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SmartMe Proposal of activities to be used to educate others in achieving strategies to create a smart image and build the skills to improve digital literacy on the web INTRODUCTION The digital identity has become a hot issue, especially now that there is a generalized use of multiple social media services. Every time we visit a website, we make comments, or we upload photos, we leave track of our personality. All the traces, which we willingly, but not always consciously, leave in electronic environments, define our digital identity. The way we manage all this data can affect us for the good, resulting, for instance, in the enrichment of our personal learning networking (PLN); but also for the bad, causing great harm to our reputation, or even ending in the loss of a job or an opportunity. This matter is of great importance when we deal with young students, since they are actively participating in social media without, often, understanding the particularities of the medium and the implications that may result from misuse. A digital literate person has the ability to manage the information overload effectively and critically navigate to find and create information using a wide range of digital technologies. The use of common sense, as well as skills on technology agents such as social bookmarking, content curation, RSS mash-up tools etc., is the premise to create the different activities. The teacher’s role is that of a facilitator, to provide the learner the know-how on these tools and critical thought. KEYWORDS: digital identity, digital literacy, online reputation, digital fluency, critical thinking, PLE, CLIL. http://www.slideshare.net/cristobalcobo/up-skilling-lifelong-learning-and-cocreation-key-driver-in-the-innovation-society CLIL APPROACH Digital identity and digital literacy are ideal content to be taught with CLIL methodology. As it is pointed out in Coyle’s (2005) framework, CLIL should consider content, cognition, communication and culture, elements which all arise when dealing with DI and DL. PROCEDURE, MATERIAL and PURPOSE Video material (Digitalfoot intro, Tagged) Exposure to case-stories spread by the media. (ending in positive and also negative consequences) ✗ To make vivid the dangers of using photo-sharing service unconsciously ✓To highlight the professional as well as learning opportunities a good use of our image can bring Problem-solving activities: Learning by construction rather than instruction, Marsh (2005) Debates: To provoke reflection on how these virtual places we inhabit can not be separated from our real world, and ultimately, make students apprehend that what we perform online affects our analogue lives. The activities can be structured in sixty- minute sessions, and the resources (video, photos and stories) used are all found on the web. ✔ Aim: giving students strategies to build an effective and positive digital identity as well as improving their skills on digital literacy. http://www.cybersmart.gov.au/tagged/ REFERENCES Castañeda, L. (2013, October 15). Mushware Educativo. Retrieved December 1st, 2013, from Actividades para trabajar la Identidad Digital en las aulas: Retrieved from http://lindacastaneda.com/mushware////index.php/identidadactividades Cobo Romaní, C. (2014) Up skilling, lifelong learning and co-creation: key driver in the innovation society. Retrieved from http://www.slideshare.net/ cristobalcobo/up-skilling-lifelong-learning-and-cocreation-key-driver-in-the-innovation-society CommonSense.org. (2012, May 27). Common Sense. Retrieved December 1st, 2013, from Digital Citizenship Poster for Middle and High School Classrooms : http://www.commonsensemedia.org/educators/middlehigh_poster Coyle, D. (2005) Developing CLIL: Towards a Theory of Practice, APAC Monograph 6, Barcelona: APAC. Marsh, David. (2005). Project D3 – CLIL Matrix – Central workshop report 6/2005 (Graz, 3-5 November 2005). European Centre for Modern Languages, 6. Retrieved from http://archive.ecml.at/mtp2/CLILmatrix/pdf/wsrepD3E2005_6.pdf Mehisto, P. ( 2012). Criteria for producing CLIL learning material. Encuentro 21, 15- 33. Omatos, A., & Cuevas, V. (2011, June 20th). Identidad Digital y Redes Sociales con Menores. Retrieved from Identidad Digital: https:// sites.google.com/site/tallerid11/ Suarez Guerrero, C., & Pinto Escribano, J. (2012). Identidad Digital. (ORSI, Ed.) Warburth, S., & Altri. (2010). Rhizome project. (K. C. London, Ed.) Retrieved from Rhizome: Digital identity matters:Retrieved in December from http://digitaldisruptions.org/rhizome/wp-content/uploads/2010/06/rhiz08_DigitalIdentityMatters.pdf Mónica Vallín Blanco EFL teacher at Col·legi Sant Miquel dels Sants (Vic) Digital Interactive Communication Doctorate Programme (Uvic) [email protected] @MonVall CONCLUSIONS When learners explore their digital identities they tackle important issues that it is claimed in CLIL methodology as essential, such as the links between language and cultural identity, examining behaviours, attitudes and values. It can strengthen intercultural understanding and promotes global citizenship. For Mehisto (2012) creating opportunities for meaningful learning is connected to the use of authentic language. He mentions elements such as authentic input, motivating content, learner autonomy, collaboration, formative assessment, focus on fluency and critical thinking as fundamental to foster effective learning processes. Digital identity and literacy is a point that appears to have all the ingredients that CLIC philosophy celebrates. Selfie-maniacs! HEPCLIL – 2014 27 – 28 March Universitat de Vic
