• • 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 citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 
• 1.   Digital Access: 
• 2.   Digital Commerce:   electronic buying and selling of goods.
• 3.   Digital Communication:   electronic exchange of information.
• 4.   Digital Literacy:   process of teaching and learning about technology and the use of technology.
• 5. Digital Etiquette:   electronic standards of conduct or procedure.
• 6.   Digital Law:   electronic responsibility for actions and deeds
• 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.
• 8.   Digital Health & Wellness:   physical and psychological well-being in a digital technology world.
• 9.   Digital Security (self-protection):   electronic precautions to guarantee safety.

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• 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.

• Copyright is a legal concept, enacted by most governments, giving the creator of an original work exclusive rights to it, usually for a limited time. Generally, it is "the right to copy", but also gives the copyright holder the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, and other related rights. It is a form of intellectual property (like the patent, the trademark, and the trade secret) applicable to any expressible form of an idea or information that is substantive and discrete.^{[clarification needed][1]}

• A Statement on Plagiarism

    

  Using someone else's ideas or phrasing and representing those ideas or phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism. "Ideas or phrasing" includes written or spoken material, of course — from whole papers and paragraphs to sentences, and, indeed, phrases — but it also includes statistics, lab results, art work, etc. "Someone else" can mean a professional source, such as a published writer or critic in a book, magazine, encyclopedia, or journal; an electronic resource such as material we discover on the World Wide Web; another student at our school or anywhere else; a paper-writing "service" (online or otherwise) which offers to sell written papers for a fee.

• Dig Rights & Responsibilities
• Rights and Responsibilities Definition
• The privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them
• "In the digital world, users should expect that if they post information to a site (whether it is a poem, a picture, a song, or some other form of original research or creative expression), others will enjoy it without vandalizing it, passing it off as their own, or using it as a pretext to threaten or harass.
• Being a full member in a digital society means that each user is afforded certain rights, and these rights should be provided equally to all members. Digital citizens also have certain responsibilities to this society; they must agree to live according to the parameters that are mutually agreed upon by members. These boundaries may come in the form of a responsible use policy. Users need to have a clear understanding of the behavior that is required of them to be members of the digital society
• When creating or publishing anything, users should be allowed to protect those works (or not) as they see fit. Digital citizens should have the right of ownership to their work
• Rights and responsibilities are sometimes difficult to define. There can be rights in a society only if there are also responsibilities. Users need to know the difference between what is possible for the individual and what should be done for the good of the group." (Digital Citizenship in Schools, ISTE, 2007)

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• Digital identity is the network or Internet equivalent to the real identity of a person or entity (like a business or government agency) when used for identification in connections or transactions from PCs, cell phones or other personal devices.

• 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. Read the open-access article Designing Collaborative Media: A Challenge for CHI? as an introduction to the concept.

• Privacy is the ability of an individual or group to seclude themselves or information about themselves and thereby reveal themselves selectively. The boundaries and content of what is considered private differ among cultures and individuals, but share basic common themes.

• Moral development

   

    Pupils' moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.

   

• Social development

   

    Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities

• Disinformation is intentionally false or inaccurate information that is spread deliberately. For this reason, it is synonymous with and sometimes called black propaganda. It is an act of deception and false statements to convince someone of untruth.

•  

  Philip Candy, in the now classic text ‘Self-direction for lifelong learning’ (1991, p 13), quotes Forster (1972, p ii) to define independent learning/study:

   
   
  1. ‘Independent study is a process, a method and a philosophy of education:
     in which a student acquires knowledge by his or her own efforts and develops the ability for inquiry and critical evaluation;
   
  2. it includes freedom of choice in determining those objectives, within the limits of a given project or program and with the aid of a faculty adviser;
   
  3. it requires freedom of process to carry out the objectives;
   
  4. it places increased educational responsibility on the student for the achieving of objectives and for the value of the goals’