ALSA Conference 2021 - Delegates Material

ALSA INDONESIA SEMINAR MATERIALS SET

alsa-indonesia.org

ALSA CONFERENCE 2021 MANDALAY MATERIALS Table of Contents

Modul 1

: The Importance of Digital Literacy in Society……………………….………….2

Modul 2

: Competence Area of Digital Literacy………………………………..…………..7

Modul 3

: Digital Rights and Responsibilities…...………………………………………...10

Modul 4

: How to Use Digital Literacy to Control Cyber Crime...…………………...…...15

Content Writers: Nikolaus Baptista Ruma (Vice President of Academic Activities and Training) Ratu Tasya Adawiyah (Chief Officer of Academic Research and Publication)

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MODUL 1 THE IMPORTANCE OF DIGITAL LITERACY IN SOCIETY

Digital literacy is still an evolving concept. In many policy settings, digital literacy is used synonymous to the proficient handling of information and communication technology, demonstrated through the performance of specific tasks, such as using email, search engines, participating in online communities, or handling different computer programs like word processing or spreadsheet software. In this sense, digital literacy is closely related to, and often used interchangeably with, computer literacy and ICT literacy.

Digital literacy may be understood and defined differently within disciplines. The concept is primarily about literacies rather than digital technologies or digital competence. Digital literacy involves finding, using, and disseminating information in the digital world.

However, just knowing how to use technology for our daily needs, such as finding material for study or work is only one of Digital Literacy elements. Doug Belshaw in his book “The Essential Elements of Digital Literacy” has provided an interesting description regarding the Digital Literacy element, which is a suitable learning framework to improve digital literacy fluency for both digital beginners and confident digital learners.

Therefore, according to Doug Belshaw, to develop digital literacy, we must develop our skills and attitude into several elements of Digital Literacy, such as cultural, cognitive, constructive, communicative, confident, creative, critical, and civic.

Cultural In this first element, we are required to know how to behave in using digital technology.

As devices become cheaper and easier to use, the barrier to entry becomes less to do with technology and affordability and more to do with cultural and social factors. Digital literacies are not solely about technical proficiency but about the issues, norms and habits of mind surrounding technologies we use for a particular purpose.

Therefore, in this cultural element, we are required to understand the culture (history, language, customs and values etc.) of the internet and digital environments by: •

knowing how to behave online; from netiquette to protection and privacy; 2

•

recognizing the difference between personal and professional use;

•

understanding how internet culture is expressed and transmitted through phenomena such as memes, emojis and animated gifs;

•

being able to adjust to the different social environments of various applications seamlessly; and

•

understanding how online environments have changed the meaning of words such as expertise, publishing and sharing.

Cognitive In this second element, we are required to know how to use digital technologies appropriately and wisely. The Cognitive element incorporates what we know of as computer literacy or IT skills to understand of the key concepts.

Therefore, in the Cognitive element as an inseparable part of Digital Literacy, we are required to understand several important points, such as: •

having the ability to use a range of devices, software platforms and interfaces;

•

recognizing common features across digital tools such as navigation menus, settings, and profiles; and

•

understanding concepts such as tagging, hashtags, and sharing.

Constructive In this third element, we must know how to use digital technology in the midst of the digital society's climate around us. The Constructive element involves knowing what it means to 'construct' something in a digital environment; how content can be appropriated, reused and remixed. Therefore, in this Constructive element, we are required to know some tips that must be done, such as: •

knowing how to responsibly use and build upon someone else’s work;

•

respecting copyright and understanding the concepts of remix and reuse; and

•

being familiar with the various Creative Commons’ licenses.

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Communicative Meanwhile, in this fourth element, we are required to know how we communicate in digital environments. As an example: •

knowing the purpose of various online tools and how they are different or similar to each other;

•

being familiar with the communication norms and expectations of various online tools;

•

understanding what identity, sharing, influence and trust mean in digital spaces.

Confident Furthermore, in the fifth element, namely Confident. Just like the name, in this element, we are asked to be confident in using digital technologies. Please don't get caught up in doubts and worries that make us drown with the dynamic digital world around us.

In this element, we are asked to know how digital technologies have become an inseparable part of our daily lives. If we could understand and do other Digital Literacy elements properly and precisely, digital technologies will provide significant benefits in our lives, not the other way around.

Creative The Creative element refers to creating new things which add value where the focus is more on the value created than the act of creating something new. For example: •

learning how to do things in new ways, using online tools and environments.

•

imaginatively and critically thinking about how we create and share knowledge using digital technologies.

•

Knowing how to curate digital content to create value for readers.

Critical In this element, we are asked to determine how we can provide evaluations both for our behaviour in using digital technology and the products or works that we produce or make from digital technology. This element is important for us to apply in the way we use digital

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technology. Are the behaviours and works that we create using technology in accordance with social norms and values in society? Or is it following the prevailing laws in society?

Such fundamental questions can be used as material for evaluating questions, analyzing, scrutinizing and evaluating digital content, tools and applications, as well as our behavio ur as part of “Netizens”, which will lead us to the last element of Digital Literacy, namely Civic.

Civic On the last element of Digital Literacy, namely the Civic. The Civic element refer to individuals having the knowledge and ability to use digital environments to self-organize; to be part of a movement bigger than themselves, namely to become a part of the digital society or what we know as “Netizens”. In this element, as part of the Netizen, we are required to understand several things such as: •

Digital rights and responsibilities;

•

Participating in social movements or the democratic process online.

•

Preparing both ourselves and others to participate fully in society.

From these eight elements, we can conclude that Digital Literacy is not only limited to our knowledge of using internet access and existing digital technologies, such as software, applications, etc. However, much broader than that there are still other important points that we need to realize, understand, and to be able to behave and live side by side with technology.

This is because if we know and understand Digital Literacy elements, as explained by Doug Belshaw, we can maximize our potential with digital technology and receive many benefits from digital technologies. Besides, we can also participate actively in the wider community, such as through social movements as part of our active participation and care as part of the netizens.

In this phase, we can meet the Importance of Digital Literacy in our Society.

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Sources: American Library Association (ALA) Digital Literacy Task Force (2013). ALA Task Force releases digital literacy recommendations. Retrieved from http://www.ala.org/news/pressreleases/2013/06/ala-task-force-releases-digital-literacy-recommendations Belshaw, D. (2014). The Essential Elements of Digital Literacies. Retrieved from http://digitalliteraci.es/.

Fingal,

D.

(2017). Infographic: Citizenship

in

the

digital

age.

Retrieved

from

Retrieved

from

https://www.iste.org/explore/articleDetail?articleid=192\ Sally.

(2015).

Digital

Literacy

Has

8

Essential

Elements.

https://findingheroes.co.nz/2015/06/11/digital-literacy-has-8-essential-elements/ Spicer, B. (2017). Digital Literacy: The New Pillar of a Child’s Education? Retrieved from https://blog.myon.com/blog-post/digital-literacy-new-pillar-child%E2%80%99seducation 6

MODUL 2 COMPETENCE AREA OF DIGITAL LITERACY

In recent years, digital competence has become a key concept in discussions on the kind of skills and understanding learners need in the knowledge society. However, it has been interpreted in various ways (e.g., Digital Literacy, Digital Competence, e-Literacy, e-Skills, e-Competence, Computer literacy, and Media literacy) in policy documents, in the academic literature, and in teaching, learning and certification practices. All these terms highlight the need to handle technology in the digital age.

The European Digital Competence Framework, also known as DigComp , is the EU framework for developing and understanding digital competence in Europe, provides insights on what digital competencies are, and what skills, knowledge, and attitudes they may be associated with. The framework consists of five dimensions, based on research, case studies, and multistakeholder consultations. The areas of digital competence captured in the DigComp Framework are as follows: •

Information: identify, locate, retrieve, store, organize, and analyze digital information, judging its relevance and purpose.

•

Communication: communicate in digital environments, share resources through online tools, link with others and collaborate through digital tools, interact with and participate in communities, and networks, cross-cultural awareness.

•

Content creation: create and edit new content (from word processing to images and video); integrate and re-elaborate previous knowledge and content; produce creative expressions, media output, and programming; deal with and apply intellectual property rights and licenses.

•

Safety: personal protection, data protection (personal information, health information, and financial information), digital identity protection, security measures, safe and sustainable use.

•

Problem-solving: identify digital needs and resources, make informed decisions on most appropriate tools according to the purpose or need, solve conceptual problems through

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digital means, creatively use technologies, solve technical problems, update own and others’ competence.

The Main Principles of Digital Literacy Competence Traditional definitions of literacy have focused on numeracy, listening, speaking, reading, writing and critical thinking, with the end goal being developing active thinkers and learners who are able to engage in society in effective and meaningful ways. These skills are needed for full participation in digital society as well, but they are only part of a larger set of skills and competencies that are required. Competencies for digital literacy can be classified according to three main principles: use, understand and create.

Use Use represents the technical fluency that’s needed to engage with computers and the Internet. Skills and competencies that fall under “use” range from basic technical know -how – using computer programs such as word processors, web browsers, email, and other communication tools – to the more sophisticated abilities for accessing and using knowledge resources, such as search engines and online databases, and emerging technologies such as cloud computing.

Understand Understand is that critical piece – it’s the set of skills that help us comprehend, contextualize, and critically evaluate digital media so that we can make informed decisions about what we do and encounter online. These are the essential skills that we need to start teaching our kids as soon as they go online.

Understand includes recognizing how networked technology affects our behavior and our perceptions, beliefs, and feelings about the world around us. Understand also prepares us for a knowledge economy as we develop – individually and collectively – information management skills to find, evaluate, and effectively use it to communicate, collaborate, and solve problems.

Create

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Create is the ability to produce content and effectively communicate through a variety of digital media tools. Creation with digital media is more than knowing how to use a word processor or write an email: it includes being able to adapt what we produce for various contexts and audiences; to create and communicate using rich media such as images, video , and sound; and to effectively and responsibly engage with Web 2.0 user-generated content such as blogs and discussion forums, video and photo sharing, social gaming and other forms of social media.

The ability to create using digital media ensures that Creators are active contributors to the digital society. Creation – whether through blogs, tweets, wikis, or any of the hundreds of avenues for expression and sharing online – is at the heart of citizenship and innovation.

As Douglas Belshaw puts it, “Digital literacies are transient: they change over time, may involve using different tools or developing different habits of mind, and almost always depend upon the context in which an individual finds herself.” Given how quickly and frequently, our media world is evolving, developing, and maintaining digital literacy is a lifelong process. The specific skills that are needed will vary from person to person depending on their needs and circumstances, ranging from basic awareness and training to more sophisticated and complex applications. However, what remains constant are the key concepts that apply to all networked media and are relevant to students – and adults – of all ages.

Sources: Eliana E. Gallardo-Echenique, et.al. March 2015. “Digital Competence in the Knowledge Society” in MERLOT Journal of Online Learning and Teaching, Vol. 11, No. 1.

European Commission (2013), DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe, Luxembourg: Publications Office of the European Union.

OECD, Digital Economy Papers No. 250: “Skills for a Digital World” of the OECD Ministerial Meeting on the Digital Economy, 21-23 June 2016, Cancún (Mexico).

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MODUL 3 DIGITAL RIGHTS AND RESPONSIBILITY Digital rights or “Cyber rights” are an extension of the fundamental human rights set out in the Universal Declaration of Human Rights by the United Nations that are applicable to cyberspace. Specifically, this right is an individual right, which guarantees every citizen to access, use, creates, and disseminate digital media. Digital media users have the right to express their opinion and the rights to enjoy and utilize the access of internet freely as long as they do not violate the rules. Digital rights are ideally possessed by every digital user, as they must be guaranteed to have digital rights without fear of being repressed, persecuted or banned by specific stakeholders.

The UN Human Rights Council agrees that “the rights given to human should also be protected online”, this shows that the UN recommends extending human rights to cyberspace without having to define them as a new right as it is already a fundamental subject given to person even when they are in a digital space. Moreover, digital rights are also attached to every citizen who is connected to the internet (netizen), considering that if the rights of the netizens are not fulfilled in the cyberspace, the violation of these rights may affect their lives in the real world. It is essential to fulfil digital rights to safely continue their activities and lives in cybersp ace and the real world. Thus, digital rights included rights, such as:

1. Right to Freedom of Expression, Information, Communication Public commitments to freedom of expressions are integral to democracy. In addition to the intrinsic self-fulfillment associated with freely expressing oneself, freedom of expression is instrumental in searching for truth and informed democratic participation. Freedom of expression is valuable because in communicating with others, an individual gives shape to their ideas and aspirations, becomes capable of reflection and evaluation, and gains a greater understanding of her/himself and the world. Through communicative interaction, an individual develops and emerges as an autonomous agent in the positive sense of being able to consciously direct his or her life and participate in the direction of his or her community.

In Recent Years, with the increasing activities in cyberspace, social media has been used as a platform to share information, socializing, voice expression and opinion of many citizens, 10

considering that the internet ease many more ways in which individuals may exercise freedom of expression through a platform such as Twitter, Facebook, etc. if someone expresses their opinion regarding the specific topic it would easily reach a wider audience through these platforms.

Therefore, its opinion could influence many more citizens, resulting in a dynamic c hange of perspective and political views.

In fact, the usage of these platforms is really dynamic that it influenced the development of media globally, especially online media. Because the approach extends to each digital user's individuality, freedom of opinion in cyberspace is difficult to control. Thus, to ensure the freedom of expression to digital users in Indonesia there are regulations such as Law No. 36 of 1999, Law No. 11 of 2008, and Law no 14 of 2008 to regulate matters such as telecommunications and public information disclosure. However, the laws regarding this matter are still loosely regulated. The law lacks the substantiality of the cyberspace regulation and has been used to gain political favours and economic interest to attack the adverse party.

2. Right to Privacy and Data Protection Personal data can potentially be used and abused by other users in cyberspace, but it can also keep people safe. With the increasing usage of social media platforms, users might find themselves reading a term condition between telecommunication companies, internet search engines, and social media applications that may have need a consent to share the user's data, including user's ID cards, mobile numbers and other personal information. Therefore, the right to privacy and data protection in the digital era is very much essential.

The right to privacy is threatened on the Internet by the theft of credentials, the appropriation of personal data and their use for financial gain. Moreover, governments, companies and cybercriminals can easily collect our personal data and track our movements and communications. But most users wouldn't know who exactly has access to the data trail they create.

In 2014, Facebook, Microsoft, Yahoo and Google began publishing details about how many times the government asked them for data.

Indonesia, as one of the countries that disputably have many internet users globally, ironically does not have a specific legal framework to ensure data security and privacy, as it is still scattered in other regulations and government policies. These users are vulnerable to cyberattacks.

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Although there are no frameworks that regulate data protection, the Indonesian government is now assembling a law on the protection of personal data for the Indonesian people, especially users of digital platforms.

The protection of personal data bill is still in the preparatory stage where it is awaiting the Indonesian's House of Representatives' approval. The bill will regulate data sovereignty, protection of personal data owners, and their rights and obligations of personal data users. Thus, various irregularities, misuse and violation of personal data can be sanctioned.

3. Right to Digital Access Particular rights that ought to be safeguarded is the fulfilment of people's needs for information. Thus, through digital access, various public information is available, considering digital access has become a means of public necessity as a source of information, education, entertainment, social, economic and political empowerment.

UN has declared that internet access as a human right, considering that the internet (digital access) provides digital user as a platform to exercise the right to freedom of expression. Hence, providing and creating policies and strategies to make the internet widely available, accessible and affordable becomes necessary. However, despite the prominent usage and needs of digital access, there is no sufficient and specific regulation to ensure the implementation of this right in Indonesia.

4. Right to Credit for Personal Works In recent years, the world has reached a digital era where more activities are embedded through a digitalized platform that includes education and creative works. These technology advancements open up more ways to plagiarize content from other sources, which falls within the subject of copyright, fair use, and plagiarism. It has become a common problem in the education and creative works sectors where the artist or the writers cannot provide a proper citation to their personal works.

In Indonesia, this particular right is regulated specifically in Article 15 Law Number 19/2002 which classify certain types of violation to the right to credit of personal work, which one of the points define that use of the work of other parties fo r the benefit of educational research, writing scientific papers, compiling reports, writing criticism or reviewing a problem without 12

prejudice to the reasonable interest of the creator is a violation of copyright which in essence violates the right to credit for personal works.

Digital Responsibilities Digital rights and obligations are a set of rights and obligations of digital citizens such as having privacy, communicating ethically, not producing and spreading hoaxes, and several other rules. Digital citizens must realize digital rights and obligations together to protect digital service providers and users. Guarantees for the continuation of digital rights and obligations are needed to realize healthy digital communication.

Internet service users cannot just claim their rights. They ideally also know what their obligations are and fulfil those obligations. One of the obligations that must be done by internet users is to use internet healthily. Healthy means using the internet wisely, not being used to produce and spread hoaxes. The responsibilities that fall within the user's obligations include: 1. Responsibility to report bullying, harassing, sexting, etc.

2. Responsibility to cite works used for resources and researching.

3. Responsibility to download music, videos, and other material legally.

4. Responsibility to model and teach student expectation of technology use.

5. Responsibility to keep data, information safe from hackers.

6. Responsibility not to falsify our identity in any way.

Sources: Basuki,

Tobias.

2017.

Freedom

of

Speech

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Cyberspace,

https://www.thejakartapost.com/academia/2017/01/30/freedom-of-speech-incyberspace.html accessed by 12 January 2021.

Borg, Stephanie. 2011. ‘UN Declares Internet Access a Human Right’ – Did It Really?, https://www.diplomacy.edu/blog/%E2%80%98un-declares-internet-access-humanright%E2%80%99-%E2%80%93-did-it-really accessed by 12 January 2020.

Hutt,

Rosamond.

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https://www.weforum.org/agenda/2015/11/what-are-your-digital-rights-explainer/ accessed by 13 January 2021 13

rights?,

Kerr, Ian, et.al. 2004, The Implications of Digital Rights Management for Privacy and Freedom of Expression Moon, R. 2000, The Constitutional Protection of Freedom of Expression, University of Toronto Press.

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MODUL 4 HOW TO USE DIGITAL LITERACY TO CONTROL CYBER CRIME

The means to provide understanding and knowledge about the world of internet and information technology (digital literacy) for the public are considered an important way to raise awareness to maintain information privacy and cybersecurity. As Minister of Communication and Information Technology said, cybercriminals often take advantage of users' ignorance about the digital world to attack the devices and steal their data. Therefore, digital literacy is one of the essential subjects to be socialized to the public during this digital era.

Users must comprehend that they must not carelessly provide personal data, such as names, addresses and cellphone numbers, and that sharing such data will pose a major risk such as data theft and cyberattacks. Cybercriminals targeted their subject for personal data relating to reputation. This problem will be minimized when the general public regarding the risks and importance of protecting personal data.

Cybercrime Cybercrime comprises offences against computers and data, such as illegal access to a computer (also called hacking), interception of a communication, preventing a computer from functioning or damaging or deleting data, and offences committed using computers, such as fraud or sexual violence against children. Malware, spam and phishing, and other identity theft forms are some of the cybercriminals' tools 1. Malware This crime is an umbrella term used to refer to various forms of hostile or intrusive software, which includes viruses, trojan horses and others. The objectives of malware are very diverse. They can aim to disrupt your computer's functioning by damaging the software or corrupting the hardware, or they may steal information and data that can be monetized in some way or another. Your infected computer may also become a "bot" that is controlled by criminals without your knowledge; it may then be used together with millions of o ther infected computers

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as part of a "botnet" to spread spam, commit fraud, or carry out attacks against hospitals, airports or banks 2. Spam This refers to the mass mailing of unsolicited messages to multiple recipients. It is most commonly associated with email and applies to social networking, instant messaging, mobile phones, etc. Fortunately, most email services have efficient spam filters. Spam may also serve as a vector to spread different types of malware, for example, when a recipient opens an attachment or a link indicated in the spam mail.

3. Phishing This derives from “fishing for passwords” and is one form of identity theft. For example, recipients receive spam, which is disguised as legitimate mail from a known institution such as a bank or a social network. These mails often contain links to false websites, which are used to gather sensitive user information such as credit card numbers or passwords. The stolen identity information is then often used to commit fraud.

4. Internet Fraud This has greatly developed over the last few years as the possibilities for e-commerce and making payments online have multiplied. Internet fraud encompasses different types of fraud such as counterfeits, real estate fraud, premium service SMS ring tones, money transfer frau d and so forth.

Therefore, Knowledge about Internet security and safety is precious for the further development of digital literacy skills, as it pushes users to dig deeper into the parameters and settings of their devices and the online services they use, and to gain better technical knowledge about how their devices, their operating systems and the Internet works.

At this point, digital literacy is critical, taking into the example that the security system owned by a company is useless if the people working there are not critical enough regarding cybercriminal attempts which could be prevented by digital literacy as cyberattacks do not directly attack the system center, considering that the people on the system center are educated and difficult to break into. Therefore, they utilize most companies' outer layers, such as regular workers that do 16

not really understand information technology and are not aware of how important these matters are.

Relation of Digital Literacy with Cybercrimes in Indonesia With the digital era entering Indonesia, the country has prominently implemented manycore sectors' digitalization, leading to increased smartphones and cyberspace usage. Hence, internet access in Indonesia has been mostly stable, dynamic and practical for the citizens. The Indonesian citizen has already adopted digital technology with internet-based digital media accessed through gadgets, especially the mobile phone. However, Indonesia's digital literacy is still moderately low, as most users in Indonesia tend to ignore this matter.

In Indonesia itself, Digital literacy and ICT literacy education is cond ucted within the IT curriculum in school for technical skills and informal blogs or portals for common knowledge in ICT. As learners need to become independent learners in an environment greatly shaped by ICT, learners will inevitably push them to adapt to the ICT landscape's increasing complexity. However, its implementation is limited by Indonesia's economic problem, complicated by limited quantity and quality of ICT infrastructure, and the low awareness and knowledge of the public on ICT made it hard to conduct the socialization of digital literacy effectively.

With the low knowledge regarding digital literacy in Indonesia, the country had the secondhighest cybercrime rate worldwide. E-commerce fraud and distributing false political content is currently the most prevalent examples of this type of offence. Despite the country's high ranking, it is estimated that a large number of such cyber-attacks are not recorded. During 2019, Indonesia's authority on Cyber Crime, Dittipidsiber (Direktorat Tindak Pidana Siber Bareskrim POLRI), had detailed more than 3300 cases of malicious hacking in Jakarta. Putting this into perspective, 90 million cases of cyber-attacks happened throughout the country.

Other than the lack of digital literacy in Indonesia, the only current cybersecurity regulations are the 2016 Law on Electronic Information and Transactions and 2012 Government Regulation on the Implementation of Electronic Systems and Transactions. These laws and

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regulations do not cover procedures to handle cyber interception nor e-commerce governance.

They also do not regulate the government's roles in the cybersecurity system.

Sources: Chairil, Tangguh. 2019. Cybersecurity for Indonesia: What Needs to

be Done?

https://theconversation.com/cybersecurity-for-indonesia-what-needs-to-be-done114009#:~:text=In%202018%2C%20Indonesia%20had%20more,Defence%20Ministry% 20and%20National%20Police. Accessed by 15 January 2021 Rahmah, Amalia. 2020. The Third Information Systems International Confrence Digital Literacy Learning System for Indonesian Citizen. https://core.ac.uk/download/pdf/82522006.pdf accessed by 15 January 2021 Zuhra,

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