annotated bibliography student example

7/29/2019 Annotated Bibliography Student Example

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Running head: DIGITAL CITIZENSHIP

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Digital Citizenship Legal:

Annotated Bibliography

author's name: first name, middle initial(s), and last name.

Spring 2013 CIED 5333

Sam Houston State University


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California Technology Agency. (2008). California ICT digital literacy assessments and

curriculum framework. California: Kempster Group.

Summary: The California Technology Agency has constructed an extensive framework for

teaching digital literacy. The purpose of this framework is to provide a standardized form of

assessment and implementation of digital literacy for students. The framework begins bydefining digital literacy, and establishing global standards and indicators for performance for allstudents. This framework allowed us a definition of digital literacy, as well as the basic elements

of digital literacy.

Six elements of digital literacy are addressed and defined. According to The CaliforniaTechnology Agency, these elements are access, manage, integrate, evaluate, create, and

communicate. They go on to evaluate what this means in post-secondary education, as well astrade and vocational schools, and how students should be assessed on these six aspects of being

digitally literate. Although there are not currently national standards for implementing andassessing technology or digital literacy, many states have adapted their own standards for doing

so. This framework offers an extensive view of how challenging it can be to approachtechnology in elementary, and how students should be tested in eighth grade for the six elements.

Furthermore, the issue and importance of promoting a mindset of being technologically savvy isdirectly addressed.

Critique: The pages that offer charts of how to look for indicators of the six key elements are

fairly useful and versatile. They could be used in any classroom at any grade level to assess forknowledge of how students access, manage, integrate, evaluate, create, and communicate

information in a digital form. It is of great importance that each competency be treated asindividual strengths and weaknesses, as opposed to giving one assessment that tests all of the

skills. This is important because some students may understand some of the skills more thanothers, and therefore, they should be looked at as independent from each other.

The frameworks stance on Adequate Use Policies (AUP) hit the mark in views of how some

terms can be universally misunderstood by search engines and the like. Educators and parents,as well as students, sign an AUP form annually in most states, but do not usually understand why

they are signing it or what it means. The framework suggests that before signing, a tutorial toeducate the various groups should be implemented. As an educator, this would simply mean

viewing a short presentation or video to determine what information is acceptable use and whatis not. This would be a valuable way to contribute to the advancement of digital literacy in and

out of school.Overall, this resource could be a valuable tool in implementing technology and teaching digital

literacy in classrooms. It is fairly simple to follow, although there is some jargon in it that isrhetorical and repetitive. There are also many pages that could be photocopied and used as

reference tools in the classroom, including the six elements and their meanings, standards,performance indicators, and lesson plan ideas. It addresses all grades from kindergarten to grade

twelve, as well as post-secondary and educators as learners.


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Conley, K. (2011-2012, December/January). Digital citizenship: Not just for students.

Learning & Leading with Technology 39(4), 4. Retrieved from

http://www.learningandleading-digital.com/learning_leading/20111201?pg=4#pg4

Summary: Short look at what it means to be a digital citizen as an educator. Its not easy to

maneuver through our current state of technology as an educator. The article gives a blunt lookat why we must be digital citizens and practice what we preach in a classroom. Beingtechnologically savvy means that we are up to date on all of the things that our students use on

a daily basis.

The author asks if we are considered good digital citizens if we are not active on social websites.She also discusses what the implications might be of being a member of a social website as a

teacher. The social websites discussed are Facebook, LinkedIn, and Twitter. The author closesby leaving the reader with the thought that it is all a personal choice, but we should be aware of

the pitfalls of linking yourself to someone who might be seen as detrimental to your career as aneducator, as a risk for students.

Critique: As a member of several social websites, and as an advocate of the use of Twitter in the

classroom, I am aware of the implications of using social websites. It is a narrow line at times asto what is acceptable, and when we should accept friend requests from students. Some districts,

such as Klein ISD, have strict rules about friending students. Others have little if any rulesagainst it. My question is when is it okay?

I have used Twitter in my classroom, closely monitored, for literature circles, and have had the

highest participation than on any other project, except for their Facebook activity. When webring what is important to our students into the classroom, they become more engaged and

learning increases. I agree that it can be a scary place, and at times, a little hairy, but we haveto use all of the tools at our disposal. In my opinion, social websites should be included in that.

Hansen, B. (2003, September 19). Combating plagiarism. CQ Researcher, 13(32), 773-796.

Summary: This article begins by giving excerpts from people who have had personalexperiences with plagiarism. Although commonly thought of as only occurring in schools, it

often occurs in the workplace as well. Plagiarism is not a new technique that students havestarted using, but the web has made it a more common occurrence. Educators are quick to

assume that students do not know what plagiarism is, but when polled, almost 90 percent ofcollege students were clear that plagiarism is an unethical act.

Digital natives often view anything on the internet as being free for their use. Recent studies

indicate that 40 percent of college students have plagiarized material at least once (Hansen, pg.776). Students who plagiarize are subject to punishments that range from failing grades to

failing courses, or even having degrees withheld. Research has shown that although the internetmakes it easier for students to plagiarize, it does not seem to have encouraged students to do so.

To combat plagiarism, educators should teach students that it is acceptable to cut and pasteinformation from a website when it is cited correctly. That is the most important step in teaching


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children about plagiarism. According to some experts, copyright laws do not apply toinformation on the internet, and many students feel this way as well. Many schools use

plagiarism detection services such as TurnItIn.com to scan essays for plagiarism.

Critique: Excellently written and highly accurate glimpse at plagiarism and how students are

prone to copy the work of others. There is ample information regarding copyright and theimplications of plagiarism on students and society. The chronology diagram of copyright lawscould be a useful tool in the classroom for teaching why we have these laws in the first place.

Of particular interest are the many people who have been accused, implicated, and punished for

plagiarism in our society. If we find it acceptable for those who are seen as leaders toplagiarize, then do we punish students so harshly? In a time when information is available

anytime they need it, we need to concentrate on educating students on the correct ways to write aresearch essay and citing it correctly. If it is found that a student plagiarizes information, then

they should be educated as to the error in judgment and perhaps given a second chance. They dowhat they see, and if they see journalists and writers getting away with it, then they are going to

try it as well. It all comes down to education.

Jenkins. H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006).

Confronting the challenges of participatory culture: Media education for the 21st

century. Chicago: MacArthur Group. Retrieved from

http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf

Summary: According to Jenkins, students today live in a culture that offers them the ability tocreate and share media content in a way that has never been done before. This culture has been

coined as participatory culture. Participatory culture involves members that believe what theyare creating and contributing has meaning. Participatory culture forms include affiliations,

expressions, collaborative problem-solving, and circulations.

Participatory culture offers users the opportunity to learn from peers, empowerment ofcitizenship, an improved attitude regarding intellectual property, and the development of skills

that are valued in the workplace. Although it is encouraged, some argue the skills toparticipatory culture should be gained outside of the classroom. Those in opposition of this

belief fear that learners stand to be impacted by a participation gap, or the lack of equal access toopportunities and knowledge; a transparency problem, or seeing how media shapes their

perceptions; and ethics, or realizing their role as media makers.

Educators should work together to teach students the skills of participatory culture, and movingaway from independence to community expression. The skills that should be taught include:

play, performance, simulation, appropriation, multitasking, distributed cognition, collectiveintelligence, judgment, transmedia navigation, networking, and negotiation.

Critique: It is important for students to have a firm grasp on how to thrive in a world that is

continually changing. By creating learners who understand that their words have meaning, andthat they can use their words to change the world through perceptions, we are fostering an


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appreciation of their culture. Students currently have more ways to express themselves, and bepublished, than ever before. Through the use of technology, they can express their views, join

clubs with members who live in different states or countries, produce creative digital media,work with a team of toward a common goal, and shape media.

The need to make everything equal so that all students are allowed the same opportunities is animportant one to address. We continue to live in a world of haves and have-nots. Those thathave access to resources will continue to gain access to cultural opportunities. But what about

those that do not have complete access to these resources? The book closes with an importantquestion: Can America prosper if its citizens experience such different and unequal cultural

lives? (Jenkins, et.al., p. 61). Im not sure I know the answer to that question.

Although I believe that all students should have these opportunities, I am not sure how it can fitinto an already complete and full curriculum. Students should be taught that what they write in

digital form is powerful, and that once it is out there in cyberspace, it is permanent. Theunderstanding that they can make a difference, either positive or negative, is an important skill

that students should definitely be taught. This book is a complete and useful tool to use forthose of us who wish to help usher the current generation into a world of cultural expression.

Martin, B. (1994). Plagiarism: A misplaced emphasis. Journal of Information Ethics, 3(2),

36-47.

Summary: An alternative (to punishment) is to prevent plagiarism by designing assessment

procedures appropriately, for example by getting students to use their own experiences increative writing (Martin, pg. 37).

This article begins by defining the problem with plagiarism. Most commonly, the problem is

that students are not educated on the issue, or they are not given clear guidelines as to what isexpected. Most plagiarism by university students is word-for-word plagiarism that is most

commonly inadvertently committed by students. Students simply do not know how to properlydocument what they use in their writing.

The standard view on plagiarism, subscribed to by most intellectuals, is that plagiarism is a

serious offense against scholarship and should be condemned and penalized (Martin, pg. 39).The problem with this is that it is much more common that one would think among scholars and

students, but is usually not punished. One example of when it is not punished is in the use ofghostwriting, which is common in the press. Political speechwriting is another common form of

plagiarism that is accepted. These types of plagiarism are considered acceptable because theyare built into the structures and operations of bureaucracies and is hardly ever categorized as

plagiarism (Martin, pg. 41). This form of institutionalized plagiarism reinforces the power ofthe elite (Martin, pg. 43).

Critique: Although a dated entry in this list, this is valuable information about educating

students about plagiarism. Regarding the issue of defining expectations, the use of rubrics andpredetermined expectations has decreased this problem.


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Written in a time before internet was readily available in most homes, this article gets to the root

of plagiarism. It gives clear examples of acceptable and unacceptable plagiarism in our society,and leaves the reader with the answer that sometimes, plagiarism is shown as acceptable. If this

is the case, then how are we to justify to students when they can or cannot plagiarize?

Institutionalized plagiarism definitely needs more attention and restructuring in order for us tovalidate why we teach how to correctly site information to students.

The common argument against plagiarism is that it allows those that are lower intellectuals to getahead. With this in mind, it is imperative that we teach children the correct way to document

their sources and give credit where credit is due. By doing this, we are building students withstrong character and ethical values.

Pfaff-Harris, K. (1996, October). Copyright issues on the web. The Internet TESL Journal,

2(10). Retrieved from http://iteslj.org/

Summary: Public Domain is often a tricky area of research when using digital sources. This

article gives a detailed view, with simple terminology, of what is considered as a copyright,plagiarism, and acceptable use. The article begins with giving a usable definition of what

copyright is. It also gives a bit of useful history about how they came to be and how they havechanged since technology has taken over as it has. The current uses of such digital sources in a

classroom have changed what is considered a copyright infringement, but maybe not as much asone would think. It is an area of documentation that continues to grow, and will not stop anytime

soon.

After detailing what copyright is, the author moves into defining what plagiarism is and how it isbecoming a growing issue. Many students and teachers find themselves using information

unethically without even knowing it. The most often plagiarized information seems to comefrom that of websites that link sites together, such as Yahoo. Pages from these sites are often

copied and pasted without being given credit and many do not consider this as plagiarism, but itdefinitely is.

Last, the article identifies what Acceptable Use means and what is covered. Often the grayest

area of research and documentation, Acceptable Use is not as clear cut as copyright orplagiarism. The opinion of the website designer or person who posts the information seems to

differ. Some put their websites up for all to use freely, while others believe one should ask forpermission before using. The best rule of thumb, the author suggests, is to always ask

permission before using information. A simple email can save the user and the owner a hugeheadache. Also under acceptable use, one should consider if the material being used is

copyrighted or not. All works that represent creative work are probably copyrighted. Theexception to that is all works that are not creative, such as lists, unless the list contains a

description of the site.

Critique: The information in this article is quite useful. It is defined and formatted in a mannerthat is pleasing to the eye and is simple to maneuver through. The author uses simple, layman


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terminology that makes it easier to read and comprehend. The subtitles of the article make iteasy to find the information that you need in a rather quick manner. It is concise and to the

point.

Of importance to my personal use is the clear separation of what is and what is not creative

work. Also, it was nice to read that in the United States a copyright notice or symbol, orofficial registration of a copyright is NOT necessary the rights automatically exist. Thiswas useful information in that many assume that information posted on the web to be free and

clear of any claim. Also, all logos, bullets, and photographs are protected unless they aredeclared free of use. I believe this to be the biggest copyright infringement with students. Many

copy and paste pictures without thinking about if they are available for use by others. Studentsneed to be aware of the correct way for formatting and referencing information retrieved on the

internet. Sending an email to the owner of the information can save a huge headache!

Thoms, K. & Motin, S. (2001). Proceedings of the 6th

Annual Mid-South Instructional

Technology Conference: Copyright: Fair use or foul play. Murfreesboro, TN.Retrieved from http://frank.mtsu.edu/~itconf/proceed01/14.pdf

Summary: This proceeding offers a clear and concise look at fair use and copyright laws as

related to educators. It begins with documenting when and why copyright laws came to be in theUnited States. Copyright laws began to be used sometime near 1790. The Copyright Act of

1976 and the Digital Millennium Copyright Act are currently the pieces of legislation that areused to prove or disprove copyrights. It is important to note that all information, unless

otherwise noted, is protected under copyright laws.

The proceeding goes on to give the exact rules of fair use, in order to clear up any myths ormisconceptions. In order to evaluate for fair use, the author states to determine the purpose and

character, nature, amount and substantiality, and effect of the work.

Finally, the proceeding looks at the perspective of faculty (educators) and students of copyrightlaws. According to the proceedings, the rule of thumb is quite uncomplicated if faculty want

to include copyrighted material with a course packet, permission must be obtained andappropriate fees must be paid (Thoms & Motin, pg. 5). Students must adhere to the same laws

as educators, and should be informed on the importance of referencing information obtained onthe web or other resources.

The selected list of websites at the end of the proceedings is especially useful. Included in these

are the U.S. Copyright Office, The University of Texas Copyright Site, and the CopyrightClearance Center.

Critique: As an educator, perhaps the most difficult rule to remember about copyrights and

fair use is the two year rule. When I build a lesson, and make copies of something to use, Irarely consider that I will only use it for two years. This is something that slips the mind of

many educators, and definitely something we should remember. It is also important that


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Congress considers it is generally acceptable to copy and paste pictures from the internet whenthey are used to make something new or creative for educational purposes.

With the current use of technology in the classroom, specifically sites such as YouTube and

viewing a video in the classroom, it is important to remember to get permission. If permission is

granted before using these sites and information that belongs to someone else, the worry ofbreaking any copyright or fair use laws can be avoided. Especially when it is considered thatmany who express themselves on the internet are not concerned with receiving funds for the use

of their information, but they do want credit.

Winn, M. (2011-2012, December/January). Promote digital citizenship through school-

based social networking. Learning & Leading with Technology 39(4), 10-13.

Retrieved from http://www.learningandleading-

digital.com/learning_leading/20111201?pg=4#pg4

Summary: School-based social networking is comparable to Facebook or MySpace, but in alimited environment that is protected from outside users. These networks allow students to

converse with their teachers and peers in a safe environment, while teachers are integratingsocial networking into their curriculum. There are no friendships to be concerned with, as

everyone participates. The use of such networks allows students to communicate and feelconnected to teachers and peers, while promoting the job safety of teachers. They also

encourage digital etiquette because all posts are visible for all viewers allowed in the group.

This form of social networking allows educators to extend learning beyond the classroom. Thearticle notes a teacher who uses the network to allow students to create profiles for historical

figures. According to the article, the students became these historical figures and blogged,posted, and participated as that person. How exciting! What an amazing high-level learning

experience!

The websites that allow schools to build their own social networks are Edmodo.com, ning.com,and socialengine.com. They all have different qualities and aspects that are seen as desirable

such as customization abilities, messaging control, media uploading, and blogs and forums.Edmodo is a free site, while the other two have quite modest costs depending on the number of

users.

Critique: I think this is a great idea. I have used Twitter in the classroom in literature circles andhave the greatest amount of participation than I ever had in any other lesson. It was closely

monitored, and the children were given guidelines to follow. At the risk of being kicked out ofthe circle, they all participated and were respectful of each other. Some for the first time ever.

When I reflected on why this might be, the only thing I could come up with is because it wasmeaningful to them. They could understand it. They could relate to it. They enjoyed it. Even

those that did not enjoy writing embraced the idea of posting on Twitter. And they did it withease.


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Of the sites, unless a teacher could get administration on board, the free site is quite easy to use.Edmodo offers a friendly dashboard and looks like Facebook in many ways. Assignments,

quizzes, and polls can be created and distributed to all groups, or a selection of students. Thiswould be a valuable tool when considering literature groups or other subjects when students are

put into groups and a teacher wanted to assess learning. There is even a grades section where

students grades on assessments or assignments are shown. A library and a calendar may also beadded.

Yusof, S. D. (2009, February). A different perspective on plagiarism. The Internet TESL

Journal, 9(2). Retrieved from http://iteslj.org/

Summary: Plagiarism is a growing issue in schools due to the lack of continuity across theacademic world. Many students in secondary and higher education plagiarize works. Due to this

growing concern, it is necessary for educators to look closely at how they should teach thepitfalls of copying work that belongs to another author and using it as their own. Despite severe

warnings by colleges, students have continued to plagiarize works and the cases of plagiarismare on the rise.

Plagiarism rules are often printed and given to students through the use of student handbooks,

but these warnings for using works that belong to others are often ineffective for students. Theissue of plagiarism is not taken seriously. Many issues contribute to this increase of plagiarism,

including an increase in technology, cultural differences, and the belief that work andeducational expectations differ greatly when considering plagiarism laws.

Due to the increase in technology, and the common belief that if it is on the internet, it is free

game, has caused students to be less aware of when they are using information incorrectly.Plagiarism is also thought to be a cultural issue, when considering that many cultures consider it

an honor when their works are copied. Asian students are thought to include the highest numberof students who plagiarize information. When looked at closely, it was discovered that the

reason for this is because it is a sign of respect for the author when a work is copied or quotedwithout changing what they say.

Text ownership is a western notion that does not carry over to the workplace from the

educational arena. In the workplace, it is not uncommon for an administrator or higher-up totake credit for something that is done by someone under them. The most common forms of

acceptable plagiarism are when a piece is written by a ghostwriter, research where credit bysomeone who did little in the actual research, known as honorary authorship, and at the

bureaucratic level when a higher-up takes credit for work completed by subordinates, known asbureaucratic authorship. These forms of acceptable plagiarism lead to various errors in

judgment as to what is acceptable when considering the fine lines of claiming that the work ofsomeone else belongs to you.

Critique: It was interesting that cultural differences play a part in what students view as

acceptable and unacceptable use of information. It is not uncommon for students to cut andpaste information straight from the web into a paper. Most of us in above fourth grade have seen


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this first hand. It is a necessary skill, due to copyright laws in the United States, for students tobe taught.

Regardless of cultural beliefs in other countries, and although they should be respected, because

of the laws that exist in American schools, all students should be taught and expected to

document and cite information that does not belong to them. How that is accomplished leads toanother issue. As teachers and educators, we must respect the culture of these students, whilealso requiring them to meet the expectation that we have laws that require them to document

sources used in their writing. We should make it acceptable for the use of that information, butshould also require them to cite it correctly.

Also of important interest was the section of work vs. educational expectations. It is

commonplace for those in authority to take credit for work that they have often never seen, andin our culture it is acceptable. Maybe it is time for us to reconsider how students find and use

information in our current state of technology.

annotated bibliography student example

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