Stage 6 - Utilisation of Digital Citizenship Skills
Rationale
This module is designed to provide a teacher with a range of resources and teaching strategies that could be embedded within a unit of work so as to be teaching content and good digital citizenship practices in parallel with each other.
Learning Outcomes
ACARA Information and Communication Technology Capability Learning Continuum
Typically, by the end of Year 10, students:
This module is designed to provide a teacher with a range of resources and teaching strategies that could be embedded within a unit of work so as to be teaching content and good digital citizenship practices in parallel with each other.
Learning Outcomes
ACARA Information and Communication Technology Capability Learning Continuum
Typically, by the end of Year 10, students:
- Recognise intellectual property – identify and describe ethical dilemmas and consciously apply practices that protect intellectual property
- Define and plan information searches – select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
- Locate, generate and access data and information – use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings.
- Select and evaluate data and information – develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources.
- Generate ideas, plans and processes – select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
- Collaborate, share and exchange – select and use a range of ICT tools efficiently and safely to share and exchange information and to collaboratively and purposefully construct knowledge.
- 2c – Students understand and demonstrate a respect for the rights and obligations of using and sharing intellectual property.
- 3c – Students curate information from digital resources using a variety of tools and methods to create a collection of artefacts that demonstrate meaningful connections and conclusions.
- 7a – Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
- 7b – Students use collaborative technologies to work with others including peers, experts and community members, to examine issues and problems from multiple viewpoints.
Copyright & Creative Commons
At a glance:
- Creative Commons is an organisation dedicated to ensuring there is a system of understanding on how to fairly and ethically share creative and academic work in the public domain. They have developed a range of licenses with which people can attribute their work to ensure it is responsibly shared.
- Copyright is a complex issue. Within schools, teachers and students are often exempt from many of the common copyright laws. However, that is not the case in all circumstances and as senior students it is important that students understand that when moving beyond the school environment to say, a tertiary setting, that these might change, thus building an awareness now is crucial.
Suggested Teaching Strategies
|
|
Paraphrasing
At a glance:
- Paraphrasing is when you express someone else’s idea in your own words.
- It is a way to avoid plagiarism when borrowing from a source
- It is more effective than directly quoting and avoids student’s over-quoting
- It keeps all the writing in a similar style or register
- The key is that it helps students to demonstrate an understanding of what they have read and therefore they must engage with the text more effectively when doing this. It is a key literacy skill that students in senior school should begin to refine further in preparation for tertiary study.
|
Referencing
Artefact References
Braxmeier, H. (2014). Glasses Read Learn Book Text. [Photograph]. Pixabay https://pixabay.com/photos/glasses-read-learn-book-text-272401/
Dordevic, A. (2013). pearltrees. [Photograph]. Flickr https://www.flickr.com/photos/107901325@N05/10720802055
Evernote Corporation. (2019). Evernote_Icon.png. Wikimedia Commons https://commons.wikimedia.org/wiki/File:Evernote_Icon.png
geralt. (2018). Network earth. [Photograph]. Pixabay https://pixabay.com/illustrations/network-earth-block-chain-globe-3537401/
geralt. (2018). Skills Can Startup Start. [Photograph]. Pixabay https://pixabay.com/photos/skills-can-startup-start-up-3371153/
johnhain. (2015). Brain Mind Mindfulness. [Photograph]. Pixabay https://pixabay.com/illustrations/brain-mind-mindfulness-conscious-998993/
jonbonsilver. (2014). Traffic Highway Lights Night Road. [Photograph]. Pixabay https://pixabay.com/photos/traffic-highway-lights-night-road-332857/
McElspeth. (2018). Graduation Cap. [Photograph]. Pixabay https://pixabay.com/photos/graduation-cap-graduation-cap-3430714/
NSW Education Standards Authority (n.d.). All My Own Work. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work
Olmos, K. (2020). Wordle - Sources to Reference. [Image]. Wordle
Reckon. (2011). Symbaloo Reckon Poetry Webmix. [Photograph]. Flickr https://www.flickr.com/photos/reckon/5645229151
stokpic. (2015). Hands World Map. [Photograph]. Pixabay https://pixabay.com/photos/hands-world-map-global-earth-600497/
Verch. M. (2019). Scoop.it! logo under magnifying glass. [Photograph]. Flickr https://www.flickr.com/photos/30478819@N08/47765810882
ZyMOS. (2018). File:Diigo.svg. Wikimedia Commons https://commons.wikimedia.org/wiki/File:Diigo.svg
Braxmeier, H. (2014). Glasses Read Learn Book Text. [Photograph]. Pixabay https://pixabay.com/photos/glasses-read-learn-book-text-272401/
Dordevic, A. (2013). pearltrees. [Photograph]. Flickr https://www.flickr.com/photos/107901325@N05/10720802055
Evernote Corporation. (2019). Evernote_Icon.png. Wikimedia Commons https://commons.wikimedia.org/wiki/File:Evernote_Icon.png
geralt. (2018). Network earth. [Photograph]. Pixabay https://pixabay.com/illustrations/network-earth-block-chain-globe-3537401/
geralt. (2018). Skills Can Startup Start. [Photograph]. Pixabay https://pixabay.com/photos/skills-can-startup-start-up-3371153/
johnhain. (2015). Brain Mind Mindfulness. [Photograph]. Pixabay https://pixabay.com/illustrations/brain-mind-mindfulness-conscious-998993/
jonbonsilver. (2014). Traffic Highway Lights Night Road. [Photograph]. Pixabay https://pixabay.com/photos/traffic-highway-lights-night-road-332857/
McElspeth. (2018). Graduation Cap. [Photograph]. Pixabay https://pixabay.com/photos/graduation-cap-graduation-cap-3430714/
NSW Education Standards Authority (n.d.). All My Own Work. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work
Olmos, K. (2020). Wordle - Sources to Reference. [Image]. Wordle
Reckon. (2011). Symbaloo Reckon Poetry Webmix. [Photograph]. Flickr https://www.flickr.com/photos/reckon/5645229151
stokpic. (2015). Hands World Map. [Photograph]. Pixabay https://pixabay.com/photos/hands-world-map-global-earth-600497/
Verch. M. (2019). Scoop.it! logo under magnifying glass. [Photograph]. Flickr https://www.flickr.com/photos/30478819@N08/47765810882
ZyMOS. (2018). File:Diigo.svg. Wikimedia Commons https://commons.wikimedia.org/wiki/File:Diigo.svg
The artefact above is a general introduction to referencing for senior students. The key skills to build on from the Stage 4/5 sequence is that of
Here are some suggested ways in which to embed this into your lessons:
- In-text citation
- Systematic curation of references as the student works through an assignment.
Here are some suggested ways in which to embed this into your lessons:
|
|