Julie Edwards: Hello, everyone!
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Julie Edwards: Welcome. So it is the top of the hour, and we have so much great stuff to cover. So we will go ahead and get started. Welcome to this webinar. I am Julie Edwards. I'm a librarian and instructional designer at Niche Academy, and I want to welcome you to this webinar on advocating digital citizenship in libraries, resources for public and school libraries.
Julie Edwards: we'll get started here in just a minute. I want to introduce Niche Academy and go over a little bit of our standard housekeeping. I'll start by introducing Niche Academy. We are an easy to use all in one learning platform to help libraries create and deliver effective training and measure success. Our platform is the perfect tool for libraries. If you're looking to increase your E resour usage. Move your programming, including your story times online and deliver and track training for staff development.
Julie Edwards: If you're interested in finding out more about our platform chatting with a member of our team, or hearing what your colleagues and other libraries have to say. I will drop a link to Niche Academy in the chat, and you can learn more about us and get in touch.
We are recording this webinar, and I will make the recording. The slides and the chat and audio transcripts available to everyone who is registered after the presentation. Those will all be available on our blog. I'll drop a link to that in the chat as well. And I will email you all directly when all of that is ready.
Julie Edwards: If you would like to turn on closed captioning, you can do so at the bottom of your zoom screen. Please feel free to chat with each other in the chat box, but if you have a question for the presenter. Please put that in the question and answer box of zoom. Things can get lost in the chat, and if you use the QA. Box we'll be sure to see your question, and I will do my best to moderate those during the webinar.
Julie Edwards: So this webinar series is part of our commitment to solving bigger problems together for providing continued education in the library world. I'm delighted to see so many of you here with us today. I will put a link to our upcoming webinars in the chat.
Julie Edwards: and with that I am so happy to introduce Carrie Rogers Whitehead. Carrie is the founder of digital responsibility, Utah's State sponsored provider of digital citizenship and online safety education. In that role she and her staff teach tens of thousands of students, parents and teachers. Each year
Julie Edwards: a former public librarian, Carey, continues to train and write for librarians. Most recently in the book advocating digital citizenship resources for the library and classroom.
Carrie's, an award winning author of 7 books, and always has a stack of books on her bedstand. She lives at home in Utah with her family, and I am delighted to have her join us today. Welcome, Carrie.
Oh, thank you, Julie, and I'm glad to be here with you. As Julie and I were talking earlier is in our about a library and career. Once you're a librarian, you're always a librarian, and I I'm excited to be able to continue working, moving from public libraries to this work in digital citizenship. So you'll hear me talk about school libraries and public libraries a little bit more in the end. But II really appreciate the diversity of libraries and the opportunities. You can go in like different directions.
On this. I have a couple of screens coming up, so you'll see me going back and forth. I may pause a little bit during the presentation to make sure I answer some of your questions. And I really encourage you to keep in touch. We have a lot of stuff packed into this webinar today. But I have references and resources and emails, and even some giveaways at the very end. So please stay with us as we cover this really big topic.
As Julie said, I write a lot of books. And I was really lucky to write with this last book with ABC. Cleo libraries United advocating digital citizenship, Lindy Ferris Hill and Amy Millstead. So those are 2 amazing, like school librarians in Texas. And so I wrote from half of it from the Public library side, and they wrote half of it from the school librarian side, so there's a lot in there for both
and I recently came out with. If so, I got both of them right here. So this this one just came out earlier. And then this one came out in March this year with Estee. So the International Society for Technology and Education. This is a book around policy. That I wrote with the
Carrie Rogers-Whitehead: who implemented Dr. Vanessa Monterosa at La school district implemented. It implemented a system wide initiative in digital citizenship. So we wrote a book together to help school leaders to help scaling and to really help ship the culture and I and we have people from a variety of different libraries here. Maybe you do everything. I was that my first library job was on a rural library, where I did everything from cataloging to shelving, to programming. Or maybe you're in a system. So.
but if you are in a system and are trying to implement some change in this area. I encourage that book, but glad to. Glad to be here. And talk to you today. And we're gonna we're gonna dive in. And I wanna give a little bit of the context of the state of digital citizenship because this is an evolving field when I started work. Which is a responsibility back in 2,016,
you really didn't hear the word digital citizenship as much. You heard the word online safety still hear that? A lot, of course. But the this there's been a lot of shifting and changing in that. So I'm gonna give you some survey results and some polling and kind of like update you with what like, give you some broad scale. I'm gonna kind of take this and go it like a broader and get more specific as we go through. Then I'm gonna go into digital citizenship standards. This is probably
a little more relevant to this and Lessing planning to your school librarians, but having an understanding of the definitions and the standards can help both
Carrie Rogers-Whitehead: public libraries and school librarians plan and create programs and lessons. Then we'll dive into programming ideas. I have book lists, some other resources I really encourage you to share. If you have some resources as well for this. Then we're gonna talk about the advocacy piece we call this book advocating digital citizenship because digital citizenship is an active practice. It's not passively, just no, no, it's
being a creator, being a doer, being an advocate. And libraries are amazing advocates. So we're gonna talk about ways that you can get engaged in that, and then I guess I might pause once or twice to get questions, but then we'll share some resources, questions and answers, and we'll have that giveaway and a book discount code at the end. You'll also should be getting some Pdf of the slides. I believe Julie will
Carrie Rogers-Whitehead: send them out later, and we really encourage you to keep in touch. So let's let's dive in on this. So I am
Carrie Rogers-Whitehead: at the A/C. Conference in Philadelphia. I know we have a lot of librarians that attend that that large Ed Tech conference. This was a presentation from it that I'm going to be pulling things from. But what's interesting is, I had a very surreal experience earlier this summer is, I have I met with the Ministry of Education in Vietnam, and they I presented on
Carrie Rogers-Whitehead: digital citizenship to them. And they asked me, they're like, How does Digital citizenship work in the United States. And I was like good question. Imagine 50 different countries. And within those 50 different countries there's probably 500 smaller little feudal states, all doing their kind of thing in digital citizenship. So II that the landscape is becoming a little
Carrie Rogers-Whitehead: more I said, consolidated a little. There's more standards than there used to be a few years ago, but it was very interesting explaining to an audience that no, this, how this works in the Us. Is all over the place. So I'm gonna share, actually, some of the same slides, but not in Vietnamese. With you as well. We're gonna talk about some of this. This is from the amazing people at Project tomorrow.
Carrie Rogers-Whitehead: II suggest following their following their research, getting on their newsletter because they survey different trends and things and education. And this was reported out at the June if the 2,023 annual conference. So I'm gonna share that and then tie that in with a lot of the standards and things going on. But yes, there we do have 50 different countries in our country, a little bit in education.
And and I've seen this, and maybe you have to. Just since I began this journey, is we? There is more of a shift from like the more traditional ways of talking about digital citizenship. And when I say traditional, this is not like saying, this is not good. This isn't very important it is. You have to teach the foundation a lot of this before you can move on to these
more specific, broader topics. But if we're thinking about this, we can divide this into like a couple of different categories. As this is evolved, so being kind. And so, some of these more traditional things will start at that younger age, although my opinion is lacking a little bit in the K through 2 crowd and the Pre. K crowd, which is a great role for public librarians to help fill that gap
Carrie Rogers-Whitehead: into this critical evolving. And and we gotta we gotta add more artificial intelligence on here, too. So these are evolving topics, changing topics. When we go into things like data and access and persuasive design, dark patterns, all of this kind of stuff. So these are becoming as technology changes, digital citizenship must change into these critical evolving topics.
Although when you actually survey the landscape of a lot of this. So this is where the survey results came from these, the classroom teachers across K through 12. This is the teacher sample. You're gonna find that some of those critical and evolving topics are not
Carrie Rogers-Whitehead: really happening much at all, if at all. There too. So this is from the the survey size. That's the teacher sample. And what does this look like? What are we teaching? Where are we teaching it? What are you know? How is it being taught all of this. What does this look like? And this and a lot of this teaching is done by school librarians? But it can be. It can vary with who teaches it.
Carrie Rogers-Whitehead: So library time. It's a big one of where this instruction happens. Maybe maybe you're doing this yourself. Sometimes librarians are also in like the elective computer time. Often this is kind of fit in when they're learning typing or some of those basic skills. Course, there's the regular face to face instruction. But most of it. It's like
Carrie Rogers-Whitehead: kind of around this that that time. And so doctors vary from school to school. Not all schools have necessarily even a full time media specialist, let alone necessarily one that certified to provide some of that structure. So what often happens is there's not as much specialized instruction, digital citizenship until secondary schools until more middle and high school. So sometimes this can be left out.
or maybe all they get is an assembly that year or a little bit here and there. So it's not it. But a lot happens during library time, and libraries are really essential to this. So library media specialists about a quarter.
Carrie Rogers-Whitehead: And sometimes that library media specialist tech integration that those roles can be kind of. You know. I see people go back and forth or have those different roles. Often the Often librarian is the tech support of the school. Maybe that's you out there. So it's there's a bit of most of it. Besides teachers, it's librarians that are teaching this. And we're gonna talk about librarian standards and digital citizenship. So where where this is happening
Carrie Rogers-Whitehead: and what's being taught
Carrie Rogers-Whitehead: the traditional things. That's what's being taught. Being kind being safe. That's very important. That's not to say that's not important, but that is a foundation, just like when you're learning a subject, you have to learn to add and subtract before you can add in multiplication and division before you can add in those extra skills that build on top of it. So we are. We're pretty pretty good
Carrie Rogers-Whitehead: about the being kind and being safe. And like some of the positives of using technology to learn new things, we're pretty good about that. But when you look at those
critical, evolving topics. Those are the ones like in green, a little bit more down the down the road about like persuasive design user interfaces. How algorithms affect us and bias and privacy. Our digital, our digital wellness topics related to like, where is our attention? That's not being taught as much. Now, this is K through 12. It's not, I don't see, necessarily broken up
into the younger ages. So I would be interested of how much is actually being taught across the whole spectrum, and I would imagine that it's a little bit less of some of those topics at the at the younger ages there. So there are definitely, there's some things we're doing better, which I think we we're improving. We're we're definitely this is more that's happening than it has the last few years. But we have some gaps that we can definitely be
we we can fill. So where is it happening? Classroom or library?
Carrie Rogers-Whitehead: A lot of you are probably doing this, mostly teachers or them librarians or computer teachers.
Carrie Rogers-Whitehead: most of us on the traditional topics
Carrie Rogers-Whitehead: reducing whip risks. But so we kind of still come at this from like a a come, a little more fear based approach. There's still a lot of this like scary protect not always like more about protection than creation, and using those tools in a different way, less less kind of like watching and putting barriers up than Mo. Sometimes that empowerment piece, that next
step that higher level learning on some of our digital citizenship instruction. But that's where the standards are really trying to push us. There. That's W. We're gonna go over some standards here, and they are advocating for this higher, critical evolving. And as we add more things like AI, and all of these more technology in schools. These need these critical evolving issues become more
and more important. And we need to like start them younger on those traditional topics. And so we can move them into the more advanced evolving topics as they go through. Their k through 12. So I'm gonna show you a few different standards. Frameworks unesco is when. So when I was out there with the Ministry of Education and Vietnam, this is what they were familiar with, and so II went through and kind of pulled in
Carrie Rogers-Whitehead: some places that you can find digital citizenship. So this is their, this is the digital literacy global framework that Unesco uses it is more common. You commonly use outside the Us. Of course it is, can be a. It could be a basis or a framework for a lot of state and other kind of standards on this topic. So I put little arrows near some of these digital citizenship related topics, and you can see
Carrie Rogers-Whitehead: you could see a lot of overlapping here. Really the only one I thought like here that wasn't was organizing and retrieving data and content. So and don't get me started on file folders and directories with younger people. I think that 1.3 on Information Day literacy is important, but it is. It is interesting to see how many digital citizenship concepts are inner woven for this digital literacy, global framework. And I should
Carrie Rogers-Whitehead: pause for a moment to say that sometimes there are with how we do definitions around digital citizenship. Sometimes we'll see people say digital literacy, and they put digital citizenship underneath it.
Carrie Rogers-Whitehead: Other times you'll see digital citizenship, and you'll put digital literacy underneath it. I seen it both ways with how, whatever that umbrella term that you're using, and then different states sometimes use different words, too. But that's from the UN. There, the digital literacy, global framework. And there's lots of digital citizenship here. So they could. They use the word behavioral norms. They have some digital wellness, correct
concepts around risk. They have privacy, personal data. That interestingly, unesco has environmental impact they they add into. That's related to some of these digital citizenship digital ethics like, how are we using this in an ethical and responsible way? So this is a global framework. It's a good way to like it's it's used by many people when it can kind of like inform a lot of the framework
Carrie Rogers-Whitehead: works and standards there. So I wanted to make sure that people are. We're aware of this because this wasn't. This isn't always out there as much it goes into.
Carrie Rogers-Whitehead: There's a lot here. And then it goes into career, related competencies which is somewhat related, but not as related to digital citizenship as well, too. So this is one that's used that I thought I would share. I'm not. Gonna of course I'm gonna sit here and read it to you, but you might want to check it out for the digital literacy skills of what Unesco is promoting. But also there's other places that you can find these digital literacy skills.
Carrie Rogers-Whitehead: And one that you might be familiar with is Asl American Association school library standards. Just like Unesco. They have these standards interwoven across different topics so shared foundations. I think. Do we have a slide of it? No. But if you go on the website, they actually have a crosswalk where they kind of link. I really like how they visually connect a lot of these foundations with
Carrie Rogers-Whitehead: the skills. And they'll use sometimes competencies in in that that word there, too. So librarians are. This is, this is, in my opinion, the most comprehensive framework for it, like a teacher, might have some digital citizenship, because in one topic, but they're only teaching one topic. So this is maybe a more comprehensive standards that many teachers use.
Carrie Rogers-Whitehead: With a what a A. A. SL. Provides, and that is part of the issue that we'll dive into a little bit more is that you have different teachers that might not have had any training that are teaching a variety of subjects that are maybe trying to instruct on digital citizenship and kind of like these silos.
Carrie Rogers-Whitehead: A. And this is a great way for school librarians and others to come try to help and support, because librarians have a really comprehensive standards and framework around digital citizenship that you might, that other teachers might not be aware of or have, or don't have a responsibility to even do
Carrie Rogers-Whitehead: so this is where you can come in a little bit. There is the Asl standards on the Crosswalk. It's actually interwoven with some of the Se. Or International Su Society for education standards. So here's some big ones.
Carrie Rogers-Whitehead: They have these standards. This is just like the basic student one. They have these age bandits. So it goes down to like ages 4 to 7. So you can find more specific standards. On digital citizenship. And they have school leaders, standards. They have coaches, coaching standards. They have educator standards. So they have different roles have different digital citizenship standards. But these are some of the
Carrie Rogers-Whitehead: the the student wants, and you'll see some definitely, some similarities with what Asl says and what Unesca says. Here, you've got issues of personal data and privacy, intellectual properties on here. Positive and ethical behavior. And that, and then is to uses that word digital identity and reputation also, sometimes known as like your digital
footprint. There, too. So that's that's some more standards with Isti. And they they like Asl has Co. Have competencies. You can see I have a poster of some of their competencies. On on like this. These topics. And I've seen some librarians actually, maybe take one competency and do that one competency for a quarter or a semester breaking it into the topic. So we're gonna focus on inclusive. And what II do like. And it
especially this can be used in public libraries, is using this I language when working with students. Because, like I was saying earlier, is, we've kind of adjusted from this traditional to evolving standards. We still have kind of this like this hamburger we are. The adults don't do this. Don't do this, and we're like very, very top down.
Carrie Rogers-Whitehead: So if there are like maybe signs up around the public computers. Or there's some policies having these student centered eye language. Words are really helpful because it really kind of encourages students to empower them, because so often they're just told what to do on this top subject by adults who frankly aren't always the best digital citizens, either. So
Carrie Rogers-Whitehead: signing a name to I will do this really can help encourage more of a positive approach to some of this. Now, I can't just talk about some of digital citizenship standards without talking about cyber security, and you probably followed some of the news and things out there. There's some been some big hacks we have had. K. Through 12 schools been broken into a huge amount the last few years. They become. They're more vulnerable
Carrie Rogers-Whitehead: targets. And you also have more cyber security, curriculum and standards that are being implemented in different states and areas. So this there's definitely a lot of intersection with cyber security and digital citizenship. And so maybe, like your your district or your set, your your library system is like, Wow, cyber security is very important. This is a great way to weave that in to get
Carrie Rogers-Whitehead: to fit digital citizenship in. If you want to dive into more, there's gonna there's increased funding in this as well for K, through 12, and you're gonna see some more Co cyber security and computer science standards. So this is this is definitely, there's a lot of people working on this topic, partly in reaction to major hacks of student personal data being shared and
there has been schools held ransom with ransom paid out money for ransomware. So this is a, if this is an evolving growing issue. And that's where we, a lot of these issues happen because of the user. Because there's a vulnerability. And maybe there's those digital citizenship skills around safety understanding scams. Media literacy.
Carrie Rogers-Whitehead: It could have been prevented. So a lot of it is by the users. So just say so wanted to share some other standards on there. There is not one universally approved cyber security standard, just like there is not one universally approved digital citizenship standard. So. But there is a some great stuff at Cyberdorg. If you want to dive in.
Carrie Rogers-Whitehead: And when we talk about these standards with Asl or Unesco, or A/C. You have them interwoven of a lot of topics. So this is a very holistic
Carrie Rogers-Whitehead: topic there. That this is something that we need to. We I sometimes give the analogy of a car with digital citizenship like, I can't just teach you like. Oh, there's a stop sign. And the red light means this, and the green light needs this. I can't just focus on like the safety to teach you how to drive a car. I have to teach you things like wellness of the car, the maintenance of the car, gas and oil, and how to take care of
of it. Defensive driving some preventative factors to empower you. Not just freak you out, but so often we teach digital citizenship the same way as if we told 15 year olds. Oh, if you don't stop at that, stop sign. You'll get in a car accident and die. We have like kind of this, like fear, based like extreme approach to teaching it. And and I really encourage, like looking at this from a holistic point of view. You cannot
Carrie Rogers-Whitehead: teach just the stop signs. You can't just see. Teach the safety hazards. If you don't teach everything else that goes with driving a car. So I'll pause for a second here. If Julie has some questions in the box we've I've given you a big overview landscape of the context. The the state of digital citizenship. Standards. And I wanted to hear from you before we kind of move on to some more planning and programming.
Julie Edwards: Thanks, Kari, we did have a question come in about cybersecurity. Someone is asking in terms of students identified by society as quote unquote other has attention been given to cyber security in the area of preventing people from being outed.
Carrie Rogers-Whitehead: Hmm, well, II that's a good question. I know. I follow some news media of issues with tracking software and some of the school safety software that would certain words would trigger like alerts. And some of those alerts were based on marginalized communities. And and those words that were used
so,
Carrie Rogers-Whitehead: II don't have a clear answer. But I will say that we need to improve our algorithms around some of these safety measures, because sometimes they target. They have such a broad brush that they target vulnerable populations that are maybe seeking help. They don't necessarily need their privacy abended. And and this is an issue with privacy. Imagine learning was a big big hack late lately, and there was personal privacy
Carrie Rogers-Whitehead: data with students. And so I don't think any of that behavioral or data was was hacked, although someone correct me if I'm wrong. But think about how much data a school has. It has a lot of personal data on students that we have to work on protecting.
Carrie Rogers-Whitehead: Wish I had better answers. So it's an evolving topic that we need to prove on. No, that was the only one that's come in so far. Thank you.
Carrie Rogers-Whitehead: Feel free to put them in, put them in the the question box. And if you want to share, as we're talking on this next 2 sections on lesson planning and programming look. I would love to hear from you as well. If you have any ex examples of programming or plans, or anything that you so put those in the chat share with everyone else, and then put any questions. In that question box. And this is a this is a question I get like
Carrie Rogers-Whitehead: this is such a big, multidisciplinary, holistic, huge umbrella topic. Right? Where do you? Even? Where do you even start? So we're gonna share some ideas from lesson planning that will be relevant to both public and school librarians. But then we'll go into programming, which is probably more relevant to public to
Carrie Rogers-Whitehead: So where do you start? This is, I have like. Do you remember the chase, the big chase books of calendars? When I was a public librarian, I had one by the desk. Now you could just google it. But like this is back at like, Wow, 2,009. And I would pull out the book and be like what's next month. And II loved that book. But II know public librarians, school librarians, too. You you! We love our dates and holidays. It's a great way to fit things in
in in some kind of form or or fashion. So I mean, we are in hot Level digital citizenship time. This is the month of October. We have media media literacy week. Normally, the National Association for Media Literacy education does a lot of different
Carrie Rogers-Whitehead: events to national Internet day. So we got banned book month as well in October. So there is a lot of stuff in October. For sure to be able to promote digital citizenship. But here's just some ideas you look through the calendar of ways that we can incorporate. This. I know. Sometimes I like to talk about digital wellness and making digital goals in January.
and like the later in the year, I know sometimes parents want. If you're in a public library, maybe having a tech night where you teach how to use certain things or settings, because that's when a lot of new devices. Get given to kids. Maybe they get their phone or their tablet or new video con game console or whatever it is, they might get that around the holidays. So that could be a way that you can incorporate. Some of that as well.
Carrie Rogers-Whitehead: But yeah, we have device free days. There's national days, if unplugging, save Internet days since in February. And some of these, if you look out like, for example, the safe Internet Day site, they have some free resources and things out there too. So some ideas, if you have one that you use please please share it as well. Digital citizenship intersects with so many things that you can. You can fit. You can fix them
Carrie Rogers-Whitehead: in there. So might be first step if just just to start. Look at the calendar. How can we fit this in and where can we fit this in? So some of this is can be relevant to either type of librarian. I know that when we sometimes go out and teach students or parents, we go to like a school stem or steam night, and that's a great way to kind of incorporate that or back to school events.
So this is where a great collaboration made between the public and school librarian is. This is where sometimes students get like a chromebook where they sign their responsible use policies at school, and they're getting new passwords. And they're getting new software and all of this kind of thing happens at the back of school time. So this could be a way to have some additional parenting events, or or offering some more services at the Public Library
Carrie Rogers-Whitehead: to work with the school libraries. All of this starts happening. Yeah. I mean, I remember when I came back to school this this last month I got a packet of passwords and and software. You know, like what this is, a place that parents need some more information. Other places, I know sometimes, you know you don't have as much. You don't have as much time. School librarians sometimes see people may, but maybe they can run a newsletter, or they can do a tip of the day. And
Carrie Rogers-Whitehead: sometimes I've seen people do a tech Tuesday and then put out the the tip or the reminder, or whatever it is. So and another one I'll mention. I we we did a responsibility, have done a lot of programming during health class. So there is some standards in different states around digital health within the health and physical science standards. So that can be a way to incorporate that
as well. So these are some ideas. Feel free, as I said, to share some of your own lesson or other planning ideas. But II remember when I did story time. This is her friends. For years I had like a folder of topics, and then I had my chase calendar, and I was always trying to find tie in to whatever programming it would be. And I love planning by topic like I got. I had like 5 iterations of frog story.
Maybe you did. I love the topics. It's fun to do that. So I if you are the same way that I am. This is another way that you can kind of get going on. This is planning by topic. So we're going to pick one of these elements. This is from microbial citizenship and schools.
Carrie Rogers-Whitehead: And so digital literacy is one. Okay, we're gonna do. This is the topic this month. And we're gonna have an activity here. We're gonna have a book display here. This is the topic this month. And you really you can. You can narrow down these topics even more if you wanted. But just picking one specific element of digital citizenship to plan a program or a lesson can
Carrie Rogers-Whitehead: can help wrap your brain around it. And maybe and over time. I've talked to some librarians on this. If they start developing their own little folders, maybe you have your own little file like I did. You just start talking things away, and it grows over time until you till you're ready to go. Until like, Oh, yeah, I got that. I got it ready.
Carrie Rogers-Whitehead: When you're and when you're thinking. If on a more formal instruction way, I learned a lot from my a amazing co-authors with advocating digital citizenship, Lindy and Amy, and they taught me this. They taught me no understand, do. And and I've seen this in kind of different formats of like, how we're teaching this? How do we? We know the topic? Can we get me to understand the topic and do something
to illustrate the mastery? Because this is sometimes what I feel is missing in digital citizenship, especially when we have things like assemblies when we were like, Hey, kids don't cyber bully like, yeah, go team go. You know how, whatever those are. And we we talk a lot about the knowledge piece. But we don't actually give them opportunities to practice. And this is what we see. Sometimes like
Carrie Rogers-Whitehead: there are some nervousness. I remember teaching a group of educators and sharing some lesson ideas, and some one of the teachers raised her hand, and she's like, well, we might get in trouble if we do that, I can't do that activity, and and II totally feel for them. But it's hard to actually do and show mastery of the standard, if you, unless you can get online and do it too. But keeping this this helps.
Carrie Rogers-Whitehead: you know. Keep in mind in the lesson planning. What are you not just going beyond that knowledge to? How are we actually allowing them to do the do it.
Carrie Rogers-Whitehead: So maybe I got my idea. I got my topic. I've got kind of a a basic lesson that includes the knowledge, and in a deeper way, and then understanding and a demonstration of it. But how do I deliver it? And this can vary a lot, as I was shown in those survey results. We've got about 50 libraries, 50 classrooms, but we have a war.
Carrie Rogers-Whitehead: There's a wide variety of different classrooms and subjects and libraries and topics. And so this can really really vary. And there's not necessarily one right way to deliver some of the digital citizenship instructions that what it's what works best for you, and sometimes, you know, you have a lot of things you have to teach or cover, and you have to fit it in.
Carrie Rogers-Whitehead: and sometimes maybe you can do that longer, deeper dive, which I love to do. But maybe you just got 5 min. So what's a tip that we can share to go out there. So those are some. you know. Are we gonna do this on a campus? While are we gonna focus on parents in the school community. It doesn't always have to be student facing the digital citizenship affects everyone. It affects all the teachers, it affects the the larger community of parents and caregivers, and it affects the young people, too. And so picking those different audiences is is important on determining how we're gonna deliver the instruction.
And are we gonna deliver it asynchronous or synchronous. And there's been a there's pros and cons for each way, and I'm not gonna say what's best, because what's best for you might be best for someone else. But II course as a public library, and I love live programs. I love to work directly with the young people I still love to. I still work with teams and still on the ground, and I love it because you can really dive in
Carrie Rogers-Whitehead: into those like activities. You can have these really big discussions and collaboration that I just like really is wonderful live. But that's hard to scale. That's hard to reach everyone, and sometimes the people you really want to reach, and they can't make it
Carrie Rogers-Whitehead: so, having some options to be able to deliver some of this asynchronously that they can just kinda tune in and tune out helps, too. So if you're a school or public library, and you're like this is really important. You have different events or programs that are synchronous. But you also add something asynchronous, like, okay, so here is some videos that we're gonna post
Carrie Rogers-Whitehead: and share and put on our website. We're gonna have a tech tip this way. We're gonna have something else that people like a passive kind of program. We're gonna put this out here in the teen area, and they can do that. So there's some. There's some pros and cons there, asynchronous. It really helps with the scaling and the flexibility. In time, you can kind of, and.
Carrie Rogers-Whitehead: you know, break it up into different areas. And it's good for just sometimes the basics, because sometimes students are not even getting those basics at all. They might not get anything into middle school until maybe they've had a phone for a year or 2, so don't just any any way you can hit these target audiences in various different ways, whatever is best for you. But I wanted to share some different
Carrie Rogers-Whitehead: ideas on this. And this is from my co-authors. Ii like how they talk about context. And that's why, having both synchronous and asynchronous can help.
because if it's an asynchronous thing on it, maybe it's a pop up or something that happens when they're or right next to the computer with the public package. In the context, they're on the computer. They're doing something. It's right there versus out of context there, too. So you know, we we got it. They have some wedded practice, and and public libraries and school libraries. Have sometimes a little bit of flexibility that they they can have more play, more practice
Carrie Rogers-Whitehead: practice. You don't have to always teach to the test. You can have like after school programming. That can be a little more informal and include some of these topics that they can't fit in the school day. So we wanna teach digital citizenship and contacts. That that means being on the ground sometimes and being there online when they are online, too? So I'll pause for a bit and get like your any comments.
Carrie Rogers-Whitehead: comments or questions. On on this topic. So that's lesson planning before we dive more into programming. But hopefully, that spurred some ideas and helps. You know where to start a little bit, cause it definitely can be daunting. So, Julie, if you have any questions, I'll address those before we dive into programming.
Julie Edwards: Thank you. And you may cover this in the next section. Several people are asking for suggestions on programs for adults. Specifically, seniors, anything you can recommend
Julie Edwards: for that age group
Carrie Rogers-Whitehead: great. And I'm glad you mentioned seniors because they are a a at risk for different online scams. I know that I so I work for solid county library. The solid accounting aging services sometimes would have librarians come in. This was years ago and do digital literacy instruction, and and basic computer skills. I also know of a really cool program called cyber seniors. I think it's in a few different places around the Us. It's basically young people teaching seniors
Carrie Rogers-Whitehead: some computer skills, too. So I don't know if there's one near you. But I am glad you brought that up, because, you know, they're they're vulnerable population. And I look, the scams have become more sophisticated. And it's getting and and they're targeted a lot. So I will dive into some more programming ideas for adults, too. But I'm really glad that you brought up that population. Anything else, Julie, before I move on.
Julie Edwards: Yeah, we've got a couple of State librarians or staff from State Library agencies on the call, and someone's asking, Do you have suggestions for State Library agencies to develop standards of digital citizenship, education to assist public libraries.
Carrie Rogers-Whitehead: Yeah. And I, if I was a State labor and I would see what you have at, like your State Board or a your agency of education because some States have really developed their own standards. So all for New York, for example, they use the word digital fluency standards. So they have their digital fluency standards that incorporate digital citizenship in there. And you kinda wanna make sure that if you can match
Carrie Rogers-Whitehead: what the K through 12 is doing, and they have some great ideas, too. So there can be a collaboration because public. There's many ways public librarians can support what's happening in school libraries, and you have a little more flexibility than some ways, and the school librarians do to be able to support that digital citizenship learning. But if there's nothing. You can also go back to Isc in Unesco, which are kind of larger standards, that
Carrie Rogers-Whitehead: many State standards are built upon those standards, too. But great, great question there, and happy to happy to talk, happy to talk more. And I, you know here's my plug for my book, policy and practice. I wrote a whole book on, how do we implement this? It's hard, it's hard and but having this agreed upon definitions and standards is a really good first step.
So thank you and keep the questions coming. And I'm gonna dive more into programming. And and I, as I said, Keep keep maybe program ideas coming share. This is a broad topic. And there's a lot of different directions. You can go into it depending on your audience and how you're gonna really focus on programming. I love this myself. I was a youth services team services, outreach programming librarian. So I love this. I'm glad to have some programming people
in here. And II wanna touch on academic leverage. Julie, you are from an academic library. Not me as much. But this II work in higher Ed. As an adjunct. I've been an adjunct for 8 years on the side. So I work in higher ed myself, and I will say, and I sound like an old person when I say this, because these days with digital literacy, I have spent more time with digital literacy training for the younger for the younger students. Than I
expected. II will say there's been a lot of troubleshooting over the years. Teaching college students. So this is a great place to kind of fit in digital citizenship. I've even had many lessons on
Carrie Rogers-Whitehead: some like digital digital etiquette, because I've gotten a lot of a no subject line. Hey, professor emails over the years and trying to teach some basics of that also teaching, where? Where did? Where did my canvas assignment go like file directories. There's a lot of great ways that we can teach things. So
Carrie Rogers-Whitehead: with, there's a bit. There's an interesting gap between the generations in terms of digital literacy. You have, like millennials, and Jen Xers, and maybe and maybe like the maybe some of the older Gen. Z. But most of the Gen. Z. Had different user interfaces. And they didn't learn file directories the same way. So you have kind of this disconnect between digital literacy skills between teachers and students.
and and they can help each other, they can definitely help each other as well. I know a lot of higher Ed often offers bradging and credentialing. I've seen some K through 12 districts. Start this badging, and this could be something to add in higher ed as well.
Carrie Rogers-Whitehead: so this is that I would start in academic because I can speak from experience. So we have some some ways to go on, some digital literacy gaps to fill. That can re, then that's where you can introduce in context the digital citizenship.
Carrie Rogers-Whitehead: But talking about talking about adults.
So I've done many of digital parenting events. Here's me with a bunch of parents, and I've done them on small scales with just a few people where it was more like a roundtable discussion. I've done it on big rooms.
But I wanna just like this is a great way for librarians to be evolved. I've done a lot of these event, at events, at libraries, either school libraries or public libraries, and in my experience parents are hungry for information, because technology changes so fast apps come and go, and they're like what is going on here. I don't understand. And there's a lot of like
Carrie Rogers-Whitehead: they're they're they're wanting some information. And librarians are really trusted resources. They're you're you're part of your community. They know you and I think you have a lot of those tech skills and and ways to support those parents. So if you are doing one, and this can be for public or school, both can do it. I've done it both places. But if you can partner with like a parent teacher, organization, other or others out there to get the word out that helps
Carrie Rogers-Whitehead: and I have learned over time. So when I start this off, I say, what do you see? And we spend a while having this discussion, because sometimes parents just really just wanna talk. Sometimes I wanna let it get off a little steam on this sometimes I won't lie. It feels like a therapy session, but they sometimes just seem a little out. They they don't have a lot of people to talk to about this topic, and they're just sometimes overwhelmed. So
Carrie Rogers-Whitehead: giving them a chance to talk. I really encourage making it as discussion based as possible. I don't lecture much when I go out. There, II bring resources. Sometimes I'll even bring things for people to take notes. I'll sometimes break up in groups. I really try to give parents those opportunities to talk. The librarians are also in a really good place that they can do. Digital literacy focus like putting out the devices. Here's the.
here's the phone. Here's the tablet. How do you use it? How do you adjust the settings? How do you go into like making making I know.
Carrie Rogers-Whitehead: like a social media account? And how do what does this look like? Because I'll tell you like, sometimes those things move on the different dashboards and the platforms, and it can be hard to keep up with. How do I adjust things? How do I put this on night mode? How I put the screen time, how to install this app all of that. Just a play area for parents is helpful to
Carrie Rogers-Whitehead: this is a you can also partner with local law enforcement. So the Icac or the Internet crimes against children's task force. I've worked with them for years. They they. There is Department of Justice funding that goes into state and local icac task forces, and they often can come out for free classes and education. So they'll also talk about things like the law in terms of like sexting or child pornography. They kinda have a little more of a focus that way, but that's valuable information to know.
Carrie Rogers-Whitehead: What does that look like, and they have sometimes resources as well. And then snacks always snacks. I always always snacks at a library family family family event there, too.
Carrie Rogers-Whitehead: and if you're looking for book, display or book ideas. These are fun ones or story time, I'd say, but or just a book display in general, I think my favorite one on this list is facts versus opinions versus robots. By Michael Rex. It's really fun. But maybe some of you remember from when you were a kid, the true story of the 3 little Pigs. That's a book about fake news, Shawn. She's
right. And so there are. I'm seeing some more books come out there. Capstone has partnered with Isd on a new digital citizenship series that's coming out, Sonya. I think I can't remember the name of the first title, but there are some other books
Carrie Rogers-Whitehead: out there. Don't feel like you have to write them all down. Share any book ideas that you have, but sometimes you you might have one topic, and digital citizenship, like unplugged, is more on digital wellness and couch potatoes more on digital wellness fax versus opinions versus robots, more of media literacy. So there's ways to kind of
Carrie Rogers-Whitehead: incorporate this in digital different digital citizenship topics to start introducing at that young age, but sharing you that you have as well. So we developed some some concepts. II love story times that if for years, and when I'm narrowing down the topics for these that Pre.
Carrie Rogers-Whitehead: Pre. K. Age. You kind of have to start with some of this emotional awareness. That's a big part of digital citizenship is being aware of how the media is affecting you, how we're feeling, how we're reacting to things. So having some of that like mindfulness, that social emotional learning piece and Pre. K, digital citizenship programming is really important. Because
how can I express what the what I see online is affecting me if I don't have the vocabulary for it if I can't express my own feelings. So that that piece is a foundational piece. Also, we just say, be nice to your device.
Carrie Rogers-Whitehead: Plugging it in restarting, not throwing it across the room, not eating chocolate pudding while you're eating the device, whatever it is. Those are some like the basic like the hardware hardware piece. Because, yeah, those things can break. And and it can be dangerous. And there's chargers and headphones and all sorts of things about being nice.
Carrie Rogers-Whitehead: asking permissions, a really big one for younger kids. So in in our work we found that often when kids stumble upon something inappropriate, it's not because, like the 5 year old, doesn't know how to spell certain things and put it in the search bar as much, but they stumble upon it like an older siblings device or with the friend is that's where they might be exposed to certain things that maybe does, you know. So you need to ask permission is a safety issue to use. And look at that.
Carrie Rogers-Whitehead: Thanks. And then we, you can start them on the basics of digital wellness taking break media literacy. But if you are working on some story times, like also teach the parents because the parents need to learn to. We're all learning this together, so maybe send them home with like a tip or a book idea, or whatever. If you are doing a digital citizenship theme story time. But you can, of course, incorporate these
concepts within your regular story times. You could fit it in with the frog story time some way, or just have those tips as you're doing your different story times there, too.
Carrie Rogers-Whitehead: So I'll I'll pause for a bit before we go over our last section. If there's any quite well. Actually, Julie, I think I'll go to the end because this is our last section. Then I'll open it up for questions on programming. But II know there's some chat coming in, and I encourage you to keep doing it. So so almost this last section on advocacy, which is kind of related a little bit for programming as well. But which is one thing that librarians are amazing about.
that you. You speak up. You serve the community. And this is a topic that affects all of us. It affects us in terms of misinformation, a lack of trust and institutions, safety, cyber security. This affects all of us. And so, being an advocate is
Carrie Rogers-Whitehead: real important. So I'll finish this last section up, open it up for questions for a few minutes, and then we'll do our our giveaway. So I know sometimes that people are like. First of all, it's a mouthful digital citizenship. I admit it first, and I have some people ask me like, what what would be another name for? And I'm like I get that. There's some other names that you can use. But I actually like the word citizenship, because it's it means active engagement.
Like, if you are an active citizen, you are going to your local meetings, you are voting, you are participating. And so I,
Carrie Rogers-Whitehead: that is, civic engagement is an essential part, that action part of digital citizenship. So I'm gonna share a few ideas and resources around advocacy, and then we'll open it up a little bit.
Carrie Rogers-Whitehead: Little bit more librarians have always been these civic institutions, and I know, especially like 2016 2017, there was a lot of librarians that did some amazing work. And around media literacy and fake news. That problem has not gone away. If anything, it's probably gotten worse in some ways, as we've added more AI and bots and everything there, too. So that is definitely a big need.
But librarians are to be leaders on this subject. This is a big role for librarians and and sometimes librarians are the ones speaking out on things like facial detection. The American Library. So she has a state, has a statement on facial detection, software and privacy. And there there is statements that you can look at if you want to dive into it. But this access is a big issues without access. There's no libraries without access. There's no digital citizenship. And so when
Carrie Rogers-Whitehead: enter, all my spaces are walled off, or restricted or banned or taken away, that's an access issue. And access is the foundation of digital citizenship. We seem to think that we can ban and take away things and then expect children to know what to do online when they don't have access to it, or they don't have access to kind of explore a little bit. So part of this concept of access is vital is a vital
Carrie Rogers-Whitehead: library value. And it's also a vital digital citizenship value. So that's a great how, when I think of a lot of advocacy, I think of it around access and banning and and and restricting, and all of that.
Carrie Rogers-Whitehead: So these are some big topics that librarians can also be involved in, that, as I said, affect
Carrie Rogers-Whitehead: all of us out there. And you see some librarians making statements and coming out around things on AI libraries. Libraries are also big privacy protectors. So this goes back to like the patriot act and librarians. Talking about that. The electronic frontier foundation is partnered with libraries around there, with library toolkits. Libraries are big into privacy and pushing back on them
Carrie Rogers-Whitehead: things like data, mining, and security threats. So these are some big, growing, evolving topics. This is why the subject of digital citizenship needs to move beyond that foundation of the kind. And don't cyber bully to look at all of these systemic, algorithmic, sophisticated threats that are influencing our behavior. And this is one way that lies.
Carrie Rogers-Whitehead: Librarians can be involved. And these are just some big ones. These are. This is not an exhaustive list by any means, but librarians libraries as opposed to other places. Have that as part of their library bill of rights, their privacy to protect people to privacy, to allow that freedom of information, some of that is baked in so if we're, we're thinking of some programming ideas
Carrie Rogers-Whitehead: because public discussions there was a lot of that on misinformation and fake news. And I know everyone wants to talk about AI right now at issue. There was like 50 plus sessions this a few months ago. It was the big topic everywhere. People want to talk about this. When I talk to parents. They want to talk about this as well. So having a space for people or having some kind of experts, because there's a lot of quote unquote experts that don't
Carrie Rogers-Whitehead: there? There's a lot of misinformation and fear around that topic, too. Other ways. One thing II like is, there's actually some legislation going out to to allow people to like, prepare their phones, because so much of this is like a black like a black box, and if it breaks, even though I pay for it, I don't really own it. And I there's some amazing maker spaces that librarians do, and being able to repair things.
Carrie Rogers-Whitehead: So there's a whole national mobile repair day. And there's a lot of resources@repair.org that relates to kind of like, you know, ownership and access to in terms of digital citizenship and advocacy.
Carrie Rogers-Whitehead: There are. I'd love to hear some of your different ideas as well. Those are a few, but I wanna give. Make sure I get the last few minutes to share and share some resources and share some codes with code and information with you. I'll circle back to this page as well. But I know I wanted to go fast, cause we had a lot to cover to make sure that we can get.
Carrie Rogers-Whitehead: Get your questions there. But this is a I guess it's a newish book. But it came out for public and school librarians. I've referenced it before with my amazing co-authors. And niche Academy is, we're having a 2020 off code for that. You just put niche, and I see for that 20 off code. And there and I think, Julie has put a link to the book there. And there's the code.
and I will. I am gonna give away a limited number of pilot programs. So we digital responsibility does teacher certification. We
Carrie Rogers-Whitehead: taught thousands of teachers around the world have to be certified and really deep deep dive digital citizenship. We can provide license, your hours in a few different states, too. We're approved in a in in several States, especially in New England. So if you want to get dive in and learn more about digital citizenship email, me and I will give away a limited free, like pilot license to a few libraries. There, too.
Carrie Rogers-Whitehead: I'm gonna circle back here, and open it up more for questions and comments, and also thank you for those questions and comments in the discussion. And being here on this really big, complicated topic that I did my best to condense in an hour. So but please keep in touch for me if you want more specific questions, if we don't get to them
Carrie Rogers-Whitehead: in this hour, too. So, Julie, if you have anything we'll we'll have a few minutes, and then please keep in touch, as I said.
Julie Edwards: Thank you so much, Carrie, this was excellent. I am amazed at the amount of information you fit in in such a clear way. This is fantastic. We so appreciate it. We do? We have had some questions.
Julie Edwards: Come in. So you touched on this a little bit. But you mentioned that there's a gap in educating pre-k children specifically, can you expand on this? And what are some ideas for reaching this age group? This is from a person who is a public librarian who does a lot of outreach with area preschools and daycares.
Carrie Rogers-Whitehead: Yeah. So some of the reason I brought that up. It's kind of like a depressing reason, because I'm on the State. Itac, the Internet crimes against children's task force, and they report younger and younger ages of child exploitation. And child pornography.
Carrie Rogers-Whitehead: So they're telling. They told me for a few years now that they keep seeing things at younger ages, which tells to them that there is a there is some missing information, not just with the parents, but the the children, too. Around this topic. So that's one data point. But the others is like what I was mentioning earlier is a lot of elementary schools don't necessarily have certified media specialists, or they're part time, and they don't have time for any formalized
instruction. And then you don't have pre-k this, that isn't happening a lot in pre-k schools, either. You know you're learning other topics. So there's kind of this gap. And you have children that are getting online at in preschool ages, or have devices in preschool ages, even phones at kindergarten first grade. So there is this gap between the actual formal instruction and and the ages. And you have
a lot of ish these issues happening at younger and younger ages. So I'm glad to hear you're doing outreach. I think that we can do better about instruction. A lot of the instruction in the digital citizenship world is focus on adolescents, which is important. This is very important, and there's less actual content and curriculum for younger ages, too
Julie Edwards: awesome. Thank you. Several questions have come in about working with adults or actually anyone with disabilities. So someone mentioned working with deaf patrons, someone mentioned anyone with disabilities. Do you have any recommendations?
Carrie Rogers-Whitehead: Yeah, so there's my, the right play. I wrote a whole chapter in the book on that on neurodiversity. Where I worked in a few like we have a contract working with a youth in care. So I've been at the State Hospital. I've been in special Ed classrooms, and I would say, like, if I'm gonna summarize this in a general way, digital wellness is a really really big topic, and also some issues of safety. Cause if you're working with like foster care, youth or youth that
have maybe in developmental disorders, they can be sometimes a little trusting online. So when I
Carrie Rogers-Whitehead: teach those, when I taught those students, I focus things like sleep and digital wellness and having a balance, I emphasize that. And I emphasis a little bit
Carrie Rogers-Whitehead: on more on. How do we trust and know what's real? And those are. Those are. I have more that I described in the book, and I'm happy to go into more detail email me, but that's a really good point, because we often teach digital citizenship. And one size fits all way. And we definitely can improve that, because different populations have different environments and different things they're working on.
Julie Edwards: Thank you. There is so so many good questions. And I don't know, Carrie, if you can see the chat. But people want to spend the whole afternoon just listening to talk about this. So unfortunately, we only have 2 min left right now, but that doesn't preclude a future program with Carrie. So I'm I'm hearing your comments in the chat. I'm seeing your comments in the chat.
Julie Edwards: Harry, someone is asking. We have a lot of adult patrons at our library who have 0 digital experience and want to become proficient. Is there a place to start that you recommend?
Carrie Rogers-Whitehead: Yeah. So I used to at the college, teach digital literacy to refugees. And we would use the North Star Digital Literacy program. We also would utilize some resources from Microsoft on some basic office products. So if you were gonna start with older adults, sometimes there actually is funding around a job and career related readiness. So that program I was working with just tan of funding
Carrie Rogers-Whitehead: to get people work. So I would actually look into work looking at your department of workforce services to see if they have some digital literacy, because they sometimes in corporate job searching with digital literacy. And then, also looking at it, was like North Star, I believe, was the was the program that we used as well as some spelling cities of funk type, some typing programs out there would be a place to start. I know that's generic.
But yeah, work with your department of workforce services if you can. Or your senior centers. That might have digital literacy, instructions, too.
Carrie Rogers-Whitehead: thank you so much that brings us, right up against the hour. I so appreciate this Kerry. You're getting so many kudos in the chat. Thank you so much for your time and expertise.
Carrie Rogers-Whitehead: No, appreciate it, thank you please keep in touch, and thank you for being here.
Julie Edwards: Thank you all for attending. I will send out the slides. The Chat Transcript, the Audio Transcript, and the recording in a few days, and you'll have all this great information at your fingertips. Carrie has generously shared her contact information. And website here, thank you all for spending some time with us this afternoon. I look forward to seeing you all at the next webinar. Have a great day. Everyone.