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Digital Citizenship Self-Pace Course

Learning Module

Abstract

This self-paced course serves as a survey of key digital citizenship topics to help prepare incoming freshmen for navigating the digital world as they enter high school. Students will participate in activities designed to improve their understanding of such topics as online safety and privacy, recognizing media bias, understanding the impact of their digital footprint, and the impact of cyberbullying. Students will complete this course during the second half of 8th grade to prepare for their transition to high school in a one to one digital learning environment.

Keywords

Digital citizenship, cyberbullying, online privacy, digital footprint, screen time

Recently, school districts in Illinois have been asked to review and possibly improve their Digital Citizenship curriculum. Illinois House Bill 0234 recently passed into law stating that beginning in the 2022-23 school year, all Illinois public schools must include a curriculum on media literacy that covers:

Accessing and evaluating digital information

Analyzing and assessing media messages

Creating coherent messages using a variety of media

Reflecting on media consumption

Encouraging respectful and civic online engagement

As the Director of Instructional Technology for a prominent Chicago suburban K–12 school district, my responsibility is to ensure that we effectively build and implement our digital citizenship curriculum. My district has been a 1:1 district for ten years. We have created a robust digital citizenship curriculum for our elementary students, which scales back in middle school and essentially goes unaddressed at the high school level. The high school curricular implementation currently relies on subject area classroom teachers deciding when and where digital citizenship appropriately fits into their existing curriculum. Note: Although I like the CG Scholar interface, this learning module is accessible through the Schoology Learning Management System. This learning module is something that I want to implement at the end of this school year, and Schoology is the LMS used in my district. Surveys, comments, student updates, and graded materials will be accessed and scored using the rubrics and message platforms available in Schoology.

This learning module is a newly built collection of resources and activities designed for 8th grade students entering high school for the first time. It is a self-paced, digital curriculum that can be completed outside of the classroom and without direct instructor intervention. Students will participate in a mandatory Zoom meeting at the beginning of the course. This meeting will serve as an orientation and opportunity for students to take a pre-survey and ask questions about the interface. A teacher will be available and assigned to assist students who reach out, but the connection with a teacher is not required to complete the learning module. This module uses the enriched-virtual blended learning model, which Horn and Staker define as a primarily online course with intermittent teacher access on an as-needed basis (2014). In the enriched virtual model, students complete the course in an online format with interaction with the teacher on an as-needed basis. 

This learning module translates the ideas and principles of this course into practice in several ways. First, I have been careful to build in many of the design elements that Drs. Cope and Kalantzis identify as present in transformative pedagogy. For instance, opportunities for peer-to-peer engagement, emphasis on personalized attention for the learner, and self-paced, learner-directed modules represent many of the design elements of transformative pedagogy. (Cope, Kalantzis, 2012). Second, students will complete this course over a semester at their own pace, and they may complete the course modules in any order they wish. 


There are many definitions of digital citizenship, but the one used in my district comes from Ribble and Park, which identifies digital citizenship as “the continuously developing norms of appropriate, responsible and empowered technology use” (Ribble, 2019). This definition, authored by Ribble and Park, is the accepted definition of the International Society for Technology in Education (ISTE). In addition, ISTE is the recognized provider of the learning standards for the teaching of digital citizenship. Furthermore, the “S3” framework (Safe, Savvy, Social) developed by Ribble and Park is used to organize the content for the course (Ribble, 2019).

Learning Outcomes

For the Learner

This learning module complements your previous learning about the topic of digital citizenship. You have received various lessons and materials about being safe, savvy, and social digital citizens if you've been in our school district for a while. However, if you are new to our District, this module will provide a foundation for future learning.

By completing this learning module, you will accomplish the following learning outcomes:

  1. Better understand how to protect your private information and stay safe online.
  2. Understand the impact of your digital footprint.
  3. Develop a healthy and balanced digital life.
  4. Become a discerning consumer of digital media and better identify bias and misinformation in the media
  5. Become more responsible in what you share online
  6. Recognize the impact cyberbullying has on others.

This module is designed to be completed in less than six hours. You will have one month to complete the modules and the culminating project.

Materials needed: Your district-issued iPad device and internet access. In addition, you will need to join the Digital Citizenship course in the Schoology Learning Management System. Your teacher will provide the code to enter. 

 

For the Facilitator

Students will use this learning module to prepare to be better digital citizens as they enter high school. Every 8th-grade student in our district will be required to complete the entire learning module to access the app store on their high school iPads.

The learning modules and outcomes are derived from the International Society for Technology in Education (ISTE), which has a treasure trove of resources to support students and teachers. Furthermore, the organizational structure selected for the lessons is the “S3” framework (Safe, Savvy, Social), which is detailed into nine specific elements of digital citizenship. Although we cannot fully cover each of the nine elements in a unit of this duration, each is touched on here. This unit is an overview of each topic, and teachers are encouraged to integrate more detailed elements into their core subject areas as appropriate.

Learning Outcomes:

  1. Better understand how to protect your private information and stay safe online.
  2. Understand the impact of your digital footprint.
  3. Develop a healthy and balanced digital life.
  4. Become a discerning consumer of digital media and better identify bias and misinformation in the media
  5. Become more responsible in what you share online
  6. Recognize the impact cyberbullying has on others.

These learning outcomes directly relate to the ISTE Standards for Digital Citizenship.

ISTE Standards:

2A: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Media embedded October 3, 2021

(ISTE, 2020)

2B: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or networked devices.

Media embedded October 3, 2021

(ISTE, 2020)

2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property

Media embedded October 3, 2021

(ISTE, 2020)

2D: Students manage their data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

Media embedded October 3, 2021

(ISTE, 2020)

Further reading:

ISTE Learning Standards for Digital Citizenship (ISTE, n.d.)

Essential Elements of Digital Citizenship (Ribble, 2021)

Nine Elements of Digital Citizenship (Ribble, 2017)

Making Digital Citizenship “Stick” (Ribble, 2020)

Update 1: Orientation & Pre-Course Survey

For the Learner

Duration: 30 minutes

The first section in this learning module will serve as an orientation to the course. You will have an opportunity to ask your teacher questions and see an overview of how the course will work. In addition, you must complete a brief survey before accessing the coursework.

Activity: Complete the attached survey. The survey serves three purposes:

Prime your thinking on the learning that is about to take place

Provide baseline data for you to see how you’ve changed as a result of participating in the learning module.

Provide district-level data for us to make better decisions about our digital citizenship curriculum and supports.

Click the link to take the survey. This survey is anonymous, and we will not collect your personal information. Please be truthful.

Pre-course survey

 

For the Facilitator

Students will join a Zoom video conference which serves as an overview of the course.

In this video conference, the teacher will:

  1. Give an overview of the learning objectives
  2. Remind students how to navigate the sections of the learning management system and access media content.
  3. Facilitate the pre-course survey.

Teachers should familiarize themselves with the resources provided in the “Learning Outcomes” section of this module.

Please reinforce with students that the survey is anonymous and information will only be collected to serve as a whole group data point. No information can or will be traced back to an individual person.

Resources:

The Five Digital Competencies (DigCitCommit, n.d.)

 

Update 2: Online Privacy & Security

For the Learner

Duration: 30-45 minutes

It’s essential to keep your information safe online and understand the difference between private and personal information. Sometimes, personal information can be shared, but you should never share confidential information identifying you as an individual.

Watch the video to learn the difference between private and personal information.

Media embedded October 3, 2021

(Commons Sense Education, 2018)

Media embedded October 10, 2021

(FA Webmaster American, 2017)

Once you’ve completed the lesson, communicate your thinking to the other students by completing two out of three of the following.

Comment:

Read the privacy policy of an app or digital platform that you use regularly. What information does the platform collect about you? How do they use that information? Post a comment in the Schoology Update section. (200-word minimum)

Update:

Post a link or video to a news story about a privacy or data breach in the Schoology Update section. Be sure to summarize the story and state your thoughts. (200-word minimum)

Response:

Choose two other posts (comments or updates) posted by other students and give a response. (50-word minimum).

For the Facilitator

Learning outcomes:

Students will better understand how to protect their private information and stay safe online.

Considerations:

Students must understand how to protect their information online and use privacy and security settings to keep their information safe.

Areas of support:

Students may understand the need for a password, but there is mixed information about what makes a strong password. As you participate in online commentary with your students, you may want to refer to the following resource:

Resources

What Makes a Good Password? (NSW Department of Education, n.d.)

Learning processes addressed:

Experiential learning processes: This activity requires students to apply their learning in the module to an app or web platform that they use in their daily lives.

Analytical Knowledge processes: This activity requires students to critically analyze the information collected by online platforms and how the developers might use that information.

 

 

Update 3: Your Digital Footprint

For the Learner

 

Duration: 20-30 minutes

Do you know what your digital footprint is? What can others find out about you online? Do you know how to keep your online information secure? Then, complete this module to create a safe online presence that can only be accessed by those you choose.

Watch the videos to learn more:
 

Media embedded October 3, 2021

(Common Sense Education, 2014)

Media embedded October 18, 2021

(Girls' Day School Trust, 2016)

Once you’ve completed the lesson, communicate your thinking to the other students by completing two out of three of the following.

Comment:

Use your iPad to Google your name. What comes up? What surprised you about the search? What did you expect to find? Post a comment in the Schoology Updates section with your thoughts.  (200-word minimum)

Update:

Create an update in which you discuss strategies to keep your digital footprint safe, positive, and responsible. Include at least one media element or link to a credible source. (200-word minimum)

Response:

Choose two other posts (comments or updates) posted by other students and give a response. (50-word minimum).

 

For the Facilitator

Learning outcomes:

Students will understand the impact of their digital footprint and develop strategies to keep it safe, positive, and responsible.

Considerations:

Students must understand that what they put online is permanent. In the future, colleges and employers will be looking at their online profiles and using the information in essential decisions. 

Areas of support:

Most students this age understand the permanence of things they share online but struggle to think of how content they create might end up there. They especially struggle with the idea that something they share with friends is likely to end up online and be seen by everyone.

Learning processes addressed:

Experiential learning processes: This activity requires students to apply their learning in the module by exploring their current digital footprint

Applied Knowledge processes: This activity requires students to develop a plan for improving their digital footprint in their daily lives. 

 

Update 4: Balancing Your Digital World

For the Learner

Duration: 30-45 minutes

Learning Outcome: You will better understand how to create and maintain a healthy and balanced digital life. 

How much time do you spend online? What types of activities do you do when using your digital device? Do you feel a sense of anxiety when you are away from your device? Do you feel pressure to always be available to respond to your friends? Just like in all areas of life, it is important to maintain a healthy balance when using digital tools. 

Watch the following videos then complete the end-of-lesson activities.

Media embedded October 3, 2021

(Common Sense Education, 2018)

Media embedded October 18, 2021

(Common Sense Education, 2018)

Once you’ve completed the lesson, communicate your thinking to the other students by completing two out of three of the following.

Comment:

For one week, use the "Screentime" feature on your iPad to track your digital use. Screen time can track how many times a day you access your device, which apps you go to, and for how long.  Use this information to post a comment about your reliance on digital devices. What did you notice? In what ways has your life improved or gotten worse as a result? (200-word minimum)

Update:

Create an update in which you discuss strategies or apps that help create and maintain digital health. Be sure to include one or more media elements in your post. (200-word minimum)

Response:

Choose two other posts (comments or updates) posted by other students and give a response. (50-word minimum).

 

For the Facilitator

Learning outcomes:

Students will analyze their current reliance on digital devices while considering their screen time. Students will better understand how to create and maintain a healthy digital life balance. 

Considerations:

There are many misconceptions about the dangers of screentime without really understanding the research behind these concerns. Much of the research about the negative impact of screen time is correlational but is often misinterpreted that screen time causes negative health factors such as depression and anxiety. Facilitators should be aware that these misconceptions lead to strong opinions about this topic for both students and parents. 

Areas of support:

Students and parents are likely to incorrectly lump all screentime together as one thing. Common Sense Media recognizes that not all screen time is the same. Social media and media consumption is a very different digital experience that creation. (2020). There are at least four different types of screen time that have very different impacts on well-being.

  • Passive consumption (watch TV, listen to music)
  • Interactive consumption (play games, browse the web)
  • Communication (use social media, video chat)
  • Content creation (write, create art, make videos, compose music)

Learning processes addressed:

Experiential learning processes: This activity requires students to apply their learning in the module by investigating their tech use patterns.

Conceptual knowledge processes: This activity requires students to demonstrate an understanding of theoretical frameworks. 

Analytical Knowledge processes: This activity requires students to analyze the patterns of their daily tech use critically.

Resources:

 

Don’t Ban Technology: Help Kids Strive for Balance (Richardson, 2021)

Research and Recommendations on Screen Time (Fuller, 2020)

 

Update 5: Recognizing Bias and Media Influence

For the Learner

Duration: 45 minutes

Learning Objective: You will become a more discerning consumer of digital media and better identify bias and misinformation in the media.

It's important to know that most of what you view online has the purpose of capturing and keeping your attention or swaying your opinion. Salacious headlines and "clickbait" titles are meant to get you to click and keep you watching. 

Watch the following videos and complete the activities that follow. 

Media embedded October 3, 2021

(Common Sense Education, 2018)

Media embedded October 18, 2021

(Sandlin, D., 2018)

Read:

Most Americans are Fooled by Fake News (McCarthy, N., 2016)

Try:

Figure 1: Fictitious: Pandemic Edition Home Screen

Factitious: Pandemic Edition

Once you've completed the lesson, communicate your thinking to the other students by completing two out of three of the following.

Comment:

What strategies do you use to determine if what you are reading is fact or fake? Post a comment to the Schoology Update section with your thoughts. (200-word minimum)

Update:

Create an update with a link to a news article or story that you believe shows bias or attempts to influence the reader. Be sure to indicate what evidence you used to determine the article's attempt to control. Include at least one media element in your update. (200-word minimum)

Response:

Choose two other posts (comments or updates) posted by other students and give a response. (50-word minimum).

 

 

For the Facilitator

Learning outcomes:

Students will become discerning consumers of digital media and better identify bias and misinformation in the media.

 

Considerations:

Understanding digital media's impact on people is vital to being an informed citizen in a modern democracy. Students need to realize that what they consume online has a motive to increase clicks and shares and not necessarily to be accurate. Sensational headlines and widespread social media coverage make people think something is true simply because they see it in multiple places. Often, people form beliefs with very little fact-checking, and sometimes, information is spread after just reading the headlines. 

 

Areas of support:

Students will often understand the basic idea of media bias, mainly along political lines. What they will struggle with is recognizing how widespread this phenomenon is. Students will fail to realize how easily we are all fooled into believing something is true when it is not. 

Learning processes addressed:

Conceptual knowledge processes: This activity requires students to demonstrate an understanding of theoretical frameworks by discussing strategies and patterns of identifying media bias.

Applied knowledge processes: This activity requires students to apply their knowledge by finding a real-world example of a news article that attempts to influence through biased opinion.

 

Update 6: Responsible Sharing

For the Learner

Duration: 30-45 minutes

Learning Objective: Students will become more responsible with what they share online

Watch the video and complete the activities that follow. 

Media embedded October 3, 2021

(Common Sense Education, 2018)

Media embedded October 10, 2021

(Stark, L., 2017)

 
Media embedded October 10, 2021

(Common Sense Media, 2017)

Read the Following Article

Yes, You Can Get Fired for Your Social Media Posts (Hermann, 2020

 

Once you’ve completed the lesson, communicate your thinking to the other students by completing two out of three of the following.

 

Comment:

What is your experience with sharing on social media? What age is appropriate for kids to start building a digital social presence? What should you consider when making your online presence? Post a comment in the Schoology Update center.  (200-word minimum)

Update:

Post an update that relates to a strategy for building an online presence responsibly. Include at least one media element in your post. (200-word minimum)

Response:

Choose two other posts (comments or updates) posted by other students and give a response. (50-word minimum).

 

 

For the Facilitator

Learning outcomes:

Students will become more responsible in what they share online through building a strategy for improving what and when they share. 

Considerations:

At the age the students completing this module will be, you will find some students who already have a robust online presence and some who don't even have cell phones. This disparity will be challenging to navigate as parents hold widely different views on digital technology for their students at this age. 

Areas of support:

Students are likely to underestimate the impact of their social sharing on others. As a result, they typically "over-trust" friends when offering to share personal media with them. 

Learning processes addressed:

Experiential knowledge processes: This activity requires students to apply their learning by analyzing their own social media presence.

Applied knowledge processes: This activity requires students to apply their knowledge by developing strategies for a safe and responsible online presence.

Update 7: Cyberbullying

For the Learner

Duration: 30 minutes

Learning Objective: Recognize the impact cyberbullying has on others.

Media embedded October 3, 2021

(Common Sense Education, 2018)

Media embedded October 18, 2021

(Common Sense Education, 2019)

Media embedded October 18, 2021

(Common Sense Education, 2019)

Figure 2: Spot the Troll Homescreen

Spot the troll

Once you’ve completed the lesson, communicate your thinking to the other students by completing two out of three of the following.

Comment:

How prevalent is cyberbullying in our school district? Please post a comment in the Schoology Update center with your thoughts on this lesson and how it relates to the reality of our school district.  (200-word minimum)

Update:

Create an update in which you critically analyze the strategies to prevent cyberbullying. Be sure to include at least one medial element or news story in your post. (200-word minimum)

Response:

Choose two other posts (comments or updates) posted by other students and give a response. (50-word minimum).

 

For the Facilitator

Learning Outcomes:

Students will recognize the impact cyberbullying has on others.

Considerations:

Cyberbullying and online harassment are widespread among teenagers. As these students enter high school, we need to help them identify it and know how to act when they see it. 

Areas of support:

Students this age often recognize blatant and apparent examples of cyberbullying but are usually blind to more subtle examples. Twitter comments, the number of likes, and digital rumors are examples of potential blindspots for students of this age group. 

Learning processes addressed:

Analytical knowledge processes: This activity requires students to understand theoretical frameworks by discussing strategies and patterns of identifying media bias.

Conceptual knowledge processes: This activity requires students to discuss the theories and concepts related to strategies regarding cyberbullying.

 

Peer Reviewed Project

You will be creating a learning module, similar to this one, for incoming 6th-grade students. Think back to what you have learned over the course of this module and what you wish you had known when you were just starting out in middle school. Use your updates and comments from the six lessons as your guide to building a comprehensive learning module that is appropriate for an incoming middle school student.

Your learning module will include at least three sections. and must address all the key areas of digital citizenship outlined in this learning module:

  1. Safe - Privacy and security as well as digital footprint

  2. Savvy - Digital health and balance as well as recognizing bias and influence in the media

  3. Social - Responsible sharing and cyberbullying 

In addition, you must consider the following when designing your learning module:

  1. Age appropriateness - You are making this for 5th grade (entering 6th grade) students. the media, vocabulary, and content you select must be age-appropriate.
  2. Clear communication-Be sure to speak clearly and thoroughly to your students. 
  3. Learning objectives - clearly communicate what you expect your students to get out of this learning experience. 
  4. Duration - how long do you expect the lessons to take?

When you have completed your learning module, you will submit a draft. This draft will then be reviewed by two or more peers. In addition, you will be asked to peer review 3 other student submissions.

Peer-reviewed Project Rubric

 

Assessment and Evaluation

Students will receive credit for completion of this learning module using the following criteria:

Participation in the Learning Community: Students must complete two of the three (comment, update, response) for each of the learning modules. Comments and Updates have a 200-word minimum. Updates must include a media element. Responses must be directed to another student and have a 50-word minimum. 

  • Number of comments posted 
  • Quality of comments posted
  • Number of updates posted
  • Quality of updates posted
  • Number of responses posted
  • Quality of responses posted

Demonstration of Knowledge: Students will be evaluated by what they make and do. The quality and relevance of selected media demonstrate this knowledge. The completion and quality of the peer-reviewed project demonstrate this knowledge. 

  • Quality of media selected for updates
  • Relevance of medial selected for updates
  • Completion of peer-reviewed project
  • Quality of peer-reviewed project

Contributions to the learning of others: Students will complete 2-3 peer reviews of the projects of other students. 

  • Number of peer-reviews completed
  • Quality of peer-reviews completed

The criteria will be scored in the Schoology grade book. 

References

Common Sense Education. (2014). What's in your digital footprint? [Video]. https://www.youtube.com/watch?v=eg3gSNgaBm0.

Common Sense Education. (2018). Private and personal information [Video]. https://www.youtube.com/watch?v=MjPpG2e71Ec.

Common Sense Education. (2018). Digital life 101 [Video]. https://www.youtube.com/watch?v=MkwmD6OQrWQ.

Common Sense Education. (2018). Teen voices: the pressure to stay connected [Video]. https://www.youtube.com/watch?v=Pc-qk0t8ms4.

Common Sense Education. (2018). Reading news online. https://www.youtube.com/watch?v=IwptAak6Vho.

Common Sense Education. (2018). What's cyberbullying? [Video]. https://www.youtube.com/watch?v=6ctd75a7_Yw&t=1s.

Common Sense Education. (2019). Teen voices: oversharing your digital footprint [video]. https://www.youtube.com/watch?v=ottnH427Fr8&t=1s.

Common Sense Education. (2019). Teen voices: hate speech online [Video]. https://www.youtube.com/watch?v=8vUdWpwLv10&t=1s.

Common Sense Education. (2019). Teen voices: dealing with digital drama. https://www.youtube.com/watch?v=RydKEaiKolc&t=2s.

Common Sense Media Ratings & Reviews. (2017). 5 ways to spot fake news [Video]. https://www.youtube.com/watch?v=g2AdkNH-kWA.

Cope, W., Kalantzis, M. (2017, December 11). 5.4 Transformative pedagogy part 2. https://youtu.be/3ZXoI54gZtI

DigCitCommit. (n.d.) Explore the digcitcommit competencies. Retreived October 18, 2021 from https://digcitcommit.org/.

FA Webmaster American. (2017). Strong passwords [Video]. https://www.youtube.com/watch?v=9LxdtaSvQ3I&t=1s.

Fuller, M. (2020) Research and recommendations for screentime. Unpublished manuscript. Retrieved from https://docs.google.com/document/d/1JsHWAmluARTi_VfkeooVhKmEkXl4frLRPQdJCqmJTCo/edit?usp=sharing.

Girl's Day School Trust. (2016). Live my digital for students: digital footprint [Video]. https://www.youtube.com/watch?v=OBg2YYV3Bts.

Herman, L. (2020). Yes, you can get fired for your social media posts. The Muse. https://www.themuse.com/advice/yes-you-can-get-fired-for-your-social-media-posts-9-times-people-learned-this-lesson-the-hard-way

Hernandez, E., Andrade, J., Mason, J., Rohr, J., & Kifowit, S. (n.d.). School Code Amendment - Media Literacy. Illinois General Assembly - bill status for HB0234. Retrieved October 12, 2021, from https://ilga.gov/legislation/BillStatus.asp?DocNum=234&GAID=16&DocTypeID=HB&LegId=128188&SessionID=110&GA=102.

Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

How much screen time is OK for my kid(s)? Common Sense Media: Ratings, reviews, and advice. (n.d.). Retrieved October 12, 2021, from http://www.commonsensemedia.org/screen-time/how-much-screen-time-is-ok-for-my-kids.

ISTE. (2020). Digital citizen 2a: digital footprint [Video]. ISTE Standards for Students. https://www.youtube.com/watch?v=5ZccXJ_71sY.

ISTE. (2020). Digital citizen 2b: online behavior [Video]. ISTE Standards for Students. https://www.youtube.com/watch?v=0GCJC_pcBts&t=1s

ISTE. (2020). Digital citizen 2c: intellectual property [Video]. ISTE Standards for Students. https://www.youtube.com/watch?v=cOD-WNdsPBA.

ISTE. (2020). Digital citizen 2d: digital privacy [Video]. ISTE Standards for Students. https://www.youtube.com/watch?v=iWEA0xvYlyE.

ISTE Standards for Students. ISTE. (n.d.). Retrieved October 12, 2021, from https://www.iste.org/standards/iste-standards-for-students.

McCarthy, N. (2016). Most Americans are fooled by fake news headlines. Forbes. https://www.forbes.com/sites/niallmccarthy/2016/12/08/report-most-americans-are-fooled-by-fake-news-headlines-infographic/?sh=69c76cdc41c1.

New South Wales Department of Education (n.d.). What makes a good password? Digital Citizenship. Retrieved October 12, 2021, from https://www.digitalcitizenship.nsw.edu.au/articles/what-makes-a-good-password.

Ribble, M., (2017) Nine elements. Digital Citizenship. https://www.digitalcitizenship.net/nine-elements.html.

Ribble, M., Park, M., (2020). Making digital citizenship "stick". Tech & Learning. https://www.techlearning.com/resources/digital-citizenship-framework-updated

Ribble, M., (2021). Essential elements of digital citizenship. ISTE. https://www.iste.org/explore/digital-citizenship/essential-elements-digital-citizenship.

Richardson, K. (2021). Don't ban technology; help kids strive for balance. ISTE. https://www.iste.org/explore/ISTE-blog/Technology-and-balance-in-an-all-or-nothing-world.

Sandlin, D. (2018). Why your newsfeed sucks [Video]. Smarter Every Day. https://www.youtube.com/watch?v=MUiYglgGbos&t=3s.

Stark, L. (2017). Schools are watching students' social media, raising questions about free speech [Video]. PBS Newshour. https://www.youtube.com/watch?v=pQ1Zr-zEwpc