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Background: Nearly 60% of teenagers in the USA have experienced abusive online behaviour. Identifying effective programmes to address these behaviours and promote digital citizenship is a research priority to reduce the rate of occurrence and consequential harmful effects of abusive online behaviour. Purpose: To evaluate the effectiveness of a Digital Citizenship Curriculum in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression among middle-schoolers in an underserved community using a free curriculum. Method: Middle-schoolers participated in pilot implementation of a Digital Citizenship Curriculum (DCC) to evaluate its effectiveness in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression. Follow up interviews were conducted to explore participants’ perceptions of the curriculum. Results: Participants demonstrated a statistically significant increase in their knowledge of digital citizenship with an increase of 2.96 in the mean score ( p Conclusion: Identifying cost-effective and resource-friendly programmes that support social-emotional learning and promote digital citizenship is crucial for underserved populations. Regions such as Appalachian Ohio often lack the resources to fund costly curriculum aimed at online aggression prevention. This study supports the implementation of the DCC and indicates the need for future research on the long-term effects of the curriculum on middle school participants.

This article draws on moral theory to advance digital citizenship education and explore how adolescents aged 13–16 make decisions when confronted with incivility, such as cyberbullying, on social media. Given the extent to which digital citizenship education may be approached in line with deontological (rules), utilitarian (consequences) and/or virtue ethical (character) theories, we argue that it is important to know which of these underpin adolescents’ moral decision making online. To address this question, this article reports findings from a survey completed by 1947 13–16 year olds in England. Chi-square tests, binary logistic regressions and other exploratory analysis showed that most 13–16 year-olds use virtue ethical reasons to justify moral actions. We conclude that if online incivility is to be reduced, policymakers, educators and parents should focus more on virtue- and character-based approaches to digital citizenship education.

Wikipedia, the free online encyclopedia, is accessed by over 1.5 billion users each month, yet remains stigmatized in the academic world. Many faculty demonstrate reluctance in allowing students to use Wikipedia as part of their research and writing projects due to the open access nature of the site and have all but banned its use in their courses. In this article, we evaluate implications of our pedagogical decision to embed a Wikipedia editing assignment into our respective undergraduate courses at a Hispanic-Serving Institution (HSI) in South Texas. First, we describe students’ initial reactions to Wikipedia as disrupting the classroom. Second, we examine the outcomes of the assignment in our Latinx students’ recognizing their work on Wikipedia as an act of decolonizing the classroom. In particular, we show the extent to which students a) claim authority, b) develop an ownership of knowledge, c) forge identities as public scholars, and d) develop a civic responsibility through their work on Wikipedia. We conclude with a discussion of recommendations for implementing assignments on digital citizenship in college classrooms, particularly in HSIs.

The elderly benefit from using the Internet for various purposes, and achieving Internet literacy is essential for their participation as digital citizens. This study investigates the levels and in...

Over the past decade, the vision of smart cities filled with technological innovation and digitally engaged citizens has been pursued around the globe, but not all city residents have a chance to participate in or benefit from these innovations. Connectivity is unequally distributed across cities and neighborhoods, and these disparities have costs not only for individuals, but for communities, as COVID-19 so aptly demonstrated. There is a need to examine uses and outcomes for broadband across cities and neighborhoods as digital human capital in communities. Two studies summarized here show that like other human capital, technology use conveys economic benefits for communities. Broadband adoption over time is related to prosperity and growth in the 50 largest metros. Big data on the density of domain name websites shows that this measure of technology use is likewise a significant predictor of prosperity and median income, controlling for other factors. We conclude with a research agenda on digital human capital and community outcomes.

Information-driven automated systems that deliver services proactively to citizens in need are heralded as the next level of digital government. There is, however, concern that such systems make welfare services less accessible to some citizens. This study uses the case of Norway’s child benefit system to discuss the general obstacles to having welfare policies implemented by proactive digital systems. Norway’s automated child benefit system uses data from Norway’s national resident register to award this benefit to eligible parents whom the system identifies. As such, it is representative of many government systems that use registry data to perform tasks previously done by caseworkers. While the eligibility rules for child benefits are simple, and the register has sufficient data to automate most cases, many parents are not awarded the benefit automatically. This article argues that when developing automated digital services, public administrators are faced with a trilemma. Ideally, proactive automation should be (1) precise in its delivery, (2) inclusive of all citizens, and (3) still support welfare-oriented policies that are independent of the requirements of the digital system. However, limitations with each requirement prevent all three from being realized at the same time. Only two can be simultaneously realized: a public administrator must decide which of them to forego. Consequently, automated services cannot meet all the expectations of policymakers regarding the benefits of digital government. Instead, governments need to find ways of utilizing the benefits of public digitalisation without infringing on citizens’ right to be treated equally and fairly by the government. This research for this paper was co-financed by the Norwegian Labour and Welfare Administration (NAV) and the Research Council of Norway [grant number 289920] as part of the Public Sector Ph.D. scheme.

The main objective of this study is to discuss, from a contemporary perspective, how public policies which introduced the concept of digital cities have giving new meanings for the model of citizenship in Brazil and at the same time being an introduction to smart cities projects in near future. What this research is trying to demonstrate is how the digital cities program and its deployments can be a trigger to a new citizenship model in the country. The start point of this study was the concept of citizenship in the context of the dynamics of digital cities. The methodological path followed by the researchers was a qualitative exploratory and bibliographical approach, which begin with the state of art of various aspects of citizenship within the perspective of the public policy that implemented the digital cities program. As a result, it was observed that when there is a massive penetration of digital technologies in the society, in particular in the public sector management, the implementation of citizenship occurs more easily; however, there is still a large portion of the population that remains outside of this process, no longer because of difficulties to have access to internet, which was a limiting factor in the past, but for not understanding the mechanisms of participation and interaction, the new possibilities of internet access nor the importance of using information, what may configure a case of digital illiteracy.

Though some reviews of subtopics of digital citizenship have been conducted, there is still a need for more research to systematically examine the corpus of literature on digital citizenship. To ad...

In an era of datafication, social networking, and globalization, “digital citizenship” has become an increasingly relevant and popular concept employed by diverse societal actors to promote digital...

While there has been growing evidence that autonomy-supportive parenting is associated with the ability of Western adolescents to thrive, it is less clear this relationship exists in other cultural contexts. This study primarily explored the relationship between parental autonomy support (PAS) and Chinese adolescents’ digital citizenship behavior (DCB), as well as the mediating role of future time perspective (FTP) and self-control (SC). Using cluster sampling, 549 high school students in North China were recruited and asked to complete a structured paper-and-pencil questionnaire. The results showed that PAS positively predicted adolescents’ participation in DCB, adolescents’ FTP and SC played a significant mediating role in the relationship between PAS and DCB separately and sequentially. These results indicated that PAS can increase adolescents’ FTP and, improve their SC abilities, and encourage their participation in DCB.

PurposeThis study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.Design/methodology/approachThis study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.FindingsEleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.Originality/valueThis paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world.

This study is summarized in showing the role of modern means of technology and communication and their effect on developing the electoral process where through it we dealt a new concept which is the digital democracy as a major entry to the electronic voting. We realized that the modern means of technology and communication will perform a serious role in forming a new and modern election law that keeps pace with the informational and technical leap that the world witnesses and led to a radical change in many common concepts such as democracy, digital citizenship and replacing paper and ballot boxeswith the idea of electronic voting providing to surround it with insurances that some of them related to legal texts which strengthen it and others related to informational security and culture to reinforce trust of all in the new image of the traditional voting.

Children are exposed to digital devices at an early age. This study examines parents’ perception of student digital safety on technology use, time spent, parent concerns and knowledge on various di...

En las últimas dos décadas la administración pública ha experimentado cambios profundos. Una de las últimas extensiones de la creatividad administrativa es la integración de utilidades técnicas. Es por ello que la comunidad digital prefiere cada vez más la atención de la administración pública como fuente de creatividad eficiencia y eficacia. Las redes sociales digitales se han adentrado en la vida diaria de las gestiones públicas de una forma ligera y progresiva durante la última década, constituyendo un fenómeno popular, político y tecnológico que está cambiando la manera en la que interactúa la gente. En este contexto, los responsables públicos están utilizando diversas redes sociales digitales, por mencionar algunas como Facebook, YouTube, Twitter entre otras, como herramientas que les ayudan principalmente a mejorar la prestación de los servicios públicos, así como innovar en sus procesos de gobierno. En especial, las implicaciones de este fenómeno en el área pública se ejecutan desde una visión académica y teórica, así como desde la diversidad conceptual de las comunidades digitales de las gestiones públicas. Asimismo, se describen principales temas tales como: la administración pública y su evolución, tecnologías y participación digital, principales tecnologías utilizadas en la administración pública, redes sociales digitales, la web 2.0 y ciudadanía digital, entre otros. Por último, se aportan varias deducciones finales sobre los siguientes pasos del uso de las comunidades digitales dentro de la zona pública.

Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digi...

This research aims to develop instruments to measure the learning outcomes of Citizenship Education at the university level in the form of citizen political participation based on digital citizenship. The basis for developing instruments is the absence of benchmarks that can be used to measure the learning outcomes of citizenship education in the form of political participation behavior outside the classroom. This research uses R&D steps, stage 1. Preliminary research, 2. research development, 3. Measurement effectiveness of the model, and 4. dissemination. Expert assessment results for content and content validation tests state that instruments of political participation based on digital citizenship are deemed appropriate with a CVI value of 1 (Relevant). While Analysis of a wide-scale questionnaire items obtained with the results of 26 valid questionnaire items with a reliability value of 0.98. From the results of this analysis, the instrument is considered relevant to be used to measure education learning expenditure citizenship in the form of participation Politic residents in the modern era.

Digital citizenship is defined as using knowledge and skills to exhibit appropriate behavior online using digital technology. Two hundred and thirty-seven middle school students were surveyed about...

This article studies the emergence of government-initiated civic crowdfunding platforms. Such platforms can be considered as governmental responses for bottom-up peer-to-peer support mechanisms related to urban innovation, which also allows top-down governance and governmental support systems for civic entrepreneurship. To better understand the implications of these innovative ICT-enabled interaction interfaces for collective urban innovation, this study investigates participation inequalities from the perspective of campaign instigators, using in-depth interviews (N=28), and from the perspective of the citizen-funder, using a survey (N=265). The analysis shows that urban crowdfunding practices mainly contribute to higher-level development of collective identities with increased neighborhood capacities. Although participation in such ICT-enabled interaction interfaces could reinforce digital inequalities and existing power balances, this research shows a more nuanced perspective, in which online and offline practices intertwine. Furthermore, while civic crowdfunding campaigns are driven by a traditional ‘participation elite’, the deliberation process on development projects involves new publics that are not typically engaged in civic activities. Hence, civic crowdfunding formulates a new mode of civic engagement in which institutional involvement acts as a trust broker between civic funders and civic entrepreneurs, as well as adding legitimacy to innovation processes in the public sphere.

The rapid development of technology and communication had given birth to a new world order that gave an impact on all aspects of the lives of citizens. This new world order was often known as social media; a new media that was born in the digital era as a result of the existence of the internet. This media made the mobility of citizens' lives became faster so that the interaction among them almost has no boundary, and resulted in the concept of digital citizenship. The emergence of social media certainly brought positive and negative impacts that automatically created disruption to citizens' behavior. The phenomenon of the spread of black campaigns, hate speech, false news (hoaxes), heated arguments toward each other became a common issue as a result of the citizens’ unpreparedness in facing an era of disruption. Therefore, digital literacy was a necessity in this era of disrupted society so that becoming a smart and good citizen would not only be a discourse on the issue of citizenship.

As the world is becoming more and more digitalized with technology, the focus on the issue of identity and citizenship in the context of public sphere evolves into a new (digital) sphere. Defined briefly as an ability to participate online society, digital citizenship is also seen as a disparity in access to computers and the internet among different layers of social entities. Starting from its roots, this study presents a comprehensive and detailed account of citizenship with its altered and diversified forms up to now. The larger focus of the study centers around the evolutionary process of digital citizenship with all its aspects involved.

The surge of information in the digital age has impacted social problems. Accordingly, digital citizenship had been discussed mostly within topics related to digital security, IT education. A systematic review is needed to provide an overview for educators and policymakers in Indonesia to address ethical and technical issues to improve the online environment safely. However, there are limited studies that systematically review the existing literature on implementing digital citizenship in Indonesia. The present study was guided by PRISMA review protocol using three databases, i.e., Scopus, Google Scholars, and ProQuest, concerned with digital citizenship, digital competence, digital literacy, and information and communications technology (ICT) skills. There were 205 articles screened; this study obtained 20 articles that fit the predetermined inclusion criteria. This study used content analysis to encode, organize categories, and develop the themes. Based on the thematic analysis, this study has three main themes namely digital readiness, digital citizenship competencies, and educational policies. This review contributes to the existing literature by providing direction to future study and embedded digital citizenship competencies in the educational setting as a catalyst for a new literacy.

Background In 2020 Spain launched an official campaign, #EsteVirusLoParamosUnidos, aimed at uniting the entire country through citizen cooperation, in order to combat Covid-19. The objective of this research has been to analyse how this Twitter campaign revealed the feelings expressed by Spanish citizens. Methods The research is based on a composite design that triangulates, from a theoretical model, a quantitative analysis and a qualitative analysis. Results Of the 7,357 tweets in the sample, 72.32% were found to be retweets. Four content families were extracted which relate to politics, education, messages to society and the defence of occupational groups. The feelings expressed ranged from those of unity, admiration and support to those of discontent and criticism of issues regarding the health situation. Conclusions The development of networked socio-political and technical measures, which enabled citizen participation, facilitated the development of new patterns of interaction between national or regional governments and digital citizens. This increased citizens’ possibilities of influencing the public agenda and, therefore, strengthening citizen engagement regarding specific situations., Digital citizenship; Twitter; e-participation; Covid-19; Discourse analysis.

The national digital skills plan approved by the Spanish government (2021) aims to train fifteen million people without basic skills for the environment created by technologies in all dimensions of life. To this end, it is funding one of its lines of action with almost 800 million euros and proposes, among other measures, a national network of digital training centres. The e-IRIS project has been designed to enable the digital inclusion sought by the Plan, based on an initiative of a group of universities, third sector foundations and companies. Therefore, the aim of this paper will be to describe the foundations of the e-IRIS project, the training actions and social innovation and participation actions designed, and the teaching-learning model proposed for its implementation, supported by a learning platform created specifically for the project. Taking the European Digital Competences Framework DIGCOMP[1] as a reference, and the Spanish public libraries as a learning framework, a training proposal has been designed that covers both the instrumental competences and those related to the critical and empowering use of digital tools, and a learning platform has been designed for its teaching and learning, and will be its benchmark. Depending on the degree of autonomy of the trainees, it will allow their initial assessment -with or without the support of face-to-face and online tutors-, the completion of activities according to different training itineraries, the obtaining of accreditations and the evaluation of results for the justification of the project. The project combines face-to-face training -for the purposes of social inclusion, citizen participation and attention to vulnerable groups on which it will focus- with the use of the e-learning platform as a tool to support the organisation, tutoring and learning of the contents. This will allow us to assess the effects that communicative and information ecologies have on learning processes in a networked society.

In the 21st-century globalized context, education systems world-wide are challenged to respond to increasingly rapid and often unpredictable demands of the globalized society in an interdependent way towards achieving common education goals on a transnational level. In this globalized space, the Greek state-school teacher’s role evolves and changes towards thinking and acting both locally and globally, as an active participant of the global ‘ecosystem’. The purpose of this article is to reflect upon the Greek state-school teacher’s changing role in the 21st century taking into consideration the global educational context in conjunction with the changing state-school context in Greece as well as the characteristics, challenges and changes of the teacher’s role internationally identified, both conceptual and practical, through an ‘ecosystemic’ approach.

Cyber-wellness concerns positive wellbeing in online spaces, including awareness of how to behave appropriately and protect oneself. We explain and illustrate the complex nature of cyber-wellness, focusing on four key aspects. Firstly, developing students’ information and media literacy skills is essential for promoting cyber-wellbeing. Such skills are also required for supporting democratic participation. Secondly, we identify and discuss the threats and challenges to young people’s cyber-wellbeing, arguing for the need to develop digital resilience. Thirdly, we discuss the role of policy at macro, meso and micro levels and how policy and educational practitioners can promote cyber-wellness awareness, knowledge and strategies. Finally we review the limited scholarship on cyber-wellness education and highlight the need to address this gap in the future. We conclude the article with consideration of the issues faced and opportunities for overcoming these. It is imperative that further work is undertaken on the conceptualisation of cyber-wellness and that concensus is developed. There are issues relating to the continual rapid developments of techologies and their uses; it is important to develop a shared understanding of the mutual relationship between technology and humans. Finally, there is a lack of guidance and good practice exemplars for cyber-wellness education.

We investigate digital citizenship by exploring attitudes and experiences of digital inclusion and eHealth with data from a survey study based on face-to-face interviews in different languages, in a marginalised hard to survey neighbourhood. Through public eHealth services, people can exercise digital citizenship. We explore differences between the marginalised neighborhood and the national level, and among residents in the neighbourhood, with disaggregated data. The results show that the respondents in Skäggetorp report lower usage of the internet, lower access to smartphones, a somewhat lower usage of BankID, higher concern for surveillance, and a higher number of respondents feel excluded from digital society in comparison to the nationwide survey. The results in the disaggregated data show some differences in attitudes to and experience of digital inclusion among residents in Skäggetorp. We conclude that the studies of digital citizenship need to be broadened to address feeling included, social rights, and difference.

Introducción. El desarrollo de las habilidades de investigación en estudiantes de enfermería puede ser más efectivo a partir del uso eficaz y eficiente de las tecnologías de información y comunicación (TIC) y su dinámica, recurso que si es utilizado de forma pertinente se puede conseguir inminentemente el desarrollo cognitivo y científico. Objetivo. Determinar la relación entre el uso de tecnologías de información y comunicación y las habilidades investigativas. Metodología. Estudio de tipo correlacional, se encuestaron 72 estudiantes pertenecientes a la asignatura de investigación de la Facultad Enfermería de la Universidad Nacional Hermilio Valdizán de Huánuco, durante el periodo 2018. Se utilizó el cuestionario de uso de tecnologías de información y comunicación y se aplicó una ficha de observación sobre las habilidades investigativas. En el análisis inferencial se usó la prueba correlaciones de r de Pearson. Resultados. Los hallazgos revelan que los estudiantes emplean en grado alto las TIC (81,9 %) y el 88,9 % (64 estudiantes) presentaron habilidad investigativa alta. Por otro lado, se encontró relación significativa entre el uso de las TIC y las habilidades investigativas, con p ≤ 0,000. Y, se encontró relación significativa entre las habilidades investigativas y las dimensiones de uso de las TIC como creatividad e innovación (p ≤ 0,000), Comunicación y colaboración (p ≤ 0,000), Investigación y manejo de información (p ≤ 0,000), Pensamiento crítico, solución de problemas y toma de decisiones (p ≤ 0,000), Ciudadanía digital (p ≤ 0,000) y Funcionamiento y concepto de las TIC (p ≤ 0,000). Conclusiones. Existe una relación significativa el uso de las TIC y las habilidades investigativas de estudiantes de la Facultad Enfermería de la Universidad Nacional Hermilio Valdizán de Huánuco. Palabras claves: tecnologías de información, habilidad investigativa, enfermería.

Purpose The purpose of this study was to examine teacher decisions surrounding opportunities for student voice, experiences and beliefs in digital classroom communities. The teachers’ decisions reflect monologic rather than dialogic teacher pedagogies which prompted the authors to ask the following question: What led to these teacher-centered practices in digital environments? Design/methodology/approach Authoritative discourses in school policies and a missing connection between critical pedagogies and teachers’ technology practices are examined in light of teachers’ decisions to engage in monologic and/or dialogic teaching practices. The authors propose professional development and research that emphasize pedagogy that supports student voice as foundational to practices involving digital literacies. Findings Examination of the teachers’ decisions showed monologic practices void of student opportunities to critically engage in digital environments. Dominant discourses imposed through protectionist and digital citizenship policies of schools as well as lack of opportunity through professional development to connect critical pedagogy to technology impacted the teachers’ decisions. Originality/value Current research surrounding teachers’ digital literacies uses the TPACK framework to examine technology integration practices. Missing is a critical component that addresses and works to dismantle the dominant discourses and power structures in digital communities (Author, 2018). The authors build on research in critical digital literacies to argue for adding the critical missing “C” into the TPACK framework (C-TPACK) to move researchers and educators to consider pedagogies that examine ideologies at work in digital communities to provide opportunities for student voice.

Using a qualitative analysis of school artifacts, this article analyzes the documentary record of one Christian school system’s experience with technological change. It focuses on documentary evidence for how the concept of Christian discernment was deployed to situate new technologies within a Christian discourse. The idea of discernment shifted in emphasis as new technologies were implemented. The theologically rooted concept of discernment both shaped and was shaped by the ongoing effort to manage technological change. Examining this evolution offers an empirical contribution to discussions of how Christian schools can sustain an integrity of fit between faith and practice.

This study reports the results of two successive studies on digital citizenship. ‘Study I’ aims to adapt the Digital Citizenship Scale, developed by Choi, Glassman and Cristol (2017), into Turkish context, and ‘Study II’ examines undergraduates’ levels of digital citizenship with respect to the variables of age, faculty, gender, amount of daily computer use, amount of daily smartphone use, and self-evaluations as to their skills levels of digital technology use. In Study I, the adaptation process of the scale, and validity and reliability analyses are provided based on data obtained from 272 undergraduates from 8 different universities in Turkey. A valid and reliable 18-item adapted form of Digital Citizenship Scale is offered in this part. In Study II, a survey design study, data were obtained from 220 undergraduates from a state university in Turkey and their digital citizenship levels were examined with respect to various variables. It was found out that the participating undergraduates had a medium level of digital citizenship, and they had the lowest mean in Internet Political Activism and the highest mean in Technical Skills. A significant difference between the undergraduates’ levels of digital citizenship was found only for self-evaluations as to their skills levels of digital technology use but not for the variables of age, faculty, gender, amount of daily computer use, and amount of daily smartphone use. Results are discussed, and implications are suggested.

In Ireland, civic, social and political education (CSPE) is a compulsory subject for all students in the first three years of post-primary education. CSPE is generally taught for one class period per week, which limits the ability to develop participatory or justice-oriented citizenship ‐ it gives time for exposure to, but perhaps not practice of, these types of citizenship. Digital citizenship is a recently developed dimension of citizenship and is often focused only on safety and ethical elements. The changed teaching practices resulting from the COVID-19 pandemic have provided a unique opportunity to use flipped learning to develop participatory and justice-oriented digital citizenship. This article outlines examples of how two topics, promoting media literacy and conducting a survey of young people, can be taught moving from a personally responsible to a participatory and justice-oriented focus. Challenges are discussed and future research areas are suggested.

In this workshop, we strive to formulate a working definition of a participatory digital citizenship, and to share issues, challenges, opportunities, methods and empirical examples pertaining to participatory digital citizenship as a goal. The rational for such a work lies in extensive digitalization of everyday life, which has turned data into valuable capital and a means of manipulation. Excessively datafied environments and more and more powerful algorithms and artificial intelligences used for processing data pose a threat to societies’ democratic arrangements and principles. Our goal is to explore the possibilities and limitations of expanding the concept of digital citizenship towards a direction that addresses the deep power asymmetry existing between the ones that use data and ones that are monitored.

(1) Background: Spain launched an official campaign, #EsteVirusLoParamosUnidos, to try and unite the efforts of the entire country through citizen cooperation to combat coronavirus. The research goal is to analyze the Twitter campaign’s repercussion on general citizen feeling. (2) Methods: The research is based on a composite design that triangulates from a theoretical model, a quantitative analysis and a qualitative analysis. (3) Results: Of the 7357 tweets in the sample, 72.32% were found to be retweets. Four content families were extracted: politics, education, messages to society and defense of occupational groups. The feelings expressed ranged along a continuum, from unity, admiration and support at one end to discontent and criticism regarding the health situation at the other. (4) Conclusions: The development of networked sociopolitical and technical measures that enable citizen participation facilitates the development of new patterns of interaction between governments and digital citizens, increasing citizens’ possibilities of influencing the public agenda and therefore strengthening citizen engagement vis-à-vis such situations.

The main objective of this paper is to show the state of the art of scientific studies on influencers in social media. For this purpose, we have extracted the documents from the Scopus databases (search results for “influencer*” and “social media” were 817) and examined them with the bibliographic analysis tool VOSviewer. The description of the documents claims a fast pace in the last year 2020 (41 % of all documents), the strong influence of the United States (29.5% of the documents) and the interesting interdisciplinarity between technical, scientific, and social subjects. The bibliometric analysis provided co-occurrences by keywords, with an increase in human and Instagram aspects, and co- authorships by nationalities with a strong Anglo-Saxon area of influence. In addition to the conclusions derived from the bibliometric analysis, digital citizenship education is claimed to critically address the impact of influencers on social networks.

This paper aims at showing a state of the art about digital citizenship from the methodological point of view when it comes to measuring this construct. The review of the scientific literature offers at least ten definitions and nine different scales of measurement. The comparative and diachronic analysis of the content of the definitions shows us two conceptions of digital citizenship, some more focused on digital competences and others on critical and activist aspects. This paper replicates and compares three scales of measurement of digital citizenship selected for their relevance and administered in a sample of 366 university students, to analyze their psychometric properties and the existing coincidences and divergences between the three. The most outstanding conclusion is that not all of them seem to measure the same construct, due to its diversity of dimensions. An online activism dimension needs to be incorporated if digital citizenship is to be measured. There is an urgent need to agree internationally on a definition of digital citizenship with its corresponding dimensions to elaborate a reliable and valid measuring instrument.

In the present day, Internet technology and social media totally dominate as a means of communication The media and social interaction have a two-sided nature, as the important role is not only those of the media messages to the users, but of the users to the media, too This article aims to present the dominant importance of digital media, digital literacy transformation into a precondition for social inclusion, and an indicator of professional competence and social skills Digital citizenship is a term that reflects the level of training and competencies, with a view to active participation in social, professional, and civic life The article is based on two methods: Focus groups that were conducted in late 2019, which includes: Students, young mothers, pensioners, and unemployed The second method used is the documents analysis—publications, materials, and quantitative results of research on social reactions to digital media as a source of information in the context of the COVID-19 pandemic crisis The combination of materials and data that have been analyzed are related to the period of the lockdown between March 2020 and December 2020 In the time of global social crises and confrontations, digital media literacy has turned out to be of critical importance for the normal course of social events and their interpretations In this regard, digital citizenship contributes to social understanding and control, as well as the individual practices in the global pandemic trajectory © 2021 by the authors Licensee MDPI, Basel, Switzerland

Understanding the influencing factors of cyberbullying is key to effectively curbing cyberbullying. Among the various factors, this study focused on the personal level of individual students and categorized the influencing factors of cyberbullying among college students into five sublevels, i.e., background, Internet use and social network habits, personality, emotion, and literacy related to digital citizenship. Then a questionnaire survey was applied to 947 Chinese college students. The results show that cyberbullying among Chinese college students are generally at a low level. There are many factors influence cyberbullying. Specifically, at the personal background level, gender has a significant impact on cyberbullying and being cyberbullied. In terms of personal Internet use and social network habits, students’ average daily online time has no significant correlation with cyberbullying and being cyberbullied; however, the proportion of online non-learning time has a significantly positive correlation with cyberbullying, and the proportion of online learning/work time has a significant impact on being cyberbullied. At the personality level, the Big Five personality traits have varying degrees of correlation with and influence on cyberbullying and being cyberbullied. At the personal emotions level, students’ life satisfaction has a significantly negative correlation with cyberbullying and being cyberbullied while it only has a significant impact on being cyberbullied; the personal stress and empathetic concern aspects of empathy have a significantly positive correlation with cyberbullying and being cyberbullied among female students. At the literacy related to digital citizenship level, students’ understanding of and compliance with Internet etiquette have significantly negative impacts on cyberbullying; the ability to communicate and collaborate online and Internet addiction have significantly positive impacts on cyberbullying and being cyberbullied; the understanding of and compliance with relevant digital laws and regulations have significantly negative correlations with cyberbullying and being cyberbullied. Overall, college students’ digital citizenship level has a significantly negative correlation with cyberbullying but no significant correlation with being cyberbullied. Finally, analysis and suggestions were provided according to these statistical results and the effects of these factors on cyberbullying and being cyberbullied among college students, so as to help solve this problem and provide a new perspective for research in this field.

The period since about the late 1980s has witnessed the phenomenal ascent of the People’s Republic of China as a political, economic, and military power on the global stage. China’s rise has engendered an earnest, if perhaps not well-executed, agenda to promote a more attractive image of the country. In this period China has also experienced a rapid escalation in outbound migration to various parts of the world, with a small number of countries in the global West emerging as the preferred destinations for Chinese migrants, and, in some cases, China becoming their biggest source of new migrants. In the United States, China replaced Mexico as the top sending country in 2018. In Canada, mainland China has taken over from Hong Kong and Taiwan as the largest source of Chinese immigration, while in Australia, China now has the second-largest migrant population behind the United Kingdom, and has only recently slipped into second position behind India as the nation’s leading source of new immigrants. These developments have made China’s diaspora the biggest in the world. In the eyes and minds of the Chinese government, Chinese migrants are important potential assets in its efforts to push its global soft power agenda. The period of accelerated outbound migration from China coincided with the emergence of first the internet, and then digital media—in particular, the most popular Chinese social media platform, WeChat (Weixin in Chinese). Against the backdrop of these developments at the macro level, the topic of social media and the Chinese diaspora becomes a question of considerable significance. Some analysts argue that the dramatically enlarged mainland Chinese diaspora has effectively become an instrument of China’s soft power agenda, while others point out the positive role that members of this group play in their host communities. In particular, they highlight the potential of Chinese-language social media—and in particular WeChat, which is widely used by Chinese people both within and outside China—to have a beneficial impact on Chinese immigrants’ prospects for social integration in the countries where they now reside. The pursuit of these questions entails a brief foray into a number of research areas, including the Chinese diaspora, the history and transformation of Chinese-language diasporic media, the infrastructural and regulatory framework of WeChat, and public diplomacy via diaspora. Addressing these questions also has the benefit of broadening, and possibly enriching, the concepts of digital diaspora, on the one hand, and digital citizenship, on the other.

Currently, the constant use of Information and Communication Technologies (ICT) and Internet have required teachers and students to develop new skills; likewise, the need has arisen for them to be continuously trained in the responsible implementation of technologies and therefore to promote an awareness of digital citizenship. Due to the aforementioned, this article aims to describe the results of a survey on the level of digital citizenship that primary school teachers have from the various aspects that integrate it. The study had a quantitative, descriptive and cross-sectional approach with a technique for collecting and analyzing survey-type data. The participants were 154 primary level teachers, from various educational institutions in the municipality of Mérida, Yucatán. As important results, it can be highlighted that 70% of the aspects of digital citizenship were valued at a medium level and 20% at a low level. Likewise, it was proved based on the variable ages and maximum degree of studies that there is no significant difference between the teachers' perceptions regarding digital citizenship. Among the important conclusions is that ICTs are very important tools for teaching, since they help awaken the interest to learn and provide many support resources, which is why it is important to train both teachers and students in their ethical and responsible use for building and consolidating their digital citizenship., En la actualidad, el uso constante de las Tecnologías de Información y Comunicación (TIC) y de internet ha requerido que profesores y estudiantes desarrollen nuevas competencias; así mismo ha surgido la necesidad de que se capaciten continuamente en la implementación de una forma responsable de las tecnologías y por ende fomentar una conciencia de ciudadanía digital. Por lo antes mencionado, este artículo tiene como objetivo describir los resultados de una encuesta sobre el nivel de ciudadanía digital que tienen los profesores de primaria a partir de los diversos aspectos que la integran. El estudio tuvo un enfoque cuantitativo, descriptivo y transversal con una técnica para la recolección y análisis de los datos tipo encuesta. Los participantes fueron 154 profesores del nivel primaria, provenientes de diversas instituciones educativas del municipio de Mérida, Yucatán. Como resultados importantes se puede destacar que el 70% de los aspectos de la ciudadanía digital fueron valorados en un nivel medio y un 20% en un nivel bajo. Asimismo, se evidenció con base en las variables edad y grado máximo de estudios que no existe diferencia significativa entre las percepciones de los profesores respecto a la ciudadanía digital. Entre las principales conclusiones está que las TIC son herramientas muy importantes para la enseñanza, ya que ayudan a despertar el interés por aprender y brinda muchos recursos de apoyo, es por lo anterior que es necesario formar tanto a los profesores como a los estudiantes en su uso ético y responsable para construir y consolidar su ciudadanía digital., En la actualidad, el uso constante de las Tecnologías de Información y Comunicación (TIC) y del internet ha requerido que profesores y estudiantes desarrollen nuevas competencias; así mismo ha surgido la necesidad de que se capaciten continuamente en la implementación de una forma responsable de las tecnologías y por ende fomentar una conciencia de ciudadanía digital. Por lo antes mencionado, este artículo tiene como objetivo describir los resultados de una encuesta sobre el nivel de ciudadanía digital que tienen los profesores de primaria a partir de los diversos aspectos que la integran. El estudio tuvo un enfoque cuantitativo, descriptivo y transversal con una técnica para la recolección y análisis de los datos tipo encuesta. Los participantes fueron 154 profesores del nivel primaria, provenientes de diversas instituciones educativas del municipio de Mérida, Yucatán. Como resultados importantes se puede destacar que el 70% de los aspectos de la ciudadanía digital fueron valorados en un nivel medio y un 20% en un nivel bajo. Asimismo, se evidenció con base a las variables edad y grado máximo de estudios que no existe diferencia significativa entre las percepciones de los profesores respecto a la ciudadanía digital. Entre las conclusiones importantes está que las TIC son herramientas muy importantes para la enseñanza, ya que ayudan a despertar el interés para aprender y brinda muchos recursos de apoyo, es por lo anterior que es importante formar tanto a los profesores como estudiantes en su uso ético y responsable para construir y consolidar su ciudadanía digital.

In the paper, we explore the notion of digital citizenship, particularly with respect to museums and cultural organisations. Digitally literate citizens are more often able to engage on the Internet as part of one or more online communities. We start by considering some examples of pioneering digital citizenship before the term became widely used. We then survey some more current examples and how museums can adapt to this development for the benefit of all. Digital citizenship related to other phenomena such as citizen science and citizen journalism. Being a good digital citizen involves a certain level of digital literacy, and also altruism, but the necessary literacy increasingly prevalent as digital technology and culture spreads around the world.

This paper explores tangible and intangible characteristics of places. It concentrates on gathering characteristics, emotions, memories and stories related to self-selected evocative places in a city. Evocative places are defined as places that evoke images, memories or emotions. There are two goals identified for this article. The first goal is to study which words citizens use to describe the main characteristics of their self-selected evocative places. The second goal is to map emotions associated with the self-selected evocative places. The case study selected in this research is the city of Vitória in Brazil. We collected 192 evocative places and their characteristics with the help of an online mapping platform that links an online questionnaire with an interactive map. This paper summarizes the main results gathered empirically about evocative places in Vitória, their characteristics and the emotions felt at these places. These places are then mapped in a geographic information system (GIS) in order to understand their locations and concentrations. On the basis of this empirical work in Vitória , and the work accomplished in the cities of Hamburg (Germany), Vienna (Austria), Ames and Grinnell (both Iowa, USA), we also designed and expanded the conceptual model of evocative places presented in this paper for the first time. The conceptual model includes four main categories with which an evocative place can be described including its physical characteristics, experiences, senses and values. We conclude the article with a discussion and further research directions.

This chapter stresses that the promotion of a more inclusive democracy necessitates revitalizing a broader understanding of everyday life in an ultra-connected world, developing an understanding of the intricate layers of knowledge construction, and questioning hegemonic discourses. If advancing democratic citizenship is considered a desirable goal, then it is important to clarify not only the technical expectations of using digital technology, but also to define our expectations of public education. The chapter concludes with offering a pragmatic framework for harnessing digital technology to overcome some of the challenges that have been addressed in the book.

In this chapter, we explore the factors involved in developing digital citizenship through social media use in schools for 14-year-old students in four Nordic countries. The call for digital citizenship and digital citizenship education stems from the new and multiple ways in which young people are engaging in and communicating about civic issues through the use of social media. Schools could be considered to play a core part in developing students’ digital civic engagement, yet the field of digital citizenship education and the factors that enable engagement in schools are underexplored. To address this issue, in this chapter we have completed a mixed methods study analyzing the national curricula in the four Nordic countries and complementing this with an analysis of data from school leaders, teachers, and 14-year-old students participating in the IEA International Civic and Citizenship Education Study (ICCS) 2016. The findings of the analysis show that digital citizenship and citizenship in general are prevailing ideals in the national curricula and that schools are well-equipped technologically. Yet, both teachers and students are ambivalent in their use of social media for developing digital citizenship. Thus, we argue that digital citizenship in education is a manifold and emerging phenomenon and that students might be important guides for its further development in schools.

This chapter introduces the Nordic context of civic and citizenship education in schools including reviews of previous results and research on IEA’s International Civic and Citizenship Education Study (ICCS). By discussing the issues relevant to democratic citizenship education that are of central significance in the four Nordic countries, this chapter argues for new cross-country comparative analyses of ICCS data based on themes typically engaging Nordic scholars, including students’ understandings of citizenship, school principals’ understandings of the priorities of citizenship education, digital citizenship education, environmental citizenship education, and inequalities and citizenship education. Furthermore, this chapter provides a layout of the volume through positioning the five analytical chapters across contesting the understanding of civic engagement and democratic dispositions in Nordic democracies.

This paper studies participation divides on civic crowdsourcing platforms in a smart city context, hybrid applications of distributed urban innovation management, and new modes of digital citizenship, often applied to co-shape future urban environments. However, the emergence of new participatory instruments also brings new digital inequalities, as their adoption is not distributed equally. Hence, from an explicitly interdisciplinary perspective, this article explores the role of civic engagement, digital inequalities, and opinion leadership in understanding differences in participatory behavior on such platforms. Using a regression model (N = 178), this study shows that participation differences on civic crowdsourcing platforms are explained by opinion leadership and political engagement, but not by community engagement, traditional digital inequalities. This reveals that such platforms are used most by those who were already participating and have high levels of expertise, which sheds a light on the potential empowerment of such platforms and its democratic implications.