Module: FMM4001-20 Digital Citizenship

Level: 4

Credit Value: 20

Module Tutor: John Curry

Module Tutor Contact Details: j.curry@bathspa.ac.uk

1. Brief description and aims of module:

Digital Citizenship refers to a set of ideas that describe how a person uses computing to participate in society, culture and politics. A digital citizen is not only computer literate, but also capable of communication and collaborating effectively via digital technologies such as the web. They are in tune with the etiquette and laws of mediated communication, and understand how to manage their digital footprint as they negotiate a life online. In short, digital citizenship is about living responsibility in a digital world – a world that is always on, and immeasurably connected.

This module uncovers what it means to be a digital citizen. You learn about the safe, legal and ethical use of computing, while assembling a ‘digital toolkit’ that improves your ability to be productive, creative and critical of information presented online.

The module aims to:

• Promote discussion and critical reflection on aspects of digital citizenship
• Reveal web services for filtering information, improving productivity and managing online presence
• Provide training in a number of easy to use content creation and storytelling tools

2. Outline syllabus:

Seminar topics take as their starting point the ‘nine elements of digital citizenship’ described by the mnemonic ARCHCELLS:

• Digital Access: Only 40% of the world is connected to the Internet. What challenges does such ‘digital exclusion’ present?
• Digital Rights and Responsibilities: What are the rights of digital citizens, and what might be considered an appropriate use of technology?
• Digital Communication: Digital citizens enjoy access to a wide range of communication options, yet what limitations and dangers might they present?
• Digital Health and Wellness: The physical and psychological consequences of life as a digital citizen.
• Digital Commerce: Today a high proportion of transactions are completed electronically, many legitimate, and many not.
• Digital Etiquette: What counts as appropriate and inappropriate behaviour on the web?
• Digital Literacy: How do we engage communities and learn to learn via the network?
• Digital Law: A glimpse into the unethical and criminal (mis)uses of technology
• Digital Security: How we protect our assets (and ourselves) from forces of harm and disruption.

Above this, you engage in skills workshops that reveal a set of online tools for facilitating research, productivity and self-promotion. These tools include Howard Rheingold’s information filtering or ‘crap detection’ resources, as well as various platforms for refining workflow and managing online presence. Skills workshops also include first steps training in key content creation tools and storytelling platforms. Supported by LinkedIn Learning, this essential training celebrates image, sound and interactivity as a means of expressing ideas via digital creativity.

3. Teaching and learning activities:

Class Hours

Digital Citizenship seminars are forums for discussing the nine elements of digital citizenship. Here speakers introduce you to the key principles and debates that inhabit each element. Skills workshops are intrinsically collaborative. Each session will present a new digital tool, mapped to a creative brief that is solved in small teams. The result is a co-created portfolio of digital work that showcases your newly acquired software skills.

Independent Learning

Resources around the 9 elements of digital citizenship should be read and evaluated critically during independent study. Insights are shared via a collaborative wiki that is reviewed in seminar sessions.

Assessment Item 1:

• Assessment Type: CW
• Description: Blog Article. A referenced journalistic piece on one of the nine elements of digital citizenship (1600 words).
• % Weighting: 40%

Assessment Item 2:

• Assessment Type: CW
• Description: Skills Portfolio. A collection of artefacts, compiled via a blog. Each artefact is supported by a 300 word piece of reflective writing.
• % Weighting: 60%