designated short course for Junior Cycle the course can also be delivered within Transition Year. The book provides a framework for teachers to teach the four strands of the digital media literacy course, these being:
My digital world
Following my interests online
Checking the facts
Publishing myself.
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requirements of the Junior Cycle, Digital Media Literacy short course. While a
for Secondary Students
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Introduction to Digital Media Literacy is a response to the specifications and
Digital Media Literacy for Secondary Students
for Secondary Students
The book is highly interactive with numerous links via QR codes to external videos and
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resources. It aims to bring together print and digital technology in a new and engaging manner while seeking to deepen the ability of students to use digital technology,
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communication tools and the internet in a creative, critical, and safe manner.
DIGITAL MEDIA LITERACY - Student Workbook 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.
T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie - W: www.4schools.ie
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Student Workbook
Sarah McGuill
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E-BOOK
How to claim and access your e-Book Code:
To claim your e-Book
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1. Log in to www.4schools.ie (create an account if you do not have one). 2. From the menu, select e-Books. 3. Select the e-Book you wish to purchase and click Add to Cart. 4. Proceed to Checkout. 5. Enter the code above and click on Apply Coupon. 6. Click Checkout.
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To view your e-Book
1. To view your e-Book, log in to My Account. 2. Go to My Digital Library and click Open Library. 3. Your e-Book will be available to view.
Notes
• E-Books are available via the web browser only. • You cannot download your e-Book as a PDF. • You must log in to your 4Schools.ie account to access your e-Book.
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By Sarah McGuill
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for Secondary Students
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Published by 4Schools 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie
© 2021 Sarah McGuill
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If you would like information on further training on public speaking for teachers or schools please contact info@4schools.ie
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ISBN 978-1-907330-38-4
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, without the publisher’s written permission. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Permission requests should be directed to 4Schools, 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. or info@4schools.ie 4Schools has attempted to contact all proprietors of images, texts and graphics included in this book. Proprietors we could not reach are requested to contact us.
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DEDICATION
This book is dedicated to my siblings Nicole, Ryan and Caitlyn, my wonderful partner, Stephen Buckley, and my parents, Barbara and Martin.
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ACKNOWLEDGEMENTS
Thank you to Gary Faloon, Katie Murphy and the Examcraft Group, who helped me edit and re-edit this book.
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Table of contents Introduction ..............................................................................................................................................3
Section 1: My Digital World Chapter 1: My Digital Life ......................................................................................................................... 6 Chapter 2: Analysing the internet ........................................................................................................ 21 Chapter 3: Downloading content ........................................................................................................ 31 Chapter 4: Respectful and responsible use ...................................................................................... 37 Chapter 5: Personal safety concerns .................................................................................................. 41 Chapter 6: Digital citizenship ................................................................................................................ 55 Chapter 7: Responding to harmful situations .................................................................................. 61
Section 2: Following my interests online
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Chapter 8: What is digital content? ..................................................................................................... 70 Chapter 9: Publishing .......................................................................................................................... 82
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Chapter 10: Searching and evaluating ............................................................................................. 90 Chapter 11: Evaluating research .......................................................................................................... 97 Chapter 12: Expression through digital images ............................................................................ 106
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Chapter 13: Image and video manipulation ................................................................................... 111 Chapter 14: Visual representations of data .................................................................................... 119
Section 3: Checking the facts
Chapter 15: Digital media formats .................................................................................................... 128 Chapter 16: Media formats ................................................................................................................. 135 Chapter 17: Change a digital media text from one online format to another .......................... 142 Chapter 18: Looking for bias .............................................................................................................. 148 Chapter 19: Who owns the internet? ............................................................................................... 156 Chapter 20: The role of digital media in our society .................................................................... 162 Chapter 21: Digital technologies in democracy ............................................................................. 166
Section 4: Publishing myself Chapter 22: Social media and me ..................................................................................................... 174 Chapter 23: Teenagers’ online rights ............................................................................................... 182 Chapter 24: Privacy ............................................................................................................................. 187 Chapter 25: Expressing myself online .............................................................................................. 192 Chapter 26: Following my passion .................................................................................................... 298
RESEARCH PROJECT TEMPLATE ................................................................................................... 211
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Introduction Introduction to Digital Media Literacy is a three-year textbook that meets the ‘Junior Cycle Digital Media Literacy’ short course specifications and requirements.. There are twenty-eight learning outcomes that are divided evenly across four strands. The strands are: My digital world, Following my interests online, Checking the facts and Publishing myself.
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In line with the aims of the Junior Cycle specification, this book aims to deepen a student’s ability to use digital technology, communication tools and the internet in a creative, critical, and safe manner. This book contains many activities that scaffold and extend student knowledge about DML.
This book will provide a framework for teachers to teach their students about the four strands of digital media literacy. Digital media literacy is appropriate for Junior Cycle short course or as a Transition Year module.
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Young people today are actively manipulating digital media to participate in social and cultural life. Making and sharing media has become an increasingly important feature of how young people communicate and engage with each other and with the broader world. For them, posting, liking, sharing and searching are ways they participate in their communities and socialise. This short course offers students opportunities to explore and discover the information and knowledge accessible online, enabling them to pursue their interests, express themselves online and solve problems relevant to their lives. Students learn to use digital technology, communication tools, and the internet to engage in self-directed inquiry in studying digital media. As students develop their digital literacy skills, they improve their capacity to know what they are looking for, what information to ignore or discard, and how to identify what can be useful or significant. They learn to discriminate between the multiple sources of information available online and to challenge the views they find there. They learn how to create, collaborate and communicate effectively and understand how and when digital technologies can best support these processes.
- Digital Media Literacy specification
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Digital Media Literacy | Section 1: My Digital World
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SECTION 1
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CHAPTER 1
LEARNING INTENTION
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My Digital Life
1.1 Describe how teens use digital technologies, communication tools and the internet in their lives.
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To reflect on and describe your use of digital technologies, communication tools and the internet in your day to day life.
LEARNING OUTCOME
of teens age 13 to 17 go online daily
of teens use more than one social networking site
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Teenagers today have grown up alongside the internet and have experienced the development of digital technologies and digital communication tools. According to a 2015 Pew Internet and American Life Project survey, 92% of teens aged 13 to 17 go online daily, and 71% use more than one social networking site. Sales of personal use digital technologies such as smart phones and smart watches have expanded dramatically over the last decade. Digital communication tools, including texting applications (such as WhatsApp) and social networking sites (like Instagram), play a significant role in our lives. These technologies allow us to easily and quickly communicate with friends and family. The internet is a treasure trove of information. Learning how to reflect on how we spend our time using it is very important.
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Digital technologies Digital technologies are a broad name for any software - or sometimes hardware - containing a computer or a microcontroller. See examples below.
The Internet The internet is a system of computers that are connected using satellites to spread information.
DRONES
WEBSITES
VIDEO STREAMING SERVICES
ONLINE BANKING
EBOOKS
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LAPTOPS
SMARTPHONES
TABLETS SMARTWATCHES
Digital communication tools A digital communication tool is software that allows two or more people to communicate. Communication could be in writing, verbal or visual. See examples below. PROFESSIONAL MEDIA:
SOCIAL MEDIA:
Snapchat
Skype
Email 7
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ACTIVITY 1: DIGITAL COMMUNICATION TOOLS AND TECHNOLOGY SURVEY
How much do you use digital technology? Highlight the answers that apply to you. 1. I have a phone
5. I know how to use a streaming service
a) Yes
b) No c) Sometimes 2. I use my phone more than four hours per day a) Yes
a) Yes
Disney+)
b) No
b) No
3. I use social media (e.g. Snapchat Instagram, TikTok)
watch b) No
(e.g. YouTube, Spotify, Apple
c)
Music)
a) Yes
b) No
c) Sometimes
or service because of
hours on social media at the
b) No c)
I used to
12. I have used Wikipedia to
recommendations online
a) Yes
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c) Sometimes
a) Yes
7. I have bought an item
4. I spend more than four weekend
Not sure
11. I have a blog
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b) No
c) Sometimes
a) Yes
services
a) Yes
b) No
10. I own/ have owned a smart
c) Sometimes
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c) Sometimes
a) Yes
c) Sometimes
6. I use music streaming
b) No
phone (e.g. 4G)
(e.g. Netflix, Amazon Prime,
a) Yes
9. I have internet data on my
read about a topic that interests me
b) No
a) Yes
c)
b) No
I don’t think so
8. I have internet access in my home
a) Yes b) No
c) Sometimes
c)
Not sure
13. I have posted on a forum looking for advice a) Yes b) No c)
Not sure
ANSWER KEY:
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Mostly As
Mostly Bs
Mostly Cs
Internet fanatic
Internet sceptic
Partial to the internet
You love the internet, digital technologies, and social media. You always have your phone charged and ready to log in to view the latest content.
You are not the biggest fan of the internet and digital technologies.
You have a balanced relationship with the internet, digital technologies and social media, and actively try not to spend too much time using it.
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What are digital communication tools? Digital communication tools are various ways to communicate over the internet. These include: EMAIL
An email is a software that requires the use of computer hardware (e.g. laptops, mobile phones) to send and receive electronic letters through the internet or network. Over the past 25 years, email software has been developed to how we know it and recognize it today.
SMS
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SMS stands for Short Message Service (text messages). Texting is used primarily for quick, short communication. It is a software technology that can be used on mobile devices and computers.
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MMS
MMS or Multi Messaging Service is a term used to describe when text messages are accompanied by visuals in the form of an image, video clip or sound.
VOICE-OVER-INTERNET PROTOCOL (VOIP)
This range of technologies allows face to face and verbal communication over the internet. This software has expanded using social media tools such as WhatsApp, Viber, Snapchat and Facebook messenger.
INSTANT MESSAGING (IM)
IM is also referred to as ‘Chat’. It is a software that allows a series of typed messages sent very quickly from the internet to another communications device. Facebook Messenger and Microsoft Teams are examples of instant messaging.
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ACTIVITY 2: RESEARCH TIME
Using the Google search engine, find the answers to the questions listed in the table below. DIGITAL COMMUNICATION TOOLS
SMS
MMS
VoIP
IM
What company developed it first?
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What year was it developed?
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What are some uses of the digital media tool?
How I use this tool?
(What social media websites)
What do I use this tool for?
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ACTIVITY 3: RESEARCH AND WALKING DEBATE
There is a debate about who created email and when. Research who created email and outline who you think created email and give reasons for your answer.
i)
Who created email?
ii) Reasons why I think that
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Social Media
Social media are internet-based communication tools that allow users to set up an account and often combine IM, VoIP and MMS. There is usually a feed of content that users can post about themselves. In recent years social media has had a large role to play in advertising and politics.
ACTIVITY 4: SOCIAL MEDIA AND DIGITAL TECHNOLOGY
Choose a social media platform you are familiar with and note down all the digital communication tools it uses. i)
My most used social media platform is:
ii) The built-in digital communication tools are: 11
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ACTIVITY 5: CHARTS
Most popular social media apps in 2016 users counted in bilions 2.5 2 1.5 1 0.5 0
YouTube
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Source: Techcrunch.com
Examine the chart above and list
•
The most popular social media app in 2016:
•
•
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i)
Facebook Messenger
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The third most popular social media app in 2016:
The approximate number of people who had accounts on YouTube in 2016:
ii) Research how many users use these platforms today. Create a bar chart comparing the two figures. iii) Research how many users are on four social media platforms of your choice. Represent these numbers in a bar chart.
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TUTORIAL: TO CREATE A CHART IN MICROSOFT WORD
Creating a Chart in Microsoft Word
DIGITAL MEDIA LITERACY
www.4schools.ie
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for Secondary Students
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https://vimeo.com/578067508/313f76cec8 Scan the QR Code to watch the video
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Blogging
Blogging is an older style of social media. Blogging websites allow people to register using their email address to create a website, post news about their lives, and express their interests. Two of the most popular blogs are Wordpress.org and Blogging.com Blogging is an influential platform to create content that appeals to you and your target audience. Some people have become famous influencers, such as James Patrice. Patrice started his rise to fame on Snapchat, giving his followers fashion advice. After that, he set up his blog, which garnered more than 150,000 followers. He has since become editor of a male fashion magazine (MFI) and is often seen on Exposé sharing his clothing knowledge.
James Patrice
BLOGS DEAL WITH A VARIETY OF CONTENT So-Sue-Me is an Irish fashion and lifestyle blog www.sosueme.ie/fashion/cardi-bae Political blogs www.theguardian.com/profile/michaelwhite+politics/ blog
Go Nintendo is a gaming blog www.gonintendo.com Sports blogs www.thefootballab.co.uk
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ACTIVITY 6: BLOGGING
i)
Choose a blog that interests you from the list on previour page.
So-Sue-Me is an Irish fashion and lifestyle blog www.sosueme.ie/fashion/cardi-bae
Political blogs www.theguardian.com/profile/michaelwhite+politics/blog
Go Nintendo is a gaming blog www.gonintendo.com
Sports blogs www.thefootballab.co.uk
Read three blog posts on their website and note:
•
What kind of language do they use? (informal, formal, emojiis)
•
What type of content do they promote? (make up, fashion, gaming)
What types of media do they have on their blog? (text, video, etc)
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•
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ii) Follow the tutorial below to set up your own blog.
Write your own blog post about a topic that interests you. It could be gaming, films, fashion, sports, or any other topic that interests you. It is not recommended for minors under 18 to create a blog about their day to day life as it is an increased internet security risk.
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TUTORIAL: BLOGGING
We will begin by setting up a blog on www.wordpress.org.
Creating your own
Blog DIGITAL MEDIA LITERACY
for Secondary Students
www.4schools.ie https://vimeo.com/578071591/2e290a8c00 Scan the QR Code to watch the video
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Wikis A wiki is a web page that contains an open-editing system. Anybody with a computer and internet connection can alter and update the information if they have an account registered on the website. The most famous wiki is Wikipedia. www.wikipedia.org
Forums Forums or internet boards are websites that can be used for discussion in the form of posted messages. Usually, the moderator must approve the posted message to ensure that it fits in the forum’s theme. One post with replies is called a ‘thread’ or a ‘topic’. Some examples of forums include: Ask about money - www.askaboutmoney.com
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Boards - www.boards.ie
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Reddit - www.reddit.com
i)
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ACTIVITY 7: EXPLORATION AND ANALYSIS
Can you think of any reason why Wikis may not be the most reliable sources of information?
ii) Visit one forum website listed above and discover three different threads or topics on the forum. 15
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Podcasting
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A podcast is a digital communication tool that is often used to spread information orally around the internet. Audio is created to be uploaded and shared on the internet using a microphone.
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Many different software applications can be used to create podcasts. Garageband and Audacity are popular podcasting applications. They are free to use software that can be downloaded onto your device. They can record voice, play sounds in the background, and be edited like a professional. In addition, many podcasts are uploaded to Youtube, Spotify or Audible. Podcasts can cover many topics such as celebrity gossip, sports, fashion, news or lifestyle. TIPS FOR CREATING PODCASTS
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Theme music – music that is used to tell the listener that the podcast is beginning and ending. Theme music should only be approximately 20 seconds in length.
Knowledge – The presenter must know the subject matter that they are speaking about in detail.
Clear diction – the presenter must speak clearly and slowly to ensure that they are understood.
Content – The content must be interesting to the audience
Target audience – The presenter must decide who they are aiming their podcast at and make sure they speak in language appropriate to the audience. E.g. if the presenter was making content aimed at teenagers, they would not speak to them the same way they would speak to children.
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ACTIVITY 8: PODCASTING
i)
Search the internet for a podcast on a topic that interests you. Listen to the podcast and then fill out the table below: Theme music – what type of music do they choose to introduce the topic?
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Diction – does the presenter speak clearly?
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Knowledge – does the presenter know the topic very well?
Content - do you find their content interesting?
Target audience – who is their target audience and are they speaking appropriately to that demographic?
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ii) In pairs, create a podcast using the software of your choice (Garageband, Audacity or phone recording) discussing how the internet affects your life.
TIPS FOR PODCASTING Consider the target audience for this podcast.
Decide what kind of language you should use.
Choose theme music.
Plan what you will say (main points).
Record your podcast.
Upload your podcast to your cloud storage, e.g. One Drive, Google Drive.
Share your podcast on your blog and eLearning website.
Do not share any personal identifiable information.
Make sure your content is appropriate.
Use theme music that is not copyright protected. Under ‘fair use’, you can use any song if it does not exceed thirty seconds in length.
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TUTORIAL: PODCASTING
Follow the tutorial while opening your own Audacity software and familiarize yourself with where and how to use the different functions.
Creating your own
Podcast DIGITAL MEDIA LITERACY
for Secondary Students
www.4schools.ie
https://vimeo.com/578078120/7083bbe176 Scan the QR Code to watch the video
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ACTIVITY 9: REFLECTION JOURNAL
Upload a word document to your eLearning platform detailing how you use digital technologies, digital communication tools and the internet in your day to day life. Digital technologies
Name of digital technology
What I use them for
How long I spend using them
Website Application Smart watch
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eBooks
Music streaming services
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Podcasting services
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Video streaming services
Smart phones
Laptop/tablet/p.c./ Mac Gaming consoles YouTube News websites Blogs Wikis Forums Email Social media platforms
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Chapter Summary Digital technologies are a broad name for any software or hardware that contains a computer or uses the internet, e.g., websites, applications, ebooks.
A digital communication tool is software that allows two or more people to communicate. Communication could be in writing, verbal or visual, e.g. Social Media
The internet is a system of computers connected using a network of either satellites, fibres or cables to communicate information.
Email is electronic mail.
SMS stands for ‘Short Messaging Service”.
MMS or ‘Multi Messaging Service’ is a term used to describe when text messages are accompanied by visuals in the form of an image, video clip or sound.
VoIP is also known as Voice over Internet Protocol. This allows face to face, multimedia, and verbal communication over the internet e.g. Facetime, Skype.
IM or Instant Messaging is a software that allows a series of typed messages to be sent very quickly from the internet to another communications device, e.g. WhatsApp, Facebook Messenger.
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CHARACTERISTICS OF HIGH-QUALITY PODCASTS Target audience – know who your audience is.
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CHARACTERISTICS OF BLOGGING Informal language Personalised to your interests WordPress.org
Content – make interesting content. Knowledge – know what you are talking about.
CHARACTERISTICS OF WIKIS Formal language Wide variety of subjects Wikipedia.org
Diction – speak clearly and slowly. Theme music – interesting music to generate excitement from your audience. Uses Audacity, Garageband etc.
CHARACTERISTICS OF FORUMS Informal language Wide variety of subjects to seek advice Example: Reddit.com
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www. CHAPTER 2
LEARNING INTENTION
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Analysing the internet
1.2 Illustrate the advantages and disadvantages of using digital technologies, communication tools and the internet.
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Demonstrate the advantages and disadvantages of using digital technologies, communication tools and the internet.
LEARNING OUTCOME
The internet is a convenience and something that we rely on heavily in modern life. We can use the internet to find information at the tap of a button, transfer money to bank accounts, pay bills and as entertainment. Many young people don’t remember life without the internet and advanced technology. Technology makes our lives easier, but could there be any disadvantages to our reliance on the internet and technology?
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ACTIVITY 1: ANALYSING THE INTERNET
Write a list of some advantages and disadvantages of our society’s reliance on the internet. Pair up with a friend and compare the list. Share your answers with the class. Advantages
Disadvantages
Digital technologies
Digital communication tools
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(social media)
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(phones, smart watch)
The internet
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Advantages of digital technologies and the internet CONNECTIVITY
Due to the widespread nature of the internet, people from all walks of life can connect instantly through the power of social media.
EDUCATION
PL
ADVICE
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By signing up to websites like studyclix.ie students are able to discuss homework and exam questions. Digital communication tools such as Google Classroom, Zoom, Skype and Microsoft Teams aided students to learn from home during the 2020 Covid-19 pandemic. Teachers were able to deliver classes and work online to avoid spreading the coronavirus.
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Seeking help or advice online is easily and privately done using digital communication tools such as forums. Forums offer many solutions to issues people may be facing, whether it is relationship advice, financial advice or tech support.
STAYING INFORMED
Social media apps and news outlet apps are types of digital communication tools. This allows the user to instantly receive updates about important issues and news.
AWARENESS
Digital communication tools bring attention to different issues. Due to the large user base of social media, a vast range of causes have gained popularity and support. For example, #MeToo is a movement that started predominantly online to expose how female celebrities are treated in the workplace.
ENTERTAINMENT
The internet provides a vast amount of entertainment services. YouTube, Netflix and online gaming are among the most popular pastimes reported by young people.
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ACTIVITY 2: TICK THE STATEMENTS THAT YOU AGREE WITH
Here are some advantages and disadvantages of internet use in education. ick all that you agree with. T
Advantages of the internet in education
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Students can learn independently and at their own pace as the internet has lots of educational resources online.
Less need for textbooks. eBooks
PL
Prepares students for the future as technology advances in the workplace.
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Teachers can create exciting lessons to educate students.
R
Z
Z
Z
Z
Disadvantages of the internet in education Students are less motivated to learn if the information is easily available online. Turning in assignments online may incur/encounter technical difficulties. Students view technology as entertainment, not as a learning tool. Internet access can become a distraction to students. Students may not have access to fast, reliable internet or devices at home, leading to falling behind on homework.
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Disadvantages to digital communication tools Cyberbullying PewCenter.org has reported that most young people have been victims of some form of online bullying. The illusion of privacy on the internet means that some people can create a false account and threaten, harass or spread rumours about a person with no repercussions. In recent years preventive measures have been created by the Garda Síochána to support people who suffer from online harassment.
www.garda.ie/en/ about-us/organisedserious-crime/ garda-national-cybercrime-bureau-gnccb-/ online-harassment.pdf Scan the QR Code to watch the video
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PL
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Often people who cyberbully may not believe that they are bullying. In their mind, bullying is defined as a ‘physical’ assault on a person. Repeated and targeted insults usually disguised as jokes can also be considered bullying.
ACTIVITY 3: CONNECTED
Watch the video below and discuss the different types of bullying that you can see with a partner.
www.vimeo.com/359094916 Scan the QR Code to watch the video 25
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If you or someone you know is being cyberbullied, it is important to remember these three steps. Screenshot the evidence of cyberbullying to show it to an adult.
Talk to your friends and family about what happened and discuss how it made you feel.
SCREENSHOT
SUPPORT
STOP
SPEAK
Do not react to the bully.
Tell an adult that you trust to help you find a way to fix the situation.
PL
Hacking is another disadvantage to the internet. A hacker is a person who uses computers to gain unauthorized access to data. This data could include your personal information or your financial information.
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Hacking
SA M
Many websites and apps require you to enter a lot of personal information to use their service. For example, when signing up to Instagram, you are asked your first name, last name, email address and phone number. Hackers can easily create programmes that try to guess your password to steal information or access your personal content, such as private messages. This can lead to blackmail or extortion. Another way a hacker can gain access your information is by phishing. Phishing is a technique where hackers send fake emails posing as businesses asking you to enter your password. The easiest way to identify a phishing scheme is by searching the email address’s domain. For example, the ending of Apple’s email address will be (@apple.com). Second, if the sender claims to be from a company or business, always double-check the domain in Google if you aren’t sure. The primary motive for malicious hackers is often financial. These types of hackers are referred to as “black hat” hackers. On the other hand, PayPal and Amazon employ cybersecurity experts to keep credit and debit cards safe online. In addition, these companies often hire people to hack their websites, which can help identify any security loopholes. These are called “white hat” hackers. Other hackers do not wish to steal information but instead try to hack peoples accounts as a personal challenge out of boredom or for revenge. 26
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Viruses A virus is a programme that attacks digital devices. It is also known as malware. Viruses can copy your data and send it on to the hacker to later sell. IF YOU SUSPECT YOU MIGHT HAVE A VIRUS, YOU CAN FOLLOW THE CHECKLIST:
Run your anti-virus software
On Windows computers, an antivirus software called Windows Defender is preinstalled. McAfee is another commonly used anti-virus software.
Change your passwords
Change all your passwords to a unique set of letters, numbers and special characters. This will make your accounts more difficult to hack. Go to a professional
Professional computer repair shops will examine your computer to determine if your device has any viruses.
Spyware A type of virus that can access all passwords and email addresses on your device and sells them. Worm A worm virus copies itself hundreds of times onto the device. It damages the device very quickly.
SA M
PL
E
Virus Viruses infect other programmes downloaded on your device. It can either slow down your device or block access to using your device.
Malware A type of software that is disguised as helping your device.
ACTIVITY 4: HACKING AND VIRUSES
i)
Create a SmartArt chart to display advice to someone who believes they were hacked.
ii) Create a podcast discussing the dangers of hacking and viruses aimed at first-year students. DISCUSS:
TIPS Pg. 65: Learn how to create SmartArt in Microsoft Word. Pg. 18: Learn how to create a podcast in Audacity.
What is hacking?
Why does hacking happen?
What can you do to reduce the chances of being hacked?
What are the risks viruses can pose to your device and online safety?
What are signs to look out for if you think you’ve been hacked?
What advice you would give to students to minimize the risks of getting a virus?
Internet addiction is a serious issue that can affect anyone. Dopamine is released in your brain every time you view content that makes you feel happy or excited. Common Sense Media published a survey where more than half of teenagers surveyed reported that they “feel” they’re addicted to their mobile devices. Three-quarters of them said they felt compelled to immediately respond to texts, social media posts and other notifications. 27
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ACTIVITY 5: ADVANTAGES AND DISADVANTAGES
i)
In groups of six, students will discuss the advantages and disadvantages of the following digital communication tools.
Digital communication tool
Advantages
Disadvantages
SA M
TikTok
PL
E
YouTube
Snapchat
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ii) Staying in their groups of six, each person will be assigned a colour hat that represents a different style of thinking about a problem. The issues that you will be considering are:
“Do the advantages of the Internet outweigh the disadvantages?”
Thinking Hat WHITE HAT Focus on the facts and information that you have. RED HAT Focus on the emotions behind the issue. BLACK HAT Focus on the negatives of the issue.
PL
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YELLOW HAT
SA M
“Do the advantages of digital communication technologies outweigh the disadvantages?”
Focus on the positives of the issue. GREEN HAT Focus on the creative ideas for solving the issue. BLUE HAT Is the group leader. Everyone else in the group will present their ideas from the different thinking styles and the team leader will decide the most important information to share with the class.
Think about the issue from all perspectives, record your thoughts and ideas, present the ideas to the team leader. The team leader will then share the thoughts and ideas with the class.
ACTIVITY 6: ADVANTAGES AND DISADVANTAGES
Upload a short entry to your reflection journal on your eLearning platform discussing: “My opinion on the most important advantages and disadvantages of the internet.” 29
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Chapter Summary ADVANTAGES TO DIGITAL COMMUNICATION TOOLS: Connectivity: Everyone is connected by the internet.
Education: The internet allows quick and easy access to information. Digital communication tools allow better communication with other students and teachers.
Advice: seeking advice online is more private, and the internet connects experts from all fields to help with problems.
Staying informed: We can get instant updates about what is going on in the world.
Awareness: It is quicker and easier to find out about important issues.
E
DISADVANTAGES TO DIGITAL COMMUNICATION TOOLS: Cyberbullying: the anonymity of the internet emboldens bullies and trolls to hurt people online. Hacking: With so much personal information being put online, it leaves us open to hackers to steal that information.
Viruses: Some hackers create viruses to infect devices and steal information.
Internet addiction: There is a growing trend among teenagers worldwide that they feel addicted to their devices.
SA M
PL
RESPONDING TO CYBERBULLYING: STOP – Do not react.
SCREENSHOT - Screenshot the evidence of cyberbullying to show it to an adult.
SPEAK – Tell an adult.
SUPPORT – Talk to friends and family about your experience.
TYPES OF VIRUSES: Spyware: A virus that collects all email addresses, passwords and banking information.
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Worm: A virus that copies itself hundreds of times on the device.
Trojan Horse: A virus disguised as software that is designed to help your device.
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CHAPTER 3
LEARNING INTENTION
PL
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Downloading content
1.3 Debate the ethical and legal issues around downloading music and video content from the internet.
SA M
Explore the morality and legality of downloading content from the internet.
LEARNING OUTCOME
As the internet gives us unlimited access to content, it is important to be careful about how and where we download this content while using the internet. It is effortless for internet-savvy people to download copyrighted content or torrent content such as videos, films, music, books and TV shows without permission from the owner or creator of the content. This is called digital piracy.
DEFINITION Copyrighted content is content where the original creator has exclusive rights over the work.
ACTIVITY 1: VOTE
Using mentimeter.com, do an anonymous class vote on whether you have: 1. Downloaded or streamed any copyrighted content from the internet. 2. Uploaded any copyrighted content to the internet. Uploading, downloading or watching such contents, is a breach of copyright law. People debate the morality of the Piracy. Morality means knowing the difference between right and wrong. 31
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6.6 6.4 6.2 6.0 5.10
356218
5.8 5.4
Arguments for digital piracy
x
FINANCIAL LOSS
Some people do not believe that there is anything wrong with digital piracy. They believe that everybody should have access to all material that is published online. These people see piracy as a victimless crime.
In 2018, the Irish Times stated that Ireland has one of the world’s highest digital piracy rates. This has cost the Irish economy €60 million every year. In 2010, the Directors Guild of America stated that the global piracy of American film, TV shows and music resulted in $25 billion in lost sales. This is equal to 375,000 jobs lost each year.
PL
SA M
Digital pirates argue that both music and video streaming services are too expensive.
E
INFORMATION IS FREE
TOO EXPENSIVE
ILLEGAL DOES NOT EQUAL IMMORAL
Digital pirates believe that just because something is illegal doesn’t automatically mean that it is morally wrong. Some argue that when gay marriage was illegal it was not considered immoral. NOT REAL THEFT
Digital pirates argue that piracy is not actual theft. Theft involves depriving an individual of using the original product. For example, if someone steals your phone, you are deprived of it, and the thief gains it. They argue that they are not excluding others from paying for the content if they wish but want to make it available to those who want to pirate.
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Arguments against digital piracy
INCREASED COSTS FOR THE USER
Since not as many digital media subscriptions are being sold, manufacturers raise the price to lessen the financial burden on the company. NO INCENTIVE
If the financial aspect of content creation is taken out of the equation, creative people will not make a living and thus stop creating content. STEALING
The law protects the entertainment industry. It defines piracy as stealing because the people who created the content do not get paid for their work. Digital piracy in the USA is a federal crime. If caught uploading or downloading copyrighted material to your device, it can result in hefty fines or imprisonment.
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ACTIVITY 2: PIRACY IN THE USA
Read the following quote from President Barack Obama on digital piracy. Write a formal email to a friend discussing Obamas’ statement. “We’re going to aggressively protect our intellectual property […] Our single greatest asset is the innovation and the ingenuity and creativity of the American people […] It is essential to our prosperity. But it’s only a competitive advantage if our companies know that someone else can’t just steal that idea and duplicate it. There’s nothing wrong with other people using our technologies. We welcome it – we just want to make sure that it’s licensed and that American businesses are getting paid appropriately.”
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- Barack Obama
TUTORIAL: HOW TO SEND AN EMAIL
PL
You should set up an email address that you will only use for schoolwork.
SA M
You may have a student email provided by the school. If you do, then you can skip this step.
How to write a
formal e-mail DIGITAL MEDIA LITERACY
for Secondary Students
www.4schools.ie
https://vimeo.com/578084165/0ad909644e Scan the QR Code to watch the video
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ACTIVITY 3: CASE STUDY - GAME OF THRONES
Read the article and discuss the questions below. 1. The article claims that more people pirated the final season of Game of Thrones than paid for it. What is your opinion on this claim?
www.washingtonpost.com/news/ morning-mix/wp/2017/09/08/ game-of-thrones-was-piratedmore-than-a-billion-times-farmore-than-it-was-watched-legally Scan the QR Code to read the article
2. 84.7% of pirates viewed the episodes by streaming from a website. In your opinion, why did they choose to use a website instead of downloading the episode? 3. The show runner, David Benioff, said that HBO doesn’t allow the media to view their shows ahead of the release date and destroy the scripts because of piracy.
E
He states: “It’s like protecting your house. You make it as hard as possible for burglars in hopes that they look for some other house to burgle, but it’s impossible to ever completely secure your house.”
SA M
PL
What is your opinion on these measures that HBO and David Benioff have taken to protect their show from piracy?
ACTIVITY 4: DEBATING AND POWERPOINT
In groups of four, create a PowerPoint presentation on your group’s stance on whether digital piracy is morally right or wrong.
TIPS FOR DEBATING Choose one side. Use facts that you have researched online to support your argument. TIPS FOR POWERPOINT PRESENTATION
34
Insert a title slide. State your case on the first slide of the PowerPoint. Insert an image on most slides. Use bullet points to make sure you’re only giving the most important information. Highlight some important facts (Home tab) Insert transitions Insert animations Insert video if you find one that supports your argument. Save your PowerPoint. Change the theme using design ideas. Make sure to play your presentation in advance to check for errors/ to see where improvements could be made.
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TUTORIAL: MICROSOFT POWERPOINT
Follow the tutorial below and use your own copy of Microsoft PowerPoint to familiarize yourself about where the different buttons are located.
How to create a
PowerPoint
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presentation DIGITAL MEDIA LITERACY
www.4schools.ie
PL
for Secondary Students
https://vimeo.com/578085089/809cf31c01
SA M
Scan the QR Code to watch the video
ACTIVITY 5: REFLECTION JOURNAL
Watch the video below. On your eLearning website, add your opinion on the legal and ethical side of digital piracy into your reflection journal.
https://www.youtube.com/watch?v=HmZm8vNHBSU Scan the QR Code to watch the video 35
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Chapter Summary SHARING CONTENT ONLINE Uploading and downloading copyrighted content is an infringement of copyright law.
MORAL ARGUMENTS FOR DIGITAL PIRACY Freedom of information: Some people believe that everybody should have access to all material that is published online.
Too expensive: Digital pirates argue that both music and video streaming services are too expensive.
Illegal doesn’t equal immoral: Digital pirates believe that just because something is illegal doesn’t automatically mean that it is morally wrong.
Not real theft: Digital pirates argue that piracy is not real theft. They argue that they are not excluding others from paying for the content if they wish but want to make it available to those who wish to pirate.
PL
E
MORAL ARGUMENTS AGAINST DIGITAL PIRACY
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Financial loss: In 2018, the Irish Times stated that Ireland has one the highest rates of digital piracy in the world. This has cost the Irish economy €60 million every year
Increased costs for the user: Since not as many subscriptions of the digital media are being sold manufacturers raise the price to lessen the financial burden on the company.
No incentive: If the financial aspect of content creation is taken out of the equation creative people will not be able to make a living and therefore will stop creating content.
Stealing: The law protects the entertainment industry. It defines piracy as stealing because the people who created the content do not get paid for their work.
SA M
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CHAPTER 4
LEARNING INTENTION
PL
E
Respectful and responsible use
1.4 Demonstrate an understanding of respectful use of digital media texts, including concepts of copyright, fair use, plagiarism and intellectual property ownership.
SA M
Discover the meaning of the legal terms used in digital media and explain them in your own words.
LEARNING OUTCOME
Digital Piracy
In the previous chapter, we discussed the ethics of digital piracy and debated whether it should be legal or not. We discovered that digital piracy is the act of downloading any content from the internet without paying for it. This includes music, television shows or films. If the material is copyrighted, the owner does not give permission to others to share their work without getting paid. Copyrighted means that the work that has been created is protected by law. Fair use is the law that allows you to use a small portion of copyrighted material as examples if you’re not passing it off as your own work, e.g. a Youtuber using a clip of a popular song as their theme music. Plagiarism is when someone steals your work and tries to pass it off as their own. Finally, intellectual property ownership is the ownership of ideas e.g. when inventing a new product, the inventor applies for a patent so no one can steal their idea.
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VS
JOHN POE
Plagiarism vs Fair use
E
Fair use is taking a small portion of someone else’s work to quote it to support an argument, critique it or parody it. For example, if you reference where and who created the work, it falls under fair use in the eyes of the law.
SA M
PL
Plagiarism is taken very seriously in academia and the entertainment industry. If a college suspects a student of plagiarism, the student will be called in for a disciplinary hearing and is sometimes expelled. Plagiarism in the entertainment industry can lead to lawsuits. In 2018 an English rock band, Radiohead, sued Lana Del Rey for copyright infringement due to Lana’s song ‘Get Free’ sounding similar to ‘Creep’.
ACTIVITY 1: ROLEPLAY
In groups, write a short roleplay (dialogue and actions) about plagiarism. Example scenario: Imagine you worked very hard on your English creative writing story. You left it on your desk. Another student takes your work, crosses your name off it, puts their name and hands it up to the teacher. Perform your roleplay for the class.
ACTIVITY 2: THINKING HATS
Break into groups of six. Each person will be assigned a ‘colour hat’ representing a different thinking style about a problem. The issue that you will be considering is: “Plagiarism is a serious offence”
TIPS Pg. 29: Learn how to use the Thinking Hat Methodology.
Think about the issue from all perspectives, record your thoughts and ideas, present the ideas to the team leader. The team leader will then share the thoughts and ideas with the class.
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TIPS ACTIVITY 3: COMICS
Create a comic strip that explains the four concepts of responsible and respectful digital use. Use your own words when describing each concept. COMMON FEATURES OF COMIC BOOK STRIPS ARE:
Backgrounds: That show the setting of the comic Characters: Who is in the scene Actions: How are the characters interacting?
TUTORIAL: ANALYSIS
PL
Look at this comic book scene from Spiderman. Answer the questions below.
E
Dialogue: Talking shows readers what the character is thinking.
Using a comic creator website such as StoryBoardThat. com is a quick and easy way to create comics with backgrounds, characters, and text by dragging and dropping them into the boxes. This website gives you step by step instructions on how to create and save comics to your computer.
SA M
What does the background of this comic tell us?
Who is in the scene?
How are the characters interacting? What does the dialogue show us?
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Pause & Reflect Write an entry in your reflective journal describing your opinions on plagiarism, copyright and fair use laws.
Chapter Summary Digital piracy is the act of downloading any content from the internet without paying for it.
Fair use is the law that allows you to use a small part of copyrighted material to use as examples if you’re not passing it off as your own work.
Plagiarism is when someone steals your work and tries to represent it as their own.
Intellectual property ownership is the ownership of ideas.
Copyrighted means that the owner does not give permission to others to share their work without getting paid.
SA M
PL
E
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CHAPTER 5
LEARNING INTENTION
PL
E
Personal safety concerns
1.5 Discuss their personal safety concerns when using digital technologies, communication tools and the internet.
SA M
Explore the safety features in place for teenagers using digital technologies, social media and the internet.
LEARNING OUTCOME
As we discussed in the second chapter - ‘The Advantages and Disadvantages of the Internet’ safety issues are a serious concern when it comes to the internet. There are various types of risks when accessing the internet.
Posting of Personally Identifiable Information The first safety concern we will discuss is the posting of personally identifiable information. This means that if you post any personal information online, you can be traced easily and leave yourself open to cyberattacks. Cyberattacks can include hacking, catfishing, cyberbullying and grooming. In Chapter Two, ‘Advantages and Disadvantages of the Internet’, we examined hackers and hacking in detail. [See Chapter 2 for revision.] Social media is a difficult place to navigate your personal information. Everyone who uses social media is encouraged to fill out as much detail about themselves, share their location, and update their life events. 41
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Analysing safety issues on social media
ACTIVITY 1: MIND MAP
MIND MAP
SA M
PL
In groups of three, using mini white boards or ‘show me’ boards, create a spider diagram/mind map of what you think the purpose of social media is.
E
The following set of activities will assess your knowledge about the possible safety risks of sharing too much personal information on your social networking websites.
ACTIVITY 2: STICKY NOTES
After discussing the purpose of social media, brainstorm various social media platforms or apps and write down what features each one has (e.g. disappearing images for Snapchat).
When everyone is finished brainstorming, place the sticky notes on A3 poster paper in the middle of your group.
ACTIVITY 3: DIY
Design your own ideal social media platform using Microsoft Word and decide what social media features you enjoy the most. Include which information is the most important for users to share on a social media website.
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E PL SA M
ACTIVITY 4: DIGITAL MIND MAPPING
From the information collected on the sticky notes, decide what features they have in common and create a digital mind map on Coggle.it
TIPS
You can look at who owns the various social media companies.
Can you share content directly from one app to another?
Add in images to your digital mind map.
IN GROUPS OF THREE, CHOOSE A ROLE FROM THE FOLLOWING OPTIONS:
Researcher: Uses Google search to find out information.
Creator: Creates a digital mind map using www.coggle.it.
Presenter: Will show and explain the digital mind map to the class.
Coogle.it requires you to sign in with your school email address and lets you create mind maps by typing the words and putting in arrows.
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ACTIVITY 5: HIGHLIGHT
The following fake social media profiles created by Childnet International 2009 were created to discuss what is safe and unsafe information to share about yourself online is.
SA M
PL
E
Read the different profiles and highlight safe and unsafe features of this page (using different coloured markers/pens).
Activity from Childnet 2009 44
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E PL SA M Activity from Childnet 2009
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E PL SA M Activity from Childnet 2009
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TIPS
ACTIVITY 6: THINK-PAIR-SHARE
Each group of three will analyse one of the above three social media profiles. Discuss the following questions using the think-pair-share strategy.
Pg. 29: Learn how to use the Thinking Hat Methodology.
1. Is Chloe’s profile private or public? How do you know? 2. What type of personal information is important to keep safe/private online? 3. What information is appropriate to share?
4. How long does information stay online?
PL
E
5. Who could potentially see information online now? In the future?
SA M
6. How can you protect your safety and information on this service?
7. How long has Chloe been online or checked her profile today?
8. What are your thoughts about the advertising found on Chloe’s profile? Do you think it is appropriate for Chloe to be receiving adverts for dating services and weight loss products?
ACTIVITY 7: YOUR SOCIAL NETWORK
Go back to your original social network design. Is there any feature you would change or add more security on? 47
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Cyberbullying As we learned in Chapter 2, bullying is not just physical. The nature of the internet means that every person is accessible to others all day and night. If someone is being cyberbullied, this can leave them feeling overwhelmed with no safe spaces to escape. Any type of bullying has long-term negative effects on mental health and wellbeing. Many online bullies are offline bullies too. Many people do not view the internet as ‘real life’ and thus do not consider the reallife consequences that their actions can provoke. The internet has made it very easy to create rumours, spread lies and joke about someone else online. You can often forget that you are lying about or joking about a real person with real feelings. Deliberate and ongoing targeting using online pranks or jokes is described as online bullying. Creating polls, memes, videos, posts intended to hurt or humiliate someone is cyberbullying. THERE ARE GENERALLY FOUR TYPES OF PEOPLE THAT ARE INVOLVED IN CYBERBULLYING.
E
The upstander The person who speaks or acts in support of someone being bullied
SA M
PL
The bully The person doing the bullying
The victim The person who is being bullied
The bystander The person that sees another being bullied and does nothing
If you are a bystander to cyberbullying, consider sticking up for the victim even if it’s somebody that you don’t know very well.
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ACTIVITY 8: REFLECTION JOURNAL
PL
E
Watch the following video about some instances of cyberbullying.
https://vimeo.com/352625574 Scan the QR Code to watch the video
SA M
Highlight the answer that you agree with: 1. Was the bullying intentional? Yes
No
2. Was the bullying repeated? Yes
No
3. Did the victims deserve to be bullied? Yes
No
4. If you were a bystander to one type of cyberbullying shown in the video, what would you do? Explain this answer in your reflection journal.
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E
Watch the second video below and reflect on the theme of the video “Sticks and stones may break my bones.”
https://www.youtube.com/watch?v=LBp3yo1mQ40
PL
Scan the QR Code to watch the video
In your reflection journal, write down: Did this video impact you?
What was the main message of the video?
What does the phrase ‘sticks and stones may break my bones’ mean to you now?
SA M
HOW TO RESPOND IF YOU ARE CYBERBULLIED
50
Screenshot the evidence of cyberbullying to show it to an adult.
Talk to your friends and family about what happened and discuss how it made you feel.
SCREENSHOT
SUPPORT
STOP
SPEAK
Do not react to the bully.
Tell an adult that you trust to help you find a way to fix the situation.
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ACTIVITY 9: PREVENTING ONLINE HARASSMENT
Read the PDF from An Garda Siochana giving advice about preventing online harassment. Then, create a digital poster providing advice to your group on what they should do if they are being cyberbullied.
https://www.garda.ie/en/crime-prevention/online-harassment.pdf Scan the QR Code to read the document
TUTORIAL: POSTER MAKING
PL
How to
E
Create a poster using Adobe Spark
make a Poster
SA M
using Adobe Spark DIGITAL MEDIA LITERACY
for Secondary Students
www.4schools.ie
https://vimeo.com/578086116/6927b2c5a9 Scan the QR Code to watch the video
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E
Catfishing
DEFINITION
SA M
PL
Catfishing is when a person lies about who they are on the internet. It can take the form of lying about age and using apps not designed for them. For example, if you use an application designed as an 18+ app, when you are a minor, such as Tinder, that is catfishing.
Catfishing and grooming are more intimate forms of cyber abuse. Often the person won’t realise that they have been groomed until it’s over.
Misrepresenting your image online can also be described as a catfish. WHY DO PEOPLE CATFISH?
There are various reasons that people catfish others online. Teenagers often wish to grow up faster and change their age to access websites and applications which are inappropriate for someone of their age. Scammers lie about their whole identity online and often use a VPN, Virtual Privacy Network, to change their location on their device to misrepresent where they are in the world. They often create multiple online personas to attempt to befriend people online and manipulate them to send them money. People change the images of themselves online. These people can be insecure about their looks or appreciate the artistic expression of photographic manipulation. Websites and applications use functions such as skin smoothening, teeth whitening and body alterations to attract people to use their service. Photoshop was reserved for celebrities, but now anyone with a digital device can upload and alter their image. After prolonged exposure to this false image of themselves, people can feel underwhelmed with what they see in the mirror and dissatisfied with their look natural looks.
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Grooming Grooming is when an adult, anyone over 18, speaks suggestively or sexually towards a minor. Usually, grooming has the end goal of entering a sexual relationship with the minor, either digitally or in real life. Grooming happens to both girls and boys by both women and men. When we think about grooming, we often picture a pensioner speaking to a young teenager. This situation does arise, but it is not always the case. More and more young adults (18-25) are being charged with grooming minors. They often use expressions such as “you’re so mature for your age”, “I can’t believe you’re only 12/13/14, you look so much older!” etc. The type of adults that seek teenagers for a romantic or sexual relationship are criminals. However, some teenagers appreciate this compliment as it makes them feel more mature and grown-up.
PL
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The concept of grooming is not exclusive to the internet. However, the internet does enable groomers to have more access to younger people that they wouldn’t have had in the past. Some grooming stays in an online forum. This can include sexting and exchanging nude or suggestive pictures of each other. If a person under the age of 18 participates in these exchanges, then that person is responsible for creating and distributing child pornography. This is a crime.
ACTIVITY 10: GROOMING AND CATFISHING
SA M
Watch this video from Web Wise and write a short refection note on:
https://vimeo.com/289090948 Scan the QR Code to watch the video
i)
What evidence do you see of catfishing in this video?
ii) What evidence do you see of grooming in this video? iii) How do you think either the boy or the girl feels at the end of this video?
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ACTIVITY 11: DESIGN
Create a poster using Adobe Spark, focusing on one issue: hacking, grooming, catfishing or cyberbullying to raise awareness of a safety concern online.
Chapter Summary
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DEFINITIONS: Hacking: unwanted access by another of your accounts and personal information Catfishing: this is when a person misrepresents who they are online. Usually to take advantage of the individual.
PL
Cyberbullying: is a type of bullying that takes place online
Grooming: this is when an adult will talk about sexual topics with minors.
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HOW TO RESPOND IF YOU ARE CYBERBULLIED
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Screenshot the evidence of cyberbullying to show it to an adult.
Talk to your friends and family about what happened and discuss how it made you feel.
SCREENSHOT
SUPPORT
STOP
SPEAK
Do not react to the bully.
Tell an adult that you trust to help you find a way to fix the situation.
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CHAPTER 6
LEARNING INTENTION
PL
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Digital citizenship
1.6 Create a charter of online rights and responsibilities for the class.
SA M
Explore what it means to be digital citizens and create a charter of digital rights and responsibilities.
LEARNING OUTCOME
‘Digital’ is defined as taking place online. Citizenship refers to a person who belongs to a community or country free to create their own rules. Every online community has a set of rights and responsibilities attached to them. A right is a legal entitlement to do something. Responsibility is a way that you should act in different situations. Digital citizenship includes having rights and responsibilities when using the internet and digital technologies. Digital rights are freedoms we have when we access the internet, and digital responsibilities are duties about how we behave online. Everyone who uses the internet is part of a digital community, and we should all look out for each other online. There are many types of responsibilities and rights regarding digital citizenship, and sometimes these conflict with each other. To be active digital citizens, it is important to understand why rules are made and enforced online.
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ACTIVITY 1: BRAINSTORM
Think of three rights teachers have, and three rights students have. Students’ rights
PL
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Teachers’ rights
SA M
Think of three responsibilities teachers have and three responsibilities students have. Teachers’ responsabilities
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Students’ responsibilities
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ACTIVITY 2: TABLES
In Microsoft Word, create a table with two columns and five rows. Title the first column ‘Digital Rights’ and the other ‘Digital Responsibilities’. Digital responsibilities
PL
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Digital rights
In the box below are a series of statements. Decide which are ‘digital rights’ and which are ‘digital responsibilities’. Copy and paste your answers into the table. Access and use of computers or electronic devices.
2)
Use appropriate language and behaviour when interacting online
3)
Create and share digital content
4)
Privacy online
5)
Respect opinions and ideas of others
6)
Do not use or share others’ work without permission.
7)
Obey all intellectual property laws.
8)
Express your opinions freely.
9)
The ability to report anyone that is inappropriate.
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1)
10) Follow the rules of the website. 11) Using critical thinking skills. 12) Behaving and participating responsibly online.
ACTIVITY 3: THINK-PAIR-SHARE
Are there any more digital rights and responsibilities that you can think of? In pairs, create a list of rules that everyone should follow to make the internet safe. (You can use PowerPoint, Microsoft Word or Adobe Spark). 57
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Terms and conditions
PL
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Some of the rights we have online can be waived if we sign up for a website or application. When creating an account on any website or application, it prompts you to agree to their company’s terms and conditions. Terms and conditions are the rules of the website. They outline the behaviour expectations that the company has for you and examples of acceptable conduct. Terms and conditions can be used to empower the user to report online harassment and protect their privacy.
SA M
ACTIVITY 4: TERMS AND CONDITIONS CASE STUDY
Imagine your school has created a website where they can show parents and students the extracurricular activities in school. To view these images and videos, you must sign up and create an account. The school will use the same terms and conditions as Instagram.
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TIPS
Pg. 29: Learn how to use the Thinking Hat Methodology.
Read the following simplified quotes from Instagram’s terms and conditions.
Highlight any rights or responsibilities that you would be uncomfortable with your school having.
Break into groups of six. Each person will be assigned a colour hat that represents a different style of thinking about a problem. The issues that you will be considering are:
“Instagram should not have so many rights”
“Instagram should not be allowed to sell my information and images without contacting me and paying me for my content.”
“Even if I delete my account, Instagram still owns all of my information and images. That should not be allowed.”
“The rights of the user protect me from harm on Instagram.”
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Young peoples’ rights on social media: Instagram Our rights
1. You must be 13 or over to use Instagram.
1. Although you are responsible for the information you put on Instagram, we may keep, use and share your personal information with companies connected with Instagram. This information includes your name, email address, school, where you live, pictures, phone number, your likes and dislikes, where you go, who your friends are, how often you use Instagram, and any other personal information we find such as your birthday or who you are chatting with, including in private messages (DMs).
2. Don’t post anything showing violence, or that might make other people feel scared, or any images that contain nudity. 3. Don’t use anybody else’s account without their permission or try to find out their login details. 4. Keep your password secret and don’t let anyone else use your account. 5. Don’t bully anyone or post anything horrible about people.
• We are not responsible for what other companies might do with this information.
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6. Don’t post other peoples’ private or personal information.
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Our rules
7. Don’t use Instagram to do anything illegal or that we tell you not to do.
•
8. If you want to add a website to your username, make sure you get permission from Instagram first.
• When you delete your account, we keep this personal information about you, and your photos, for as long as is reasonable for our business purposes. You can read more about this in our Privacy Policy. This is available at: instagram. com/legal/privacy/.
SA M
9. Don’t change anything about our website or applications, upload any type of virus or do anything that might interfere with the way Instagram works. Don’t send us ideas on how to improve Instagram. 10. Don’t use any type of software or robot to create accounts or access Instagram, and don’t send spam or unwanted emails.
2. Instagram is also not responsible for: • Links on Instagram from companies or people we do not control, even if we send those links to you ourselves.
11. Read our Community Guidelines and obey them when using Instagram.
•
12. Don’t do anything that might affect how other people use and enjoy Instagram. 13. Don’t encourage anyone to break these rules. Your rights
1. You have the right to feel safe using Instagram.
2. Officially you own any original pictures and videos you post, but we are allowed to use them, and we can let others use them as well, anywhere around the world. Other people might pay us to use them and we will not pay you for that. 3. You are responsible for anything you do using Instagram and anything you post, including things you might not expect such as usernames, data and other peoples’ music. 4. It will be assumed that you own what you post, and what you post does not break the law. If it does, and you are fined, you will have to pay that fine. 5. If you break the law or break these rules, you are responsible. You should use common sense and your best judgment when using Instagram. 6. Although you do not own your data, we do own ours. You may not copy and paste Instagram logos or other stuff we create, or remove it or try to change it. 7. You can close your Instagram account by logging into Instagram and completing this form: instagram.com/accounts/ remove/ request/. If you do, your photos, posts and profile will disappear from your account but if anyone has shared your photos or personal details, or if we have used them ourselves for any reason, they might still appear on Instagram. We will also keep all the data we already have from you and we can use it as explained in the following paragraph 1.
We will not rent or sell your personal information to anyone else without your permission.
What happens if you connect your Instagram account to another app or website, for instance by sharing a picture, and the other app does something with it or takes your personal details.
• The cost of any data you use while using Instagram. • If your photos are lost or stolen from Instagram. 3.
Although Instagram is not responsible for what happens to you or your data while you use Instagram, we do have many powers: • We might send you adverts connected to your interests which we are monitoring. You cannot stop us doing this and it will not always be obvious that it is an advert. • We can change or end Instagram, or stop you accessing Instagram at any time, for any reason and without letting you know in advance. We can also delete posts and other content randomly, without telling you, for any reason. If we do this, we will not be responsible for paying out any money and you won’t have any right to complain. • We can force you to give up your username for any reason. • We can, but do not have to, remove, edit, block and/or monitor anything posted or any accounts that we think breaks any of these rules. We are not responsible if somebody breaks the law or breaks these rules.
The Instagram terms and conditions have been edited for educational purposes and are not a replacement for the original version, which can be found at bit.ly/TCsInstagram
Activity 4 and image from TES: Children’s commissioner 59
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ACTIVITY 5: CHARTER
Create a charter of online rights and responsibilities for the school website that we discussed in Activity 4. Make sure to include the school’s rights and responsibilities and the user’s rights and responsibilities. You can take examples from Instagram’s terms and agreements and from Activity 2. Complete the assignment using Adobe Spark.
E
Chapter Summary Digital citizenship means we have rights and responsibilities on the internet like we do when we are a citizen of a country.
Digital rights are freedoms that have when we access the internet.
Digital responsibilities are duties about the way we should behave online.
SA M
Digital Rights
PL
Digital Responsibilities
Access and use of computers or electronic devices.
Use appropriate language and behaviour when interacting online
Create and share digital content
Respect opinions and ideas of others
Privacy online
Do not use or share others’ work without permission
Express your opinions freely
Obey all intellectual property laws
The ability to report anyone that is inappropriate
Follow the rules of the website
Terms and conditions of websites and applications outline the rules of the website and the rights and responsibilities of the user.
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CHAPTER 7
LEARNING INTENTION
PL
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Responding to harmful situations
1.7 Describe appropriate responses to potentially harmful situations.
SA M
Evaluate a variety of responses to potentially harmful situations.
LEARNING OUTCOME
The internet is a place filled with entertainment, information and community. Despite this, it is unfortunately common to find yourself in potentially harmful situations. Providing you with information should empower you to respond to these situations. In Chapter 5, ‘Personal Safety Concerns’, and in Chapter 2, ‘Analysing the Internet’ we discussed briefly how to respond to some harmful situations. Harmful situations include but are not limited to: Scams Hacking Grooming Cyberbullying Stalking Catfishing Viewing inappropriate text, images and videos Sexting 61
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ACTIVITY 1: RANKING
Rank the above list of harmful situations that can happen online, 1 being the most harmful and 8 being the least harmful.
ACTIVITY 2: REVISION
Draw a beside the correct way to respond to a harmful situation online. Draw an beside the incorrect way to respond to a harmful situation online. Confront the person online Block the person
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Report the person
Take screenshots Tell a trusted adult Change your password
SA M
Limit your privacy settings
PL
Tell your friends to add the person to confront the person
Ask your friends to support you Contact the Gardaí
Scamming, and hacking Scams often happen on the internet. People create phishing schemes that send you emails or texts from seemingly reputable companies (e.g. Amazon) and ask you to enter the password to your accounts. The scammer will then use this information to hack your account and buy items in your name. This is also called fraud. Another way a criminal can try to scam you is by creating a false account pretending to be someone you know or someone you might want to get to know and become your friend. This is known as catfishing. Sometimes they will try to gather information about you and other times they will simply ask you for money. Hackers can be scammers, but not always. These criminals can also sell your information to scammers on the dark web. In addition, they can read all your private conversations and blackmail you into sending money or inappropriate images and videos with your personal information.
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SCAMMING AND HACKING PREVENTION
Check the URL of every email a company sends you to make sure it is a legitimate email. You can Google the company’s customer service email directly or contact the company directly.
Do not allow people you don’t know personally to visit your profile. If you think you know the person who adds you, confirm that the social media page is legitimate.
HOW TO RESPOND TO DIGITAL SCAMS AND HACKING If you suspect that you have been scammed or hacked:
If you are denied access to a website because you have an adblocker – leave the website.
Use complex passwords and various email accounts to sign up for social media and websites. These should include lower case letters, uppercase letters, numbers and special characters (€#*)
Change all passwords to your
Do not open the email if you’re not sure it is legitimate.
Run an antivirus check on
Tell your parents or a trusted
E
adult.
If advertisements pop up on your screen, do not click them. Install an ad blocker on your web browser. To do this, go to your web browser (Google Chrome), press settings and search for ‘ad blocker’ and press install.
your device such as Windows Defender (which is free and installed on every Windows device) or McAfee.
PL
Never post identifying information about where you are, your full name, school address, school uniform, or town. Instead, limit the privacy setting on your social media so that only you can view this information.
SA M
social media accounts and websites that you regularly use.
Remove people from your social media that you do not know in real life.
Contact the bank. Use complex passwords in the future for creating accounts.
Change your passwords often and never write them down.
ACTIVITY 3: WHAT COULD BE DONE DIFFERENTLY?
Visit the website above. In pairs, choose a fraud or hacking case study and create a PowerPoint or Prezi presentation. Make sure to include:
A summary of the case.
The advice you would give to the individual who was scammed or hacked.
What you would have done differently to avoid the scam.
https://www.scamwatch.gov.au/get-help/real-life-stories/scam-victims-tell-us-their-stories Scan the QR Code to read the article 63
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Grooming, cyberbullying, extortion and sexting Grooming is when an adult (older than 18) speaks about sex and sexual topics to minors (under 18) to attract a minor into having a sexual relationship with them. It can be a relationship online or in real life. Adults that groom minors are called paedophiles. Paedophiles can be any age over 18 of either sex or orientation. If a paedophile engages in either an online sexual relationship or a real-life relationship with a minor, they can be convicted by the Gardaí of statutory rape. Sexting and sending nude pictures have become an increasingly popular way to interact with a romantic partner online. For minors, sending texts or images with explicit content is deemed child pornography.
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Extortion can take place when engaging in online relationships. Evidence of sexting or nudes can be used as blackmail to get money or more inappropriate content from the victim.
PL
Cyberbullying can occur at any age. This is a type of bullying that takes place predominantly online. Do not add or accept people whom you don’t know online.
Block people who are cruel to you in real life.
If an adult contacts you online, be very suspicious of their intentions.
Don’t send sexts or nudes, even to your real-life partner. Not only is it child pornography, but it increases the risk of extortion.
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HOW TO RESPOND TO GROOMING, STALKING, CYBERBULLYING, EXTORTION AND SEXTING
1) Do not interact with the individual - don’t try to defend yourself or attack them. 2) Screen shot - gather evidence of the abuse or crime. 3) Report the account to the social media – these types of offences break the terms and conditions of all social media platforms. 4) Speak – tell your parents or a trusted adult no matter how embarrassing the situation may be. 5) Confide – talk to your friends about your experience. Ask for support.
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ACTIVITY 4: WHAT COULD BE DONE DIFFERENTLY?
Create a SmartArt graphic (list) in Microsoft Word that gives advice to another group about responding to grooming, stalking, cyberbullying, extortion and sexting.
TUTORIAL: SMARTART IN MICROSOFT WORD
How to create
PL
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SmartArt in Word DIGITAL MEDIA LITERACY
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for Secondary Students
www.4schools.ie
https://vimeo.com/578086713/8bccf3b61e Scan the QR Code to watch the video
ACTIVITY 5: RAISE AWARENESS!
Raising awareness of potentially harmful situations on the internet is very important. Divide into groups. Choose a harmful situation that could happen to teenagers.
Scams
Cyberbullying
Hacking
Stalking
Grooming
Catfishing
Viewing inappropriate texts, images and videos
Sexting
Create an infographic informing teenagers:
What the situation you chose is
How to prevent the situation
What to do if they are in that situation
Print the infographics. Hang these infographics on a bulletin board or around the computer room. 65
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ACTIVITY 6: REFLECTION
Reflect on the information you learned in this chapter. Write down three pieces of information that stayed with you in your reflection journal.
Chapter Summary If you suspect that you have been scammed or hacked: Change all passwords to your social media accounts and websites that you regularly use.
Tell your parents or a trusted adult.
Run an antivirus check on your device such as Windows Defender (which is free and installed on every Windows device) or McAfee.
Remove people from your social media that you do not know in real life.
Contact the bank.
Use complex passwords in the future for creating accounts.
SA M
PL
E
HOW TO RESPOND TO GROOMING, STALKING, CYBERBULLYING, EXTORTION AND SEXTING 1) Do not interact with the individual - don’t try to defend yourself or attack them. 2)
Screen shot - gather evidence of the abuse or crime.
3)
Report the account to the social media – these types of offences break the terms and conditions of all social media platforms.
4) Speak – tell your parents or a trusted adult no matter how embarrassing the situation may be. 5)
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Confide – talk to your friends about your experience. Ask for support
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Notes
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PL
SA M
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SA M
PL
SECTION 2
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CHAPTER 8
LEARNING INTENTION
PL
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What is digital content?
2.1 Analyse the characteristics of digital media texts which make them different from analogue media texts.
SA M
Identify and explain the different features of online media texts and physical or analogue media texts.
LEARNING OUTCOME
Digital media texts usually consist of a variety of elements. Music, videos, digital newspapers, interactive television and gaming could be described as digital media elements. Some digital media texts, such as research papers, newspapers, magazines and textbooks, guide us to examine these elements to support an argument or position. This is usually achieved using hyperlinks. Hyperlinks are words in a different font colour that transport you to another website.
E-Music Music is sorted on the internet and allows for new ways of producing and storing music. Music is stored on a computer using binary code, a language that uses 1s and 0s to tell the computer how to play the music. Some advantages are:
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It can be easily transferred to and from various digital devices.
It is easily accessed over the internet.
It can be easily created and modified.
It also has superior audio quality that does not decrease over time.
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EXAMPLES
ACTIVITY 1: DEBATE
If music is available on the internet, why should anyone buy CDs/Vinyl?
VIDEO ADVERTISEMENT:
Advertising plays a significant role on the internet. Most companies use the internet for advertising because it’s cheaper to create and it can be accessed by millions of people very quickly.
https://www.youtube.com/watch?v=QvW61K2s0tA Scan the QR Code to watch the video
VISUAL ADVERTISEMENT:
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ACTIVITY 2: ADVERTISING AND
Discuss all the different websites and apps that you have seen adverts on over the past week.
Discuss the various analogue advertisements you have seen in real life in the past week (billboards, posters, in magazines)
Did any advertisements stand out?
Why did they stand out?
What are the differences between digital advertising and analogue advertising?
Which method of advertising is more effective in your view?
INFLUENCER ADVERTISEMENT:
SA M
PL
THINK-PAIR-SHARE:
https://www.youtube.com/watch?v=276jfKNZaD4 Scan the QR Code to watch the video
POP UP ADVERTISEMENT:
Digital advertising can come in many forms. It could be an image embedded on a website, a pop up on a website, a video that plays before a YouTube video or even a suggestion from an influencer who is paid to recommend products. 71
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ACTIVITY 3: EVALUATING
Examine the four types of digital advertisements above and fill in the table below: Types of advertising
Video advertisement
Visual advertisement
Influencer advertisement
Pop up advertisement
Would I buy this product based on this advertisement?
PL
E
Give reasons for your answer.
WHAT MAKES AN ADVERTISEMENT EFFECTIVE?
SA M
Images or visuals are critical to advertising. The image needs to sell you something that you don’t already have. Target audience is an essential factor in advertising. If the product isn’t aimed at you, then chances are you won’t be influenced to buy the product or service. Slogans are also crucial to product branding. They are catchy phrases that are easy to remember and are used to catch attention.
ACTIVITY 4: SLOGAN
Can you match the famous slogan to the famous brand? Famous slogan
Famous brand
Just Do It Because you’re worth it I’m lovin’ it
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LOGOS ARE VERY IMPORTANT TO PRODUCT BRANDING AND TO A COMPANY
ACTIVITY 5: GATHERING INFORMATION
Name the companies associated with the digital brands above.
E
Sketch the logos of three other famous brands that advertise online.
Do any of these digital brands use slogans?
SA M
PL
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ACTIVITY 6: CREATE AN ADVERTISEMENT
SA M
PL
E
Examine the visual advertisement below and answer the questions that follow:
What is the advertisement selling you?
What is the visual of? What is the logo? What is the slogan?
Is this an example of a digital or an analogue ad?
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TIPS
ACTIVITY 7: CREATE AN ADVERTISEMENT
Pg. 51: Learn how to make a poster in Adobe Spark.
SA M
PL
E
Create a digital visual advertisement of a product or service of your choice in Adobe Spark and then upload your work to your eLearning platform.
Digital newspaper Newspapers have always been printed on paper, but the internet has revolutionised accessing information. Digital newspapers developed alongside the internet and can be accessed with all digital devices. Reputable digital newspapers are published by major newspaper titles all around the world. Some newspapers can be viewed for free, and others charge a monthly subscription fee and allow unlimited access to all news articles. Due to the internet, the demand for information, and the desire to increase revenue for newspaper companies.
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Where do you get most of your national and international news? 82
80
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73
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74 70 Television
50 45
42
46 36
37
40 Internet 34 35 Newspaper
20
2001
20
21
24
14
2002
2003
2004
2005
2006
2007
2008
UC Berkeley Advanced Media Institute
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13
24
PL
ACTIVITY 8: GRAPHS
Examine the chart and answer the questions that follow:
SA M
1. What trends do you notice in news consumption from 2001-2008?
2. Why do you think television was the most popular way to access the news in 2008?
3. If we were to create a graph for 2020, what do you think would be the most popular way to access news? What would be the least popular? Create a line graph in Microsoft Excel to represent your opinions. Then research if you were right. 76
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TUTORIAL: GETTING STARTED IN EXCEL
Getting started
in Excel DIGITAL MEDIA LITERACY
www.4schools.ie
PL
E
for Secondary Students
https://vimeo.com/578087060/cf61eada33 Scan the QR Code to watch the video
SA M
Interactive TV
Interactive TV applications have become widespread as technology has advanced. With developments in applications such as Netflix, Amazon Prime, Disney + and Hulu, coupled with on-demand players, a massive variety of choices are available.
ACTIVITY 9: INTERACTIVE TV BLOG
1. What are the differences between terrestrial TV (Freeview, RTE) and interactive TV? 2. Create a blog post discussing some of the advantages and disadvantages of terrestrial and interactive TV.
TIPS Pg. 14: Learn how to create a blog.
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Gaming
PL
E
Video gaming systems are digital forms of entertainment that use technology - such as consoles connected to TV or software downloaded on a computer. In addition, virtual reality (VR) has been incorporated into video games to give a more immersive and entertaining experience. ‘Analogue gaming’ typically refers to board games that are played offline.
ACTIVITY 10: ANALOGUE VERSUS DIGITAL-GAMING PRESENTATION
SA M
Divide into groups of three.
Researcher
Creator
Presenter
Research three different brands of digital video game consoles and three analogue gaming companies. Create a presentation that shows the similarities and differences between these gaming types. You could examine:
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Cost
Who creates the games?
Software differences
What target audience do they have?
Do they have a slogan or logo?
What type of advertising do they use?
Hardware differences
Sales
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Advantages to digital content STORAGE AND PRESERVATION
All digital media are stored in hard drives or flash storage. It allows a lot of data to be stored in one place. In addition, this storage can be backed up to cloud technology, making it more difficult to lose or destroy any information. DISTRIBUTION AND ACCESS
Digital media can be accessed and distributed quickly and easily using the internet. It allows a platform to share and access information at the touch of a button. MANIPULATION
SA M
PL
E
Due to the advances in software technology images and audio can be easily manipulated. Photos can be resized or cropped. Photoshop can be used to correct errors. Videos can be easily edited together with audio. Photoshop/ image manipulation has become incredibly important to both digital and analogue content.
Images from Cosmopolitan magazine
ACTIVITY 11: PHOTOSHOP
1. Circle three photo manipulation techniques used in this photograph of Rob Lowe. Which one do you think is the original picture and why? 2. In pairs, discuss the pros and cons of Photoshop in both digital and analogue content.
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ACTIVITY 12: COMICS
Under the following headings describe a situation where the advantages of digital media content could also be the disadvantages to digital media content: 1. Storage and preservation: 2. Distribution and access:
E
3. Manipulation:
PL
SA M
Choose one situation you have written about and create a comic using StoryBoardThat.com demonstrating the scene.
ACTIVITY 13: PIE CHARTS
In Excel, create a PIE chart to compare and contrast the similarities and differences in digital and analogue media texts. Follow the steps:
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Name your columns: ‘digital content’ and ‘analogue content.’
Type in the similar features of digital and analogue content.
Type in the different features of digital and analogue content.
Highlight the two columns by dragging your mouse over them.
Press the Insert tab.
Press the PIE chart button.
A chart will be created for you based on the information you have inputted.
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
E
Chapter Summary Many websites and articles will use hyperlinks to reference their argument.
Hyperlinks are words in a different font colour that transport you to a different website.
ADVANTAGES TO DIGITAL MEDIA
PL
Storage and preservation: The internet is a great place to back up any work that you create as it makes it more difficult to lose or delete any information.
Distribution and access: Digital media can be accessed and distributed quickly and easily using the internet.
Manipulation: Images, video and audio can be easily manipulated.
SA M
DISADVANTAGES TO DIGITAL MEDIA
Security and privacy: some websites can be compromised by hackers.
Copyright infringement can occur more easily on digital media.
Images and video manipulation may impact the body image other people have.
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CHAPTER 9
LEARNING OUTCOME
PL
LEARNING INTENTION
E
Publishing
2.2 Demonstrate how digital media texts are published on the internet.
SA M
Describe how digital media content (text, audio, visuals) is published online, including blogs, digital newspapers and eBooks.
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Digital media publishing is when you post anything to the internet that other people can view. This could take the form of a picture, video, audio, text or a game. All digital content sent privately or published using the internet is archived, so it’s important to be very careful what information you share on the internet.
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ACTIVITY 1: ARE YOU A DIGITAL PUBLISHER?
Take the quiz below to determine if you are a digital publisher. 1. I have written and posted a blog post. Yes
No
2. I have posted a selfie to social media. Yes
No
3. I have posted a video on social media. Yes
No
4. I have replied to a comment on social media. Yes
No
No
6. I have written a Tweet. Yes
No
PL
Yes
E
5. I have written a status update.
7. I have written an article for a digital newspaper or magazine.
No
SA M
Yes
8. I have shared a meme on social media. Yes
No
If you answered yes to even one of these questions, congratulations! You are a digital publisher. There is a misconception that you are only a digital publisher if you work in that field. Every person who posts anything on social media is considered a digital publisher.
ACTIVITY 2: DIGITAL BRAINSTORM
Using mentimeter.com, brainstorm all examples of when you were a publisher on the internet. Count how many applications and websites your class has published on.
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PL
SOCIAL MEDIA
E
Publishing text
SA M
Publishing text on the internet can be accomplished in blogs, forums, wikis, status updates and tweets. Any time you interact on any website that can send information to others, you act as a digital publisher. There are many reasons that people post text on social media. Social media is an excellent tool to reach a lot of people very quickly. It is accessible to most as it is free to use. The primary purpose of social media is to connect with others. It can be used to entertain by sending memes and viral videos, but it can bring awareness to serious social issues. For example, the #MeToo movement used the power of social media to publicise the epidemic of sexual harassment in the workplace. Many people, including celebrities, used this hashtag to share their stories on Instagram and Twitter. The number of people who experienced this crime was visibly demonstrated by the number of anecdotes under the hashtag. This created solidarity among the victims to know they are not alone. This movement’s effect led to the arrest and prosecution of Harvey Weinstein, a former Hollywood movie producer.
ACTIVITY 3: HASHTAGS
Create a hashtag that people can use to raise awareness about a social issue of your choice.
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E-magazines and digital newspapers For digital newspapers and e-magazines, digital publishing has cut costs and timing restrictions that allows news to be published and shared at the click of a button. As soon as an event occurs in the world, newspaper companies can publish a story in a matter of minutes. These companies have tremendous time pressure to instantly produce news stories, but sometimes mistakes are made. Unintentionally misinforming the public can lead to confusion and anger. ‘Fake news’ intentionally misleading stories - benefit from the ease of digital publishing as well.
ACTIVITY 4: PRINT PUBLISHING VS DIGITAL PUBLISHING
Examine the two covers of Porter magazine: This is the digital cover of the magazine
SA M
PL
E
This is a magazine cover of the print version of the magazine
https://www.net-a-porter.com/en-gb/shop/product/porter-magazine/porter-issue-32-uk-edition/1170990 Scan the QR Code to see the digital cover of the magazine.
a) Think-Pair-Share
Note the similarities and differences that are present in the two examples.
What are the benefits of digital publishing?
Discuss the pros and cons of buying the digital copy versus buying the print copy.
Choose what type of magazine you want to create (fashion, gaming, sports)
Choose an image of a celebrity to be on your cover
b) Design a magazine cover
Create a name for your magazine.
Create headlines for your magazine’s news articles and put them on the cover.
In pairs, design and create a magazine cover in Adobe Spark. Post this cover to your digital literacy blog.
TIPS
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E PL SA M
eBooks
25% of all book sales in 2018 were for eBooks. With the popularity of the internet, anyone can be a published author. The rise of teenagers who write and publish their own short stories and works of fiction can be found on Tor.com, FanFiction.net and Wattpad.com. Some advantages to eBook publishing are that there are no length restrictions like those associated with print publishing. John Scalzi, a science-fiction author, famously released one of his novels as a series of standalone ebooks, one per chapter. They were later collected and republished as a conventional novel.
ACTIVITY 5: THINKING HATS
In groups of six, discuss the following statement using the ‘Thinking Hat’ strategy. “Only eBooks should be used in schools.” After completing the thinking hat activity do a walking debate to see the opinions of your class.
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TIPS Pg. 29: Learn how to use the Thinking Hat Methodology.
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Publishing audio MUSIC
Musicians can publish their work using MP3 files to make them available to the public using YouTube, Spotify, Apple Music and SoundCloud. These websites act as ‘distribution networks’ which are a form of digital publishing. Streaming music represents 75% of music industry revenue. PODCASTS
Podcasts are ‘digital radio’ and can be recorded and edited or broadcast live. Anyone with internet access and Audacity can create and publish a popular podcast. Podcasts are used to entertain and interview others. AUDIOBOOKS
PL
E
An audiobook is a voice recording of a book that is being read aloud. Audible is the most popular audiobook website. Audible employs celebrities to read books aloud. Users pay a monthly subscription to download their audiobooks. The Gutenberg project offers a free alternative to Audible. Any person can volunteer to read and record books that are no longer copyrighted.
SA M
Publishing visuals IMAGES
Any image sent to anyone else using the internet is published and saved in an online archive. This includes websites such as Facebook, Twitter, Instagram, and applications such as Snapchat, Skype, iMessage and WhatsApp. You can also create artistic images using Adobe Illustrator or Adobe Photoshop. Memes or funny images are published online to entertain. Infographics can be published to inform or educate the public. The digital advertisement uses images for marketing or selling products. VIDEO
Videos that are published on the internet can be accessed by anyone using a computer or smartphone. Some popular video sharing apps include TikTok, YouTube and Snapchat. Video publishing has become one of the most popular ways to gain money and influence. This can be seen in the rise of TikTok and Youtube celebrities. In addition, social media uses video to entertain and give advice. One of the most popular methods of sharing advice online is in the form of YouTube tutorials. 87
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ACTIVITY 6: WHY POST DIGITALLY?
Fill out the chart below with examples of when you have seen audio, visual and text used online to inform, educate, entertain, market and advise other people. Reasons to publish digitally
Audio
Visual
Digital advertising – Spotify, sale on products
Text
Irish government - Covid-19 Tweet - Morphe statement infographic that they will no longer sell Jeffree Star products.
PL
E
Inform
Entertain
SA M
Educate
Marketing
Advice
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
E
Chapter Summary Anyone with a digital device and internet connection can be a digital publisher.
Traditional publishing has been adapted for online platforms such as E-magazines, Digital newspapers, eBooks and Advertising.
This makes it easier for companies to reach wide audiences without using a lot of resources - as digital media texts are more cost effective and quicker to publish.
PL
SA M
MORE WAYS OF PUBLISHING ONLINE HAVE BEEN INVENTED SUCH AS
blogs
forums
wikis
status updates
Tweets
YouTube videos
Nothing can ever be truly deleted from the internet so it’s important to think about what you post.
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CHAPTER 10
LEARNING INTENTION
PL
E
Searching and Evaluating
2.3 Search the internet to gather information on a specific topic of interest.
SA M
To learn steps to efficiently search for and evaluate sources.
LEARNING OUTCOME
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Research terminology Classroom-Based Assessments make up a big part of the new Junior Cycle, and an important aspect of all these assessments across every subject is research. The internet has a lot of information on it, and you need to be able to navigate it and decide what makes your research credible. Knowing how to search the web appropriately and efficiently is a useful skill to develop for Junior Cycle and life. The language used to describe research terms can be challenging to understand at first. You may need help decoding exactly what the new words mean associated with learning how to research.
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ACTIVITY 1: ONLINE DICTIONARY
Using an online dictionary such as www.dictionary.com look up the search terms in the table below and then copy and paste the definitions into the table. Research terminology
Definitions
Valid In depth Sources Effective questioning
E
Accurate
PL
Appropriate
SA M
Varied
ACTIVITY 2: USE EACH OF THESE RESEARCH TERMS IN A SENTENCE.
Alternatively, find sentences online and use the snipping tool to copy and paste them into the spaces below. Research terminology
Sentences
Valid
I didn’t agree with my friend but the arguments she made were valid.
In depth Sources Effective questioning Accurate Appropriate Varied 91
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TIPS ACTIVITY 3: SEARCH TERMS
i)
SEARCHING To decide what searchable key words to look up:
Which phrase is the most appropriate to look up if you are doing a research project on the relationship between Religion and Science? Highlight the correct one.
Using quotation marks “ ” when searching words filters the search results to find exactly what you are looking for.
The plus sign is used to search for multiple terms (when they are used together). For example, “Religion+Science.”
The minus sign is used to exclude search terms. For example, “+Science -Religion.”
a. Religion vs Science b. “Religion” and “Science” c.
Religion and science
E
ii) Translate the following search phrases into sentences
SA M
+Shakespeare-Romeo
PL
Romeo+Juliet
+Germany history-Hitler
Narrowing down
The internet is a vast expanse of knowledge. Typing “Religion” and “Science” into a search engine will turn up hundreds of millions of results. If your teacher leaves the research question open to you, you should do some preliminary research first to see what parts of religion and science you are interested in. From this research, you should write a title that shows what part of ‘Religion’s relationship with Science’ you are researching.
DEFINITION Preliminary research: Preliminarily is typically the initial research that dictates whether or not, we will pursue the topic further or move on to other research.
At this stage, you now have your title, know what mode you will use, and know how to use search terms. The next step is narrowing down the websites that you will reference in your research.
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Newspaper source reliability
DEFINITION ‘Clickbait’ is an attentiongrabbing title for an article designed to get the public to click it.
E
1. It is from a well-respected newspaper or television website. E.g. RTE, BBC, Sky News.
PL
2. Check the date to see if the source is up to date or if there might be an updated version, or whether new research may have been done. 3. Check the author to see if they are a respected journalist or a blogger.
SA M
4. Check to see other articles the author has written. Does the writing seem consistent and accurate? Does the author often write ‘clickbait’ titles for their articles? 5. Check the domain name. The domain name refers to the ending of the website, such as .com, .org or .edu.
TIPS .com means that it is a commercial website which is owned by companies wishing to make money, so their website is more likely to contain biases in order to influence you to buy a product. For example, if you are looking at Boots.com for skin care recommendations, they will often recommend their own line of products first, as opposed to their competitors. .org means that it is a website owned by an organisation which often wishes for a donation. Their websites may contain some biases that align with their mission and goals. .edu means that it is a website owned by an educational institution. These sites are often the best sources of information for research. .gov means that it is a website owned by a government. These are a good source of information.
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ACTIVITY 4: PAIRED RESEARCH
In pairs, choose a topic you are interested in. Try to find sources from each of the different domain names on your topic. Use operators when creating your search terms for the best results. TOPIC: SOURCE FROM:
.com .org .edu
FACTS DISCOVERED FROM:
.org .edu .gov
The best websites to look for information on are educational websites.
For Classroom Based Assessments (CBAs) you will need to list where you found your online information. Ensure you have noted the necessary information before clicking off the website. Including the published date, the author’s name, the title of the article, the name of the website, the date you accessed it and the website address.
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SA M
.com
PL
E
.gov
TIPS Remember! Educational websites use .edu at the end of their web address. e.g., www.boisestate.edu
Referencing is essential to not being accused of plagiarism. Referencing means telling your examiner where you got your information from. Filling out the reference checklist below will help students to avoid plagiarism.
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ACTIVITY 5: REFERENCING
Access the following website and fill out the reference form below. REFERENCING FORM
Published date: Who published it: Date you accessed it: https://www.rte.ie/sport/soccer/2020/0831/1162365-forget-barca-or-citywell-do-it-our-way-randolph/
Web address/URL:
E
Scan the QR Code to read the article
REFERENCING FORM
Published date:
SA M
Who published it:
PL
Find another article and fill out a second reference form.
Date you accessed it: Web address/URL:
The internet contains a lot of information. It’s challenging to know what to include in our research. Some students think that Wikipedia is a great source of information. This is not the case. ISSUES WITH WIKIPEDIA:
Anyone can add incorrect information to a Wikipedia site.
Anyone can edit any information. So how do we know what to include?
ACTIVITY 6: EXPLORATION
Make an account on Wikipedia using your school email address and password, choose a wiki and see if it is possible to edit any information on the website. Debate whether it is a good idea to use a Wikipedia entry as a source for a project. 95
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
RESEARCH PROCESS TIMELINE:
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Deciding what topic to research and which mode you are going to use.
Preliminary research: Do a general Google search with the key terms to get background information on a project. You can use blogs and wikis to get a sense for the topic, but you cannot reference them in your research.
SA M
PL
E
Chapter Summary DEFINITION
Mode: The ‘way’ or ‘method’ you use to conduct your research project.
Searchable terms: Using quotation marks “ ” when searching words filters the search results to find exactly what you are looking for. The plus sign is used to search for multiple terms (when they are used together). For example, “Religion+Science”. The minus sign is used to exclude search terms. For example, “+Science -Religion”
Narrowing down: Use websites with the domain name .edu or .gov for reliable information – avoid blogs and wikis. If using a newspaper source check the author’s name, date and other works that they have written.
Evaluation: Using the CARRDSS evaluation worksheet determine what research you will include as sources in your project.
Create your project and keep a list of titles, authors and dates that you will reference.
Reference who, where and when you got your facts, quotes and evidence from.
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CHAPTER 11
PL
E
Evaluating Research
LEARNING INTENTION
LEARNING OUTCOME
2.4 Compare information from various sources to evaluate its reliability, validity, accuracy, authority and timeliness.
SA M
Evaluating various types of digital media using the CARRDSS methodology (from the Junior Cycle Science curriculum) to assess the credibility, accuracy, reliability, relevance, date, source, scope and purpose of online research.
It is sometimes difficult to know if sources are accurate and reliable. Deciding what sources to include in your research project can be a daunting task even after narrowing down your Google search. Therefore, we evaluate our sources to have the most relevant and valid information in our research projects. We will use the CARRDSS methodology for evaluating digital research.
Evaluating research
C
A
R
R
Credibility
Accuracy
Reliability
Relevance
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
D
S
S
Date
Source
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose Does this source address my question in a comprehensive way?
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C
A
Accuracy Credibility
Credibility Who is the author?
Can the facts and statistics be verified?
D
R
R
Reliability
Relevance
Does the research have bias?
Does this source help to answer my research question?
WHO IS THE AUTHOR?
S
S
Date
Source
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose Does this source address my question in a comprehensive way?
Evaluating credibility means checking the author’s previously published work. If the author is credible, they have published a lot of work on the topic with little bias, clickbait or misinformation in reputable journals or newspapers. Examining who the author is before reading the article can save you a lot of time. If it’s a .com website that you are visiting for research purposes, it is important to know who exactly this person is and what type of reputation the publisher has. Authors who use ‘clickbait’ titles are often concerned about generating as much traffic to their websites as possible because they have advertisements. Due to this, journalists often use over-the-top and inflammatory language to generate interest and, therefore, money. These types of journalists aren’t as concerned with facts and research.
Credibility Who is the author?
R
Accuracy Reliability Accuracy
Can the facts and statistics be verified?
D
R
S
S
Source
Scope and purpose
E
A
Relevance
Date
Does this source help to answer my research question?
When was this source published?
PL
C
Does the research have bias?
CAN THE FACTS AND STATISTICS BE VERIFIED?
Did the author use a reliable source to back up their claims?
Does this source address my question in a comprehensive way?
SA M
Do other companies and websites give the same facts and statistics, and where do they get their information? Sometimes authors misconstrue facts by taking them out of context or using unreliable sources as evidence. It is important to note where they get their sources and checking if this information can be verified by other reputable sources such as .org, .gov, and .edu websites.
A
y
Accuracy
?
Can the facts and statistics be verified?
R R Reliability Relevance Reliability Does the research have bias?
Does this source help to answer my research question?
D
S
S
Date
Source
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
DOES THE RESEARCH HAVE BIAS?
Does this source address my question in a comprehensive way?
Bias can form the basis of any research. Emotive language may be used to try to persuade the reader to their point of view. It is important to discern facts from opinions. Facts will be cited by multiple reputable journals, whereas opinions presented as facts will not. Some critical questions to ask yourself when determining if a source is reliable are:
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Does the website that you are researching have a reason to misrepresent the facts?
Is the website being paid to promote the product or service?
Does the research use emotive language and offer more opinions than facts?
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?
R
R
Reliability
Relevance
Does the research have bias?
Does this source help to answer my research question?
D
Date Relevance When was this source published?
S
S
Source
Scope and purpose
Did the author use a reliable source to back up their claims?
Does this source
question in DOES THIS SOURCE HELP TO ANSWERaddress MY my RESEARCH QUESTION? a comprehensive way?
Don’t include irrelevant information in your project that doesn’t answer your research question. It may be interesting background information, but if it doesn’t answer the question, you decided don’t use it for your project.
R
D
ity
Relevance
rch
Does this source help to answer my research question?
Date Date When was this source published?
S
S
Source
Scope and purpose
Did the author use a reliable source to back up their claims?
Does this source
my question in WHEN WAS THIS SOURCE address PUBLISHED? a comprehensive way?
ce
Date
ce my on?
When was this source published?
S
S
Sourcepurpose Source
Did the author use a reliable source to back up their claims?
Scope and
SA M
D
PL
E
Knowing the year that the source was published will give you insight into whether the information you are going to use in your project is outdated or not. Check at the bottom of the source to see if there’s an updated version available.
Does this source
address my question in DID THE AUTHOR USE way? A RELIABLE SOURCE TO BACK UP THEIR CLAIMS? a comprehensive
Knowing who gave the author a source and checking who the person or the company is can be very important to establish if the research is accurate and unbiased.
S
S
Source
Scope and purpose
Did the author use a reliable source to back up their claims?
Scope and Purpose
Does this source address my question in a comprehensive way?
DOES THIS SOURCE ADDRESS MY QUESTION IN A COMPREHENSIVE WAY?
Deciding on the scope and purpose of the research means discerning whether the research went into enough detail to answer your research question. Is the language the author used appropriate and understandable? Did they answer your question satisfactorily?
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ACTIVITY 1: CARRDSS NEWS ARTICLE
Imagine you are asked to write a research project on climate change. You choose the topic ‘Effects of Climate Change’. Using the CARRDSS worksheet below, evaluate the following resource. After evaluating the resource answer: Would you use this resource as a reference in your research project? Why or why not?
https://news.google.com/newspapers?nid=336&dat=19980401&id=iO8jAAAAIBAJ&sjid=k-wDAAAAIBAJ&pg=3632,298415&hl=en Scan the QR Code to read the article
E
PL
Evaluating Research
Title:
SA M
CARRDSS worksheet Newspaper/Publisher:
Domain name of website: Date: Writer:
R
D
S
S
Credibility
Accuracy
Reliability
Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
A R C Credibility
Has the author written on this topic before? Does this source address my question in a comprehensive way?
Has the author used clickbait titles before? Has the author been published in a reputable newspaper or journal before?
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C
S beS verified? R R CanDthe facts Accuracy:
A
Credibility
Accuracy
Reliability
Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and
purpose Are the facts that the author published stated in any reputable source? (.edu, .gov or .org websites) Does this source address my question in a comprehensive way?
What are reputable sources?
C
A
R
S
S
Credibility
Accuracy
Reliability
D R Reputable: Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
Is the research free from bias? Does this source address my question in a comprehensive way?
Number of facts cited: Cite one fact: Number of opinions offered: Cite one opinion:
E
• If the article has more facts than opinions, it is objective.
• If the article has more opinions than facts it is subjective.
The article is: (Tick one) Objective
Subjective
A
R
R
Accuracy
Reliability
Relevance
D S Relevance: Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
S
Balanced
SA M
C Credibility
PL
• If the article has an equal number of facts and opinions, it is balanced.
Scope and purpose
Does this source answer your research question? Does this source address my question in a comprehensive way?
Quote the research if yes:
C
A
R
R
Credibility
Accuracy
Reliability
Relevance
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
S D Date: Date
Source
When was this source published?
Did the author use a reliable source to back up their claims?
S
Scope and purpose
What date was this article/journal published? Does this source address my question in a comprehensive way?
Is there an update to the research?
A
R
R
D
Accuracy
Reliability
Relevance
Date
Source
S
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
S Source: Scope and
Does purpose the research state clearly when and where they got their facts from to back up their claims? Does this source address my question in a comprehensive way?
Where did they get their facts from?
R
R
D
S
S
Reliability
Relevance
Date
Source
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
Scope and purpose:
Was there enough information in this research to answer your research question?
Does this source address my question in a comprehensive way?
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ACTIVITY 2: CARRDSS SPEECH EXTRACT
Evaluate the following extract of a speech about climate change using the CARRDSS worksheet. Would you use this online resource as a reference in your ‘Effects of Climate Change’ project? Why or why not?
https://www.dccae.gov.ie/en-ie/news-and-media/ speeches/Pages/Extract-from-Speech-by-Minister-forCommunications,-Climate-Action-and-EnvironmentRichard-Bruton-T-D--Mac-Gill-Summer-Scho.as
Scan the QR Code to read the article
PL
E
Evaluating Research
Title:
SA M
CARRDSS worksheet Newspaper/Publisher:
Domain name of website: Date: Writer:
R
D
S
S
Credibility
Accuracy
Reliability
Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
A R C Credibility
Has the author written on this topic before? Does this source address my question in a comprehensive way?
Has the author used clickbait titles before? Has the author been published in a reputable newspaper or journal before?
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C
S beS verified? R R CanDthe facts Accuracy:
A
Credibility
Accuracy
Reliability
Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and
purpose Are the facts that the author published stated in any reputable source? (.edu, .gov or .org websites) Does this source address my question in a comprehensive way?
What are reputable sources?
C
A
R
S
S
Credibility
Accuracy
Reliability
D R Reputable: Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
Is the research free from bias? Does this source address my question in a comprehensive way?
Number of facts cited: Cite one fact: Number of opinions offered: Cite one opinion:
E
• If the article has more facts than opinions, it is objective.
• If the article has more opinions than facts it is subjective.
The article is: (Tick one) Objective
Subjective
A
R
R
Accuracy
Reliability
Relevance
D S Relevance: Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
S
Balanced
SA M
C Credibility
PL
• If the article has an equal number of facts and opinions, it is balanced.
Scope and purpose
Does this source answer your research question? Does this source address my question in a comprehensive way?
Quote the research if yes:
C
A
R
R
Credibility
Accuracy
Reliability
Relevance
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
S D Date: Date
Source
When was this source published?
Did the author use a reliable source to back up their claims?
S
Scope and purpose
What date was this article/journal published? Does this source address my question in a comprehensive way?
Is there an update to the research?
A
R
R
D
Accuracy
Reliability
Relevance
Date
Source
S
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
S Source: Scope and
Does purpose the research state clearly when and where they got their facts from to back up their claims? Does this source address my question in a comprehensive way?
Where did they get their facts from?
R
R
D
S
S
Reliability
Relevance
Date
Source
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose
Scope and purpose:
Was there enough information in this research to answer your research question?
Does this source address my question in a comprehensive way?
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ACTIVITY 3: SEARCHING AND EVALUATING
Using the information you learned about how to accurately and efficiently search the internet for research purposes, find and evaluate an appropriate resource that you could use in a project titled ‘The Effects of Climate Change.’
PL
ACTIVITY 4: DESIGN
E
SA M
Using AdobeSpark, create an infographic that you would use to inform first year students about how to search for and evaluate online research.
TIPS
Pg. 51: Learn how to make a poster in Adobe Spark.
ACTIVITY 5: REVISION
Imagine you are given a digital assignment to do on the relationship between Science and Religion. Create a ‘Smart Art’ list of all the steps you would take to complete the research assignment.
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TIPS Pg. 65: Learn how to create SmartArt in Microsoft Word.
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
E
Chapter Summary EVALUATING SOURCES
A
R
R
D
S
Credibility
Accuracy
Reliability
Relevance
Date
Source
Who is the author?
Can the facts and statistics be verified?
Does the research have bias?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
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C
PL
Use the CARRDSS worksheet to evaluate digital sources.
R
D
S
S
ility
Relevance
Date
Source
search s?
Does this source help to answer my research question?
When was this source published?
Did the author use a reliable source to back up their claims?
Scope and purpose Does this source address my question in a comprehensive way?
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CHAPTER 12
LEARNING INTENTION
PL
E
Expression through digital images
2.5 Create a digital image montage from images sourced online.
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Using canva.com to create digital image montages.
LEARNING OUTCOME
What is a digital image montage?
A digital image montage is a collection of images that are placed together to create one image. It is also known as a digital collage. Using canva.com we will create a digital montage.
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ACTIVITY 1: ‘SAVE IMAGE AS’
The first step to creating a digital image montage is knowing how to save images. The easiest and the most widely known way is to ‘save image as’. Practice the ‘save image as’ skill by finding three images of vintage MAC computers and saving them to the desktop.
Save Image As and
Google Image
E
search functions for Secondary Students
PL
DIGITAL MEDIA LITERACY
www.4schools.ie
https://vimeo.com/578087599/a5986a37db
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Scan the QR Code to watch the video
ACTIVITY 2: SNIPPING TOOL
Alternatively, if saving the image doesn’t work, use the ‘Snipping Tool’. This is a software that is already built into your Windows device. Practice the ‘save image as’ skill by finding three images of vintage Windows computers and saving them to the desktop.
Snip and Sketch Tool (screengrabs) DIGITAL MEDIA LITERACY
for Secondary Students
www.4schools.ie https://vimeo.com/578088450/29fa7f94b0 Scan the QR Code to watch the video 107
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Using Canva.com
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ACTIVITY 3: DIGITAL MONTAGE
PL
E
Canva is an online platform used by businesses and influencers to create their aesthetic social media and marketing posts. It allows you to upload images and create interesting visuals. Many small businesses use Canva to create logos and posters.
Follow the tutorial below and set up your canva.com account and create a digital montage on a topic of your choice to familiarise yourself with the software.
Using Canva to create designs DIGITAL MEDIA LITERACY
for Secondary Students
www.4schools.ie
https://vimeo.com/578089027/c7abbd0ef9 Scan the QR Code to watch the video
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ACTIVITY 4: COMPUTER SCIENTISTS
Choose an important figure in computer science and create a digital image montage about the key achievements in this person’s life. You can add in a short amount of text to explain the images.
Bill Gates
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(1955-present)
PL
E
EXAMPLES OF IMPORTANT COMPUTER SCIENCE FIGURES
Alan Turing
(1912-1954)
Creator of Microsoft and humanitarian
Cracked the Nazi codes and created the basis of computer science.
Hedy Lamar
Ada Lovelace
(1914-2000)
(1815-1852)
Hollywood actress and inventor of a communication device that is used in WIFI, Bluetooth and GPS.
First ever computer programmer.
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
Chapter Summary A digital montage is a collage of images found on the internet.
Being able to save images is very important for this assignment.
SAVE IMAGE AS TUTORIAL
PL
E
Go to Google images.
Type the style of picture you want.
Right click on your mouse.
Press ‘save image as’
Title your image
Make sure the image is saved as a JPEG or a PNG image.
Save the image to the desktop by pressing the ‘Desktop’ button so that you can easily find it.
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SNIPPING TOOL TUTORIAL
110
Go to the ‘Start’ button and the snipping tool should be listed in the default programmes. If it is not, you can search the words ‘Snipping tool’ in the search box.
Click the snipping tool icon.
Click ‘New’
Drag your mouse around the image you want to save.
When you let go of your mouse the software will ask you if you want to save the image.
Title your image
Save the image to the desktop by pressing the ‘Desktop’ button so that you can easily find it
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CHAPTER 13
LEARNING INTENTION
PL
E
Image and video manipulation
2.6 Present examples where image and video manipulation have been used in the media.
SA M
Demonstrate an understanding of how image and video manipulation has been used historically and presently in the media.
LEARNING OUTCOME
The manipulation and editing of photographs and videos have been prevalent ever since photography was invented. Due to advances in software technology images and audio can be easily manipulated. Photos can be resized or cropped. Photoshop can be used to correct errors. Videos can be easily edited together with audio.
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Historic photo manipulation
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PL
E
USSR dictator Josef Stalin often had images of himself manipulated. This became a small industry in the Soviet Union. His government officials would secretly contact media and book publishers and were told to remove or add people to images. This is known as propaganda. If Russian police found out that any citizen had the uncensored picture of Stalin, they would be branded enemies of the state and were often killed.
Source: News Dog Media
The first photograph below is the original image, and the second photograph is edited to enhance brightness. Looking closely at the background of the image, you can see the bridge and the surrounding background have almost disappeared, and the shadows around Stalin are now lighter. The man who was edited from the image is Nikolai Yezhov, an official of the USSR’s secret police who was ultimately arrested and executed in 1939 by the Soviet Union. Stalin used photo manipulation to rewrite the history of the USSR. For example, if Stalin determined that someone close to him wasn’t loyal, he would edit him out of history by removing him from images and presenting the new image as fact. This is called censorship.
Source: News Dog Media
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Source: News Dog Media
ACTIVITY 1: THINK, PAIR, SHARE
Which photograph is the original, and how can you tell?
SA M
PL
E
Italian dictator Benito Mussolini also edited his photographs. Mussolini edited his photographs to make him appear more powerful. He was very concerned with his image and looking like a weak leader.
Why would Stalin want to edit his photographs?
Why would Mussolini want to edit his photographs?
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Modern photo manipulation
E
As technology became more widespread, photo manipulation grew in popularity. It is used in every advertisement, from products to travel to celebrities. However, the most common way advertisers doctor photographs is by using Photoshop.
SA M
PL
A real McDonalds cheeseburger compared with a Photoshopped cheeseburger.
Egyptian pyramids as advertised versus in reality
Derick Hough after and before Photoshop for a ‘Dancing with the Stars’ advertisement 114
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TIPS
ACTIVITY 2: THINK, PAIR, SHARE
Debate the following statement in groups of five using the ‘Thinking Hat’ method. “Photoshop is lying to the public and should be illegal in advertising.”
Pg. 29: Learn how to use the Thinking Hat Methodology.
ACTIVITY 3: THINK, PAIR, SHARE
Using Canva.com and Google images, create two advertisements for a town or city that is significant to you. One advert should show the area in the best possible light, and the second advertisement can show a realistic version of the area.
E
Social media and image manipulation
SA M
PL
There are so many free applications available to download that allow any person to distort the way that they look. These free applications may not be as convincing as Photoshop but work to eliminate any undesirable trait. The people who use these editing applications are generally not trying to profit off their image but enhance their self-esteem. Editing images has become normalised to the point that expected filters are used on Instagram and Snapchat.
Selena Gomez and an editing mistake
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ACTIVITY 4: BLOG
Write an opinionated blog post on the effect of photo-editing on teenagers’ self-esteem.
Video Manipulation As image manipulation technology advanced, so did video manipulation. Video manipulation is when a software technician can digitally transplant one face onto another’s body. Star Wars has used this technology in their latest films to depict a young Princess Leia and Wilhuff Tarkin in Rouge One. Snapchat filters have been using the same AI technology to manipulate video by tracking and recording facial movements.
Deep fakes
SA M
PL
E
Deep fakes are the evolution of Snapchat filters and are regularly used to impersonate celebrities and use their image and voices to create a video that they didn’t make. As these types of videos are becoming more mainstream and sophisticated, some concerns about misusing this technology has arisen, namely, wreaking havoc and confusion in less digitally literate populations and destroying the reputation and persona of the person they are imitating.
DEEP FAKES
An example of a Deep fake video: Obama and Jordan Peel.
https://www.youtube.com/watch?v=bE1KWpoX9Hk&t=45s Scan the QR Code to watch the video
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ACTIVITY 5: PODCAST
PL
E
After watching this short documentary; create a podcast using Audacity to discuss the risks and benefits of video manipulation.
https://www.youtube.com/watch?v=dMF2i3A9Lzw
SA M
Scan the QR Code to watch the video
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
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E
Chapter Summary Manipulating images has been used since the invention of photography.
Mussolini used image manipulation to create a more powerful image. This is known as propaganda.
Stalin used image manipulation to rewrite history, which is called censorship.
Advertising agencies use image manipulation to entice consumers to buy their products or services.
As technology becomes more accessible photo manipulation can be used for fun and to edit flaws by anyone.
Video manipulation was once a very expensive and time-consuming endeavour that was reserved for Hollywood blockbusters.
The AI that Snapchat has innovated has made video manipulation easier and more accessible than ever before. It is now free to ‘face swap’ with any individual and apply filters to any face.
Deep fakes are videos that are doctored to look like a person, usually a celebrity, doing or saying something that didn’t occur.
SA M
PL
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CHAPTER 14
LEARNING INTENTION
PL
E
Visual representations of data
2.7 Represent information about a topic that is relevant to their lives in a graphic format.
SA M
Create visual representations of data or information.
LEARNING OUTCOME
Using graphics is an easy way to make projects more colourful and engaging. Creating graphics can really add flair to your research project. If your project is more fact-based in science or Maths, charts and infographics efficiently represent data. A comic or a cartoon is a good way to represent information in subjects that allow opinion-based critique, such as English.
Charts and graphs Charts and graphs are the most common way to represent data visually. This can be completed in Excel. Excel is a software developed by Microsoft to help record and store data. This software is especially useful for subjects such as Business Studies as there are templates to guide the user to create budgets and invoices. We can also use Excel to create bar charts, pie charts and line graphs for projects.
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TIPS ACTIVITY 1: CREATE A CHART
Create a pie chart and a line chart of some data you have entered.
Pg. 77: Learn how to create a chart in Microsoft Excel.
ACTIVITY 2: SCHOOL TIMETABLE
SA M
PL
E
Using Excel create a digital timetable named ‘My class schedule’. Input the data from your homework diary to create your own class schedule.
TIPS
When you have inputted your data, highlight the whole timetable and press the Insert tab. Click on the tables button and create your table.
You can colour code your timetable by right clicking each cell and pressing the ‘fill’ button.
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Infographics Infographics are a representation of data and information intended to express information easily and effectively. Infographics are designed to be visually appealing and present facts in a more interesting way. CHARACTERISTICS OF INFOGRAPHICS:
Infographics are bright in colour to attract attention.
Usually it contains an image or a cartoon.
There is little text.
ACTIVITY 3: INFOGRAPHICS
SA M
Examine the infographic beside and create your own version of the infographic using canva.com.
PL
E
Ensure to use bright colours, images and statistics.
Infographic from: www.elearninginfographics.com/ 121
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Comics Creating comics can be a fun and personal way to express yourself online. Using a comic creator website such as StoryBoardThat.com is a quick and easy way to create comics with backgrounds, characters and text by dragging and dropping them into the boxes. StoryBoardThat.com gives you step-by-step instructions on how to create and save comics to your computer. Comics have been used to represent ideas for decades. The most recognisable being the political cartoons that are used to satirise and explain current affairs. CHARACTERISTICS OF COMIC BOOK STRIPS ARE:
Backgrounds show the setting
Characters - who is in the scene?
Actions - how are the characters interacting?
Dialogue - shows readers what the character is thinking.
E
ACTIVITY 4: ANALYSIS
PL
In pairs, look at the following cartoons and discuss the questions below.
SA M
What does the background of this comic tell us?
Who is in the scene?
How is the character interacting with the scene?
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What does the dialogue show us? (What is the message of the cartoon?) What does the background of this comic tell us? Who is in the scene? How are the characters interacting?
E
PL
What does the dialogue show us? (What is the message of the cartoon?)
SA M
ACTIVITY 5: COMIC STRIP
Using StoryBoardThat.com create a comic book strip relating to COVID19 to satirise the public’s or the government’s response to the pandemic. Upload the comic strip to your OneDrive and share it on your digital learning platform, e.g. Edmodo or Microsoft Teams.
6
MAINTENANCE
ACTIVITY 6: SMARTART
Create a SmartArt version of the software development process from the image beside. Represent information using the following formats: a) List
THE SOFTWARE DEVELOPMENT CYCLE
5
TESTING & INTEGRATION
b) Cycle c) Process
1
PLANNING
4
IMPLEMENTATION
2
ANALYSIS
3
DESIGN
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Pause & Reflect In your reflection journal describe:
Three things you learned in this section
Two things you already knew
One thing you would like to learn more about
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E
Chapter Summary Digital graphics can take many forms such as charts, graphs, infographics, Smart Art and comic strips.
Bright colours and easy to read statistics make information seem visually appealing and more interesting to read.
Charts and graphs are created using Excel.
Infographics display statistics with some text that explains data.
Infographics are created using canva.com
Comics can be used to express our opinions about a topic. These can be used in opinion-based Classroom Based Assessments, such as English, to highlight your viewpoint.
Comics are made on StoryBoardThat.com
SmartArt in Microsoft Word is another way to display lists, cycles and processes.
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Introduction to Digital Media Literacy is a response to the specifications and requirements of the Junior Cycle, Digital Media Literacy short course. While a designated short course for Junior Cycle the course can also be delivered within Transition Year. The book provides a framework for teachers to teach the four strands of the digital
My digital world
Following my interests online
Checking the facts
Publishing myself.
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media literacy course, these being:
Digital Media Literacy for Secondary Students
for Secondary Students
for Secondary Students
The book is highly interactive with numerous links via QR codes to external videos and
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resources. It aims to bring together print and digital technology in a new and engaging manner while seeking to deepen the ability of students to use digital technology, communication tools and the internet in a creative, critical, and safe manner.
DIGITAL MEDIA LITERACY - Student Workbook 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.
T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie - W: www.4schools.ie
Digital Media Literacy - STUDENT WORKBOOK - Cover 20mm.indd 1
Student Workbook
Sarah McGuill
19/08/2021 08:13:02