This document discusses the persistence and visibility of digital information shared online. It explores digital footprints from the perspectives of educators, individuals, and professionals. Educators have a responsibility to teach digital citizenship to students. Individuals struggle with content taken out of context affecting their reputation. Professionals must balance their personal lives with being a role model according to their associations' standards. Resources are provided on creating blogs and managing online identities.

1. Highly Visible and Hard to Remove
EDUC 316
Anne Scholefield
Trish Rosseel
Cindy Underhill

3. meaning in context

4. highly visible
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5. ...and hard to remove
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6. Do you have a digital taDoo?
With your laptop/smartphone, choose one of
the 3 tools to search yourself.
 Pipl.com
 Spezify.com
 Personas: hDp://personas.media.mit.edu/
personasWeb.html
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7. Dynamics that Change InteracOon
 Persistence: hard to remove
 Replicability: copy/paste, @RT, <embed>
 Searchability: Google, Pipl, FB, LinkIn
 Scalability: potenOally vast audience
 (De)locatability
 Anonymity: the illusion of…
boyd, danah. 2009. "Social Media is Here to Stay... Now What?"
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8. Digital Ink: 3 PerspecOves
#2: Individual
#1: Educator
lio
Portfo
#3: Profession
ce
Practi
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9. Digital ink...your por]olio
 Your e‐
por]olio,
blog…
 Why?
 Who?
 Concerns?
Ms. Roy’s portfolio:
http://efolio.educ.ubc.ca/sroy/category/04-role-of-parents-and-home/
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10. The Educator: Mr. H
 Offers a blog as support
hub to grade 8 Math
students
 Uses a variety of freely
available online
pla]orms for students
to create and publish.
 Class accounts are used
and student blogs are
private.
Mr. H’s support hub: http://sargentparkmathzone.blogspot.com/
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11. The Broader Context: Learning to
be Digital CiOzens
Create, share, be anonymous or not
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12. The Broader Context: Teaching
Digital CiOzenship
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13. Consider: your view as an educator
In groups of 3, discuss:
 What responsibility does a teacher have to
helping students learn to become responsible
digital ciOzens?
Website: hDp://bit.ly/acjJi
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14. The Individual: Stacy Snyder
 2006: student teacher
“drinking” called into
quesOon. She was denied a
teaching degree.
 2008: judge rejected her
claim that this violated her
First Amendment right to
free speech.
 2010: her photo & story
lives on in perpetuity.
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15. The Broader Context:
The Web Means the End of Forgelng
 Context omen lost on the
web
 “Societal forgelng”
important.
 ReputaOon bankruptcy –
new “fresh start”.
 Technological soluOons:
expiraOon dates for data.
 Forgiveness: explore new
ways of living in digital
world.
New York Times: July 21, 2010
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16. Consider: your personal view
In groups of 3, discuss:
 How would you defend/discuss/respond to a
public view of you that was taken out of
context? How would you defend your right to
personal freedom?
Website: hDp://nyO.ms/dpAcKM
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17. The Profession: Teaching
 Ontario College of
teachers
social media guidelines.
 Vancouver Board
deems “friending” and
personal email
“unacceptable”.
 Blurred boundaries
leave students and
teachers vulnerable.
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18. Broader Context:
BC College of Teachers
Standard 2: Educators are role models who act ethically
and honestly.
“The Supreme Court of Canada has determined that
educators are held to a higher standard than other
ci7zens due to their unique role in society.”
From: BC College of Teachers:
h@p://www.bcct.ca/Standards/Ques7onsCaseStudiesContents.aspx#
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19. The Broader Context: Policy and
Guidelines
oach
n t appr the p
overnme racti
c
he g al ap
T proa
ch
?
The collective approach
http://socialmediaguidelines.pbworks.com/Faculty-and-Staff-Guidelines
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20. Consider: your view as part of a
larger profession
In groups of 3, discuss:
 How do you balance your professional
obligaOon to serve as a role model
(standard#2) with your personal life online?
 What role (if any) do you want your
professional associaOon to play in helping you
with this?
Website: hDp://bit.ly/bTUAxo
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21. Design your digital taDoo...
professional
ssion
part o f a profe
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22. Digital TaDoo Tutorial
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23. Resources
 BC College of Teachers: Standards, QuesOons and Case Studies
hDp://www.bcct.ca/Standards/QuesOonsCaseStudiesContents.aspx#
 boyd, danah. 2009. "Social Media is Here to Stay... Now What?" MicrosoQ Research Tech
Fest, Redmond, Washington, February 26. Retrieved March 10, 2009
: h@p://www.danah.org/papers/talks/MSRTechFest2009.html
 Digital TaDoo: digitaltaDoo.ubc.ca
 Madden, M., Fox, S., Smith, A., & Vitak, J. (2007).
Digital Footprints: Online Iden7ty Management and Search in the Age of Transparency. Pew/
Internet.
 McBride, Melanie (2010)
hDp://melaniemcbride.net/2009/08/27/pulng‐the‐social‐jusOce‐in‐social‐media‐pedagogy/
 Ontario College’s “Use of Electronic CommunicaOon and Social Media”
hDp://www.oct.ca/publicaOons/PDF/Prof_Adv_Soc_Media_EN.pdf
 Rego, B. (2009). Teachers Guide to Using Facebook.
 Richardson, W. (2008, January). Teaching Civics with Social Web Tools. District
Administra7on, 44(1), 56‐56.
 Rosen, Jeffrey (2010) The Web Means the End of Forgelng, New York Times.
 Quan, Douglas (2010) Facebook Blurs Line Between Teacher and Friend, Vancouver Sun.
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24. Resources
Class Blogs
 Welcome to Blogging: class intro for elementary students ‐
Sargeant Park Math Zone: hDp://bit.ly/du9X1k
 Create a Class Blog (2010)‐Edublogger: hDp://bit.ly/7s2CZe
 Sarah Roy’s Class Blog: hDp://msroy.wordpress.com/
Review/re‐use this presentaOon:
hDp://www.slideshare.net/digitaltaDoo/dt‐educ‐316‐
presentaOon‐2011‐final
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