Session presentation from the Stockton SCITT 'Values in Education' conference held in 2017.

1. Digital
Literacy
Dave
Dixon
Values
in
Educa6on
Conference
10th
January
2017

2. Digital Literacy
A
Changing
World
Online
Behaviours
Cri;cal
Literacy
Strategies
Further
Info

3. Thinkuknow Introduction
Dave Dixon
www.thinkuknow.co.uk

4. Digital Literacy
The
technology
itself
is
neutral...
...it’s
all
about
online
behaviours.

5. A
Changing
World
Digital
Literacy

6. What
does
a
‘Digitally
Capable’
child
look
like?
What
skills/aCributes
do
they
need
to
effec6vely
use
technology
today
&
in
the
future?
ACTIVITY

7. Maslow
1943

8. Maslow
20141943

9. 20171943
Maslow

10. Passionate about Digital Creativity, Online Safety and Technology Enhanced Learning!
Broadband Generation

11. Digital Literacy

12. A Changing World
evolution

13. Passionate about Digital Creativity, Online Safety and Technology Enhanced Learning!
E-Safety for EarlyYears

14. Consumer Electronics Show 2017

15. A Changing World

16. A Changing World

17. Introducing Amazon Go…

18. Online
Behaviours
Digital
Literacy

19. Holiday Snaps?

20. Eating Out?

21. Help Is Out There…

22. Social Media Trends
ACTIVITY

23. Online Behaviours

24. Online Behaviours

25. Online Behaviours

26. Online Behaviours

27. Online Behaviours
‘No
maCer
what
we
look
like
or
what
size
we
are,
at
the
end
of
the
day
we
are
all
human.
I
ask
that
you
keep
that
in
mind
the
next
6me
you
see
a
viral
meme
of
a
random
stranger.
Lizzie
Velasquez

29. Mannequin Challenge!

30. Online Behaviours

31. Online Behaviours

33. Online Behaviours

34. Ofcom Report - November 2016
Social
media
is
central
for
both
tweens
and
teens.
Children’s
use
of
social
media
is
constantly
evolving,
and
that
brings
both
new
opportuni;es
and
risks.
For
example…an
increased
use
of
group
messaging
services
such
as
WhatsApp,
Instagram
and
Facebook
Messenger.

35. Passionate about Digital Creativity, Online Safety and Technology Enhanced Learning!
More than three-quarters of children aged 10
to 12 in the UK have social media accounts,
even though they are below the age limit

38. Passionate about Digital Creativity, Online Safety and Technology Enhanced Learning!

40. Cri6cal
Literacy
Digital
Literacy

41. Passionate about Digital Creativity, Online Safety and Technology Enhanced Learning!

43. Social Media Influence

44. It’s All True, Right?

45. Hoax Slayer

46. Online Behaviours

47. Online Behaviours

49. Oversharing

50. ACTIVITY

52. Privacy/Digital
Footprint

53. Digital Literacy

54. Kayleigh’s Love Story

55. Digital Literacy

56. Sextortion

57. Safeguarding
The
Role
of
the
School
or
College
Everyone
who
comes
into
contact
with
children
and
their
families
has
a
role
to
play
in
safeguarding
children.
School
and
college
staff
are
par;cularly
important
as
they
are
in
a
posi;on
to
iden;fy
concerns
early
and
provide
help
for
children,
to
prevent
concerns
from
escala;ng.

58. Sept 2016

59. National Curriculum - Computing
Key
Stage
1
‘Use
technology
safely
and
respecRully,
keeping
personal
informa;on
private;
iden;fy
where
to
go
for
help
and
support
when
they
have
concerns
about
content
or
contact
on
the
internet
or
other
online
technologies.’

60. Key
Stage
2
‘Use
technology
safely,
respecRully
and
responsibly;
recognise
acceptable/unacceptable
behaviour;
iden;fy
a
range
of
ways
to
report
concerns
about
content
and
contact.’
National Curriculum - Computing

61. Key
Stage
3
‘Understand
a
range
of
ways
to
use
technology
safely,
respecRully,
responsibly
and
securely,
including
protec;ng
their
online
iden;ty
and
privacy;
recognise
inappropriate
content,
contact
and
conduct
and
know
how
to
report
concerns.’
National Curriculum - Computing

62. Key
Stage
4
‘Understand
how
changes
in
technology
affect
safety,
including
new
ways
to
protect
their
online
privacy
and
iden;ty,
and
how
to
iden;fy
and
report
a
range
of
concerns.’
National Curriculum - Computing

67. Prevent
June 2011

68. Transform
The
internet:
background
‘The
internet
has
transformed
the
extent
to
which
terrorist
organisa;ons
and
their
sympathisers
can
radicalise
people
in
this
country
and
overseas.’
‘It
enables
a
wider
range
of
organisa;ons
and
individuals
to
reach
a
much
larger
audience
with
a
broader
and
more
dynamic
series
of
messages
and
narra;ves.’
TRANSFORM

69. Interaction
‘It
encourages
interac;on
and
facilitates
recruitment.’
‘The
way
people
use
the
internet
also
appears
to
be
conducive
to
these
processes.’
‘Despite
the
wealth
of
informa;on
available,
people
oVen
talk
to
those
whose
views
are
similar
to
their
own,
encouraging
group
thinking
and
inhibi;ng
external
challenge.’
INTERACTION

70. Ideology
Objec6ve
One:
the
ideological
challenge
‘All
terrorist
groups
have
an
ideology.
Promo;ng
that
ideology,
frequently
on
the
internet,
facilitates
radicalisa;on
and
recruitment.’
‘Challenging
ideology
and
disrup;ng
the
ability
of
terrorists
to
promote
it
is
a
fundamental
part
of
Prevent.’
IDEOLOGY

71. Resilience
‘We
iden;fied
a
number
of
key
ingredients
which
were
importance
for
resilience-­‐building
teaching
ac;vi;es.
Taken
together,
these
ingredients
help
to
counteract
the
impact
of
factors
that
can
help
to
either
push
or
pull
young
people
towards
extremism
and/or
violent
extremism,
such
as
a
sense
of
injus;ce
or
feelings
of
exclusion.’
RESILIENCE

72. Critical Thinking
‘A
key
aspect
of
building
resilience
is
suppor;ng
young
people
to
explore,
understand
and
celebrate
their
personal
iden;ty.’
‘Our
findings
suggest
that
cri;cal
thinking
skills
-­‐
crucial
for
interroga;ng
and
challenging
extremist
ideologies
-­‐
can
be
most
successfully
developed
through
teaching
methods
that
support
inquiry
and
intellectual
inquiry
led
by
the
young
people
themselves.’
CRITICAL
THINKING

73. Myths
‘Both
teaching
prac;;oners
and
young
people
said
that
methods
which
are
designed
to
encourage
par;cipants
to
engage
with
a
balanced
range
of
informa;on,
and
appreciate
the
value
of
an
evidence-­‐based
approach,
have
many
benefits,
including
challenging
common
myths
and
helping
young
people
to
appreciate
the
complexity
of,
for
example,
global
conflicts.’
MYTHS

74. Strategies
Digital
Literacy

76. NSPCC Share Aware Campaign

77. E-­‐Safety
Curriculum...

79. 79
5 - 7 year olds

80. 80
8 - 10 year olds

81. 8111 - 13 year olds

82. 8214+ year olds

84. about
what you see online
Trust Me is a new resource designed to support primary and secondary school teachers in
exploring critical thinking online.
Developed in partnership with the London Grid for Learning to address the emerging area of online
extremism and propaganda, this practical resource aims to provoke discussion among pupils so as
to challenge them to think critically about what they see on websites and social media as well as
the communication they have with others online.
Trust Me by Childnet International is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The resource is formed of two sets of lesson plans; one set aimed at educating upper KS2 pupils at primary,
the other set aimed at KS3 and upwards at secondary:
Content Contact
Two lessons covering critical thinking around content
(such as websites, blogs, online adverts and search
results) and contact (how others online may attempt to
persuade us to follow a link, download a file or engage
in other behaviour).
The lessons aim to help pupils:
Understand that not everything online is trustworthy.
Recognise ways that people online may seek to
persuade them.
Make decisions about what they might trust using
different criteria.
Engage in discussion about what they see and
experience online.
Content
Propaganda
Public (there for all to see) and Impersonal
Public and Personal (aimed at people like you)
Contact
Private and Personal (sent just to you)
Three lessons covering critical thinking around content,
propaganda and contact.
The lessons aim to help pupils:
Recognise differences between fact and opinion
online.
Develop skills to critically evaluate the
trustworthiness of online content.
Understand different propaganda techniques and
recognise their use in online content.
Recognise why others online may contact them to
influence/persuade, and their possible motives.
Engage in discussion about what they see and
experience online.
Both packs contain practical activities and
examples, along with additional guidance
for teachers around the law, frequently
asked questions, case studies and further
sources of advice and information.
You

85. Session
1
Online
content
PRIMARY

86. Session
2
Online
contact
PRIMARY

87. Session
1
Online
content
Public
and
impersonal
SECONDARY

88. Session
2
Propaganda
Public
and
personal
SECONDARY

89. Session
3
Online
contact
Private
and
personal
SECONDARY

90. Critical
thinking
is
“the
process
of
thinking
carefully
about
a
subject
or
idea,
without
allowing
feelings
or
opinions
to
affect
you”
Cambridge
English
Dictionary
Evaluating
Consider
Looking
further
?
?Critical
thinking
is…
ACTIVITY

91. Session
2
Propaganda
Public
and
personal

92. Students
can
understand
the
term
propaganda
and
how
it
can
impact
on
their
opinions
Students
can
identify
and
understand
different
propaganda
techniques
and
analyse
the
reasons
behind
them
Students
can
use
selected
criteria
to
critically
assess
different
media
and
messages

93. You
might
have
included…
logs

94. logs
Task
Which
method
would
you
most
prefer
to
use
in
order
to
access
the
news?
And
why?
Rank
your
5
examples
1(least
preferred)
-­‐
5
(most
preferred)

95. Viewing
images
and
content
has
always
been
used
as
a
way
of
influencing
or
changing
someone’s
beliefs.
Some
call
this
propaganda.
But,
what
do
you
think…
Influence
Media
Campaigns
Lies/
tricks
Mislead
One
sided

96. Information,
ideas,
opinions
or
images,
often
only
giving
one
side
of
the
argument,
that
are
broadcast,
published,
or
in
some
way
spread
with
the
intention
of
influencing
people’s
opinions
Cambridge
English
Dictionary

98. How
do
you
think
someone
/
an
organisation
might
try
and
change
your
views
or
beliefs?

99. “Everyone
is
doing
it,
you
should
too!
You
are
not
cool
unless
you
do!”
“It
is
all
THEIR
fault.
All
of
society’s
problems
only
happened
once
THEY
came
along.
“Tell
us
about
how
you
feel
about
student
loans
in
3
emojis
☺ ☹ (Being
“cool
with
the
kids”)

100. “If
you
do
this,
your
life
will
be
better!”
“If
celebrities
are
doing
it,
then
it
must
be
good.
You
should
do
it
too!”

101. “Would
you
rather
to
be
freezing
all
your
life,
or
boiling
all
your
life?
You
only
have
these
options.”
www.digitaldisruption.co.uk

102. “I’ll
give
you
the
full
story,
except
I
will
just
take
out
the
most
important
part”.
www.digitaldisruption.co.uk

104. To
make
you
do
something
To
sell
you
something
To
influence
of
change
your
views
and
beliefs
To
hide
something
from
you

105. Of
course
propaganda
can
be
used
by
anyone!
It
can
be
found
in
advertising,
campaigns
etc…
…but
it
can
also
be
found
on
social
media.

106. There
is
always
a
reason
or
motive
behind
why
someone
shares
something
or
posts
something
online.
The
motive
could
be
to
simply
share
a
good
news
story
The
motive
could
be
to
encourage
you
not
to
vote
for
this
finalist
This
could
be
a
clickbait
article
where
the
motive
is
to
get
you
to
click
on
a
link

108. Go
onto
Twitter
and
click
on
trending
news.
You
will
see
the
current
trending
hashtags
on
the
left
hand
side.
Choose
one
and
look
closely
at
some
of
the
content
which
has
been
shared.
Have
any
propaganda
techniques
been
used?
Are
there
any
hidden
motives?
#trending

109. Or
you
can
call
or
chat
online
to
Childline
0800
11
11
Tell
a
trusted
adult

110. Any questions?
In
partnership
with
Thank you!

111. Further
Informa6on
Digital
Literacy

112. Further Information

113. Contact
Me
Digital
Literacy

114. Contact Me
Dave
Dixon
dave.dixon@stockton.gov.uk
01642
52
7675
digitalcreateuk
07973
627
223
dave@digital-­‐crea;ves.uk

115. Digital
Literacy
Dave
Dixon
Values
in
Educa6on
Conference
10th
January
2017