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Young People, Ethics, and the New Digital Media: A Synthesis from the GoodPlay Project

A resource from The Good Play Project

Young People, Ethics, and the New Digital Media: A Synthesis from the GoodPlay Project

A resource from The Good Play Project

From the abstract:

The new digital media are a frontier that is rich with opportunities and risks, particularly for young people. Through digital technologies, young people are participating in a range of activities, including social networking, blogging, vlogging, gaming, instant messaging, downloading music and other content, uploading and sharing their own creations, and collaborating with others in various ways...

In this report, we explore the ethical fault lines that are raised by such digital pursuits. We argue that five key issues are at stake in the new media—identity, privacy, ownership and authorship, credibility, and participation. Drawing on evidence from informant interviews, emerging scholarship on new media, and theoretical insights from psychology, sociology, political science, and cultural studies, we explore the ways in which youth are redefining these five concepts as they engage with the new digital media. For each issue, we describe and compare offline and online understandings and then explore the particular ethical promises and perils that surface online.

Young People, Ethics, and the New Digital Media: A Synthesis from the GoodPlay Project

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Digital Literacy and Citizenship Curriculum

A resource from The Good Play Project & The Good Project

Digital Literacy and Citizenship Curriculum

A resource from The Good Play Project & The Good Project

Common Sense Media's Digital Literacy and Citizenship Curriculum was originally developed in collaboration with Project Zero's Good Play Project. Informed by the Good Play research findings, this curriculum emphasizes the ways in which youth can leverage the positive affordances of digital media while protecting themselves and making socially responsible, ethical decisions. The curriculum covers issues from online privacy to building positive community online to copyright and creation.

The Digital Literacy and Citizenship Curriculum
The Digital Literacy and Citizenship Curriculum Scope & Sequence

Article

Making Thinking Visible (Article)

A resource from Visible Thinking

Making Thinking Visible (Article)

A resource from Visible Thinking

When learners speak, write, or draw their ideas, they deepen their cognition. Project Zero's Visible Thinking approach shows how.

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Article

Study Center Learning

A resource from Learning in and from Museum Study Centers

Study Center Learning

A resource from Learning in and from Museum Study Centers

The Harvard University Art Museums (HUAM) currently have two active study centers. The Agnes Mongan Center for the Study of Prints, Drawings, and Photographs specializes in works on paper from the collection of the Fogg Art Museum. The Study Room of the Busch-Reisinger Museum brings together works on paper as well as small-scale sculpture, decorative arts, and research materials on modern art and design. More dynamic, participatory, and self-directed than visits to the museum galleries, study center experiences allow visitors to view a far greater variety of objects than appear on display in the galleries and to focus on works specific to their individual interests. Although the Arthur M. Sackler Museum, which focuses on Ancient, Asian, Islamic, and Later Indian art, doesn’t currently have space for a study center, it partakes of the study center spirit; by arrangement it, too, makes works in its collection that are not on display available to classes and visitors who wish to view them. The historic building at 32 Quincy Street, the site of the Fogg and Busch-Reisinger Museums, will close for extensive renovations in June of 2008. When the building reopens, it will house all three museums, along with study centers for each of the collections.

Though they were originally designed with specialists in mind, the HUAM study centers have always been open to the public. Their design was derived from a methodology of connoisseurship and they offered scholars and collectors quiet, well-lit spaces for the intimate study primarily of prints and drawings. The study centers are viewed by many as a jewel in the crown of the Art Museums. Most obviously, they are portals to an exceptional collection. But beyond that, they are also exceptional learning environments—rare places where visitors can immerse themselves in prolonged, intimate, and often profound experiences with original works of art.

Use the Resource Links on the right to download the full article.

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Article

Learning that Matters

A resource from Visible Thinking

Learning that Matters

A resource from Visible Thinking

Nothing could be more obvious than that we want learning that

matters, that makes a difference in learners’ lives. Nothing could

be less obvious than that we are getting it. To be sure, in the course

of their schooling, students learn some things that they put to work

often—basic literacy and numeracy for example. However, they

also encounter ideas from history and civics that might inform citizenship,

health science that might inform personal care, reading

strategies (not just basic ‘decoding’) that might inform active reading-

to-learn, moral precepts that might inform good conduct. Yet

everyday experience suggests that many students do not learn such

content well enough and in the right ways to translate it into action.

Learning that should matter doesn’t.

Download the PDF under Resource Links to read the full article.

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Adult & Lifelong Learning

Resources

Young People, Ethics, and the New Digital Media: A Synthesis from the GoodPlay Project

Digital Literacy and Citizenship Curriculum

Making Thinking Visible (Article)

Study Center Learning

Learning that Matters

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