1. Inte g rating D ig ital C itiz e nsh ip into
the C lassro o m
w ith M yBig C am p u s
w ith M yBig C am p u s
Anastasia Trekles
Clinical Associate Professor, Purdue University Calumet
Board Member, Indiana Computer Educators (ISTE Affiliate)
atrekles@purdue.edu

2. O u tline
• Intro d uctio ns and g o als
D ig ital citiz e nship in yo ur scho o l and
classro o m
• M yBig C am p us (M BC ) fo r d igital citiz e nship
b e st p ractice s sup p o rt
• G e tting starte d
Assignm e nts and C o llab o ratio n
• Re so urce Lib rary and cre ating le sso ns
M o re info rm atio n

3. Backch anne l
D iscu ssio n
• Ke e p th e d iscu ssio n g o ing and sh are w ith
yo u r p e e rs
• h ttp ://to d aysm e e t.co m /iste 2 01 2 -m b c
• Yo u r M BC acco u nt w ill g o aw ay afte r 2 4
h o u rs, b u t yo u ’ll still b e ab le to vie w
e ve ryth ing in th e p u b lic M BC sp ace

4. W h e n w e lim it kid s’ acce ss and
ig no re th e p ro b le m , th e y lo o k at
scho o l “co m p u ting ” like th is...

5. O r w o rse ...

6. Le arning d o e sn’t h ap p e n w h e n stu d e nts are b o re d
- w e kno w th is alre ad y!
S o w e d o w h at w e can to e ng ag e th e m , b u t are
sch o o l p o licie s h o ld ing u s b ack?

7. S tu d e nts g e ne rally w ill u se th e Inte rne t th e w ay
th e y w ant to , and acce ss th e site s th e y w ant to ,
w h ile aw ay fro m h o m e (se e Yan, 2 009).
Th e y also sp e nd a lo t o f tim e trying to circu m ve nt
o u r b e st e ffo rts to “p ro te ct” th e m o nline at sch o o l.
W H Y?

8. D o n’t w e w ant th is
inste ad ?

9. W h at d o e s it m e an to b e a “D ig ital
C itiz e n” anyh o w ?
N ine th e m e s o f D ig ital C itiz e nship (
http ://www.d igitalcitiz e nsh ip .ne t/N ine _ Ele m e nts.h tm l)
Access: Fu ll p articip atio n in so cie ty
Commerce: Bu ying and se lling o f g o o d s
Communication: Ex ch ang e o f info rm atio n
Literacy: U nd e rstand ing ap p ro p riate u se s o f te ch no lo g y
Etiquette: S tand ard s o f co nd u ct and p ro ce d u re
Law: Re sp o nsib ility fo r actio ns and d e e d s
Rights and Responsibilities: U nd e rstand ing o u r d ig ital
fre e d o m s
Wellness: Ph ysical and p sych o lo g ical w e ll-b e ing in th e
o nline w o rld
• Security and Self-Protection: Pre cautio ns to g uarante e
safe ty

10. W h y S ch o o ls Find it D ifficu lt
to Te ach D ig ital C itiz e nship
• Th e C h ild re n’s Inte rne t
Pro te ctio n Act (C IPA) is
th e p rim ary law
e nfo rcing filte ring o n
sch o o l ne tw o rks
Pub lic scho o ls and
lib rarie s m ust b e C IPA-
co m p liant in o rd e r to
re ce ive Fe d e ral E-Rate
fund s
• 40% o f lib rarie s e m p lo y
C IPA-re q uire d filte ring
o n th e ir ne tw o rks (See Jaeger & Yan, 2009)
1 00% o f sch o o ls e m p lo y
th o se sam e filte rs

11. (M is)U nd e rstand ing
• C IPA
C IPA d ictate s that filte rs b lo ck visu al im ag e ry o n the
Inte rne t th at is:
O b sce ne
• C o ntains child p o rno g rap h y
• Is “h arm ful to m ino rs”
C IPA co m p liance (and co m p liance w ith the C hild re n’s
O nline Privacy Pro te ctio n Act [C O PPA]) re q u ire s an
Inte rne t safe ty p o licy that ad d re sse s:
• Lim itatio ns o n acce ss to inap p ro p riate m ate rials o nline
• Safe ty and se curity whe n using e le ctro nic m ail, chat ro o m s, and
o th e r co m m unicatio n fo rum s
U nauth o riz e d acce ss and circum ve nting o f filte rs th ro ug h h acking
• D isse m inatio n o f p e rso nal info rm atio n o f m ino rs

12. (M is)U nd e rstand ing
C IPA
C IPA d o e s N O T:
• H ave any im p act o n te ache rs o r o the r ad ults at the
sch o o l (o r lib rary)
• Pro hib it te ache rs fro m o ve rrid ing filte ring o f site s
wh e n ne e d e d fo r e d ucatio nal p urp o se s
• Re q uire the b lo cking o f so cial m e d ia site s like
Yo uTub e , W ikip e d ia, o r Face b o o k
Re fe r to “inap p ro p riate ” te x t, o nly im ag e ry
• Ad d re ss inte lle ctual p ro p e rty, cyb e rb ullying ,
p lagiarism , o r any o the r e thical issue s re late d to
Inte rne t use

13. D ig ital C itiz e nsh ip
• CDuwrriculu m To d ay
H o lland sw o rth ,
o d y, and
D o no van (2 01 1 )
p ro vid e an
inte re sting stu d y
o f w h at is
actu ally tau g h t at
m any sch o o ls
• M any are no t
fo llo w ing state
stand ard s,
and /o r
co nce ntrate o nly

14. O nline is D iffe re nt
• C an w e re ally co ntro l
e ve ryth ing kid s se e
o nline ?
M any sch o o ls re aliz e
th at th e y can’t
• S o m e are im p le m e nting
d ig ital safe ty and
citiz e nsh ip cu rricu lum
d ue to state stand ard s
and ne w E-Rate
re g u latio ns
Bu t w h at d o e s th is
cu rricu lum lo o k like ?

15. Ele m e nts o f
C o m p le te D C
Le sso ns
In o rd e r to inco rp o rate d ig ital citiz e nsh ip the m e s (
http ://ww w .d ig italcitiz e nsh ip .ne t/N ine _ Ele m e nts.htm l) m o re fu lly, it
is ne ce ssary to :
• Allo w fu ll p articip atio n and acce ss to co m m u nicatio n and
sharing to hap p e n o nline
• H e lp stu d e nts u nd e rstand co nte x t and w h at is and is no t
ap p ro p riate to share , use , and re m ix
Ensure th at stud e nts und e rstand issu e s o f p u b lic ve rsu s p rivate
info rm atio n
• Ensure th at stud e nts und e rstand th e d iffe re nce b e twe e n
ad ve rtise m e nts and re al co nte nt
• Allo w stud e nts to co m e to th e ir o w n co nclu sio ns, and h e lp th e m
re fle ct o n wh y th e y m ad e tho se cho ice s
• Enfo rce re aso nab le co nse q u e nce s o f inap p ro p riate actio ns

16. S tate C o re
SThtand oard stand ard s ad o p te d b y m any
e C o m m n C o re S
state s stre ss d ig ital lite racy and th e ab ility to
co m p re h e nd and ap p ly info rm atio n in a varie ty
o f w ays fro m g rad e 2 o n up (
h ttp ://w w w .co re stand ard s.o rg /ab o ut-th e -stand ard
)
• So , if w e are no t e x p o sing stud e nts to
o p p o rtunitie s to m ake im p o rtant d iscrim inatio ns
and d e cisio ns in th e re al o nline sp ace th at th e y
o ccup y b e yo nd sch o o l, th e n w e are d o ing th e m
a d isse rvice

17. To o ls fo r C re ating D ig ital
• C itiz eleamfroums -
M yBig C ns p
availab
Lig h tsp e e d fo r fre e to
any ind ivid u al (o r
sch o o ls w ith Lig h tsp e e d
su b scrip tio ns)
Ex te nd s th e classro o m
into a safe o nline
e nviro nm e nt th at lo o ks
and acts like Face b o o k
and o th e r p o p u lar site s
• Allo w s fo r m o nito ring -
no stu d e nt is
ano nym o u s o r invisib le
at any tim e

18. M yBig C am p us
O ve rvie w
• As a co m m u nicatio n syste m , it allo w s te ach e rs and
stu d e nts to co nne ct and share id e as and re so u rce s
• It also se rve s as an LM S , and is co m p le te ly FREE:
h ttp ://w w w .m yb ig cam p u s.co m /faq s/ho w -can-i-start-
• D e sig ne d to w o rk w ith Lig htsp e e d filte ring se rvice s,
b u t anyo ne can u se it
• M BC le ts yo u h ave co ntro l o ve r w h at stu d e nts se e ,
b u t yo u can also re le ase it to o , to cre ate im p o rtant
te ach ab le m o m e nts

19. Re so ugrce ng th s orary th e Re so u rce
Lib f M BC is
• O ne o f th e re at stre
Lib rary
N e ve r w o rry ab o u t no t h aving acce ss to re so u rce s
yo u w ant o nline
• N o rm ally b lo cke d co nte nt is acce ssib le , and file s
can b e sto re d in th e clo u d - no m o re lo sing class
tim e se arch ing fo r th e rig h t re so u rce s o r g e tting IT
ap p ro val
• Te ach e rs can also u p lo ad th ing s to th e lib rary o f
th e ir o w n - e ve ryth ing is au to -m anag e d th ro u g h
C IPA-co m p liant p o licie s au to m atically

20. C oo llab nois ratio n to auto -e nab le d
• C llab o ratio safe r th anks
p o licie s and m o nito ring fo r lang uag e and p h o to
p o sting
• O p tio ns fo r vario us typ e s o f g ro u p s, allo w ing
co llab o ratio n acro ss d istricts and aro und th e
g lo b e
• Blo g s, Instant m e ssag ing , and Face b o o k-like
“d iscussio n stre am ,” w ith th e ab ility to re p o rt
ab u se and re ce ive no tificatio ns
• Pe rso n-to -p e rso n co nve rsatio ns ke p t clo se d
b e tw e e n stud e nts in sch o o l b uild ing s and

21. S ch o o lw o rk
• Allo w s fo r th e p o sting o f assig nm e nts, q uiz z e s,
class no te s, and o th e r p e rtine nt ite m s
• G rad e s can b e e x p o rte d fo r vario u s stu d e nt
info rm atio n syste m s
• C ale nd ars and p ag e s o f co nte nt can also b e
sh are d w ith stu d e nts o r o th e r g ro up s - g re at fo r
activitie s, sp o rts, te ach e r co llab o ratio n
• Bund le s can also b e u se d to g ro u p co nte nt,
lib rary ite m s, and file s, and o rg aniz e it b y
stand ard s if yo u like (se e
h ttp ://yo utu.b e /rU C g -U PS6O I)

22. Le sso n Id e as
• C o llab o rative w riting :
h ttp ://w w w .yo u tu b e .co m /w atch?v= Eh BR0t1 k1 N A
• Flip p e d C lassro o m :
h ttp ://w w w .yo u tu b e .co m /w atch?v= 3D RG p _ D lC x A
• Virtu al fie ld trip s:
h ttp ://w w w .yo u tu b e .co m /w atch?v= G 5 Bw 2 PG rr-Y
• Backch anne l co nve rsatio n:
h ttp ://w w w .yo u tu b e .co m /w atch?v= cm e jYVVnp 9s
• M o b ile le arning initiative s (ye s, the re is an ap p !):
h ttp ://w w w .yo u tu b e .co m /w atch?v= Q kh x u _ o nKlM

23. Try it!
• Take th e to u r anytim e :
h ttp ://w w w .m yb ig cam p u s.co m /to u r
• Lig h tS p e e d ’s Yo u Tu b e C h anne l:
h ttp ://w w w .yo u tu b e .co m /u se r/Lig h tsp e e d S y
• W h e n yo u ’re lo g g e d in g e t h e lp at
h ttp ://w w w .m yb ig cam p u s.co m /h e lp

24. S ug g e ste d Re ad ing
• C h ild re n’s O nline Privacy Pro te ctio n Act, 91 U .S .C . §§ 65 01 -65 06 (2 01 0).
• C h ild re n’s Inte rne t Pro te ctio n Act o f 2 000, Pu b . L. N o . 1 06– 5 5 4, 2 0 U .S .C . §§
6801 , 6777, 91 34 and 47 U .S .C . § 2 5 4.
• C o o ke , L. (2 007). C o ntro lling th e ne t: Eu ro p e an ap p ro ach e s to co nte nt and acce ss
re g u latio n. Jo u rnal o f Info rm atio n S cie nce , 33(3), 360-376. d o i:
1 0.1 1 77/01 65 5 5 1 5 06072 1 63
• Fre ch e tte , J. (2 005 ). C yb e r-d e m o cracy o r cyb e r-h e g e m o ny? e x p lo ring th e p o litical
and e co no m ic stru ctu re s o f th e inte rne t as an alte rnative so u rce o f info rm atio n.
Lib rary Tre nd s, 5 3(4), 5 5 5 -5 75 , 664.
• H o lland sw o rth , R., D o w d y, L., & D o no van, J. (2 01 1 ). D ig ital citiz e nsh ip in K-1 2 : It
take s a villag e . Te ch Tre nd s, 5 5 (4), 37-47. d o i: 1 0.1 007/s1 1 5 2 8-01 1 -05 1 0-z
• H o u g h to n-Jan, S . (2 01 0). Inte rne t filte ring . Lib rary Te ch no lo g y Re p o rts, 46(8),
2 5 -33, 45 .
• H u nte r, C .D . (2 000). Inte rne t filte r e ffe ctive ne ss – Te sting o ve r- and u nd e rinclu sive
b lo cking d e cisio ns o f fo u r p o p u lar w e b filte rs. S o cial S cie nce C o m p u te r Re vie w ,
1 8(2 ), 2 1 4-2 2 2 . d o i: 1 0.1 1 77/089443930001 8002 09
• Jae g e r, P. T., & Yan, Z. (2 009). O ne law w ith tw o o u tco m e s: C o m p aring th e
im p le m e ntatio n o f C IPA in p u b lic lib rarie s and sch o o ls. Info rm atio n Te ch no lo g y and

25. S ug g e ste d Re ad ing
• Le ssig , L. (1 999). Th e law o f the h o rse : W h at cyb e rlaw m ig h t te ach . H arvard
Law Re vie w , 1 999(1 1 3), 5 01 -5 49.
• Laz arinis, F. (2 01 0). O nline risks o b structing safe inte rne t acce ss fo r stud e nts.
Th e Ele ctro nic Lib rary, 2 8(1 ), 1 5 7-1 70. d o i: 1 0.1 1 08/02 4604701 1 02 3441
• Juke s, I., M cC ain, T., & C ro cke tt, L. (2 01 1 ). Ed ucatio n and th e ro le o f th e
e d ucato r in th e future . Ph i D e lta Kap p an, 92 (4), 1 5 -2 1 .
• Janse n, B. A. (2 01 0). Inte rne t filte ring 2 .0: C he cking inte lle ctual fre e d o m and
p articip ative p ractice s at th e sch o o lh o use d o o r. Kno wle d g e Q ue st, 39(1 ),
46-5 3.
• O x le y, C . (2 01 0). D ig ital citiz e nship : D e ve lo p ing an e th ical and re sp o nsib le
o nline culture . Inte rnatio nal S ch o o l Lib rariansh ip : Se le cte d Pap e rs fro m the
IASL Annual C o nfe re nce , 1 -1 1 .
• Pre nsky, M . (2 001 ). D ig ital native s, d ig ital im m ig rants. O n th e H o riz o n 9(5 ),
1 – 5 . Re trie ve d fro m
http ://ww w.m arcp re nsky.co m /writing /Pre nsky% 2 0-% 2 0D ig ital% 2 0N ative s,% 2
.

26. S ug g e ste d Re ad ing
• Pre sto n, C .B. (2 007). Zo ning th e inte rne t: A ne w ap p ro ach to p ro te cting
ch ild re n o nline . Brig ham Yo u ng U nive rsity Law Re vie w , 2 007(6),
1 41 7-1 469.
• Ram asw am i, R. (2 01 0). N o th ing to LO L ab o ut. TH E Jo urnal, 37(6), 2 4-30.
• Ro d d e n, K. (2 003). The C h ild re n’s Inte rne t Pro te ctio n Act in p u b lic sch o o ls:
The g o ve rnm e nt ste p p ing o n p are nts’ to e s? Fo rd h am Law Re vie w , 71 (5 ),
2 1 41 -2 1 75 .
• W e ig e l, C ., Jam e s, C ., & G ard ne r, H . (2 009). Le arning : Pe e ring b ackw ard
and lo o king fo rw ard in th e d ig ital e ra. Inte rnatio nal Jo urnal o f Le arning
and M e d ia, 1 (1 ), 1 -1 8. d o i: 1 0.1 1 62 /ijlm .2 009.0005
• W illard , N . (2 01 0). Te ach the m to sw im . Kno w le d g e Q ue st: Jo u rnal o f th e
Am e rican Asso ciatio n o f S cho o l Lib rarians, 39(1 ), 5 4-61 .
• Yan, Z. (2 009). D iffe re nce s in h ig h sch o o l and co lle g e stu d e nts’ b asic
kno w le d g e and p e rce ive d e d ucatio n o f Inte rne t safe ty: D o h ig h sch o o l
stu d e nts re ally b e ne fit fro m th e C h ild re n’s Inte rne t Pro te ctio n Act? Jo urnal
o f Ap p lie d D e ve lo p m e ntal Psycho lo g y, 30(3), 2 09-2 1 7. d o i:
1 0.1 01 6/j.ap p d e v.2 008.1 0.007

27. W e b Re so urce s
• Balance d Filte ring : http ://b alance d filte ring .o rg /
• S p e e d o f C re ativity: http ://w w w .sp e e d o fcre ativity.o rg
• M arc Pre nsky’s w riting s:
http ://w w w .m arcp re nsky.co m /w riting
• C am ille M ayd o nik’s p o rtfo lio :
http ://e p o rtfo lio .cam ille te ach e s.co m /artifacts/re se arch p ap e rs
• C IPA O ve rvie w :
http ://w w w .fcc.g o v/g u id e s/ch ild re ns-inte rne t-p ro te ctio n-act
• S o cial M e d ia tip s fro m th e Fe d e ral Trad e C o m m issio n:
http ://w w w .ftc.g o v/b cp /e d u /p u b s/co nsu m e r/te ch /te c1 4.sh tm

28. Th ank yo u!
Anastasia M. Trekles
C linical Asso ciate Pro fe sso r
Purd u e U nive rsity C alu m e t
atre kle s@ p u rd u e .e d u
@ instru ct_ te ch o n Tw itte r
face b o o k.co m /ice ind iana
z e ld a2 3p u b lish ing .co m /iste 2 01 2