first time they interact with online technology, such as the first time they use the internet, send an email or text message, or sign on to an game service.

• "Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use."   --Mike Ribble
• Digital Citizenship Means Responsible Use
• 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.

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• With Power Comes Responsibility

• For teens, we offer five simple rules of digital citizenship to help them create a world they can be proud of -- and inspire others to do the same.

   

  Think before you post or text -- a bad reputation could be just a click away. Before you press the "send" button, imagine the last person in the world that you’d want seeing what you post.

   

  What goes around comes around. If you want your privacy respected, respect others' privacy. Posting an embarrassing photo or forwarding a friend’s private text without asking can cause unintended hurt or damage to others.

   

  Spread heart, not hurt. If you wouldn’t say it in person, don’t say it online. Stand up for those who are bullied or harassed, and let them know that you’re there for them.

   

  Give and get credit. We’re all proud of what we create. Illegal downloading, digital cheating, and cutting and pasting other people’s stuff may be easy, but that doesn’t make it right. You have the responsibility to respect other people’s creative work -- and the right to have your own work respected.

   

  Make this a world you want to live in. Spread the good stuff. Create, share, tag, comment, and contribute to the online world in positive ways.

• Digital identity refers to the ways and means that identity is created and perceived in the digital world, i.e., online. It includes unique descriptive data, as well as information about relationships. That is, it defines a thing both in and of itself and in relationship to other things. Both a person and a company can have a digital identity and while a person always has a concrete identity in the world, businesses may have a storefront identity and establish a digital presence as they establish an online presence in order to do business online. Alternatively, the digital identity may be the one and only identity. Barnes & Noble® is an example of the first type of business; Amazon® is an example of the second.

  Digital identity is also important in terms of online credentials. There are many websites for which an individual creates a username and password and — upon returning to that site at a later date — one confirms one’s identity by re-entering them. For companies, dated digital certificates that are issued by a Certified Authority (CA) play a role in the Public-Key Encryption system that allows secure communication on the Internet.

• Digital identity is all the online information and data specifically about an individual.

   

  Digital identity is made up of elements that fall into four categories (source: Lionel Maurel / Fadhila Brahimi):

   
   
  • Authentication elements: identification number, IP address, email address, user name, password, last name, first name, alias, etc.
   
  • Data: personal, administrative, banking, occupational, social data, etc.
   
  • Identifiers: photograph, avatar, logo, image, etc.
   
  • Digital traces: contributions to blogs and other content management systems, links, etc.
   
   

  “Managing your digital identity” means monitoring the use of these elements.

• Increasingly, we are living double lives. There is our physical, everyday existence.  And there is our digital identity, the sum of all the digitally available information about us. As this information grows in volume and variety, the picture of us that it creates is becoming surprisingly complete. And valuable.
• In an increasingly digital society, personal data have become a new form of currency. The challenge is to establish the trust that keeps this information flowing.
• Digital identity is relevant not just to Web 2.0 companies but to the economy as a whole. As the report details, the six major trends in the application of digital identity—in process automation, user enablement, personalization, enhanced delivery, personal data-driven R&D, and secondary monetization—are relevant to all industries.

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• 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 is identified as the responsibility of being safe online and following online rules. It is basically know as the law of internet. Being able to follow the rules while using the internet. Abusing laws of the Internet can cause serious consequences. Examples of misusage are like Hacking into people’s computers, pirating software, downloading illegal music and creating viruses. Globally People consider it as " Digital Law: electronic responsibility for actions and deeds which is either ethical or unethical. Digital responsibility deals with the ethics of technology. Unethical use manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws of society. Students should not be able to steal or cause damage to other people’s work, identity, or property. There are certain rules of society that fall under illegal acts. These laws apply to students as well. "
• 

• 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.

• What's Legal:

   
   
  • You can purchase copies of songs, software, or movies from sites that legally sell them.
   
  • You can make a copy of a song from a CD you’ve purchased and convert it to another format to listen on your own (not someone else's) mp3 player.
   
   

  What's Illegal:

   
   
   
  • You can’t download songs, software, or movies from other people who've bought them.
   
  • You can’t upload songs, software, or movies that you own for others to download.
   
  • You can’t record music off an online music radio site.
   
  • You can’t make copies of a CD, DVD, or mp3 download you’ve purchased to give to others.

• • U.S. author Marc Prensky says that at no time in history has technology moved so fast
   
  • Prensky defines digital natives as those born into "new culture" while the immigrants are old-world settlers
   
  • Shah says that the works of science fiction may offer the most accurate insight into a futuristic society
• It was a bloodless conflict fought not with bullets and spears, but with iPhones and floppy disks. Now the battle between the haves and have-nots can begin.
• The digital native-immigrant concept describes the generational switchover where people are defined by the technological culture which they're familiar with.
• the immigrants struggle more than natives to adapt to hi-tech progress.
• "For humans, what used to be this body of flesh and bone, all that is now just the center... Being human is a moving target."
• Connecting with one another in the modern world requires a knack for social networking and texting, which is the norm for the digital native. But for the immigrant, it can be akin to learning a whole new language.

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• A new generation is entering the workplace

         

   

                     

            

       

  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.
   
   The aim of our research was to understand the relationship between Digital Natives and technology and to identify how the workplace may need to change to accommodate them.

• 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. 

   

  Companies can leverage the technological experience and expectations of this new generation of workers  to improve processes, efficiency and motivation.

• The Digital Natives project focuses on the key legal, social, and political implications of a generation “born digital” – those who grow up immersed in digital technologies, for whom a life fully integrated with digital devices is the norm.
• Through qualitative research, legal analysis, and collaboration with educators, we investigate how the culture of digital natives – a culture of connectivity, of public display, of sharing, of feedback, of constant availability and of global citizenship – impacts and will continue to impact our world. In particular, we focus on the influence upon institutions of education and government, while also extending inquiry to impacts on business, relationships, and mental health.

• Digital Natives are used to receiving information really   fast. They like to parallel process and multi-task. They prefer their   graphics before their text rather than the opposite. They   prefer random access (like hypertext). They function best when   networked. They thrive on instant gratification and frequent rewards.   They prefer games to "serious" work.

• 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. For the most part these business people think in silos; they see marketing as separate tools that can be added to the marketing mix— advertising (e.g., print, TV , radio), direct mail, websites,  outdoor and now social and mobile media. They use social media as an add-on to their current market efforts. 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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• Researchers use the term digital immigrant to classify people born before the introduction of digital technology. For Digital Immigrants, the popular technology for them was radio, television, newspapers, books, and magazines. Digital Immigrants are adapting to the digital technology introduced during their life time. Ironically, some Digital Immigrants created the digital technology used by Digital Natives.

• Not all Digital Immigrants fit into a single category. Current research classifies Digital Immigrants into three categories:

   
   
  1. Avoiders.
      This group does not adapt to new technology quickly, if ever. For example, my father-in-law still gets the newspaper, orders cigars through the mail, and uses the USPS to deliver letters to his friends. He is happy with his life.
   
  2. Reluctant Adopters.
      This group is aware of new technology and adopts to it at a slow pace. In many respects, I fall into this group. For example, I still have a second generation phone. It took me 10 years to finally get a DVR, even though I knew it would change how I watch television as soon as I saw it. I am happy with my life.
   
  3. Eager Adopters.
      This group enthusiastically adapts to new technology. They embrace it. For example, Jeremy Johnson, one of the organizers of the Big Design Conference, falls into this group. He seems to be plugged into every device, network, tech trend, and so on. Jeremy personifies an Eager Adopter. Jeremy is happy with his life, too.
   
   

  Digitial Immigrants can never become Digital Natives because they were not born after the introduction of digital technology.  Eager Adopters, however, are clearly the class Digital Immigrants that can relate more closely to most Digital Natives.

  • VERY interesting. "Digital Immigrants can never become Digital Natives..."
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• There is a term used among missionaries and linguists called “heart language.” A person raised in Kenya, for example, may speak and read English but was raised in a home that spoke and thought in Bantu Swahili. When I speak to such a person he hears and even thinks in English but will always feel in Bantu.
• At best, I will never be anything more than a digital immigrant
   who has adopted the new ways because they are interesting
   and useful but still thinks and feels in analog.
• And when the rest of us speak their language, they look at each other with a knowing shrug, reminding us we are still just poor Digital Immigrants allowed to come along for the journey in coach while they fly the plane.
• Proof again I’m just a Digital Immigrant whose heart language will always be analog.

  • I understand and agree with this very much.

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• For those of us “digital immigrants,” technology is a tool we pick up and use: we adapt to it, but it is not “home” for us as it is for the “natives.” As with any immigrant coming to a new land, and learning the local language and culture, digital immigrants always retain to some extent what  Prensky calls their “accent,” that is, their “foot in the past.” That is our “accent” in operation when we reach for the technical manual rather than using the DVD included with the hardware or go for the print rather than Internet-based Webster.