2c. Digital Citizen | English Language Arts | Grades 6-12
As part of a lesson on universal themes, teachers can assign each student a theme (e.g., falling in love, losing a loved one, good vs. bad, coming of age, power & corruption, etc.). Next, students must locate a certain number of online/digital artifacts (e.g., images, text, and videos) that are representative of the text, and students will have to analyze the artifact to determine if the artifact can be shared via a creative commons license or if they can only cite it. Students can also use a digital curation tool to bookmark the artifact. Once students have identified the number of artifacts, they can create an annotated bibliography using them. In the bibliography, students must correctly cite the artifact and write a paragraph that explains how and why the artifact is representative of the universal theme. They can then share a link to their annotated bibliography by posting the link to a class website.
EdTech Resources for Citing and Sharing Intellectual Property
Students can use this website to select the correct style guide and citation format for each artifact.
When students are locating digital artifacts, they can use this website to help them understand the sharing attributes for the artifacts, if they are marked with a creative commons license.
EdTech Resources for Collecting Online Artifacts
As students locate online artifacts, they can use this tool to bookmark the artifact and include a description that explains the connection the artifact has to the universal theme they were assigned.
As students locate online artifacts, they can use this tool to bookmark the artifact and include a description that explains the connection the artifact has to the universal theme they were assigned.
EdTech for Creating Annotated Bibliographies
Students can use this tool to create their annotated bibliography. On the first tile, students can introduce their theme by stating the theme directly and then a short description of how they understand the theme’s meaning. Next, they can add a citation for the artifact along with the artifact itself (if sharing permissions allow it) on the next tile(s). The next file can include text that explains how the artifact represents the theme. Students can continue this process for the remaining artifacts.
Students can use this tool to create a
presentation or
infographic about their theme and artifacts. In their work, students can first introduce their theme and understanding of it. Next, they can add the citation for the artifacts they located and, if permission allows them to, include the actual artifact. They can then write an explanation that connects the theme to the artifact. Students can continue this process for the remaining artifacts.
Students can write a more traditional annotated bibliography using this tool. They can begin with an opening paragraph that introduces the theme and its meaning. Next, the following paragraphs can start with a citation and then a paragraph-length explanation of the artifact’s connection to the theme. When finished, students can share the link to their annotated bibliography on a class website.
Instructions
Justification
This instructional idea requires students to first locate intellectual property in the form of digital artifacts and then determine their obligations for sharing the artifact. Specifically, students must decide if they can share it or only cite it, and this determination is intended to demonstrate students' respect for intellectual property.
EdTech used in this activity:
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