This ‘Knowledge Spotlight’ is a follow-up on A-Librarian’s-Shelf’s first blog post, “We all love cookies – but perhaps not in the digital environment?” The following four resources are an attempt to highlight the various knowledge-sharing networks that exist for discussing, learning, and facilitating information about digital privacy in education, as an educator, for the purpose of empowering students. Breaking down misconceptions around the generalization of #digitalprivacy, Regan and Jesse (2018) provide a traditional academic approach to their analysis. The open-source e-book by Roberston and Muirhead (2022), alongside the ALA’s Library Privacy Guidelines for Students in K-12 Schools, share insights into how educational technology [EdTech] tools are collecting, storing, and using #personalinformation thus impacting students’ #digitalfootprint. The B.C. Digital Literacy project is a free resource aimed at being both a teaching and learning resource for educators who wish to empower students with #digitalcitizenship knowledge and skills as it relates to privacy in digital environments. From this initial resource collection, it is clear that educators, including teacher-librarians, must be aware that the EdTech tools they use in the classroom are not “neutral” and thus ensure that the teaching of digital literacy includes enabling students to navigate the complexities of digital privacy.

Before we begin the Knowledge Spotlight, here’s a quick follow-up video from last weeks post about cookies and how they relate to anonymity (or lack thereof) in the digital environment:

Regan, P. M., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. https://doi.org/10.1007/s10676-018-9492-2

Regan and Jesse (2018) tackle what ethical concerns may arise from EdTech software that promotes ‘personalized learning’ for students at the K-12 grade level. The authors argue that generalizing concerns over using EdTech software as simply a ‘privacy issue’ reduces what educators need to be aware of in terms of promoting digital privacy, the level of concern that educators should apply to the use of digital technologies in the classroom, and enables policymakers to make overarching generalizations about privacy issues for legislative and other political purposes (p. 169-170). The authors identify six privacy concerns: information privacy, anonymity, surveillance, autonomy, non-discrimination, and ownership of information, which they suggest need to be discussed as individual areas when analyzing EdTech applications to understand better the ethical consequences of using such tools in the classroom. Significant findings in the authors’ assessment of solutions offered by EdTech companies in relation to the six privacy areas include that the collection of personal data is often non-anonymized. Collected student data includes demographic information from the software’s databases such as “school lunch eligibility, emergency contact information, parent and guardian information, health profiles, disciplinary records, counselling referrals” as well as “student learning records,” all of which is then used to categorize students for ‘personalized learning’ (175). This article is a well-written and in-depth introduction to big data collection and associated privacy concerns stemming from the use of EdTech tools at the K-12 level in North America.

Roberston, L., Muirhead B., Robertson J., Corrigan L., & Leatham H. (2022). Digital Privacy: Leadership and Policy. Ontario Tech University. https://ecampusontario.pressbooks.pub/digitalprivacyleadershipandpolicy/

Written in 2022, the e-book Digital Privacy: Leadership and Policy is an open-source resource distributed under a Creative Commons License geared toward educators looking to build an in-depth understanding of the intersection between privacy and the use of digital technologies in education. The authors build a connection between data-capturing techniques used by private technology companies and the associated risks which affect students' personal choice, digital footprint, and digital identity. By defining “digital privacy as an expectation of privacy unless informed consent” the authors seek to build educator knowledge on critically examining EdTech tools used in the classroom to further empower students in their ability to understand and take a stance on the exploitation of their personal data (para. 7). The authors conclude with a case study “Protecting Children’s Private Information in Early Childhood Programs” equipped with discussion questions and an extended resource list for further learning. The book can be consumed in any way that may be best for the reader; however, for educators looking to use the book as a “course” for learning about digital privacy in education, the authors have provided a “deliberate pedagogical design” using critical pedagogy, focus on collaboration, and distributed learning structures to facilitate learning (para. 11). In taking the course there are four modules that are designed to take three weeks each to complete.

The American Library Association. (2020, December 11). Library Privacy Guidelines for Students in K-12 Schools. Retrieved May 25, 2024 from https://www.ala.org/advocacy/privacy/guidelines/students

This ‘Knowledge Spotlight’ would not be complete without highlighting practical guidance for aligning one's use of EdTech in the classroom with digital privacy best practices. The American Library Association’s (ALA) “Library Privacy Guidelines for Students in K-12 Schools” is an essential resource for teacher-librarians who wish to gain an introductory knowledge base to protecting student privacy with regard to digital technologies. While predominantly written from the perspective of applicable U.S. laws and regulations governing student privacy and technology infrastructure in libraries and schools, the privacy elements discussed transcend borders. The guidelines provide bite-sized information on how to assess EdTech tools in terms of user data policies such as retention and use; encryption management in terms of securing personally identifiable information (PII); and data sharing which impacts the surveillance of students through techniques such as data logging (American Library Association, 2020). Should educators wish to put the ALA’s guidelines into practice, the website further links to the “Library Privacy Checklist for Students in K-12 Schools” which outlines actions to improve privacy practices in schools by defining priority levels for implementation (American Library Association, 2020).

B.C. Digital Literacy. (n.d.). Ethical and Legal Considerations. Retrieved May 25, 2024 from https://digitalliteracy.bccampus.ca/competencies/ethical-and-legal-considerations#teach-it

The British Columbia (B.C.) Digital Literacy project is an excellent resource aimed at educators who wish to enhance their digital skills. Although funded by the Ministry of Post-Secondary Education and Future Skills, K-12 level educators should not dismiss this resource at face-value as it provides clear language explorations of topics that focus on “principles of privacy protection, inclusion, and accessibility in digital spaces” in support of curating safer digital environments for all (B.C. Digital Literacy, n.d.). Resources range from guides such as the “digital citizenship toolkit;” lesson plans such as “Understanding Principles of Privacy Protection” which includes recommended slides and activities; and recorded lessons such as the “The Internet for Beginners” (B.C. Digital Literacy, n.d.).

References:

B.C. Digital Literacy. (n.d.). Ethical and Legal Considerations. Retrieved May 25, 2024 from https://digitalliteracy.bccampus.ca/competencies/ethical-and-legal-considerations#teach-it

Regan, P. M., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. https://doi.org/10.1007/s10676-018-9492-2

Roberston, L., Muirhead B., Robertson J., Corrigan L., & Leatham H. (2022). Digital Privacy: Leadership and Policy. Ontario Tech University. https://ecampusontario.pressbooks.pub/digitalprivacyleadershipandpolicy/

The American Library Association. (2020, December 11). Library Privacy Guidelines for Students in K-12 Schools. Retrieved May 25, 2024 from https://www.ala.org/advocacy/privacy/guidelines/students

Data curated for us, through media outlets, search engines results, and algorithm-based social media applications often comes at the cost of the privacy of personal information in the digital environment. As access to information gets easier in digital environments, concerns around personal privacy become increasingly apparent. This is particularly true for students, where digital technologies may be used and required in the classroom setting as part of an educator’s educational methodologies toolkit. It is therefore interesting to consider a librarian’s role in advocating for, teaching about, and facilitating access to information regarding digital privacy both at the student-level and educator-level.

In beginning to understand what digital privacy training or information dissemination may look like in relation to educational technology (EdTech) I’ve come across some starting point resources for digital privacy literacy.

Curriculum and Pedagogy:

Digital pedagogy may be an entry point into understanding the use of digital technologies in the classroom setting as it is underpinned by a critical pedagogical perspective. Digital pedagogy is built upon theories such as constructivism, connectivism, and technological pedagogical content knowledge (TPACK) and can result in the use of “innovative teaching strategies” such as gamification and flipped classrooms.

Much of writing surrounding digital pedagogy appears to be written in the context of digital humanities and EdTech, however, there seems to be the opportunity to bridge digital pedagogy and the issues surrounding digital privacy through a socio-technical perspective on information systems. Bringing together science and technology studies, socio-technical approaches are able to acknowledge that information (digital) technologies are not neutral, evoking through criticality a myriad of relevant questions such as digital inclusion, accessibility, data security, and could further extend to promoting participatory approaches in the context of learning.

Keywords and ideas for further exploration:

#digitalfootprint as a key component of #digitalcitizenship has already been advocated for adoption in early literacy instruction. It is interesting to consider what it may look like to extend digital literacy education for young adults and children to further include #digitalprivacy as an aspect of online safety. In the context of EdTech specifically, researchers at the University of Chicago and New York University have found that frequently used EdTech software tools are deploying the use of cookies and trackers to collect #personalinformation of students (and any user) bringing security and privacy concerns to the forefront of the softwares’ use.

Why now and what’s next:

In a post-COVID-19 world we know that digital tools are here to stay. EdTech software will presumably be a mainstay of educational tools but with recent (2022) findings published by Internet Safety Labs suggesting that 96% of surveyed EdTech apps share children’s data with third-party companies often without consent and include the use of targeted digital advertising there is a clear need to explore student privacy data protection training. However, when investigating training resources about digital privacy and digital safety in schools using EdTech software, the Chicago-NYC study found that school districts cited a lack of resources including both IT personnel and those with knowledge of security and privacy issues to provide further training. It will be interesting to explore this educational gap through the perspective of teacher librarianship, which may seek to use EdTech through digital pedagogy as a means to demonstrate the inherent negotiation between the values and adverse aspects of using digital technologies.

I hope that this investigation will further my knowledge of how to incorporate, communicate, and enhance my own learning about digital privacy education within age-appropriate contexts such as at the primary or secondary school levels.

If you’re asking – “but what do I do as an educator or librarian, I need this information now!” here is a consumable yet informative 5 minute video that presents some of the information privacy concerns regarding student data: