ALIA Schools National Online Forum – Digital Citizenship – Day 3

ALIA-SCHOOLS

Australian Professional Standards for Teachers

Today we will focus on identifying how we as teacher librarians can meet the Australian Professional Standards for teachers in Standards 1, 3 and 4.

Standard 1: Know students and how they learn

Standard 3: Plan for and implement effective teaching and learning

Standard 4: Create and maintain supportive and safe learning environments

How are you currently, or could you in future, incorporate digital citizenship practices to help you meet these three standards? You are invited to share some of your ideas in the comments section below.

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9 thoughts on “ALIA Schools National Online Forum – Digital Citizenship – Day 3

  1. I had a look at standard 4. I think focus area 4.5 is of particular interest to teacher librarians wanting to promote digital citizenship. 4.5 says “use ICT safely, responsibly and ethically.” Teacher librarians can explicitly model safe, responsible and ethical use of ICT when working with the school community. They can develop programs that enable students to assess the reliability of digital resources and respect copyright as well as intellectual property.

  2. 3.7 lists the use of “inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.” This is well-placed in the context of digital citizenship as the digital world provides opportunities for collaborative learning outside the physical school locality. In this process they will learn about the best use of engagement online.

  3. I would say Standard 4 is key – the online environment can quickly become extremely hostile. Because it is so public and can also be anonymous young people (or anyone) can feel helpless to protect themselves. News reports prove how damaging the online environment can be even resulting in suicide by young people.

  4. These standards are all vital, and sadly often forgotten in the pressure and ‘busyness’ of a day, or in dealing with difficult behaviour when tired and overstretched. Many TLs are flying solo in their libraries, making the task harder in getting the job done professionally. As a school librarian intern I see the importance of maintaining a service oriented focus which requires these 3 standards, especially, to be kept in mind. Lankes (2012:98) maintains that service orientation, the main ingredient for professionalism, has the capacity to transform communities, and is measurable only in the impact it has on the community.
    As a parent of a son with Asperger’s (diagnosed late in life) no. 1.6 “Strategies to support full participation of students with disability” resonates with me… We must KNOW our students; learn to recognise the signs of disability; work for those in our care who are diagnosed and undiagnosed. Also, working in a multi-cultural environment has imprinted the importance of keeping other traditions and norms in mind when planning library programmes to teach digital citizenship. In this the Digital Citizen Agreements from globaldigitalcitizen.org are fitting for all cultures. I know I keep mentioning these, but I feel that personal responsibility must be carried across to students as they are mostly going to be exposed to the digital world without someone looking over their shoulder. As Charlotte mentioned, the online environment is potentially a hostile and dangerous one.

  5. I could go on quite a bit on how the standards apply to the role of a TL, but instead I will focus on just one that I think hasn’t really been mentioned: 3.2 Plan, structure and sequence learning programs. This is particularly relevant when thinking about digital citizenship as a set of skills and attitudes that develop over time: as a TL I can plan and deliver an entire scope and sequence of experiences for students from Prep to Y8, which I think is a major advantage.

  6. There is so much involved here. I have focused on 3.6 Evaluate and improve teaching programs. In working with Heads of Subject to develop and write curriculum there is the opportunity to incorporate good practices into programs. We are developing standards and examples for quality curation by staff and students to assist in the selection and evaluation of quality sources which meet specific curriculum needs. This is particularly important for our Senior students.

  7. I agree with Kate. Digital citizenship skills and attitudes should be developed from Prep in a planned sequence of learning.

  8. I have found it challenging working out what it is that I do in my practice that shows that I meet these standards. Focus area 1.5 – as TLs we can actively aid teachers who are developing differentiated curriculum by providing online sources that are relevant to the different levels of understanding of the students. With many subjects delivering their content online via digital means it is important to clarify with the students their responsibilities as users of websites, blogs, emails, images etc.
    Focus area 3.2, 3.4 I have implemented the use of libguides as a means of offering resources to students for their assignments. Being able to embed videos, pictures and web links as well as documents has proved to be a great way of engaging the students and showing them the types of websites they should be accessing and also the correct way to acknowledge their resources. Encouraging teachers to acknowledge the skills of good digital citizens within their assignment rubrics is a way of ensuring students take these skills seriously.
    Focus area 4.5 Running PD sessions with staff showing them curation tools such as ScoopIt, Pintrest, Diigo etc is a great way of catching their attention and making them realise their responsibilities as digital citizens. Also showing them creative commons and how to access reusable images is a way to meet this standard.

  9. I think Standard 4 – Create and maintain supportive and safe learning environments is very important. We need to ensure the safety of those we are educating. We can lead by example.

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