The need to educate ALL students on ‘Digital Wellbeing & Citizenship’
Description
Our paper discusses the need for educating students/ staff in higher education on digital citizenship and mental health, in particular recognizing mental health distress and supporting others in virtual environments. This aligns with the digital wellbeing conference theme with a focus on; a) students and academics attending to health, relationships, work-life balance, and wellbeing in digital spaces, b) fostering community actions and wellbeing, c) encouraging learners to act safely and responsibly in digital environments, d) managing digital stress, and e) encouraging learners to act with concern for the human and natural environment when using digital tools.
Takeaway
This session provides participants with a 'research to practice' model for digital citizenship and mental health in higher education and a case example to learn best practice ideas for implementing such training for students. Additionally, participants can gain insight on the need and value of digital citizenship that focuses on mental health based on the current research related to student mental health.
Abstract
Students in public schools across Canada and the United States participate in lessons focused on ‘digital citizenship’. According to Ripple & Bailey (2004) digital citizenship is about teaching appropriate technology behavior. This focus comes from the realization that although many students immerse themselves in digital worlds and technology, both at school and home, they may not always use do so in a safe or respectful manner. In order to be successful todays’ literate learner must be aware of the ethical responsibilities and safety requirements of internet use so that they can contribute safely and positively in complex global environments (Ontario Ministry of Education, 2014).
In many public schools digital citizenship is taught to students in grades k-12 with a different focus each year (Ripple, Bailey & Ross, 2004). The lessons may focus on how to such topics as; a) using and critically thinking about information, b) respecting intellectual property (i.e. plagiarism or creative rights), d) communicating and contributing in online communities in a respectable manner, e) responding effectively to negative behaviors (i.e. cyberbullying or sexting), and f) protecting oneself from harm (i.e. privacy). Students may participate in class discussions or online modules and in some instances receive certificates of completion (Ontario Ministry of Education, 2014).
These are important topics for children. However, what seems to be missing from these digital citizenship lessons is a focus on mental health. Even in digital environments individuals may display mental health problems such as depression, anxiety, or suicidal ideation (Laffier, 2015). Students should know how to recognize mental health distress and support others, respond to crisis situations, and effectively manage or communicate feelings when in digital worlds. This particular focus seems to be absent in digital citizenship in schools. More importantly, and the focus of this paper, is how there is little attention to digital wellbeing and citizenship in higher education institutions that offer online courses and programs. Students, of all ages, may bring their fears and problems to class; whether that is online or virtual. Research indicates that many university and college students today are struggling with their mental health (Mental Health Commission of Canada, 2015), especially those in first year or high performance programs (Johnson, 2016). Online programs or courses may bring with their own set of challenges for students, especially students that are not use to online learning communities.
Therefore, in this paper we discuss the need and value for what we title ‘Digital Well-being & Citizenship’ Education' that focuses on mental well-being for higher education students. We present research to practice models for developing lessons on this topic and educating students how to be, what we title ‘healthy digital citizens’. Finally, we present our current pilot project of an online module titled “Digital Well-being & Citizenship for Teacher Candidates’ in a Bachelor of Education program in Canada, many of whom are engaged in online courses and learning about arts based teaching (art, music, dance), maker spaces, and assistive or learning technologies for students.