Module 9: DIGITAL/CYBER LITERACY

LEARNING OUTCOMES
1. Define digital/cyber literacy and cybersecurity
2. Elaborate on cyber citizenship
3. Determine netiquette and safety use of digital media
4. Identify common computer threats and the corresponding fixing solutions
5. .Elucidate cyberbullying and cybercrimes
6. Examine Internet exploration, source citation, research and data gathering
protocols and website evaluation.
7. Cite how digital/cyberliteracy may be integrated with teaching-learning
8. Draw relevant life lessons and significant values from personal experiences on
digital risks and consequences
9. Analyze research abstract on digital/cyber literacy and its implications to the
teaching-learning process
10. Produce and evaluate a digital tool that may be utilized in the classroom

INTERACTIVE PRESENTATION
Cross Sectional Dilemmatters Jury Trial: This activity is intended for students to analyze
dilemmas. The points of view are supported by provisions, theories and frameworks.
Then, groups present their propositions and analysis subjected to critiquing and
assessment by other groups. It enhances critical thinking. Analysis, objectivity,
communication skills, collaboration and unity.

Procedure:
1. The students form four groups in class.
2. The teacher prepares dilemmas on mal-use, misuse and abuse of technology to
be examined and analyzed by the students as an advanced assassignmen
3. Two groups will be given a dilemma to be resolved. Both Groups will take their
justifications and counter propositions on the issue just like a debate.
4. Members of the groups will share ideas and opinions regarding issues being
raised. The members agree to common propositions and justifications based on
their opinions supported by legal, philosophical and moral bases that they have
researched on in advance.
5. The groups present their analysis and propositions and react to the opposing
group’s justifications in class.
 6. Meanwhile, the other (remaining) two groups will serve both as audience and
adjudicators. They will also analyze and assess the given propositions of the
presenting grclass
7. Therefore, the groups of adjudicators will also choose the side that they will
defend and justify against the opposing side.
8. Just like the two presenting groups, the two groups of adjudicators will also
debate on the issue by examining the counter propositions of the opposing group
upon presenting their side. Therefore, two different sets of debating teams are
expected to perform.
9. The teacher clarifies and synthesizes the ideas and the propositions given by
the presenting groups, as well as the defense and the critiquing made by the
adjudicators.
10. The class will find time for a brief reflection on the activity.

Samples of dilemmas to be resolved in class

Dilemma No. 1:
1. The Bridgeton Academy conducted a United Nations activity by performing
cultural presentations done in different countries, including appropriate costumes
and props. After the show, students were fulfilled and they happily celebrated the
success of their presentations through picture taking. A student, who served as
leader of one of the groups, posted their picture online and put a hashtag (which
was the name of the country that they presented) on it. All the while, the student
became unaware of the impact of what he did that the picture online even
reached the country mentioned in the given hashtag. This made the people in the
said country react on the posted picture vehemently, for them, that was an insult
and discriminatory to their culture and race. Many citizens put their negative
impressions, comments and ill statements against the person who posted it while
the rest responded in the thread. They were searching for the school where the
picture came from and demanded for an apology to their nation and the people.
How would you defend the sides of two involved in the issue –

The student who unintentionally posted the picture out of glee and the people who
reacted to it?
Dilemma No. 2:
2. After the swimming class, a student, who was given consent by her classmate,
took a video of the latter in the comfort room while changing her swimsuit.
Suddenly, the video came out with the student’s nude body and was viewed by
many, including her family and friends. Being affected by such malicious scandal,
the said student’s family immediately
Confronted the school to hear explanations from those concerned. Upon investigation,
they found out that the one, who took the video, had mistakenly pressed the button of
the cellphone marked “video share” that made it accessible to all accounts registered in
the contacts right away, which caused its immediate spreading.

Who do you think has the main liability on this issue – the girl who allowed someone to
take the video of her nude body or the one who caused its widespread? Justify. How
should this matter be resolved?

CONCEPT EXPLORATION
Technology has been part of everyone’s life, be it at home, in school, or anywhere with
every facet of our undertaking. However, in many instances, we may not be aware that
we have been misusing or abusing it or in another way around, we may find ourselves
being used by other people with their malicious motives using digital tools. Therefore,
we may end up being liable or a victim of such irresponsible kind of technological
processing and utilization. It is in this case that we must gain further understanding and
application of digital/cyber literacy, be it on personal or professional merit.

Digital Literacy
According to Wikipedia, digital literacy is the set of competencies required for full
participation in society that includes knowledge, skills, and behaviors involving the
effective use of digital devices for purposes of communication, expression, collaboration
and advocacy. Simply, it is the ability of an individual to engage with the digital
environment and operate technologies safely by knowing what to do and what not to do
and how to avoid unnecessary risks. Digital literacy is an individual’s ability to access
both information and methods of communication through technological tools, such as
smartphones, tablets, laptops and desktop PCs. While digital literacy is initially focused
on digital skills and stand-alone computers, its focus has shifted to network devices,
including the Internet and the use of Social media.

Cybersecurity
Cybersecurity is the practice of protecting systems, networks, and programs from digital
attacks (Cisco, n.d.). These cyberattacks are usually aimed at accessing, changing, or
destroying sensitive information; extorting money from users; or interrupting normal
business processes.
Implementing effective cybersecurity measures is challenging because there are more
devices than people, and attackers are becoming more innovative. Here are some tips
on how to protect yourself against cyber threats.

1. Monitor behavior on social networks. Before posting or uploading something

online, try to realize: (a) Does this need to be public?; and (b) Is it worth the risk?
Remember, not only what we share online is available to friends and family, but
also to cybercriminals.

2. Keep devices safe. Protect your technology tools by installing Anti-virus software,
a configuration of settings on the devices and by completing software updates.

3. Understand how best to use passwords. Passwords need to be complex and

hard to guess, but can still be remembered. One strategy is “passphrase” or a
password that comes from the first letter of each word in the phrase. There is
also a password manager app to help keep track of all the passwords called
“KeePass” which is free of charge. Importantly, do not use the same password
for all accounts.

4. Handle unsafe content. Know exactly how to respond or react to unsafe

situations online, such as (1) suspicious emails; (2) pop-ups claiming that your
computer is infected; and (3) BitTorrent sites.

5. Consider safety for the future. Take individual responsibility in using devices with
an utmost care and critical thinking when online
(https://www.esentire.com).

Cyber Citizenship
Citizenship is an old value that is now applied to a new medium, the Internet. Cyber
citizenship refers to being responsible when using the Internet. Doing online when no
one is looking speaks a lot about one’s character and morals. The power of this digital
world is associated with responsibilities and consequences. Therefore, we can explore
and navigate all information available online however, we should observe cyber
citizenship or manners and etiquette on the Web.
Ways on How to be a Good Cyber Citizen
The enlisted ways of becoming a good cyber citizen would guide everyone on his/her
digital operations and information processing and would prevent anyone from further
consequences, distractions, moral damages and risks.
 1. Be careful and critical for whatever you post online that could be visible to the
public even if on a “private” page through tagging by a friend.

2. If you have a problem with someone, go to that person of an adult to help work it
out, instead of posting your expression

3. Use the Internet to help you with your schoolwork, but give credit to the sources
you use and critically analyze everything.

4. Use the Internet purposefully to learn more about anything you are interested in,
to help you research relevant and needed data or information and to stay
connected with friends throughout the world.

5. Make sure you verify an information before you share it or use it in a project and
check on accuracy and truth in the information you search on the web.

6. Give out certain information only.

7. Don’t answer questions that make you uncomfortable.

8. Always make sure you have told a reliable adult if you decide to meet someone
you knew through the Internet.

9. Always be aware of copyright laws and give credit to whom an Article or a part of
it is due.

10. Use only the computers that you are allowed to use. Avoid hacking.

Importance of Cyber Citizenship

1. It keeps the Internet free from hurtful statements.
2. It creates a culture of more reliable information.
3. It gives provisions for people to be given credit for what they have created.
4. More criminals or bullies can be caught when kids are honest and talk to adults.
5. It keeps information private.

Proper Netiquette
Follow these simple rules to ensure that you make wise choices when sending
messages online.
 1. Make sure you have the correct address (with proper spelling), correct link and
you are sending the information to the right person when doing it online.

2. Check information before sending or posting any message and avoid false
statements and information on the web or forwarding junk mail or chain letters to
family or friends.

3. Re-read what you wrote to make sure it is what you want to say and the other
person would interpret it the same way.

4. Keep your comments clean and don’t confront others online the say anything that
could be hurtful to them.

5. Keep your personal and friends’ information private and don’t forward
information that was just given to you without his/her permission.

6. Watch out for spam and other fraud e-mails and never reply to them.

7. If you are going to write something personal or private, think twice because
messages can get misdelivered.

8. Adults should monitor kids’ messages, especially when they are sending e-mails
to others without permission.
(http://www.Cybercitizenship.org/ethics/ethics.html)

The Ten Commandments of Teacher Cyber Citizenship

At some point, misuse and abuse of technology may also happen in schools involving
teachers with their students, colleagues and others. The following are reminders to
teachers regarding the use of media tools.

1. Thou shall not post any personal matter, confidential information and obscene
pictures and messages online that can be accessed by students and parents.
2. Thou shall not respond or thread to any personal message created by students online
other than those school-related.
3. Thou shall not lend or let students access your cellphone.
4. Thou shall not give your email password to students.
5. Thou shall not use concepts and information from texts and references without the
author's citation.
6. Thou shall not post to any social media account, for whatever purposes, the pictures
of students without their or their parents consent.
7. Thou shall not express sentiments, disappointments and disagreements against
superiors, colleagues, students and their parents using their social media accounts.
8. Thou shall not use data from Internet sources in any documents like lesson plans,
researches and requirements without the consent of the author.
9. Thou shall not give any personal data or other's information to anyone unless for
specific purposes and given the consent.
10. Thou shall not post any student data publicly online including academic rankings,
school records, class outputs and record of grades. De Leon (2019)

Internet Safety
Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is
maximizing the user's personal safety and security risks to private information and
property associated with using the Internet, including self-protection from computer
crime. As the number of Internet users continues to grow worldwide, issues and
concerns also continuously exist.
Information security. Sensitive information, such as person information, identity and
passwords are often associated with personal property and privacy and may present
security concerns if leaked Unauthorized access and usage of private information may
result in consequences, such as identity and property theft. Common causes of
information security breaches include:
1. Phishing. It is a common type of scam, of which the scammers disguise as a
trustworthy source in an attempt to obtain private information, such as passwords, credit
card information, etc. through the use of fake websites that look identical and legitimate.
Internet scams. These are schemes that deceive the users in various ways in an
attempt to take advantage of them. Malware. It is a malicious software (particularly
spyware) disguised to collect and transmit private information, such as password
without the user's consent or knowledge, of which it is impossible to determine whether
a file is infected.

Personal safety and threats. The growth of the Internet gave rise to many important
services accessible to anyone with a connection, such as digital communication. While
it allows communication with others, it is also being grabbed by malicious users for bad
intent. The following are common threats to personal safety.

1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or

harass an individual, group or organization through false accusations, defamation,
slander and libel, intentional monitoring, identity theft, threats, vandalism, solicitation for
sex, or gathering information that may be used to threaten, embarrass or harass..
2. Cyberbullying. It is the use of electronic means, such as instant messaging, social
media, e-mail and other forms of online communication with the intent to abuse,
intimidate, or overpower an individual or group.
3. Online predation. It is the act of engaging an underage minor into inappropriate
sexual relationships through the Internet. Online predators may attempt to initiate and
seduce minors into relationships through the use of chat rooms or Internet forums. The
behavior characteristics are categorized into three groups: A) Manipulative - typically a
child molester; B) Opportunist - typically a rapist; and C) Coercive - being a mixture of
both rapists and child molesters.
4. Obscene/offensive content. Various websites on the Internet- contain material that
may deem offensive, distasteful or explicit, which may often not be of the user's liking.
Such websites may include the Internet, shock sites, hate speech or otherwise, and
inflammatory content. Such content may manifest in many ways, such as pop-up ads
and unsuspecting links.
5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves a
cybercriminal posing as someone else, such as an attractive person initiating
communication of a sexual nature with the victim. The video is recorded by the
cybercriminal to demand money or other services, threaten to publicly release the video
and send to family members and friends of the victim if they do not comply.
(https://en.wikipedia.org/ wiki/Internet safety)

Computer Threats and Fixing Solutions

The realm of Information Technology (IT) security, professionals and computer
security has become an issue and concern for many people (Honan, 2014).
A threat, in the context of computer security, refers to anything that has the
potential to cause serious harm to a computer system. It is something that may or may
not happen, but has the potential to cause serious damage and can lead to attacks on
computer systems and networks (https://www.techopedia.com).
Cybercrime is now becoming alarming in the life of every individual and the
organization as they intend to steal information that they can sell or trade, such as
financial details, credit card information, personal details, or any other information using
computer networks.
Likewise, while email has been the main method for the spread of computer
viruses, it can also enter a network by the USB device, Internet download, visiting an
infected website, instant messaging or messaging in social media platforms, file transfer
and file-sharing programs, or by remote users connecting directly to the corporate
network with an infected PC. Once a computer virus gets into a network, it can spread
from computer to computer in multiple ways.
Given the numerous ways a computer virus can spread, the following are ways on how
to ensure that computer networks can be protected.

1. Install anti-virus software. Ensure that reputable anti-virus software is installed on

all computers, including all servers, PCs and laptops.
2. Ensure that the anti-virus software is up-to-date. New computer Cyber viruses
are being released daily and so it is essential that computers are protected by
keeping the anti-virus software-up-bullying to-date.
3. Employ a firewall to protect networks. As computer viruses can spread by means
other than email, it is important that unwanted traffic is blocked from entering the
network by using out by a firewall.
4. Filter all email traffic. Example of emails with certain file The Na attachments
commonly used by computer viruses to spread using t themselves, such
as .EXE, .COM and .SCR files. These should or image be prevented from
entering the network.
5. Educate all users to be careful of suspicious e-mails. Ensure that all users know
to never open an attachment or to click on victim b a link in an email they are not
expecting.
6. Scan Internet downloads. Ensure that all files downloaded from the Internet are
scanned against computer viruses from one central point on the network.
7. Do not run programs of unknown origin. It is important to use a trusted source for
software requirements to be installed and ensure it can be accounted for.
8. Implement a vulnerability management system. It is important to regularly review.
Network and the applications running on it for new vulnerabilities and a plan on
how to manage them, either by patching or upgrading them using tools, such as
firewalls or Intrusion Detection Systems that should be put in place.
9. Make regular backups of critical data. There is a need to keep important files on
removable media, such as portable drives or tape for back-up in the event that
the network is infected with a computer virus.
10. Develop an Information Security Policy. The creation. And publication of an
Information Security Policy is key to ensuring that information security receives
the profile it requires in order to secure the systems and data.
 11. Monitor logs and systems. Regular monitoring of network and system logs can
assist in the early identification of a computer virus infecting the network or other
attacks by criminals.
12. Develop an Incident Response Plan. The incident response plan outlines the
roles and responsibilities of people in the event of a computer virus infecting the
network or any other type of security breach.
13. Restrict end-user access to the systems. Where possible, end users are
prohibited from access to the system so that the virus will also be restricted.
(https://bhconsulting.ie/computer-security-threats-solutions/)

Cyberbullying
At Cyberbullying, cyber harassment or online bullying is a form of D- bullying or
harassment using electronic means usually among minors in a school setting and has
become increasingly common, especially among teenagers.
It’ is an aggressive, intentional act or behavior that is carried out by a group or an
individual using electronic forms of contact, repeatedly. Against a victim who cannot
easily defend him or herself. The National Crime Prevention Council defines it as a
process of using the Internet, cell phones or other devices to send or post texts or
images that intend to hurt or embarrass another person. It may also include public
actions, such as repeated threats, sexual remarks, pejorative labels or defamatory false
accusations, ganging up on a victim by making the person the subject of ridicule in
online forums, hacking into or vandalizing sites about a person, and posting false
statements to discredit the targeted person.
Cyberbullying is similar to traditional bullying, It is just that victims may not know
the identity of their bully and the reason for bullying them. Cyberbullies may disclose
victims’ personal data on websites or forums-called doxing, or may use impersonation,
and create fake accounts, comments or sites for the purpose of publishing material in
their names. This can leave the cyberbully anonymous and difficult to be caught or
apprehended for his/her behavior.
Cyberbullying types. There are various types of cyberbullying and research has
revealed serious profound consequences on victims.
1. Internet trolling is a common form of bullying over the Internet in an online
community to elicit a reaction, disruption or intentionally provoke and offend
others.

2. Cyberstalking is another form of bullying or harassment that uses electronic

communication to stalk a victim and pose a credible threat to harass him/her.
 Implications of bullying in schools. Schools should initiate various anti-bullying
programs and campaigns to protect students from being threatened or victimized
by such offense. More so, teachers should be oriented and trained in handling
bullying cases and executing teaching strategies to address and reduce bullying
cases in class. Also, schools should conduct student empowerment activities that
can be engaged in by students, including the bullies to divert their attention and
energy into something worthwhile and engagements that they can be busy about.

Cybercrime
Avast defines cybercrime as any criminal activity carried out using computers or
the Internet. Cybercrime uses tools like phishing, viruses, spyware, ransomware and
social engineering to break the law
(https:// www.avast.com/c-cybercrime).
On the other hand, cybercrime is defined by Techopedia as a crime with the
computer as the object of the crime (i.e. hacking, phishing, spamming) or is used as a
tool to commit an offense (i.e. child pornography, hate crimes). Cybercriminals may use
computer technology to access personal and confidential information or use the Internet
for exploitative or malicious purposes.
There is a wide variety of cybercrimes, which can.broadly be placed into two
categories: one-off crimes, such as installing a virus that steals your personal data; and
ongoing crimes, such as cyberbullying, extortion, distributing child pornography or
organizing terrorist attacks (https://www.avast.com/c-cybercrime).

Cybercrime may also be referred to as computer crime practiced by those who

have technological skills and use the Internet to achieve their bad motive.
Cybercriminals employ their diverse skill to access bank accounts, steal identities,
blackmail, defraud, stalk, and harass or use a compromised computer to attack their
victims. Criminals can also use computers for communication and document or data
storage and those, who perform these illegal activities, are often referred to as hackers.
On the other hand, malware downloaded from the computer may slow it down
and prompt it to give error messages. Likewise, phishing attacks usually involve
receiving emails from unknown sources while trying to trick someone into giving up
his/her passwords or personal data. Keyloggers leave their own telltale signs, like
strange icons, or duplicating the messages.
 Techopedia cites common types of cybercrime that include online bank
information theft, identity theft, online predatory crimes, unauthorized computer access,
and the most serious one like cyberterrorism. Cybercrime encompasses a wide range of
activities that can be categorized as: (1) crimes that target computer networks or
devices, including viruses and denial-of-service (DoS) attacks; and (2) crimes that use
computer networks to advance other criminal activities, including cyberstalking, phishing
and fraud or identity theft. (https://www.techopedia.com/definition/2387/cybercrime)
Exploring the Internet: Researching and Evaluating the Web
The Internet is a global communication network that allows computers to
exchange and share information worldwide. It makes possible for people around the
world to connect and share ideas across time zones and geographic locations.
However, because cyberspace is such a large realm, sometimes it is difficult to find the
needed information. So, the most effective way to explore the Internet is to have
strategies in place for doing research on the Web and for evaluating the websites.
Commonly, this is important among schools in doing researches and other related
works. Therefore, this aspect needs to be explored by teachers and students in doing
their works. Surfing the Web. The following are the three key factors in surfing the web.

1. Most surfing sessions start with the user-targeted keywords about the subject
into a search engine.
2. Good strategies for searching the Web include writing research questions;
extracting keywords from the questions and typing them into a search engine
using synonyms if the keywords do not bring up desired results; keeping track of
keywords and synonyms used; and recording the results of search.
3. Always be cautious about the information shared online and in visiting websites.
Assessing credibility. Different websites accessible on the Web can make the job
of researchers very challenging. Carefully evaluate the information searched
online. Consider the credibility, or trustworthiness and reliability of the content
before taking it. There are two types of websites: informational and commercial.
Informational websites usually strive to offer credible content to users, while
commercial websites present inaccurate information in order to see something.
Checklist of credibility criteria. The first step in evaluating the credibility of websites is to
review several important aspects of the site.
1. Author. Check the credentials of the author, the company or the expert and
determine the qualifications to provide information on the subject being
researched. Some websites do not list specific authors, but the credibility of a
company can be explored by reviewing the site’s “About” page, if available.
 2. Date. Look for copyright information at the bottom of a website’s home page. If
the site is more than a few years old and it has not been updated regularly, look
for more up-to-date information.

3. Purpose. Analyze the goals of the website to determine if it is an informational or

an advertisement site.

4. Contact. Most credible websites list down contact information, such as telephone
number, email address, or mailing address so that users may get in touch if they
have questions.

5. Fact vs. Opinion. When doing research for a school paper, go to sites that
present factual information provided by experts, rather than opinions. Be on the
lookout for biases, too. If the author is biased, so as the information on the site.

6. URL. The URL may look like ending in .edu (for education),.gov (for
government), .org (for organization), .com (for commercial sites), or .net (for
network sites). Different websites have different URLs. To help determine a site’s
credibility, determine if that is a personal website or blog, a government website,
or other types of website.
Common credible URLS. One way of determining the credibility of a website is
through the URLS. Although a website’s URL gives clues as to credibility, there is still a
need to evaluate it carefully.
1. When encountering a URL, look at the letters that appear after the “dot” (i.e.
www.whitehouse.gov.) and that is called top-level domain. Thus, the URL’s top-
level domain helps in determining a site’s credibility.

2. Websites ending in .gov are government-related websites, which generally, can

be trusted to provide credible statistical information, articles on many different
topics and government news.

3. Websites ending in .edu are the websites of educational institutions, such as

colleges and universities that usually offer a variety of credible data, especially
about the school’s operations and research. Since students may create websites
with an .edu top-level domain, but they may contain inaccurate or biased
information.
 4. Websites ending in .org are the websites of organizations. While many
organizations, especially nonprofit ones, provide credible information, they may
sometimes have advertising intent. Since some organizations show bias in their
provided information, so evaluate .org sites carefully.
Recognition of information sources. Similar to the information in print sources,
the use of online sources must be given credit to the authors. This can be done by
applying proper referencing and citation procedures that would get rid of risks,
consequences and legal implications because of the copyright issue, which means that
the ideas and words used belong to the author.
Citation. Each entry in the bibliography is called a citation. Proper citation must
be applied or included for every source used, whether it is a website, a newspaper, or a
book. Online sources are cited differently because they are different from traditional
print sources. There are different formats used to cite the sources.

(To note: The easiest way to create citation of sources is to go to www

citationmachine.net. This website generates citations that can be copied and pasted into
the Works Cited page.)

Data privacy implication. The implementation of data privacy in the country is

becoming stronger and powerful, especially in utilizing data for research and other
forms of report and paper works. This has also corresponding legal implications once
not processed immediately and properly. It involves uploading of pictures, designs,
graphics, concepts/ideas, frameworks, art work, data, and other information that are
copyrighted without the consent of the author or the source. These are commonly
observed in schools.

The following are practical techniques in responding to data

1. When getting data, put proper citation and source acknowledgment (e.g. Source:
National Statistics Office, 2019).
2. When using needed pictures downloaded from the Internet, put acknowledgment
(e.g. Photo credits to PhilPost, 2019). But if possible to have personal pictures
taken with your original concept.
3. Although, there is still a need to seek the consent of those in the pictures. If
data, concepts and information are copyrighted, ask for the consent of the
author, and wait for his/her response.
4. However, if the data and information are for public domain, just
acknowledging/citing the author or the source will do.
 5. If the author doesn’t really want anyone to utilize his/her data file or article, learn
the value of respect, anyway that is his/ her property. The author’s disapproval
usually manifests through difficulty in downloading the file, some tricky signs that
appear on screen, or direct statement or notice of disapproval contained in the
file.

Research and data collection protocols. When researching and collecting data
from the Web, avoid plagiarism, which is the act of taking someone else’s work and
presenting it as your own (Turnitin com).
Plagiarism is unethical, and it can bring you in trouble. Sometimes, students
don’t mean to plagiarize, but they end up doing it accidentally because they are
unaware or unclear about it.
The following are 10 types of plagiarism that teachers, researchers and students should
know.

1. Clone Plagiarism. It is also called identical copying or copying another work

(word-for-word) without any change and claim as his/her own work.

2. Remix Plagiarism. It refers to collecting information from various sources and

mixing all together as a single document then, claiming the work as their own
work.

3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any
single source without any alteration in a written document.

4. Plagiarism. Here, perfectly cited source documents are copied and arranged as
a new document without citation. Find-Replace Plagiarism. This is changing the
most common keywords and phrases in the copied content but not making any
changes in the essential document.

5. Plagiarism. Also called self-plagiarism, it refers to the act of borrowing from

one’s own previous ùocument without proper citation.

6. Mashup Plagiarism. It is when the written document is copied from more than
one source and all are mixed together without proper citation.
7. 404 Error Plagiarism. Here, a person creates a document by copying from
various sources prepared as a single document with the citation but inaccurate or
leads to non-existing resources.

8. Aggregator plagiarism, here, the written documents includes proper citation but it
does not contain original work.

9. Re- Tweet plagiarism, Here, all written documents look perfect with properly cited
mark but still, the document resembles somewhere the original text’ s structure or
wordings.

Tips To Avoid Plagiarism

Turnitin.com suggest some techniques to avoid plagiarism that teachers,

researchers and students should know.

1. Read and Understand the original documents several times before start
explaining about it.

2. Do not copy any word or sentence from the original documents.

3. Give proper citation to all source ( book, journal, website, video, etc.)

4. In case of citing online sources, include the retrieval date and appropriate
URL in the reference.

5. Common phrases and definitions need to be quoted and cited without any
modification.

6. Make a practice to include the “ references “ section whenever you write

and academic document.

7. Cross verify all your citations before submitting your document.

8. Resort to available plagiarism software to ensure the originality of the

written document.
How to Evaluate a Website
Morris (2018) suggest ways on evaluating a website as reference in research.

1. Open the Site. When looking through Google search result, open site in
new tabs, leave search results in a tab for easy access later ( e.g. right-
click on the title and click “open link in new tab “).

2. Skim read. Determine whether you can read and understand the text. If it
is too complicated or difficult to understand, find another website that may
provide the information you need.

3. Look for the answer to your question. Find out if the information on the site
actually answers your question. You can use a search box, navigation
menu, or pull up your own search box’ by pressing control/ command F
and type in the keywords you are searching for.

4. Consider the Credibility of the author or website. You need to consider the
Credibility of the author or website by considering the following: (1)
Domain – domains that includes , gov or , edu are trustworthy sources:
(2) Author’s information – look at the authors bio or about page regarding
the qualifications of the author; (3) Design – avoid sites that are cluttered
and difficult to navigate; and (4) sources – trustworthy article usually link to
other sources or site where there facts come from.

5. Consider the purpose of the site. Think about the purpose of the site and
whether it meets your needs.

6. Look the date. Consider whether the information is current enough for
your topic. You can look for the date when the article was written or last
updated. Sometimes, URL, also include dates. (
http://www.kathleenamorris.com/).

Integrating/ Cyber literacy into the curriculum

The following are suggested activities to integrate digital literacy, higher – order
thinking and construction of meaning in the classroom.
1. Use an interactive whiteboard to design and deliver lessons. Use
Promethean and smart notebook with teacher- created lessons if you are
not yet capable of designing your own.

2. Allows students to maintain blogs, wikis, web pages related to Their

learning.

3. Engage in email/video chat exchanges with students.

4. Utilize storytelling media to allow students to create and publish stories.

5. Set- up a blog site, Facebook page, Yahoo or Google group and post
weekly discussion questions for students to respond

6. Use video cameras to dramatized, record scientific experiment and

expose students to video editing software to create video production of
learning.

7. Engage students in discussions about how and why various media work
well to showcase learning and why others do not.

8. Thinking critically about the medium use to present a message is as

important as the message itself.

9. Require E- portfolio that would compile Their outputs, projects, messages

and photo – documents of group activities and investigations online.

10. Allow students to use digital tools, such as mobile phones, IPad and
netbooks for Google search, dictionary apps, YouTube, podcast and
Spotify applications in class to complement their learning, specially during
group works and concept reporting. Impact of integrating Digital literacy in
the classroom on teachers, families and friends. Integrating Digital literacy
in the classroom can bring a positive impact on students’ learning as
evidence by the following;

11. It motivates students in their learning due to their enjoyment and ease of
use with various technological mediums.
 12. It reaches students of various learning styles and multiple intelligence.

13. It allows students to create and design their own unique products
reflective of their personalities and learning needs/styles.

14. It encourages students to manipulate media in constructing their own

meaning.

15. It enables students to share their learning with teachers, families and
friends.

16. It gives the students the chance to explore technological media that
inevitably increase the job skills needed in the workforce.

Life and values integration

Share a person experience wherein you encountered digital risk and

consequence. What life lesson and values have you realized and learned.

Question for Discussion

1. How do you define cyber/digital literacy and cyber security?

2. What do you mean about cyber citizenship? Elaborate

3. What are netiquette and the process of safety use of digital media ? Give
examples.

4. What are the common computer threats and how can these be fixed?

5. What is meant by cyberbullying and cybercrimes? Discuss.

6. How can you practice the processes of internet exploration, source citation,
research and data – gathering protocols and website evaluation?
7. How can cyber/digital literacy be integrated in the teaching – learning
process?

RESEARCH ANALYSIS AND IMPLICATION

Direction: analyze the following research abstract and cite each implications on
teaching- learning. You may download the full paper of this research on the
website given below.

Teachers’ belief about integrating about digital literacy into classroom practice;
an investigation practice based on the theory of planned behavior. Sadal and
Johnson ( 2017)

Abstract

This study explored teachers’ behavioral, normative, and control belief related to
digital literacy integration into Their classrooms. Ajzen’s theory of planned
behavioral ( TPB ) was used as a theoretical framework to collect and analyze
data, findings revealed that teachers integration of digital literacy were related to
Their behavioral belief ( attitudes towards outcomes of a behavior) about the
value of digital literacy for developing students’ 21 st century skills, increase
students engagements, and preparation for future careers, normative belief
( social support ) about meeting the expectations of administrators, parents,
colleagues, and students, and control beliefs (perceive behavioral control) about
ease of integrating Digital literacy due to access to technology, professional
development, and curriculum resources.

(Source: Sadaf, A, and Johnson, B ( 2017), Teachers’ beliefs about integrating

digital literacy into classroom practice: an investigation based on the Theory of
planned Behavioral doi; 10, 1080/21532974, 2017.1347534)

Analysis: How do teachers perceive digital literacy integration into Their

classrooms, according to the study?

Implication: how does the result of the study impacts the students’ learning and
the development of the 21st century skills?
SYNTHESIS AND LEARNING REFLECTION

Digital / Cyber Literacy

SYNTHESIS

< Digital literacy is the set of competencies on the effective use of digital devices
for purposes of communication, expression, collaboration, and advocacy while
cybersecurity is the practice of protecting systems, networks and programs from
digital attacks.

< Cyber citizenship refers for being responsible when exploring the internet,
including the right manner and etiquette in using the web.

< Internet safety is preventing from online security risk to private information and
property and protecting self from computer threats and cybercrimes.

< Cyberbullying is a form of bullying or harassment using electronic means that

punishable by law while cybercrime us any criminal activity carried out using the
computer or the internet.

< A computer threat to anything that has the potential to cause serious harm and
damage to a computer system that must be fixed immediately and effectively with
a solutions.

< In order to avoid digital risk and consequences, proper internet exploration,
source citation, data privacy imposition, research and data- gathering protocols
and websites evaluations are imperative.

< As digital literacy impacts teaching- learning process, its wide dissemination in
schools and integration in the classroom is timely, relevant and necessary.

Direction: choose any type of cyberbullying. Describe it and while it’s purpose,
procedures, principles, and perspective target indicated in the tablets provided
below.
CURRICULUM APPLICATION

Direction: produce and evaluate a digital tool that can be utilized in the
classroom.

LET SAMPLERS: TAKING THE EXAMINATION

Direction: Read and analyze each item carefully. Choose the letter of the best
answer.
1. If you plan to produce a digital tool as a learning material, which of the
following aspect will you consider first?

A. Validity, relevance and appropriateness

B. Quality, efficiency and technically

C. Economic value, durability and ling – term usability

D. User – friendliness, convenience, accessibility and visual impact.

2. To avoid risk and consequences brought by technology in the use of social

media, which ethical principle is the most important and which encompasses
other principle?

A. Choose the social media account that you will keep

B. Be careful in responding to the messages while threading to an issue

C. Think before you click

D. Select the best type of social media to be utilized

3. Which of the following instructional strategies can be used effectively in

presenting lesson on cyberbullying and cybercrimes?

A. Discuss the provisions of the law and administer a short quiz after

B. Research on how the law was amended and how it would impact both
the victims and the culprits lives

C. Analyze related cases guided by legal provision to be presented in

class using jury that technique

D. Report to the class the status of cybercrime in the country taken from
internet source
4. When you receive a suspicious E- mail asking you to withdraw big amount
from a prestigious bank upon winning a grand prize is an automated raffle
draw, which you know you have not participated in, what would be your first
and immediate mode?

A. Ignore the E- mail, do not open and delete it right away

B. Take the E- mail and verify it to the concerned bank and relevant
agencies

C. Contact the owner of the E- mail and ask him to discuss with you the
content of the message

D. Take the E- mail and transact immediately the given message, there’s
no harm in trying, anyway.

5. When researching data from the internet, which of the following reminders
should be taken into account to avoid complications, risk and negative
consequences?

I. Choose creditable and reputable sources of data that you need

II. Apply proper citation of the source/reference

III. Rephrase statement while retaining it’s original concept and meaning

IV. Include pictures and graphics to be downloaded, copied and pasted in the
report

A. I and II only

B. I, II and IV
C. I, UI and III

D. I, II, III, and IV