Digital Citizenship
Education within the 21st century requires that we continually reimagine our definition of literacy and literacy instruction in the classroom (Barton & Hamilton, 2012; Gee, 2012; Muhtaris & Ziemke, 2015). Our conceptualization of literacy is ever evolving and includes attention to new, digital, and multimodal literacies and acknowledges that these literacies change our habits as readers (Assaf & Adonyi, 2010; Bruce, 2002; Curwood & Cowell, 2011; Kuby & Vaughn, 2015; McKeon, 2010). Teachers now have a responsibility to use text, technology, and media critically and strategically for reading, composing, and learning with their students (Muhtaris & Ziemke, 2015; Ribble, 2008/2009). This means that we not only have to teach students the tools of technology to enhance their learning, but we also need to teach them how to do so safely, respectfully, and responsibility by teaching students what it means to be a responsible digital citizen (Davison, 2013/2014; France, 2016; Levy, 2011; Lura, 2016; Ribble, 2008/2009).
