Digital Citizenship: Annotated Bibliography

Digital Citizenship Annotated Bibliography Saginaw Valley State University Kim Latuszek

Digital Citizenship: Annotated Bibliography

Ribbleis, M. (2012). Digital Citizenship for Educational Change. Kappa Delta Pi Record, 148-151. In this article the author, Mike Ribble, went into detail about the changes that digital citizenship can make to the educational field. Mike Ribble, a Director of Technology for the ManhattanOgden School District, has explored the impact of using all forms of technology in the classroom. He advised that teachers need to learn and implement these new forms of

technology, but also provide the guidance of using it appropriately. Students on a daily basis carry all these forms of technology with them, however, they are not instructed and guided as to how to use them. Schools are also providing a 1:1 ratio for students with laptops, but not the education necessary to use them. The author promoted this idea not only to assist the students, but also providing schools with information they may eventually need to implement. Governmental changes are leading towards possibly requiring schools to provide digital citizenship education along with their regular curriculum. He went on to identify 9 different qualities that may be required to properly meet this need. These areas are digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights/responsibilities, digital health/wellness and digital security. This particular article has provided me a sound understanding of how digital citizenship can impact students and schools and what areas need to be understood at a deeper level. Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. Diversity Challenge Resilience: School Libraries in Action, 1-11. Cathy Oxley of Brisbsane Grammar School, provided some strong points towards the importance of incorporating digital citizenship in the everyday curriculum. Just as all areas of a student (and adult's life) there are certain ground rules in order to provide a functioning society. With the rapid growth of technology, this has caused the rules for this area to be vague and

Digital Citizenship: Annotated Bibliography

misunderstood.

Students are facing issues such as sexting, credit card debt, gambling,

bullying and so much more. It is also giving students a false sense of security with having anonymity and posting personal information on sites such as Facebook and Twitter. She also went into detail about what areas of digital citizenship need to be addressed and how. Much of this education stems from providing students scenarios, real-life stories, establishing moral standards, and ways they can use technology in a positive way. This article provided my area of research and interest with not only what needs to be taught about digital citizenship, but ways to teach it. With a long list of sites dedicated to this, I will be able to use this in my own education. Berson, I. R., & Berson, M. J. (2003). Digital Literacy for Effective Citizenship. Social Education, 164-167. Digital citizenship is an area of education that many teachers have not felt prepared to teach. Either this is an area that they are not comfortable using themselves, or are not quite aware of what students actually need. Ilene Berson and Michael Berson have investigated ways that school systems are looking to incorporating digital citizenship into their social studies curriculum. Students are experiencing a world with technology that has included the perceived anonymity of the Internet, lack of contact, and lowered fear of negative consequences which has led to poor decision making on their part. Teachers are learning to promote positive Internet use through such areas as helping students to familiarize themselves with technology, teaching respect, online investigations, and integrating digital citizenship standards into their everyday curriculum. This article has provided a basis for my investigation as to how digital citizenship is being used in school systems. This has included not only why teachers need to approach this topic, but how to teach it. Research such as this would help school districts realize that digital citizenship

Digital Citizenship: Annotated Bibliography

can be easily incorporated not only in subject areas such as social studies, but also in everyday lessons. Teachers need to realize that even though this topic may be uncomfortable to approach, it is necessary in order to help students prepare for the consequences for their actions, both good and bad.

Orech, J. (2012). How Its Done: Incorporating Digital Citizenship Into Your Everyday Curriculum. Tech and Learning, 17-18. School districts are moving away from the sole topic of Cyberbullying to a more umbrella of topics of digital citizenship. Some of these programs that they are running with this topic is a mentorship program of older students sharing their knowledge with younger students. The topics that they included are Netiquette, digital citizenship, cyberbullying, cybercrime prevention, and managing their digital footprint. Jon Orech, an Instructional Technology Coordinator and author of this paper, has looked at the results of incorporating this program in schools. The results of his conclusions has shown that middle school students have improved in empathy, asking questions, and their overall view of how they are good digital citizens. The presentation of this real-world implementation of digital citizenship shows how easily schools can incorporate this. Mentor students can have a huge impact on the students they interact with. They understand the technological world and can be positive role models. Not only does it help to improve the citizenship of the younger students, but the older mentor students as well. This research supports future projects for other schools. Ohler, J. (2011). Digital Citizenship Means Character Education for the Digital Age. KAPPA DELTA PI RECORD, 25-27. Often schools view technology as a two lives model. This involves students leaving their technological lives at home and digital citizenship philosophies to be taught by parents. With the impact of technology, however, these two lives are quickly blending to one. Schools are

Digital Citizenship: Annotated Bibliography

attempting to not only increase technology in the day (and allowing students to use their own) but also teaching proper ways to use it. Teachers are also trying to teach their students that it is their responsibility to gain a moral understanding of themselves in technology rather than just teaching right from wrong. Character education programs taught in the past are being looked at again in order to help establish a program that incorporates this. School boards are being forced to look at programs and questions to help this become a reality. Character education programs require much more complex questions to be answered. By making it a community initiative, students will gain a better understanding of not only their own moral reasoning, but also the support given by their school districts. This article, written by Jason Ohler, provided a new look on these character education programs. This additional element to school systems are another way to help teach students about digital citizenship. This will help my research by providing me an additional way that this can be used. In past articles, most school districts are incorporating digital citizenship as a separate entity rather than in their overall, established character education programs. Villano, M. (2008). Text Unto Others... As You Would Have Them Text Unto You. T H E Journal, 4751. The golden rule has been established in many school districts around the world to help teach students about how their actions impact others. Now with technology, this rule has become an important concept. Digital citizenship programs have been forming in the United Kingdom since the mid-1990s and have been growing and spreading around the world. Different organizations have been specializing in ways to teach students about their responsibility to using the Internet in a positive way. These ways have varied from step processes to organizational structures. Matt Villano investigated one director of technology, Mike Ribble, in his pursuit of improving digital citizenship. He started an approach where he works with his

Digital Citizenship: Annotated Bibliography

faculty to incorporating an Acceptable Use Policy and other programs to help improve this area. This research is helping to establish the responsibility of the school districts to providing the framework for digital citizenship. It also helped to establish the responsibility of all in the safety of the students. Technology directors can use the information from others to help establish their own in school districts. This additional viewpoint is essential to the implementation and addition of future programs. It also helps to direct my research into online programs and past trials. Baumann, P. (2012). Civic Engagement through Digital Citizenship. Education Commission of the States, 1-6. Students everywhere have access to ways that allow them to connect to each other. These methods include cell phones, the Internet, social networking sites, and other forms of media. Schools have not always wanted to embrace options such as this due to the liability and lack of understanding as to how to approach both the positive and negative effects of these forms of technology. Some schools have started addressing these digital natives (those always living during the time of technology) by approaching digital citizenship as a civic duty. The article brought in additional information from The Handbook of Research on Civic Engagement in Youth by defining and comparing the 4 types of civic learning opportunities from the past and present. These areas are knowledge, expression, joining publics and taking action. By comparing these different generations and their civic learning opportunities, teachers can add to their tool box of knowledge in how to approach the difficult topics associated with technology and todays generation. Civil action today for students is based on their selfactualization. By learning different techniques to approach and grow their concept of civic duty they are learning positive ways to interact and use forms of technology. This article brought awareness to the startling statistics of digital literacy and digital citizenship, but also the

Digital Citizenship: Annotated Bibliography

potential it has to be not only a positive form of communication, but a way for students to participate in society and contribute to others. Gorman, M. (2013). Promote Good Digital Citizenship: 10 Ideas For Rich Academic Student Discussion Online. Tech and Learning, 43-45. Todays technology comes with so many warnings about potential ways students can use it inappropriately and yet it can be an asset in the classroom. This article, by Michael Gorman, highlighted ways that classrooms can use technology to promote rich academic discussions. He provided some guidelines for teachers to use in order to have the most success in these discussions. By providing rules, allowing for creative thought, modeling, using variety in topics and media, and setting guidelines, teachers can stir student interest in positive conversation. Not only does this allow for students to be proud of what they have accomplished, but also to take what they have learned home with them. Teachers want students to get excited and discuss their learning. With technology opening these new areas of discussion, articles such as this provide educators a foundation in which they can set their own standards and expectations. With the push for a 1:1 ratio with computers, students need to be reminded just how they impact each other even without being face to face. This research is important to me for both its solid foundation and ground rules, but also for its embracement of positive technology use. Teachers hear so often what can go wrong with technology in the classroom that they forget what potential it has to stirring conversation, creative thought and exceptional learning. Salb, D., Friedman, H. H., & Friedman, L. W. (2011). The Role of Information Technology in Fulfilling the Promise of Corporate Social Responsibility. Computer and Information Science, 2-7. Digital citizenship is a topic that is becoming known to the world of education and yet there is little focus on its impact in both the job market and workforce. Companies are now beginning

Digital Citizenship: Annotated Bibliography

to embrace digital citizenship and digital communication in order to connect to both the employees and customers. Many organizations strive to be learning organizations where their employees are innovating and inventing a more effective company. By allowing them to enter new forms of learning such as blogs, virtual training, disability software, multisensory devices, and communication, they are expanding not only the education of their employees and customers but also the speed and quality at which it occurs. With this new method, however, companies are also providing their employees training in how to use this new technology in positive, respectful and powerful tool. This article went into depth at how digital communication and digital citizenship are impacting the world of the workforce. While companies have embraced technology in the past, articles such as this are setting the foundation for not only communication with customers but also employee relations. In my research, this is one of the few documents that I had found that had highlighted the impact digital citizenship has in an adult setting. Often this is a topic of concern and interest to educators working with students that are unaware of the power of their communication with technology and yet it is something businesses should be looking at as well. I was excited to see the connection that education at the elementary level could have with the interactions and potential in the adult world. By schools creating a foundation at a young age, they are promoting a positive and effective form of communication at the adult, working level. Pelfrey, J. (2010, October 6). Schools Urged To Teach Youth Digital Citizenship. (N. Solomon, Interviewer) With the topic of digital citizenship comes the reality of Cyberbullying. This area has demonstrated the power and potential students can have online to damage and bully another student. Mary Louise Kelly of National Public Radio hosted a discussion of the new legislation being put into action for crimes of cyberbullying. Even students who are known to make good

Digital Citizenship: Annotated Bibliography

decisions in the real-world can do terrible things when they have a feeling of anonymity. Schools are rushing to catch up with students to help teach them what not to do online. Jim Steyer, founder of Common Sense Media, urged schools and parents to take on the challenge of educating students in this area to help secure their safety and prevent negative lasting effects of their actions. Cyberbullying is a real concern. By addressing this and working to create a solution, schools and parents are working towards making students safer. It is important that people are discussing this topic and looking for potential solutions to this. In learning from past cases, teachers and parents can apply new techniques for bullying prevention. For my research, this is a great discussion by leading figures in cyberbullying and digital citizenship. Marcinek, A. (2010). A Web 2.0 Class: Students Learn 21st Century Skills, Collaboration, and Digital Citizenship. San Rafael, CA: States News Service. The term classroom does not mean the same thing that it did years ago. Classrooms are not confined to the area of a room with a single teacher providing knowledge. Classrooms can now involve the collaboration and communication of people thousands of miles away. Teaches have looked at connecting their classrooms with people outside of their school. By teaching virtual skills and digital citizenship, they are able to have classrooms skype, blog, and vitually connect with each other. With having these two classrooms, this allows teachers to monitor and control the technological boundaries and to provide skills necessary to communicate appropriately. This helped to remove the negative stereotypes that are associated with technology and social media sites, and to provide the foundation for positive digital citizenship. The virtual classroom is one of many ways that teachers incorporated digital citizenship in an effective and safe way. This article, by Andrew Marcinek, provides a new way to look at a classroom. This has provided me an additional way to approach my topic and to incorporate

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critical thinking in a technological way. Learning from different environments and growing from other learners is a way to enhance the education of students. Providing it with boundaries and digital citizenship education is a safe way to open their eyes to creative learning. Solomon, N. (2010, October 6). Schools Urged to Teach Youth Digital Citizenship. (M. L. Kelly, Interviewer) Tougher legislation has been recently requested in order to keep up with the unique and individualized crimes that are now occurring due to cyberbullying and other technology related crimes. Nancy Solomon of All Things Considered on National Public Radio, interviewed several individuals that are strongly connected to the topics of cyberbullying and digital citizenship. John Pelfrey and Jim Steyer (founder of Common Sense Media) discussed how education need to occur since even good students can get into bad things with technology. It was also discussed how technology does not have very defined boundaries and rules, which puts students at even a greater opportunity to tap into crimes that they did not even know they could be committing or realized the severity of it. With education, teachers, parents and administrators hoped they can keep cyberbully crimes away and keep students safe. With the variety of areas that the area of digital citizenship covers, topics such as cyberbullying demonstrates the severity of what can happen without education. Students are not always exposed to safe, responsible computer habits, especially if their teachers and parents are not as familiar with it. They learn from their peers which can cause problems when neither party knows proper digital citizenship. This topic is especially important to my research because it shows what can happen without education. By bringing this area up, it is creating awareness to parents and teachers. Rasiej, A. (2009, July 4). Redefining Citizenship In The Digital Age. (S. Simon, Interviewer) Technology has become an even greater part of the lives of not only Americans, but also those

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around the world. The definition and structure of citizenship has started to change to reflect this. With social networking sites and other forms of communication, individuals have a way of spreading ideas and words with a simple click. Not only can citizens communicate with each other, but also with their government and other influential individuals. This networked organization requires not only boundaries but education as to how it can be accomplished appropriately. It also means that the government has to make appropriate decisions as to what can and cannot be made public. The information presented stirred up very different ideas of what digital citizenship means. As our world takes on a new area of communication so quickly, it is taking deep thought into making sure it is not only done, but done appropriately. It is also putting quite a bit of responsibility into the hands of government to make sure that it is carried out. As our definition of what it means to be a digital citizen changes, this type of thought and research is critical to preparing us for taking the correct actions. Not only is it important that a person be a good citizen, but also a good digital citizen. Farmer, L. (2010). 21st Century Standards for Information Literacy. Leadership, 20-22. Not only is it important that citizens know how to use the Internet, but also how to use it appropriately. The ISTE National Education Technology Standards has been implemented in many areas to cover the different forms of digital literacy and digital citizenship that individuals need. With this, different concepts have been established in the different grades in order to make sure that students are receiving the appropriate information they need at different parts of their life. Lesley Farmer, a professor at California State University, has investigated these different standards to have at each grade and also how to promote digital citizenship in the school community. These 10 different techniques are set to promote digital literacy and citizenship. Thomas Jefferson asserted that an informed citizenry is needed for a sound

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democracy. Informed citizens can make better decisions and act on them, was a quotation stated in this article that sums up the general goal of digital citizenship. By providing support, models, professional development and guidelines, students are being set up to succeed using technology. Lesley Farmer brings out many important details in the topic of digital citizenship and different organizations and individuals are helping to utilize and improve the education needed for it. The information that she presents involves a great mix of sources such as government legislation, departments of education, librarian consultants, teachers, models and guidelines in order to demonstrate the direction that some are taking in order to implement digital citizenship. This information is necessary in order to provide a diverse background and to help make informed judgments on what may or may not work for a district. Her overall goal is to promote the idea that education of some form is necessary in order to help make informed and safe citizens for this future generation. I will be able to incorporate her ideas and sources into deciding which route would be best for my students. Poland, M. K., & Naficy, H. (2012). The American Place at Hartford Public Library: Tackling Digital Citizenship. National Civic Review, 27-29. A different approach to the topic of digital citizenship comes from the basis that those who may be seeking it are not American born citizens. The government has been looking at the impact of digital citizenship on the immigrant population. This has occurred in several ways including teaching digital skills, providing social networking sites (and education) for immigrants to communicate with, teaching technology skills and online training programs. Matthew Poland and Homa Naficy investigated how this form of improvement of digital citizenship lead to improvement in their overall citizenship and participation. Both individuals work closely with the Hartford Public Library. Funding and support for programs such as this are increasing and

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spreading into other areas of such as immigrant youth. When I first started investigating digital citizenship, I did not realize how far the boundaries expanded. This article has assisted on the range of ways that digital citizenship can affect its learners. Often the focus of this topic is in areas of young adults first interacting with technology and social media sites. This changes the focus onto a more adult population with needs and expectations for a country. I am excited to see this branch on the topic since not only does it involve adults, but also the needs of those from other countries. While I do not think that this will specifically help my research and use in the education field, it will set a good base for where this can lead especially if I have students that have English as a second language. Levy, P. (2011). Confronting Cyberbullying. T H E Journal, 25-27. Many times schools only consider outside threats to be an issue in schools when working on the Internet. Schools have started to realize that many times the problems lies within when dealing with the topic of cyberbullying. In seeing the connection that academic performance has with a students feeling of safety whether from in person or online, schools have started addressing this issue. Students often have found that it is easier to attack a student when they are not face to face with them. This perceived anonymity is making bullies not only more plentiful but more powerful. In training staff and students, enforcing Acceptable Use Policies, positive media involvement, and new safety precautions, schools have found this as a potential key to preventing cyberbullying. Schools do not need to prevent students from expressing themselves online, but to teach them positive and effect ways to do so. This article provides a list of best practices that is a good guideline as to how to effectively involve digital citizenship into the curriculum. It also has a list of a variety of sites that provide this type of support. I will be able to investigate these different sites in order to find something that would work for my own research. It also provides the link between cyberbullying and

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academic performance. This has been something that I have been specifically interested in and have wondered about the connection. While this article did not provide any critical information for me to use, it did provide me a lot of places to find more information. Wells, D. (2012). Copyright: Do It Right the First Time. Learning & Leading with Technology, 34-35. Copyright laws, according to this article, are becoming a greater concern in school districts. What may seem like a simple copy and paste, may be an illegal action taken by an individual. Teachers are often put in a position where they either fail to address this issue, or they take such a strong view on it that it fails to let students properly use others information. Copyright laws fall under the umbrella of the topic of digital citizenship. By knowing how to use the information of others, students are learning how to stay in legal boundaries and to better use technology. This article by David Wells, went over some of the ways that teachers can use different media, but still uphold and teach copyright laws to their students. There are even places that teachers can go to that will help them sort and understand what type of information or media (music for example) is available for reuse. Copyright laws was never something my teachers stressed in school. They taught about the consequences of copying another students work, but never in the broader scope of technology. Now that students have access to not only their peers work, but the work of millions, teachers are needed to step up to this challenge. By teaching students how to effectively use technology and media for their own use, they are learning creative ways to improve their work, but still staying effective digital citizens. This particular article is effective to my research since it provides not only the issue that was needed to be addressed, but also ways to effectively solve it. Copyright laws are not something created to limit potential, but to protect work. Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Learning & Leading with Technology, 6-11.

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The International Society for Technology in Education has published several articles related to the topic of digital citizenship. They have also created standards for teachers to follow that highlight the areas and importance of divisions of digital citizenship. These include areas such as etiquette, communication, education, access, commerce, responsibility, rights, safety and security. Mike Ribble, Gerald Bailey and Tweed Ross address the overall range that these standards focus on and different ways that they can be incorporated and looked at in education. Not only do they provide information as to what they are, but strategies to use. The International Society for Technology in Education has been a focal point of my investigation. This organization was the origin of my interest in this topic due to its strong views of digital citizenship. This article not only looks at the different goals for teachers, but provides a quick overview of how they can be incorporated. While this article does not provide any stated research, it provides a good overall guideline for educators to use. Netwong, T. (2013). The Using of e-Learning to Develop Digital Citizenship and Learning Achievement in Information Technology. IJEEEE , 135-137. Titiya Netwong has provided research in how e-Learning technology can directly impact a students understanding and use of digital citizenship. E-learning has been a way where everyone can access information anywhere. Digital citizenship is becoming a highlighted aspect for the fact that with this new potential comes the need for a new definition on citizenship and ethical/moral behavior. By introducing a curriculum using e-learning, teachers can provide an opportunity to develop and improve the digital citizenship of their students in a controlled environment. The results of this research demonstrated that digital citizenship development had improved through the experiment. This research starts the foundation of how future documentation and experimentation can occur. With positive results in the area of digital citizenship, this should be looked at for potential

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improvement and initial data. Data was collected from 49 undergraduate students using an elearning program for 6 weeks. Each week they provided data after lessons through posting (chat, blog, web board, etc.). Overall, 15.85 percent showed high level of growth in digital citizenship. Ribble, M. S., & Gerald D. Bailey. (2004). Monitoring Technology Misuse & Abuse. The Journal Online Technological Horizons in Education, 1-7. Schools have realized what can go wrong when students use technology inappropriately. Outcomes such as hacking servers, e-mail intimidations, downloading music, pornography, and an overall distraction have been some of the experienced effects. This article by Mike Ribble and Gerald Bailey, developed a five-step program to deciding what route is best for a school to take. This allowed school districts to find out where their priority needs to be and develop an action plan based on this. The article also provided a chart for schools to use to help them make this decision as well. This article is a demonstration for the emphasis that some schools are placing on digital citizenship. While the article does not provide research to back up this plan, it does provide a good initial look at how to start looking at the problem in schools. Additional information would need to be collected, however, before a school put into action part of the plan that they discussed. The article is a fairly broad plan and would should only be used as a starting point.

Jones, C. (2010). A new generation of learners? The Net Generation and Digital Natives. Learning, Media and Technology, 365-368. There is several defining characteristics that separate the terms digital natives and digital immigrants. This article discussed the differences between the generations that have grown up with technology constantly at their fingertips and the generation that has had to adapt to the use

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of technology. Digital immigrants are creating and implementing the technology that the digital natives have always had. Due to this, teachers are needed to grow and adapt at uncomfortable paces in order to keep up with the technology need and understanding that their students may have. They are also in charge of controlling how these students use this technology and to make sure that they are making responsible judgments. This editorial by Chris Jones, has provided a new look at why digital citizenship is often difficult to incorporate or may not be considered a priority in school systems. This drastic difference between the two generations in regards to technology shows just how important it is to make sure that digital citizenship is taught. This has clarified my research as to why it is not often taught and how this generation needs to approach the subject. The ability of teachers to teach digital citizenship is related to their own digital literacy skills. Eck, R. V. (2006). Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless. EDUCAUSE Review, 16-30. Parents and teachers often look at video games for students as a source of competition and negative life skills. New research, however, provided the possibility that gaming can be formed in a way that not only promotes learning, but also positive socialization, etiquette and coordination. The emphasis on these games is with not only their quality of plot and strategy, but also their ability to incorporate an educational/socialization theme. This is a very new look on research, but it also proves to be a source as an educational tool. Games are part of the digital world. By teaching students skills and techniques to apply in these games, they can be learning positive life skills in the real world. This research is helpful in my pursuit of digital citizenship since it applies a new technique to teach these skills. Teachers are often faced with the difficulty of capturing students attention especially when it comes to topics such as this. Richard Van Eck, associate professor at the University of North Dakota, has pursued his

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research in combining education and gaming. This new take on technology can help remedy the damage that has occurred from technology and the current generation. Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. Diversity Challenge Resilience: School Libraries in Action, 1-11. When students use the Internet, they rarely think about the negative consequences their actions could cause them. This article went into detail with how educating students is preventing serious crimes and consequences for them. By educating them, you are providing them with the metal awareness to at least consider their actions beforehand. Topics such as digital footprints, perceived anonymity, and digital citizenship will mean more to a student after they have been educationally exposed to it. This article provided many sites with that main intention. Through statistics, images, stories and examples, it provides tools teachers can use to help educate. They even provide some of these scenarios and examples which can easily be carried over into my research and teaching. This research and information directly relates to my pursuit over understanding digital citizenship to a greater extent. I want to be able to teach students not only what not to do, but real examples and scenarios of what can happen. Students at this age need concrete examples to help give them the exposure they need. Cathy Oxley, author, provides a detailed look at the examples and research of others in order to educate teachers. Mishna, F., Bogo, M., Root, J., Sawyer, J.-L., & Khoury-Kassabri, M. (2012). It just crept in: The Digital Age and Implications for Social Work Practice. Clinical Social Work Journal, 277-286. Digital citizenship is not only an adult issue. With the rapid change of the world to a more communication driven atmosphere. Adults are now looking at reevaluating how they communicate with each other over the Internet in the workplace. This research was conducted using a focus group that investigated how professionals use the Internet and technology to

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communicate with their clients. They found that most of these professionals not only communicated with their clients, but each other on a regular basis. While the professionals documented that they did not participate in online communication often, the results showed a surprising result that technology and communication creeps into their daily workplace. This research stirred up debates as to the ethical, boundaries, and etiquette needed to effectively do this. This research has demonstrated a more professional take on the depth of digital citizenship. By understanding the implications of how professionals interact with each other and their clients using technology of various forms, students can be taught at a younger age what they need to know in regards to technology in the workplace. It also can help businesses to prepare their workers in proper digital etiquette with each other and their clients. Simsek, E., & Simsek, A. (2012). NEW LITERACIES FOR DIGITAL CITIZENSHIP. International Conference on Communication, Media, Technology and Design, 272-276. Citizenship does not mean the same thing it did years ago. Technological development is becoming an ongoing process by which new ground rules and regulations are required. Skills that are important to citizenship are being redefined and new priorities are being made at which to place focus on. One of these new focuses is on defining literacy. While many people are able to read and write, digital literacy is not always a high priority and yet it is a common part of daily life. Eylem Simsek and Ali Simsek, researched what key aspects are important to being an effective digital citizen. This article focused greatly on how these new digital skills are necessary in order to make informed and responsible decisions as a citizen. The world has greatly changed in the past years and will continue to do so. The focus is on making sure people are ready to handle their responsibilities in a technology driven world. This article laid out the basis of how democracy and citizenship should be viewed. This is one

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of the first articles that I read that brought such as strong view of digital citizenship, just not into schools, but into government. This has placed a great deal of importance on making sure that everything is set up to making sure that people are ready for this new form of literacy, digital literacy. This is important to my research since it brings in a very real-world scenario. By educating schools as to how this information can be used one day, it is giving them an incentive to incorporate this now.

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Bibliography
Baumann, P. (2012). Civic Engagement through Digital Citizenship. Education Commission of the States, 1-6. Berson, I. R., & Berson, M. J. (2003). Digital Literacy for Effective Citizenship. Social Education, 164-167. Eck, R. V. (2006). Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless. EDUCAUSE Review, 16-30. Farmer, L. (2010). 21st Century Standards for Information Literacy. Leadership, 20-22. Gorman, M. (2013). Promote Good Digital Citizenship: 10 Ideas For Rich Academic Student Discussion Online. Tech and Learning, 43-45. Jones, C. (2010). A new generation of learners? The Net Generation and Digital Natives. Learning, Media and Technology, 365-368. Levy, P. (2011). Confronting Cyberbullying. T H E Journal, 25-27. Marcinek, A. (2010). A Web 2.0 Class: Students Learn 21st Century Skills, Collaboration, and Digital Citizenship. San Rafael, CA: States News Service. Mishna, F., Bogo, M., Root, J., Sawyer, J.-L., & Khoury-Kassabri, M. (2012). It just crept in: The Digital Age and Implications for Social Work Practice. Clinical Social Work Journal, 277-286. Netwong, T. (2013). The Using of e-Learning to Develop Digital Citizenship and Learning Achievement in Information Technology. IJEEEE , 135-137. Ohler, J. (2011). Digital Citizenship Means Character Education for the Digital Age. KAPPA DELTA PI RECORD, 25-27. Orech, J. (2012). How Its Done: Incorporating Digital Citizenship Into Your Everyday Curriculum. Tech and Learning, 17-18. Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. Diversity Challenge Resilience: School Libraries in Action, 1-11. Pelfrey, J. (2010, October 6). Schools Urged To Teach Youth Digital Citizenship. (N. Solomon, Interviewer) Poland, M. K., & Naficy, H. (2012). The American Place at Hartford Public Library: Tackling Digital Citizenship. National Civic Review, 27-29. Rasiej, A. (2009, July 4). Redefining Citizenship In The Digital Age. (S. Simon, Interviewer)

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Ribble, M. S., & Gerald D. Bailey. (2004). Monitoring Technology Misuse & Abuse. The Journal Online Technological Horizons in Education, 1-7. Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Learning & Leading with Technology, 6-11. Ribbleis, M. (2012). Digital Citizenship for Educational Change. Kappa Delta Pi Record, 148-151. Salb, D., Friedman, H. H., & Friedman, L. W. (2011). The Role of Information Technology in Fulfilling the Promise of Corporate Social Responsibility. Computer and Information Science, 2-7. Simsek, E., & Simsek, A. (2012). NEW LITERACIES FOR DIGITAL CITIZENSHIP. International Conference on Communication, Media, Technology and Design, 272-276. Solomon, N. (2010, October 6). Schools Urged to Teach Youth Digital Citizenship. (M. L. Kelly, Interviewer) Villano, M. (2008). Text Unto Others... As You Would Have Them Text Unto You. T H E Journal, 4751. Wells, D. (2012). Copyright: Do It Right the First Time. Learning & Leading with Technology, 34-35.