Digital Citizenship Rights and Responsibilities: CATE Panel @CSSE 2019

Speaker Notes

https://docs.google.com/document/d/1iJViTMHik7Tgtq5sBPfRf-BBvcxoizJ4raZrvaZWgVk/edit?usp=sharing

I’m really privileged to participate in an open panel discussion on Rights and Responsibilities of Digital Citizenship at the Canadian Society for Studies in Education conference. I’ve posted my slides here plus a link to my speaker notes. The references that I’ve used to think through these remarks are offered here for anyone interested in some good reading that raises lots of questions for how we can design teacher education programs that address the first principle of Canada’s new Digital Charter — Universal Access.

References

Bråten, I., Strømsø, H. I., & Britt, M. A. (2009). Trust Matters: Examining the Role of Source Evaluation in Students’ Construction of Meaning within and across Multiple Texts. Reading Research Quarterly, 44(1), 6–28. http://doi.org/10.1598/RRQ.41.1.1

Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011). The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model. Educational Psychologist, 46(1), 48–70. http://doi.org/10.1080/00461520.2011.538647

Chaput, M., & Champagne, A. (2012). Internet, New Media and Social Media. Report of The Standing Senate Committee on Official Languages. Retrieved from https://sencanada.ca/Content/SEN/Committee/411/ollo/pdf/03issue.pdf

Chaudron, S., DiGioa, R. & Gemo, M. (2018). Young children (0-8) and digital technology: A qualitative study across Europe. Joint Research Centre (European Commission). Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/1f8b73cc-d900-406a-927c-0f8c0f202ed4/language-en/format-PDF/source-72882538

Fontaine, T. (2017). Digital Divides in Canada’s Northern Indigenous Communities: Supports and Barriers to Digital Adoption [Master’s Thesis, University of Alberta]. Retrieved from https://era.library.ualberta.ca/items/f6dcc43c-32c1-43f9-bcc6-2f26b27a25a0/view/6808f505-b306-42fc-8b86-f95f86769737/Fontaine.pdf

Fry, H. (2018). Hello world: Being human in the age of algorithms. New York: W.W. Norton & Company. https://books.wwnorton.com/books/detail.aspx?id=4294996838

Innovation, Science and Economic Development Canada (2019). Canada’s digital charter: Trust in a digital world. Ottawa, ON: Government of Canada. Retrieved from https://www.ic.gc.ca/eic/site/062.nsf/eng/h_00108.html

Haight, M., Quan-Haase, A., & Corbett, B. A. (2014). Revisiting the digital divide in Canada: The impact of demographic factors on access to the Internet, level of online activity, and social networking site usage. Information, Communication & Society, 17(4), 503–519. http://doi.org/10.1080/1369118X.2014.891633

Hargittai, E. (2010). Digital Na(t)ives? Variation in internet skills and uses among members of the “net Generation.” Sociological Inquiry, 80(1), 92–113. http://doi.org/10.1111/j.1475-682X.2009.00317.x

Hargittai, E., & Shaw, A. (2015). Mind the Skills Gap : The Role of Internet Know-How and Gender in Contributions to Wikipedia. Information, Communication & Society, 18(4), 424–442.

Idris, I.K. (2019, March) Facebook has shut down accounts spreading fake news, but is it accountable? https://theconversation.com/facebook-has-shut-down-accounts-spreading-fake-news-but-is-it-accountable-113037

Kohnen, A. M., & Mertens, G. E. (2019). “I’m Always Kind of Double-Checking”: Exploring the Information-Seeking Identities of Expert Generalists. Reading Research Quarterly, 0(0), 1–19. http://doi.org/10.1002/rrq.245

Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2014). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 85, 1–23. http://doi.org/10.1002/rrq.85

O’Donnell, S., Beaton, B., McMahon, R., Hudson, H.E., Williams, D., Whiteduck, T. (2016, June). Digital technology adoption in remote and northern Indigenous communities in Canada. Canadian Sociological Association 2016 Annual Conference, University of Calgary, Calgary, AB. Retrieved from http://susanodo.ca/wp-content/uploads/2017/06/2016-CSA-Digital-Technology-Adoption.pdf

O’Neil, K. (2016). Weapons of math destruction: How big data increase inequality and threatens democracy. New York: Crown Random House. https://weaponsofmathdestructionbook.com/

Pariser, E. (2012). The filter bubble: How the personalized web is changing what we read and how we think. New York: Penguin Random House. https://www.penguinrandomhouse.com/books/309214/the-filter-bubble-by-eli-pariser/9780143121237/

Sanders, S. (2016, November 8). Did social media ruin election 2016? https://www.npr.org/2016/11/08/500686320/did-social-media-ruin-election-2016

Shade, L.R. (2016). Integrating Gender into Canadian Internet Policy: From the Information Highway to the Digital Economy. Journal of Information Policy, 6(2016), 338. http://doi.org/10.5325/jinfopoli.6.2016.0338

Stanford History Education Group. (2016). Evaluating information: The cornerstone of civic online reasoning. Stanford, CA: Stanford University. Retrieved from https://sheg.stanford.edu/civic-online-reasoning

Stockdale, D. (2017). Why we should hold Facebook responsible for Fake News. Centre for Digital Ethics and Policy. Retrieved from https://www.digitalethics.org/essays/why-we-should-hold-facebook-responsible-fake-news

Thompson, E. (2019, May 7) Ethics committe votes to subpoena Facebook’s Mark Zuckerberg to testify Retrieved from https://www.cbc.ca/news/politics/facebook-zuckerberg-cambridge-analytica-1.5127007

van Strien, J. L. H., Brand-Gruwel, S., & Boshuizen, H. P. a. (2014). Dealing with conflicting information from multiple nonlinear texts: Effects of prior attitudes. Computers in Human Behavior, 32, 101–111. http://doi.org/10.1016/j.chb.2013.11.021

Wachter-Boettcher, S. (2017). Technically wrong: Sexist apps, biased algorithms, and other threats of toxic tech. New York: W.W.Norton & Company. http://www.sarawb.com/technically-wrong/

Wineburg, S., & McGrew, S. (in press). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record. Retrieved from https://purl.stanford.edu/yk133ht8603

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