Matthewbeyer's List: DGL Vocabulary (shared)

• Prior to the 21st century, literate defined a person’s ability to read and write, separating the educated from the uneducated. With the advent of a new millennium and the rapidity with which technology has changed society, the concept of literacy has assumed new meanings. Experts in the field suggest that the current generation of teenagers—sometimes referred to as the E-Generation—possesses digital competencies to effectively navigate the multidimensional and fast-paced digital environment. For generations of adults who grew up in a world of books, traveling through cyberspace seems as treacherous and intimidating as speaking a new language. In fact, Prensky¹ recognized such non-IT-literate individuals as burdened with an accent—non-native speakers of a language, struggling to survive in a strange new world.
• Visual literacy, referred to at times as visual competencies, emerges from seeing and integrating sensory experiences. Focused on sorting and interpreting—sometimes simultaneously—visible actions and symbols, a visually literate person can communicate information in a variety of forms and appreciate the masterworks of visual communication.⁶ Visually literate individuals have a sense of design—the imaginative ability to create, amend, and reproduce images, digital or not, in a mutable way. Their imaginations seek to reshape the world in which we live, at times creating new realities. According to Bamford,⁷ “Manipulating images serve[s] to re-code culture.”
• Competency begins with understanding. Each medium represents a unique environment, presenting the view of our world from varying perspectives. Communications theorist Marshall McLuhan coined the idiom “the medium is the message,”⁸ which seems prophetic in the high-tech reality within which we live.
• ronically, while some see the profusion of realities as threatening to us, to our children, and even to democracy, the new media is nothing if not simply another way of viewing our world, of interacting with one another, of opening ourselves to learning in realms of possibility we never conceived of before. In our development as higher-order thinkers, multiple realities are far less important to our survival than our ability to understand what we see, to interpret what we experience, to analyze what we are exposed to, and to evaluate what we conclude against criteria that support critical thinking. In the end, it seems far better to have the skills and competencies to comprehend and discriminate within a common language than to be left out, unable to understand.
• 1. M. Prensky, (2001). “Digital Natives, Digital Immigrants,” On the Horizon, Vol. 9, No. 5, 2001, pp. 1–6
• 5. P. Gilster, A Primer on Digital Literacy (Mississauga, Ontario: John Wiley & Sons, 1997).

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• “Digital literacy.”
        It is an evolving academic discipline.
• What’s more, “digital literacy” isn’t all that easy to define.
• “The problem with digital literacy,” Freiman said, “is that you can’t use a computer to teach digital literacy, you have to be present; you have to work with somebody; it takes time and patience.”

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• Digital citizenship is the norms of appropriate, responsible technology use.
• Whether the it is called digital citizenship, digital wellness or digital ethics the issues are the same; how should we act when we are online, and what should be taught to the next generation.  With the growth of Bring Your Own Device (BYOD) and 1:1 initiatives in schools there is a need to talk about responsible use of technology.

• Digital citizenship is usually defined as the "norms of behavior with regard to technology use." It encompasses digital literacy, ethics, etiquette, online safety, norms, rights, culture and more. Microsoft recognizes that good digital citizenship, when you use computers, gaming consoles, or mobile devices, promotes a safer online environment for all.
• Managing your online behavior and monitoring your reputation are important elements of good digital citizenship.

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  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.
• The picture of us that it provides is becoming not only fuller, but also more accurate and more traceable.
• In an increasingly digital society, personal data have become a new form of currency.

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• 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.
  
• It has never been more important to protect the concept of "who we are".
• Clare Sullivan's analysis reveals the emergence of a distinct, new legal concept of identity
• 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.

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• Digital Security means to protect information. It deals with the prevention and detection of unauthorized actions by users of a computer.This definition by nature, implies the necessity to clearly understand the true value of an organizations proprietary information. It also means that all employees, managers and executives must understand how information might be compromised.
• Confidentiality
• Integrity
• Availability.
• Authentication
• Authorization.

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• The term "critical thinking" has its roots in the mid-late 20th century.
• 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 is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way
• Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker
• mproves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and
  imposing intellectual standards upon them.

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• Copyright protects written, theatrical, musical and artistic works as well as film, book layouts, sound recordings, and broadcasts. Copyright is an automatic right, which means you don't have to apply for it.
• Copyright works are protected across most mediums - so if they're protected in one, they're probably protected in others. It may then be copyright infringement if you create a painting from someone else's photograph or make a sound recording of someone else's book without their permission.

• What is copyright?
   Copyright is a form of protection grounded in the U.S. Constitution and  granted by law for original works of authorship fixed in a tangible  medium of expression. Copyright covers both published and unpublished  works.  
   
   What does copyright protect?
   Copyright, a form of intellectual property law, protects original works of  authorship including literary, dramatic, musical, and artistic  works, such as poetry, novels, movies, songs, computer software,  and architecture. Copyright does not protect facts, ideas, systems,  or methods of operation, although it may protect the way these  things are expressed. See Circular 1, Copyright Basics,  section "What Works Are Protected."  
   
   How is a copyright different from a patent or a trademark?
   Copyright protects original works of authorship,  while a patent protects inventions or discoveries. Ideas and discoveries  are not protected by the copyright law, although the way in which  they are expressed may be. A trademark protects words, phrases,  symbols, or designs identifying the source of the goods or services  of one party and distinguishing them from those of others.
• Is my copyright good in other countries?
   The United States has copyright relations with most countries  throughout the world, and as a result of these agreements, we honor  each other's citizens' copyrights. However, the United States does  not have such copyright relationships with every country. For a  listing of countries and the nature of their copyright relations  with the United States, see Circular  38a, International Copyright Relations of the United States.

• the exclusive legal right to reproduce, publish, sell, or distribute the matter and form of something (as a literary, musical, or artistic work)

• the act of using another person's words or ideas without giving credit to that person : the act of plagiarizing something

• Many people think of plagiarism as copying another's work or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:
• • 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

  In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.

• 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)

  Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed and providing your audience with the information necessary to find that source is usually enough to prevent plagiarism. See our section on citation for more information on how to cite sources properly.

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• Rights and Responsibilities Definition:

   
   The privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them
• - Citing websites or other digital media sources when using information for class projects.
   - Being aware of one's rights when using digital technologies, but also being aware of one's responsibilities

• 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 t
• o be used in an appropriate manner.  In a digital society these two areas must work together for everyone to be productive.

• Definition: “Collaborative media” is the term we use to refer to digital media that enables broad-range participation where the distinctions between production, consumption and design are dissolving.

• the qualified legal right of a person to have reasonable privacy in not having his private affairs made known or his likeness exhibited to the public having regard to his habits, mode of living, and occupation

• A person's right to control access to his or her personal information

• Moral literacy involves three basic components: ethics sensitivity; ethical reasoning skills; and moral imagination.