What does Digital Citizenship mean?

Talk about a loaded question.

My idea of Digital Citizenship is based off of my ideas of citizenship and general “member in good standing” unspoken rules that are pretty ubiquitous amongst the various online communities I’ve been involved with.

⦿ Contribute what you can/when you can.

⦿ Don’t be rude.

⦿ Take pride in the community, help improve it.

⦿ Help the others when they need it.

⦿ If you have critiques, express them in a way that doesn’t belittle/devalue others or their work – instead make them constructive.

⦿ Try to see things from others’ perspectives.

⦿ Remember we were all fluffy baby chicks once, needing to ask questions isn’t a weakness or an affront.

⦿ Be proud of what you can do, but always work to better yourself.

⦿ Inclusive trumps exclusive.

⦿ Give credit where credit is due.

⦿ If something is not right, say so. Wrongs aren’t righted with silence.
 

⦿ Mostly, remember the golden rule:

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Collection 1

Collection 1: Geeking Out

DFTBA

Twitter: @sgcarstensen

Barbaric Blog Yawp: a blog about me, messy and unrefined.

Desert Cardinal: digital artwork.

Here There Be Dragons: mindmap of a favorite subject.

Music Shuffle Creative Writing Exercise: lesson plan.

Bookprint Project: lesson plan.

Digital Humanities: a short report.

Bookprint Project

canon
Scholastic defines a BOOKPRINT as: “the list of five books that leave an indelible mark on our lives, shaping who we are and who we become.”

Instructions:

Brainstorm your personal canon. What books have made an impact on your life? What characters do you relate to? What situations? What books have inspired you?

Choose the five books that have had the most impact.

Create a display or presentation of the covers, and a short explanation of why you chose each work.

★ Displays can be posters, digital images, slideshows, etc.


Outcomes: Students will create a display of five books that have impacted them – either personally or academically.

Alaska Standards

  • W.9-10.4 Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience.
  • W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • R.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; restate and summarize main ideas or events, in correct sequence, after reading a text.
  • L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Assessment: Bookprint display.

Bookprint Display Rubric
Display includes student’s name and project title = 1 point
Exceeds Expectations = 3 points Acceptable = 2 points Needs Revision = 1 point
Display includes five book covers, laid out in an appealing manner. Display includes at least 3 book covers. Or all covers, but some are obscured due to poor layout. Display has less than 3 covers, or covers are too obscured to be recognized.
Each book includes a short description of how it impacted the student. Most of the books include a description of how it impacted the student. Descriptions are missing. From 3 or more books.
Each description includes title & author of work. Most descriptions include title & author of work. 3 or more descriptions are missing title and author.
Total points possible = 10

 

Example

Points = 10

 

Digital Humanities

𝔼ncompassing new technologies, research methods, and opportunities for collaborative scholarship and open-source peer review, as well as innovative ways of sharing knowledge and teaching, — Debates in the Digital Humanities

When I started researching Digital Humanities I came across two projects that were striking in juxtaposition: Debates in the Digital Humanities Open Access Edition (2013), and Hypertext: An Educational Experiment in English and Computer Science at Brown University (1976).

Hypertext is a 15-minute documentary exploring the then revolutionary use of a computer program to make poetry more accessible/engaging to students. Done by connecting works based on themes or author, added context, and supplementary materials. and allowing students to leave comments/questions for others to read and respond to next to the relevant passages. Debates, nearly 40 years later, uses a social reading platform that functions in echo of the FRESS software showcased in Hypertext—it allows users to highlight and comment on the text for anyone to see.

Fascinating because one of the latest works in Digital Humanities has come full circle to one of the first Digital Humanities projects.

𝔻igital Humanities represents a major expansion of the purview of the humanities, precisely because it brings the values, representational and interpretive practices, meaning-making strategies, complexities, and ambiguities of being human into every realm of experience and knowledge of the world. It is a global, trans-historical, and transmedia approach to knowledge and meaning-making. — Digital_Humanities

Digital Humanities is a very broad term. It can mean using digital resources to teach, communicate, etc. humanities topics—such as the University of Virginia’s Visual Eyes program, which allows educators to present primary sources, maps, video, etc., in an engaging and hands-on way. It can mean using computer science to create and extrapolate data—such as Stanford’s Mapping the Republic of Letters project, which traces the social network of letters from the Enlightenment to see how philosophical ideas and philosophers were actually interacting.

Digital Humanities are humanities in the twenty-first century, beyond the traditional text based mode of learning and scholarship. What exactly that means changes as new technologies rise and fall out of use, as new ways of using technology are imagined. Even Digital Humanities scholars argue about the definition.

𝔻igital Humanities refers to new modes of scholarship and institutional units for collaborative, transdisciplinary, and computationally engaged research, teaching, and publication. — Digital_Humanities

I think that Digital Humanities ties into Digital Citizenship in a few ways. Both are topics about how humans interact in the digital age. They explore issues such as ownership, collaboration, and means of interacting. Both Humanities and Citizenship are taught as core concepts for students.

I also think that Digital Humanities ties into a topic that has been only hinted at in this early stage of Digital Citizenship—is there even such a thing? Are Digital Humanities truly separate from Humanities? What does putting “Digital” in front of Humanities (or Citizenship) really do?


But don’t take my word for it…

Computers in English Class, Circa 1974
How an early digital humanities experiment helped college students grapple with modern poetry.

Hypertext: An Educational Experiment in English and Computer Science at Brown University
Andries van Dam’s 1976 documentary.

Debates in the Digital Humanities
A collection of essays that explores methods, theories, critiques, etc. of what Digital Humanities means.

Digitally Mapping the Republic of Letters
Arts Beat (NYTimes) article about the Electronic Enlightenment Correspondence Visualization project, including a video.

Digital_Humanities
MIT’s “short” guide to the Digital Humanities, including evolution of humanities and emerging methods and genres.

Digital Keys for Unlocking the Humanities’ Riches
First article in the NY Times HUMANITIES 2.0 series.

Knowledge Machines
Podcast about the ways digital technologies have changed research practices.

Supplementary:
¤The University of Oxford Digital Humanities Podcasts

¤Digital Humanities Quarterly

Music Shuffle Creative Writing Exercise

shuffle-CW

Music Shuffle Creative Writing Exercise


Instructions:
Open your music player/app.
Put on shuffle (aka random).
Hit Play.
Record title, artist, and length of the first random song that comes up.

Use the song title, and/or lyrics, as the prompt for this exercise. You may write a short story, drabble, poem, whatever strikes your fancy—as long as it is inspired by the title/lyrics of your random song.

Make sure to include the song info at the top of the assignment.

 
★ For an added challenge, write a story/poem that is the same length as the song. Meaning, if the song is 2 minutes 34 seconds (2:34) long, the work should be 234 words long.


Student Outcome: students will practice creative writing skills. Students will produce a creative work inspired by a random song.

Alaska Standards

  • W.9-10.3 Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • W.9-10.4 Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience.
  • W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Assessment: Music inspired work.

Music Shuffle Creative Writing Exercise Rubric
Labeled with song information = 1 point
Exceeds Expectations = 3 Acceptable = 2 Needs Revision = 1
Work is written clearly and cohesively to convey thought, feeling, and/or narration. Work clearly conveys thought, feeling, and/or narration. Work lacks cohesiveness and clarity.
Word choice is thoughtful and appropriate. Word choice is mostly thoughtful and appropriate. Word choice is not appropriate for topic/purpose.
There are no spelling/grammar errors. There are small errors in spelling/grammar. Work contains many spelling/grammar errors.
Total points possible = 10

 


Example

Sarah Carstensen

 

“Summertime” – My Chemical Romance, 4:06

Dusk is clawing its last at the horizon, stubbornly clinging as swarthy Nótt rides ever closer. The air in the valley is heavy and cool, carrying the scent of rain. In the distance a sharp crack heralds a pop of sparks. The too-green wood of the bonfire creating a thick cloud of smoke, visible even here, chalky grey against the indigo blues of the sky. A slightly out of tune guitar hums out a scale. Voices rise and fall, shaded warm and companionable. Quilt-topped canvas is soft under sun-redden skin; a damp patch growing where a mason-jar of iced tea bleeds condensation. Sweet juice from the crisp watermelon, still cold from its afternoon in the river, stains fingers tangled together. Contentment and anticipation bubble away at each other; soon subsumed under excitement as the first whistling explosion bursts into color, taking over the sky.

Points = 10

 

Here There Be Dragons

dragon mindmap

Original made using mindmup.com. Would not recommend it. Pictures make the map too big, and you don’t know you’ve gone over the free-user size limit until you try to export/publish. The site also holds on to data, so even though you delete all the pictures/cut the map down it will tell you the size is too big. If you go over you have to start over. This is a stitched screencap of the original.

I did another version on wisemapping.com which doesn’t allow pictures but does allow color-coding. You can share a version through the site which viewers can drag around to look at. Or export various ways–such as the pdf version below.

Download (PDF, 87KB)

Desert Cardinal

birdDC

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Digital drawing, created using Photoshop CS4. Photo referance: Pyrrhuloxia

My Dad lives in Payson AZ, and cardinals are one of my favorite birds.


Creative Commons

I’ve added a Creative Commons license to this picture. I chose to use a CC-BY-NC-SA.

That is, Attribution, Non-Commercial, and Share-Alike. Meaning that as long as I’m credited, the work is not being sold, and any derivatives are under the same license people can use it in presentations, as personal blog headers, etc.

I think derivative works are awesome–as you might have guessed. So I chose to allow derivatives (meaning I didn’t add ND); but I also wanted to have some control over where the image is used to make money. Hence, the NC portion. I chose to add Share-Alike, because that will allow others the same opportunity to be creative, but again limit where my work will be used commercially.

The NC and BY portions are also why I didn’t just stick a CC0 license on the picture and place it in the public domain.

Proper Use Scenario

A student needs a cover picture for a presentation on bird migration. They take my drawing, off-set and edit it so that their title text shows up clearly. They include a citation: Cover image adapted from Desert Cardinal by Sarah Carstensen CC-BY-NC-SA, in their resource list.

This is a correct use, because the license allows for non-commercial use (which school projects fall under) and derivatives (meaning the student can alter the drawing). The citation covers the attribution element.

Improper Use Scenario

An artist is creating a calendar, and plans to sell it at a bird-watchers convention. They need to have their finished file to the printers by the afternoon, but they are short of artwork. They take my drawing and add it as the April picture, and include a fine print “Drawing by” tag.

This is an improper use of the artwork because, even though they gave attribution, the license is non-commercial–meaning if the artist was giving away the calendars then the use would be acceptable, but not if they are selling them. Since the artist plans on making money with their calendar, the use is considered commercial.

If I found out that someone was selling my art in this way, I would try to contact them to have them stop. I might also contact the convention or society that is running the convention and let them know that there was an issue with the calendars, which might keep the artist from selling them there at least.

My goal would be to have the artist re-do the calendar so it doesn’t include my drawing, hopefully without getting into a fight over copyright.

Barbaric Blog Yawp

new short2Hi, I’m Sarah. I am a writer, and an artist, and a hopeful future teacher.

Place I exist in the ether:

sgcarstensen.com
– where my blog for this class will be. It also has my ED 677 projects.
Twitter @sgcarstensen
– I don’t tweet often, mostly I use it to keep up with a far flung friend. Feel free to follow me; if you have your #nousion tweet up I’ll follow you back.
Facebook
– Again, mostly used to keep track of friends and family in far places. I don’t check it very often and I’ve got it pretty locked down rather than share my drama with snoopy students.
Diigo
– Just started using this last semester for Digital Storytelling. It is a nice way to keep school & work related links organized and accessible even when I’m not at home.
Places I exist that you can’t see

Steam, PSN, World of Warcraft
– I play a lot of think-y games like Portal, point-and-clicks like Book of Unwritten Tales, and for stress relief games like WoW.
Tumbler
– for following fanart/comics. I don’t post there, or really use it much. I caught-up on some comics during break, but it had been about 3 months since the last time I logged in.
Fanfiction accounts
– I used to write fanfiction. A few people can connect me to my pseudonym, all RL friends, otherwise I enjoy having a space where personal drama doesn’t intrude.

I crochet, make jewelry, paint, draw, and sew. I’d rather mow the lawn than do dishes, laundry is a bane, but I like to cook. I’ve driven from Alaska to Pennsylvania (down the Alcan to Montana), and the reverse five years later.

I took time off from my education to care for my Grandfather, after my Uncle passed. Which meant moving to rural PA. People would sometimes think my Mom and I were sisters because everyone knew Grandad had two daughters.

    Cities I’d like to see

  • Seoul
  • London
  • Las Vegas
  • Kyoto
  • Hong Kong
  • St. Petersburg

I almost studied at the Art Institute of Phoenix. I got my BA from UAF in History, with English and Asian Studies minors. I’ve been the digital editor for Ice Box, as well as an officer in the club. I was an officer in the UAF History club, and am a member of Phi Alpha Theta.

I have drawn cover art, created ebooks, and websites. I worked as reconstruction security for West Fred Meyer a few years ago – basically keeping track of the contractors.

I don’t like to talk about religion or politics, especially at the dinner table. I would protest against inequality and intolerance. I think less of each would make the world infinitely better, it is certainly something I would change if I could change the world.

    Ideas, projects, or jobs

  • student teaching
  • Insidious Osmosis
  • Dad’s afghan
  • poetry chapbook
  • castle painting
  • epic drabble collection
  • kid’s book

If I could change something about myself, I’d be healthier. I think I’d give myself a love of running or sports, something that would encourage me to be active and outdoors.

I adore music. I will listen to anything once, but I’m sort of picky. I like music that is fast paced, and not discordant. I don’t mind some screaming, as long as it’s balanced by actual singing. I listen to a lot of bands that fall toward pop-punk or alt-rock. I also listen to a lot of international artists from places like Korea, Germany, Japan, Turkey, etc.

I like action movies, and I hate chick-flicks. I am loving the superhero movies trend. I don’t watch much TV. The only show I’m currently following is Running Man, a Korean variety show – it is how I wind down on Fridays. Before we ditched our cable I used to watch Mythbusters, and No Reservations.

    Fictional places I wish existed

  • Xanth
  • Rivendell
  • Ankh-Morpork
  • Hogwarts

I am a voracious reader. I love the Xanth and Discworld series. I have a whole shelf of Louis L’Amour hardbacks, that I read in a single summer. One of my favorite books is Woman Who Rides Like a Man, by Tamora Pierce. I also read graphic novels/manga and comics. Though, I haven’t been buying many lately – Grad school is expensive.

Quick 411

The blog section is mostly used, at this time at least, for peer reviews and drafts of projects. As classes complete, I’ll be hiding the draft/peer review posts. This means the blog section is pretty sparse, maybe even empty. Don’t worry it’s meant to be.

If you have questions or comments feel free to leave them here.

Best,
Sarah

EDSC 415 – Tech Lesson

A teacher could use a WordPress, or similar, to host PDFs. I’ve included the mock-up PDF for my tech lesson below. Posts could be organized by lesson, unit, or project — keeping documents and information easily accessible.

Carstensen Tech Lesson

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