Digital Etiquette

Digital Etiquette

Ten points of netiquette

1. Remember the Human Never forget that the person reading your communication is actually a person with feelings and can get hurt. Essentially never say anything online that wouldn’t say to your reader’s face.

 2. Adhere to the same standards of behavior online that you follow in real life Be ethical in your engagement and know that breaking the law is bad netiquette.

 3. Know where you are in cyberspace The netiquette required will differ from domain to domain. If you are in a forum of experts, your netiquette should reflect respect. Whereas if you are in a chat room with a group of friends (you know in real life) then the netiquette will differ!

4. Respect other people’s time and bandwidth When sharing files or documents, bear in mind the audience’s bandwidth. Furthermore, make sure you read the FAQs first before asking mundane questions where the answers already exist. If you disagree with a group’s discussion, don’t waste their (or your) time by telling them how stupid they are: Just stay away.

5. Make yourself look good online Check grammar and spelling before you post. Most people judge others’ intelligence based on the use of grammar and spelling. Only post on things you know about, it is not worth it to look like the fool.

 6. Share expert knowledge Offer answers and help others where you can.

7. Help keep flame wars under control Don’t respond to flame-bait, don’t post spelling or grammar flames, and apologies if you have done so or perpetuated a flame-war.

 8. Respect other people’s privacy Don’t give out other people’s details, online or offline.

 9. Don’t abuse your power The more power you have, the more important it is how you use it.

10. Be forgiving of other people’s mistakes We all were once a newb (and no we don’t mean noob – those who know little and have no will to learn any more).

(IIE Module Manual DIGC5110 )

2 Penalties for failing to meet this 

Failing to meet this guide lines may result you be regarded as a person who is not responsible and following the digital law, in some other instances you will be plagiarizing the work of other which is a serious offence because suspension or expulsion could be implemented if you fail to meet the guidelines of the etiquette(IIE Module manual DIGC 5110)

3 Management of the etiquette

I could manage the etiquette by making awareness of the guidelines in the workplaces by posters or on notice boards, I would also implement workshops for employees so that they understand the etiquette and the penalties if not followed

4 References

The Independent institute of Education.2015.Digital citizenship module manual 2015. First edition. unpublished

Digital citizenship and digital access

Elements

Social capital 

Information flows (e.g. learning about jobs, learning about candidates running for office, exchanging ideas at college, etc.) depend on social capital norms of reciprocity (mutual aid) are dependent on social networks. Bonding networks that connect folks who are similar sustain particularized (in-group) reciprocity. Bridging networks that connect individuals who are diverse sustain generalized reciprocity. Collective action depends upon social networks (e.g., the role that the black church played in the civic rights movement) although collective action also can foster new networks. Broader identities and solidarity are encouraged by social networks that help translate an "I" mentality into a "we" mentality. What are some examples of social capital? When a group of neighbors informally keep an eye on one another's homes, that's social capital in action. When a tightly knit community of Hassidic Jews trade diamonds without having to test each gem for purity, that's social capital in action. Barn-raising on the frontier was social capital in action, and so too are e-mail exchanges among members of a cancer support group. Social capital can be found in friendship networks, neighborhoods, churches, schools, bridge clubs, civic associations, and even bars. The motto in Cheers "where everybody knows your name" captures one important aspect of social capital.http://www.bettertogether.org/socialcapital.htm

knowledge Capital

An intangible asset that comprises the information and skills of a company's employees, their experience with business processes, group work and on-the-job learning. Knowledge capital is not like the physical factors of production - land, labor and capital - in that it is based on skills that employees share with each other in order to improve efficiency, rather than on physical items. Having employees with skills and access to knowledge capital puts a company at a comparative advantage to its competitors.


INVESTOPEDIA EXPLAINS 'KNOWLEDGE CAPITAL'Businesses develop knowledge capital by encouraging employees to share information through white papers, seminars and person-to-person communication. Knowledge capital is important because it reduces the odds that a company will have to "reinvent the wheel" each time a particular process is undertaken because its employees have access to documents detailing the necessary steps, and personnel who have undertaken similar activities.

Read more:http://www.investopedia.com/terms/k/knowledge-capital.asp#ixzz3ZSL0KdoK

Human Capital

Human Capital is a focused recruitment company specialising in placing highly talented and qualified candidates with Investment Banks, Investment Managers and other financial services businesses. Human Capital has extensive networks with senior management at local and foreign Investment Banks, traditional Asset Managers as well as Hedge Funds. In addition, Human Capital has extensive networks of Qualified Actuaries, Actuarial Students, Mathematics of Finance Graduates, Chartered Accountants ,CFA Charterholders and Engineers. The directors of Human Capital have a combined financial markets experience of 23 years. This combined market experience means that Human Capital is best suited to perfectly match candidates with respective employers and positions.

Human Capital’s competitive advantage is in assisting candidates transition from traditional actuarial, accounting, consulting or analytical positions into a banking or investment environment. This is in addition to assisting candidates with existing banking or investment management experience advance up the corporate ladder in the field they are already specialised in.http://www.hcapital.co.za/

How do the content relate to the South African context

The partially digital: Internet, citizenship, social inequalities, and digital citizenship in South Africa

Tokunbo Toks D Oyedemi, University of Massachusetts - Amherst

Abstract

The Internet has evolved as a major medium of information and communication; broadband connection especially enhances Internet's capacity as a virtual platform for social, economic, political and civil activities. The problem is there is a limited and skewed access to the Internet in South Africa. The slow growth of household Internet and fixed broadband is problematic for a country that aspires to be "an advanced information society in which information and ICT tools are key drivers of economic and societal development" (South African Broadband Policy 2010). This dissertation investigates the pattern of Internet penetration in South Africa. Largely, I explore the pattern of Internet penetration amongst university students; data were collected from 10 universities located in both rural and urban areas with other demographic qualities that are representative of the student population in South Africa. ^ Following Mossberger, Tolbert & McNeal's (2008) use of the concept of digital citizenship, I rearticulate the concept as a citizenry with the fulfilled rights to regular and flexible access to the Internet—implicitly individual and household forms of access, the skills to use the Internet, and regular use of the Internet for participation in all spheres of society. I then develop a theoretical framework of digital citizenship by identifying five key elements, namely: citizenship rights, Internet access, Internet use, Internet/digital skills, and policy. These elements are used as measures to investigate the pattern of Internet penetration in South Africa. I conducted a survey amongst students, interviewed officials in government agencies in the communications sector, studied selected policy documents, and carried out digital skill experiments. From the findings, I argue that digital citizenship is largely nonexistent in South Africa, particularly amongst the university students. I claim that most of these students are partially digital . A partially digital person has limited access to the Internet, inadequate skills to apply this technology and as a result cannot efficiently use the Internet to participate effectively as a citizen in society. ^ The study also reveals the skewed access to the Internet replicates the existing pattern of social inequalities in the country, often analyzed in terms of rural-urban inequalities, inequalities based on gender of household heads, family income, racial and population groups. I also claim that students from households that bear the brunt of social inequalities in South Africa are further deprived by the lack of access to the Internet, particularly household access, and the inability to effectively use the Internet. This deprivation means that their rights and abilities to participate in society as citizens using digital means are compromised. In conclusion, I offer recommendations towards achieving digital citizenship.

Reference

Recommended Citation

Tokunbo Toks D Oyedemi, "The partially digital: Internet, citizenship, social inequalities, and digital citizenship in South Africa" (January 1, 2012). Doctoral Dissertations Available from Proquest. Paper AAI3518402.

http://scholarworks.umass.edu/dissertations/AAI3518402

 literacy and information influency

Five fluencies and their relevance

Media fluency

In the past the most powerful technology for communication was the printing press. However, today we have such a vast array of accessible and relatively inexpensive digital technology that allow us to produce images, video and audio content with relative ease.   

In the communication’s learning unit we will explore this in more detail, but for this section of digital literates we need to understand how to interpret media.  

Media fluency is actually two-fold, the first involves the interpretation (listening) of the media; the second, involves how we leverage this for our own output (communication).  

This fluency involves both the communication aspect, as well as the literacy. We cannot produce something without knowing how to use the technology, but we cannot leverage the message without understanding this. Therefore, there may be some repetition between the two units..(IIE Module Manual DIGC5110)

Collaboration fluency 

All over the world there are people who are communicating and working together…yet they may never meet face to face! The reality is with today’s technology, distance has become a concept that is relative. The authors of the book “Literacy is not enough” (Jukes, Churches, Crockett, 2011) worked on an entire project without ever meeting face-to-face until after the completion thereof! So how did they do it? Well, they had already mastered the skill of collaboration as well as being digitally literate. In this section we will look at the steps involved with the process.(IIE Module Manual DIGC5110)

Solution fluency

Technology has changed our lives drastically in the last 20 years and with these changes new needs have been identified. These needs range from personal to business, and with this we see new possibilities and opportunities. This has resulted in new job opportunities in fields of business that previously did not exist. So how do we learn for careers that don’t yet exist or are so new that there are no qualifications available to teach us, guide and prepare us for? We can’t! However, we can learn the skills that will help us adapt to these opportunities; essentially learn how to learn. The skill that would help the most here, although the fluency skills are all interlinked, is the solution fluency skill..(IIE Module Manual DIGC5110)

Information fluency

We have established that there are a lot of websites and pages available on the Internet, with more and more being added every day. The amount of readily available information is incredible to even try to imagine. This is often referred to as the InfoWhelm; the bombardment of information, much of which is irrelevant and useless. As a result of this rapidly increasing volume of information, facts become obsolete far quicker, with the knowledge built on those facts becoming less durable. (IIE Module Manual DIGC5110) 

References

The Independent institute of Education.2015.Digital citizenship module manual 2015. First edition. unpublished

Digital literacy and information fluency

1 The purpose of the site 

The animal planet website is created for the animal lovers that follows the life of the animals. The website provide its TV series guide shows that tune in the satellite television and it provides all the latest news and videos about animals.(animalplanet.com)

2 The process

The process of the website is to connect all people who follow the animal planet and feedback can be given by the website followers.(animalplanet.com/bites-blog)

3 The public response 

The response of the website has a blog where the visitors would comment and give opinions on the website blog and the public in the website seem to give feedback on the website. Visitors could also leave their family pets videos to be shared in the television. Available at: http://blogs.discovery.com/bites-animal-planet/

References
Animal planet.2015..Available at:http://www.animalplanet.com/

Animal planet.2015.Available at:http://www.animalplanet.com/bites-blog/

Animal planet.2015.Available at:http://www.animalplanet.com/bites-blog/

Digital communication

Digital communication

1 The clash of the clans is a game where by you use strategies to create your own army and you lead the clan. its features are:

● Build your village into an unbeatable fortress
● Raise your own army of Barbarians, Archers, Hog Riders, Wizards, Dragons and other mighty fighters
● Battle with players worldwide and take their Trophies
● Join together with other players to form the ultimate Clan
● Fight against rival Clans in epic Clan Wars
● Build 18 unique units with multiple levels of upgrades
● Discover your favorite attacking army from countless combinations of troops, spells, Heroes and Clan reinforcements
● Defend your village with a multitude of Cannons, Towers, Mortars, Bombs, Traps and Walls
● Fight against the Goblin King in a campaign through the realm

My experience:I never played the game but I saw videos of people playing the game on Youtube it seems like an interesting game because it creates you to be more strategic

 Google play store.Game reviews.2015.[online].Available at: https://play.google.com/store/apps/details?id=com.supercell.clashofclans&hl=en

2.The clan 

I joined a clan by the name of BIT1-Pretoria and in our clan we have the leader of the clan.Our clan will engage in clan wars with other countries and communication is used during the time of war.We protect our clan by building a security around ourselves so that if a war is broke we are protected even more.

3 .The communication

Our clan we have a leader and the way we communicate is that if I send a messages to the clan, the members of the clan will see the messages that I sent to them and we can communicate locally or globally. Everyone in the clan will have access to communicate with everyone anytime when we build our security, make strategies and during war clans whether locally or globally so the communication is effective.

4.How can the game be used to educate young generation about the digital citizenship

The game can educate younger generation to access the digital world, there will have "full electronic participation in society" It will give them basic skill to access technology and it will improve their communication skills because on the game communication is used so that the goals of the game are archived as planned.(digitalcitizenship.net)

The game can decrease the digital divide among society because if the younger generation grow up having the knowledge, skills and infrastructure to access the digital world a digital dive among society may be reduced.(IIE module manual)

The young stars will learn on how to be responsible when using the internet and we can avoid things such as cyber bullying and taking other people intellectual property without acknowledgement, it will promote a good responsibility on the generation itself so that they be accountable when exploring and surfing the internet.(globaldigitalcitizen.org)

References

The Independent institute of Education.2015.Digital citizenship module manual 2015. First edition. unpublished

Global digital citizen foundation.Digital citizenship school program.2015.[online].Available at: http://globaldigitalcitizen.org/digital-citizenship-school-program

Digital citizenship.Using technology appropriately.2015.[online].Available at:http://www.digitalcitizenship.net/Nine_Elements.html

9 elements of digital citizenship

Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.  

1.   Digital Access:   full electronic participation in society. 
Technology users need to be aware that not everyone has the same opportunities when it comes to technology.  Working toward equal digital rights and supporting electronic access is the starting point of Digital Citizenship. Digital exclusion makes it difficult to grow as a society increasingly using these tools. Helping to provide and expand access to technology should be goal of all digital citizens.  Users need to keep in mind that there are some that may have limited access, so other resources may need to be provided.  To become productive citizens, we need to be committed to make sure that no one is denied digital access. (digitalcitizenship.net)  

2.   Digital Commerce:   electronic buying and selling of goods. 
Technology users need to understand that a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller needs to be aware of the issues associated with it. The mainstream availability of Internet purchases of toys, clothing, cars, food, etc. has become commonplace to many users. At the same time, an equal amount of goods and services which are in conflict with the laws or morals of some countries are surfacing (which might include activities such as illegal downloading, pornography, and gambling). Users need to learn about how to be effective consumers in a new digital economy. (digitalcitizenship.net)  

3.   Digital Communication:   electronic exchange of information. 
One of the significant changes within the digital revolution is a person’s ability to communicate with other people. In the 19th century, forms of communication were limited. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging).  The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else. Now everyone has the opportunity to communicate and collaborate with anyone from anywhere and anytime. Unfortunately, many users have not been taught how to make appropriate decisions when faced with so many different digital communication options.(digitalcitizenship.net) 

4.   Digital Literacy:   process of teaching and learning about technology and the use of technology. 
While schools have made great progress in the area of technology infusion, much remains to be done. A renewed focus must be made on what technologies must be taught as well as how it should be used. New technologies are finding their way into the work place that are not being used in schools (e.g., Videoconferencing, online sharing spaces such as wikis). In addition, workers in many different occupations need immediate information (just-in-time information). This process requires sophisticated searching and processing skills (i.e., information literacy). Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere.  Business, military, and medicine are excellent examples of how technology is being used differently in the 21st century. As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. Digital Citizenship involves educating people in a new way— these individuals need a high degree of information literacy skills.(digitalcitizenship.net) 

5. Digital Etiquette:   electronic standards of conduct or procedure.Technology users often see this area as one of the most pressing problems when dealing with Digital Citizenship. We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct).   Many people feel uncomfortable talking to others about their digital etiquette.  Often rules and regulations are created or the technology is simply banned to stop inappropriate use. It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.(digitalcitizenship.net)

6.   Digital Law:   electronic responsibility for actions and deeds 
Digital law deals with the ethics of technology within a society. Unethical use manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws of society. Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime. There are certain rules of society that users need to be aware in a ethical society. These laws apply to anyone who works or plays online. Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical.(digitalcitizenship.net)

7.   Digital Rights & Responsibilities:   those freedoms extended to everyone in a digital world.Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world.  With these rights also come responsibilities as well.  Users must help define how the technology is to be used in an appropriate manner.  In a digital society these two areas must work together for everyone to be productive. (digitalcitizenship.net)

8.   Digital Health & Wellness:   physical and psychological well-being in a digital technology world.
Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that need to be addressed in a new technological world.  Beyond the physical issues are those of the psychological issues that are becoming more prevalent such as Internet addiction.  Users need to be taught that there are inherent dangers of technology. Digital Citizenship includes a culture where technology users are taught how to protect themselves through education and training. (digitalcitizenship.net)

9.   Digital Security (self-protection):   electronic precautions to guarantee safety. 
In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community. It is not enough to trust other members in the community for our own safety. In our own homes, we put locks on our doors and fire alarms in our houses to provide some level of protection. The same must be true for the digital security. We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm.

References

Digital citizenship.2015.using technology appropriately.[online].Available at:  http://www.digitalcitizenship.net/Nine_Elements.html

Digital literacy and information fluency(continued)

4 The veracity of the series

The series of the websites are in fact true stories because documentation of the animals are made in reality videos and shows to proof that information regarding the information of the animals and you  can access the videos on the website as their shown but for the PR campaign there is no evidence that there was mermaids. (blogs.discovery.com)

5 The animal planet campaign

The success of the PR campaign, I think it was not a success because the campaign of the website is no longer available on the website if you search it and with the information fluency  the facts of the campaign lacked in terms of evidence that means that the site was less durable so it no longer exists.(animalplanet.com)




Source: http://www.google.co.za/imgres?imgurl=http://tvbythenumbers.zap2it.com/wp-content/uploads/2013/04/animal-planet-river-monsters-photo011.jpg&imgrefurl=http://interviewly.com/i/jeremy-wade-apr-2015-reddit&h=312&w=468&tbnid=8tNJGzdGfPjxdM:&zoom=1&docid=BD4UyDXFjBeoJM&ei=Fvl3VajGL-yU7QaQtoDICA&tbm=isch&ved=0CCIQMygHMAdqFQoTCKipr6TehMYCFWxK2wodEBsAiQ

References

Animal planet.2015.bites.[online].Available at: http://blogs.discovery.com/bites-animal-planet/

Animal planet.2015.animal planet beta.[online]. Available at: http://www.animalplanet.com/search/?terms=The+discovery+of+mermaids&pg=2