T_freeman's List: DGL Vocabulary

• in today’s digital world, literacy goes far beyond being able to read and write

• 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.
• Once you have mastered a particular tool, move on to another so you can increase your digital power.
• Students are wired to learn digitally
• teach them to become responsible digital citizens
• Anyone with Internet skills can find the data; it’s the finder who can tell us why it’s important that gets recognized.”

• Center for Media Literacy defines as:

   

  a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy. 4

   

  “Technology ignites opportunities for learning, engages today’s students as active learners and participants in decision-making on their own educational futures and prepares our nation for the demands of a global society in the 21st century.” 5
• Computers or technology shouldn’t just be a specific subject, that’s not sufficient anymore but rather it should be an integral part of all the subjects and built into the curriculum.” 6
• Close to 75% of Americans use the Internet as part of their daily jobs and careers.
• The best policy for protecting yourself is PRIVACY. Protecting your digital footprint is the most important thing you will learn using technology.

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• Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.
• writing papers, creating multimedia presentations, and posting information about yourself or others online
• Consider how easy it is to cut, paste, share, rip, burn, and post media—at home and in the classroom. These activities seem as though they must be legal and appropriate, because they’re so easy to perform. Unfortunately, the assumption that what can be done, may be done, is often wrong.
• Digital literacy is an important topic because technology is changing faster than society is. The same advances that enhance leisure and make our work easier—those that make it possible for us to search online databases, text friends, and stream media—also present urgent challenges to the social norms, market models, and legal frameworks that structure our society.

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• 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
• 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
• Teens share considerably more information online than their parents and, as a result, expose themselves to more risk; they also feel more in control of their online reputations.
• benefits of sharing information online outweigh the risks, with the exception of sharing a physical location.
• American parents and teens are actively managing their online reputations—and with an eye toward good digital citizenship.

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• Digital citizenship is the norms of appropriate, responsible technology use
• misusing and abusing technology but not sure what to do
• how should we act when we are online, and what should be taught to the next generation
• Respect, Educate and Protect

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• Digital identities are who we say we are, when weare online. They can be a subtype of a public persona, an extension of our ‘true’selves, or they can be completely fabricated and fantastical, to function as a mask to hide the identity of an Internet user from rest of the world.
• referred to by many differ-ent terms including: online identity, online personality, digiSelf, virtual identity,avatar and online persona
• anindividual using a computer and creating a new identity for themselves on theInternet.
• Digital identities arethe content of the Internet; they are the performers who draw in the audience,and inspire the passive audience to become more active, interactive and creative.
• Sometimes we represent ourselves online in narrative form,other times we can use visual images, videos, audio and music. There is no limitto how or within what parameters we can express or present ourselves online
• An individual can use an online identity to act as an extension of their of 

   

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   ineidentity, or they can use an online identity to mask and alter their of 

   

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   ine identityand become someone or something else.
• The mask that the Internet user wears, can oftenbe as simple as a pseudonym or ‘handle’ instead of their real name.

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• We live in a world where technology can connect complete strangers
• All someone has to do is type their name in a search engine, and all of the profiles or accounts a student has created (assuming they use their real name) will appear. This is the creation of one’s digital identity – The personal brand, persona, or representation of one’s self via social media.
• When on social media platforms, students can express themselves in creative ways, in order to make a statement; align themselves with a group or belief; share information or their whereabouts; or to explain their mood, feelings, thoughts, reflections, or frustrations
• an online persona that is representative of the individual.
• This persona, brand, or digital identity, whether accurately or poorly portrayed, can have real life consequences or effects on that individuals life, so it is important for the Millennial generation to understand this, and seek to represent themselves in positive ways.
• The repercussions for presenting a negative digital identity can be serious… The loss of a job is one harsh example that is a real life consequence of a negative online persona.
• lasting effects on one’s reputation
• implications their digital identity can have on their college and professional careers
• important for college aged students and young people to be aware of the ever-lasting impact their digital identity can have on their future…

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• secure browsing and payment options
• protect websites from malware and other malicious attacks
• users swipe their finger across the home button (rather than press it) to scan their fingerprint. This unlocks the phone, and the registered fingerprints can be linked to other features. PayPal, in particular, worked with Samsung to provide a way to link a user’s PayPal account to their registered fingerprints. This allows customers to simply scan their fingerprint on their phone to purchase items, without entering usernames, passwords, or account information. With this technology, customers can shop online at any store that accepts PayPal and complete their transaction with a simple swipe of the finger.
• many people tend to use simple, easily remembered passwords, and use the same password across several accounts and devices.
• overuse of and reliance on simple passwords makes it easy for criminals to guess passwords and take control of various accounts.
• Currently, the most serious drawback of the Samsung Galaxy S5’s fingerprint payment system is that it has been hacked.
• Due to the link between the fingerprint key and account data, criminals can gain access to more vital information using the Galaxy S5, including the victim’s bank account details and any physical address that is linked to the account.
• it’s a simple matter to deactivate the link once the phone is reported missing or stolen.
• Recent security concerns, such as the Target debit card leak and the Heartbleed password breach, indicate that a shift is occurring from password reliance to more secure methods.
• Consumers are eager for better account security, especially with online payments,

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• Passwords, Watchwords, Passcodes, secret code, etc... have been around for a very long time. It was an easy way, to determine who was on your side. Approaching infantry would be confronted, and not allowed to proceed unless the correct password was given.
• prevalent concern with encryption cracking software

• Now a common password policy has requirements like the following:

  • Password must be at least 8 characters
  • Passwords cannot be your account name (aka screen-name)
  • Passwords cannot be your legal name (in whole or in part)
  • Passwords must have 2 of the following 3 conditions
  • There must be at least 1 capitalized letter as well as at least 1 lower-case letter
  • There must be at least 1 number
  • There must be at least 1 character (!,@,#,$,%,-,~, etc...)
• in your jobs, schools, and sometimes your banks you have to change your password every month, quarter, half year, or yearly, and you cannot use the same password as X number of previous passwords.
• security is only good if you are aware of whats going on.
• Any hacker with enough know-how could exploit the bug in the Heatbleed issue. With that, easy access to passwords, search history, e-mail, etc...
• Security protocols are thrown out of the window when the storage media can be directly accessed (by a person who works for the company who stores those accounts). Security protocols are also moot when a 3rd party contractor is given direct access to the storage arrays. Security is a fantasy when you consider that the NSA has been spying on everyone for years with and without help from the companies you know and trust.
• accept the fact that there are many many hands (both digital and real) in your data. Some will have malicious intent, some not.
• e reasonable with your security measures
• Don't waste your time fretting about every security flaw that you hear about in the news. Wait for suggested solutions before you panic and change your security.

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• the work of Edward Snowden and Glenn Greenwald should arguably have had a two-fold impact on their digital security practice. The first stems from the awareness that many of the communication channels we use regularly when working with sources are not really protected from government surveillance, either legally or technically.
• What’s needed by a freelancer overseas may be very different from what’s needed by a police reporter in a small Midwestern newsroom.
• widespread cultural assumptions — not reserved to journalism — about the teachability of technical topics like digital security.
• The mechanism by which email operates has not fundamentally changed in 40 years; similarly, the canonical methods of encryption key generation and exchange were first described in the 1970s and are still in widespread use today.

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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.
• Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking.
• 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.
• Critical thinking of any kind is never universal in any individual
• No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
• self-guided, self-disciplined thinking
• intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.
• improve the world in whatever ways they can and contribute to a more rational, civilized society.
• life-long practice toward self-improvement.
• ability to recognize problems, to find workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence) of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct one's patterns of beliefs on the basis of wider experience, and to render accurate judgments about specific things and qualities in everyday life. 

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• It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following : 

   
   
  • understand the logical connections between ideas
   
  • identify, construct and evaluate arguments
   
  • detect inconsistencies and common mistakes in reasoning
   
  • solve problems systematically
   
  • identify the relevance and importance of ideas
   
  • reflect on the justification of one's own beliefs and values
• Critical thinking is the ability to think clearly and rationally.
• able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself.
• Critical thinking is quite compatible with thinking "out-of-the-box", challenging consensus and purusing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas.

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• when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg­ing its source.
• applies to texts published in print or on-line, to manuscripts, and to the work of other student writers
• Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing.
• not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully.

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• it is considered plagiarism to draw any idea or any language from someone else without adequately crediting that source in your paper.
• It doesn't matter whether the source is a published author, another student, a Web site without clear authorship, a Web site that sells academic papers, or any other person
• when you use online sources, you need to be extra vigilant about keeping track of where you are getting information and ideas, and about giving proper credit to the authors of the sources you use.
• every Web site is a document with an author, and therefore every Web site must be cited properly
• The kind of source you use, or the absence of an author linked to that source, does not change the fact that you always need to cite your sources
• copying someone else's words verbatim and submitting them in a paper with your name on it is plagiarism,

• Verbatim plagiarism

     

  If you copy language word for word from another source and use that language in your paper

• Mosaic plagiarism

     

  If you copy bits and pieces from a source (or several sources), changing a few words here and there without either adequately paraphrasing or quoting directly

• Inadequate paraphrase

     

  When you paraphrase, your task is to distill the source's ideas in your own words. It's not enough to change a few words here and there and leave the rest; instead, you must completely restate the ideas in the passage in your own words. If your own language is too close to the original, then you are plagiarizing, even if you do provide a citation.

• Uncited paraphrase

     

  When you use your own language to describe someone else's idea, that idea still belongs to the author of the original material. Therefore, it's not enough to paraphrase the source material responsibly; you also need to cite the source, even if you have changed the wording significantly

• Uncited quotation

     

  When you put source material in quotation marks in your essay, you are telling your reader that you have drawn that material from somewhere else. But it's not enough to indicate that the material in quotation marks is not the product of your own thinking or experimentation: You must also credit the author of that material and provide a trail for your reader to follow back to the original document.
• argument you make (and the ideas you rely on to make it) should either be your own or you should give credit to the source of those ideas.
• you see a clear moment in discussion when a particular student comes up with an idea, you should certainly cite that student.
• when your work is informed by class discussions, it's courteous and collegial to include a discursive footnote in your paper that lets your readers know about that discussion.

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•  As stated within the NETs standard for digital citizenship, students are expected to "advocate and practice safe, legal and responsible use of information and technology" (International Society for Technology in Education, 2007). 
• internet safety, the best practices when using information online and the responsibilities that accompany technology use.
• Digital Rights and Responsibilities are the "privileges and freedom extended to all digital technology users, and the behavioral expectations that come with them" (Ribble & Bailey, 2007). 
• the privilege and freedom to engage in technology use during school as well as at home. However, there are expectations that accompany the privileges and freedom to use technology.
•   Using technology responsibly involves an understanding of many issues.
• be safe
• act ethically and legally.
• copyright laws and/or the meaning of plagiarism.
• the impact that technology may have and only use it at the appropriate times
• Cyber bullying and threatening behavior are two other major issues related to this topic of digital rights and responsibilities.
• Threatening others through technology is also another inappropriate use of technology.

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• the privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them

• Digital Rights and Responsibilities Issues:

   
  • Following acceptable use policies and using technology responsibly
  • Using online resources appropriately, siting sources and obtaining necessary permissions
  • Use technology for inappropriate behavior such as cheating
  • Cyber-bullies, threats, etc.

• Examples of Inappropriate Digital Rights and Responsibilities

   
  • Downloading and swapping files such as music illegally.
  • Copying materials without giving credit to the author .
  • Students violating school policies because they view them as unfair. 

• Examples of Appropriate Digital Rights and Responsibilities

   
  • Paying for music that is downloaded onto your iPod or computer.
  • Students have the same copyright protection as everyone else.
  • Explain to the school community the reason why school and district policies regarding technology exist.
  • Explain to students the reason why school and district policies regarding technology exist.

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• Communicating with electronic devices and on the Internet –   whether through text message, chat, e-mail, Facebook, blogs, Twitter,   Tumblr, image boards or countless others – raises both new and old   questions about your legal rights.
• students also have free speech and privacy rights that our schools   must recognize and respect.
• You have the right to express yourself online, whether you are   writing e-mails, posting to a blog, updating a homepage, or   talking in a chat-room. Yet you also are responsible for your   actions as they affect others.
• Whether you want to comment on a new school rule, gay   rights, teen pregnancy, or the latest national news, you have the right   to express your ideas, including those that are controversial. But there   are limits.

• There are also some limits on the freedom of expression   that apply to everyone. The constitutional right to freedom of   expression generally does not cover speech that is:

   
   
  • A true threat
   
  • A defamatory statement
   
  • Obscene
• state and federal laws make it illegal to post   threats of violence against a person or to advocate certain illegal   actions.
• may be subject to police investigation and punishment by the   courts
• It does not matter whether   the speech occurs in a chat room, text message, IM, video game, blog   comment, website, or anywhere else in the virtual world.
• if you   post about doing something illegal, law   enforcement may use it as evidence against you.
• Posting   information on   the Internet  can be like   publishing it in   the newspaper.   If the website is   public, anyone   can look at it.
• While it may be lawful to post something on a public website, doing   so may not be wise.
• what you put on a public website may stay on the   Internet forever.
• Some people have been denied jobs because   of material they posted on the Internet
• Putting your real name, address, or phone number on a public   website is like putting the information up on a billboard
• you should not give out this information when posting   or communicating online.
• All of the content you send, even under a pseudonym (fake name),   will be tagged by an IP address. Plus, to get your anonymous online   account, you probably had to provide an e-mail address or other   personal info that links to your real-world identity.
• In the U.S., we have the right to speak anonymously, including online.
• If someone seeks a court order for an Internet service provider (ISP)   to disclose a student's real-life name that is linked to a screen-name,   avatar, or other online persona, the student can go to court and   seek to have the request denied
• Everything done online likely can be connected back to a specific IP   address. So even though your activities may appear anonymous, all of   your actions online probably can be traced.
• While you do not have the right to engage in illegal conduct online,   such as harassing others or downloading copyrighted music without   paying for it, your right to make online comments anonymously is   an important First Amendment right.

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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.
• 1) people’s use of computers today increasingly comprise communicating in collaborative media
• 2) designing collaborative media implies fundamental changes to design processes and designer roles
• people’s use of computers today increasingly consists of communicating in collaborative media.

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• 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.

• Combined with Computer Supported Cooperative Work technologies, these shared, media-rich environments offer a natural basis for distributed collaboration
• the definition of a collaborative media space in which users interact with each other through the experience and manipulation of shared media.
• a primary consideration with such system is the coordination (including both causal and temporal synchronization) of entities within the space.

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• The concept of digital privacy can best be described as the protection of the information of private citizens who use digital mediums.
• often are referring to it in terms of its relation to Internet usage.
• Digital privacy centers on the fact that using digital mediums to conduct affairs, whether personal or professional, can leave digital footprints.
• Information such as the date and time of his searches, what browser he used to access websites and even how long he viewed websites can be retained on a search engine's servers.
• official and complete protection remains just out of reach.

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