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Common Sense Signature School
Digital Citizenship Certified
How -To Kit
Dear Educator,
Thank you for your interest in becoming a Common Sense Signature School! Your dedication
and commitment to educating students to be good digital citizens is inspiring, and we want to
make sure that your school is recognized for all the hard work you’ve put into your efforts.
Plus, we figured we should thank you for helping us achieve our vision of ensuring that every
kid in this country knows how to make safe, responsible, and respectful choices to harness the
learning potential of digital media in a 24/7 connected world. But we can’t thank you without
knowing what you’re doing!
So dive into this kit to learn everything you need to know to become a Common Sense Signature
School and exactly what you get out of it. We’ve also included lots of materials to help get you started.
Please contact [email protected] if you have any questions.
Sincerely,
The Common Sense Media Education Team
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Table of Contents
I. Criteria Checklist
.....................................................................
II. Completing the Application
.....................................................................
III. K–12 Curriculum Scope and Sequence
.....................................................................
IV. Communication Examples
a. Staff Presentation Slides
b. Classroom Posters
c. Top 10 Tips for Parents
d. Family Media Agreement
.....................................................................
V. Frequently Asked Questions
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Common Sense Signature
School Criteria Checklist
Common Sense Signature School Criteria Checklist
Use this checklist to help you plan your activities and meet the requirements to become a Common Sense
Signature School.
LEAD & LEARN
Register your school principal as an educator at www.commonsense.org/educator.
Appoint a project lead.
Consider asking all staff to complete our online curriculum tutorial (located at
www.commonsense.org/educators/training) or attend an in-person training.
Visit http://www.cue.org/commonsensemedia to set up a training for your
school. (Training staff is a suggestion, not a requirement.)
TEACH
Determine in which grades digital literacy and citizenship lessons will be taught. At a minimum, your
school needs to:
- Teach one full unit* (five lessons) from the Digital Literacy and Citizenship Curriculum to one class
each in at least two grade levels; OR
- Teach three lessons* to one class each in at least three grade levels.
* Note that the modules (games plus wrap-around activities) in Digital Passport™ (for 3rd-5th
graders) count as one “lesson.” Therefore completing all five modules qualifies as one unit.
Visit www.digitalpassport.org for more information.
Use the Scope and Sequence in this guide or online (www.commonsense.org/educators/scopeand-sequence) to help you decide which lessons to teach. Consider which period, day(s) of the week,
and the frequency at which the lessons will be taught. We suggest teaching 1-2 lessons per week rather
than spreading them out across the school year.
SHARE
Communicate to parents and teachers that your school is committed to educating students on how to
be good digital citizens by engaging in all of the activities below (templates included in kit):
- Facilitate a staff presentation
- Put a link to Common Sense on your school’s website (or equivalent if school doesn’t have a website)
- Publish an article in the school newsletter
- Put up a Common Sense poster at your school
- Distribute at least one Common Sense parent tip sheet or the Family Media Agreement to all parents
(either electronically or hard copy)
- Facilitate a parent education night on digital citizenship (this is a suggestion, not a requirement)
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Completing the Application
Completing the Common Sense Signature School Application
We know that educators are busy people, and we’d rather have you teaching young people than filling out forms,
so we made it pretty easy. The application shouldn’t take more than 15 minutes to complete — but you will have
to complete it in one sitting, as you cannot save the form once you begin. You can apply at any point during the
school year or even early summer — anytime before June 30th, 2014.
As you will see from the application on the following pages, there are mostly check-boxes, with a few open-ended
responses. You’ll also have to attach documentation—for at least one of the criteria—to demonstrate completion.
For example, if you put a link to Common Sense Media on your teacher or school website, you can take a screen
shot of the page and attach it as a .jpeg or PDF file.
We have included the form in this kit for your reference only. To complete the “real” application, you must do so
online at http://commonsensemedia.wufoo.com/forms/common-sense-school-application-2013-2014
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2013 www.commonsense.org
Common Sense Signature School Application 2013-14
https://commonsensemedia.wufoo.com/forms/common-sense-si...
Common Sense Signature School Application 2013-14
Thank you for your dedication to teaching digital literacy and citizenship to young people! In order to
become a certified Common Sense Signature School, an administrator will need to fill out the following
application.
Please note that this application will take 15-20 minutes to complete. You must complete the application
in one sitting. You will not be able to save your application, so be sure to have all your information and
documents ready to upload before you start. Thank you!
School information
Your name *
First
Last
Your title *
Your email *
Who is the project leader? *
Me
Someone else
School name *
School's website
District name *
Principal's name *
First
Last
Principal's email *
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Common Sense Signature School Application 2013-14
https://commonsensemedia.wufoo.com/forms/common-sense-si...
Is principal registered on Common Sense site? *
Yes
No
Mailing address *
Street Address
Address Line 2
City
State / Province / Region
Postal / Zip Code
Country
How many certified (or in process of becoming certified) Common
Sense Educators are at your school? *
Why did your school decide to address digital literacy and citizenship?
*
How will you use this certification? *
Teach
All responses should refer to activities in the 2013-14 school year
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Common Sense Signature School Application 2013-14
https://commonsensemedia.wufoo.com/forms/common-sense-si...
In what grade level(s) did you teach digital literacy and citizenship? *
K
1
2
3
4
5
6
7
8
9
10
11
12
None of the
above
How many students in total did you reach? *
How many classes of students did you work with? For example, you
may have worked with 1 classroom only, or three. *
Which Common Sense Media resource(s) did you use? *
Digital Literacy and Citizenship Curriculum
Digital Literacy and Citizenship Curriculum iBooks
Digital Passport
Digital Bytes
None of the above
How many lessons/modules did you teach to a given class? *
Share
Where did you facilitate a presentation to staff about your school's
commitment to digital citizenship and the roles they will play in
becoming a Common Sense School? Check all that apply. *
All staff meeting
Grade/subject level meeting
Department meeting
Other
None of the above
If "other," where did you facilitate the presentation?
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Common Sense Signature School Application 2013-14
https://commonsensemedia.wufoo.com/forms/common-sense-si...
How did you communicate to parents, teachers, and students that
your school is committed to teaching digital citizenship? Check all
that apply. *
Wrote an article for school newsletter
Made a student announcement
Put up a Common Sense poster
Inserted a link to Common Sense Media on school website
Distributed at least one Common Sense parent tip sheet or
the Family Media Agreement to all parents
Facilitated a parent education night on digital citizenship
Other
None of the above
If "other," how did you communicate to parents, teachers, and
students that your school is committed to teaching digital
citizenship?
Have you encouraged all staff to register as educators on the
Common Sense Media site? *
Yes
No
Not yet, but I plan to!
Impact
What impact do you think teaching digital literacy and citizenship has
had on your students this year? Their parents? School culture? *
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Common Sense Signature School Application 2013-14
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Documentation
Please upload any materials (pictures, videos, weblinks, documents, newsletters) you may have that document your
digital literacy and citizenship activities.
Attach a File *
Browse…
Attach a File
Browse…
Attach a File
Browse…
Attach a File
Browse…
Website
Can we include the name of your school as part of a list of all
Common Sense schools...
in a letter to your State Department of Education
on the Common Sense Media website
in an education journal
Check this box to attest that all information you have provided in this
form is true to best of your knowledge. *
I verify that the information I have provided is true.
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K–12 Curriculum
Scope and Sequence
Scope and Sequence: Grades K–2
Use our Scope & Sequence to find the lessons that are just right for your classroom and school. Our cross-curricular approach
covers eight categories:
Internet Safety
Privacy & Security
Relationships &
Communication
Cyberbullying
Digital Footprint
& Reputation
Self-image
& Identity
Information
Literacy
Creative Credit
& Copyright
The Sequence consists of three units, each containing five cross-curricular lessons, which build upon each other by reinforcing
developmentally appropriate topics. You can use the units either sequentially by grade or at any grade level within this band.
UNIT
1
2
3
CATEGORY
TITLE
DESCRIPTION
Going Places Safely
Students learn that they can go to exciting places online, but they need to follow
certain rules to remain safe.
ABC Searching
Students search for pictures online by clicking on letters of the alphabet. They
learn that directory sites with alphabetical listings offer one way to find things on
the Internet.
Keep It Private
Students learn that many websites ask for information that is private and discuss
how to responsibly handle such requests.
My Creative Work
Students are introduced to the concept of having ownership over creative work.
They practice putting their name and date on something they produce.
Sending Email
Students explore how they can use email to communicate with real people
within their schools, families, and communities.
Staying Safe Online
Students understand that they should stay safe online by choosing websites
that are good for them to visit, and avoid sites that are not appropriate for them.
Follow the Digital Trail
Students learn that the information they put online leaves a digital footprint or “trail.”
This trail can be big or small, helpful or hurtful, depending on how they manage it.
Screen Out the Mean
Students learn that children sometimes can act like bullies when they are
online. They explore what cyberbullying means and what they can do when
they encounter it.
Using Keywords
Students understand that keyword searching is an effective way to locate
information on the Internet. They learn how to select keywords to produce the
best search results.
Sites I Like
Students discuss criteria for rating informational websites and apply them
to an assigned site. Students learn that all websites are not equally good
sources of information.
Powerful Passwords
Students explore reasons why people use passwords, learn the benefits of
using passwords, and discover strategies for creating and keeping strong,
secure passwords.
My Online Community
Students explore the concept that people can connect with one another through
the Internet. They understand how the ability for people to communicate online
can unite a community.
Things for Sale
Students examine product websites and understand that the purpose of the site
is to encourage buying the product. Students learn methods used to promote
products on these sites.
Show Respect Online
Students explore the similarities and differences between in-person and online
communications, and then learn how to write clear and respectful messages.
Writing Good Emails
Students learn how to communicate effectively by email, taking into account the
purpose and audience of their message, and the tone they want to convey.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Scope and Sequence: Grades 3 – 5
Use our Scope & Sequence to find the lessons that are just right for your classroom and school. Our cross-curricular approach
covers eight categories:
Internet Safety
Privacy & Security
Relationships &
Communication
Cyberbullying
Digital Footprint
& Reputation
Self-image
& Identity
Information
Literacy
Creative Credit
& Copyright
The Sequence consists of three units, each containing five cross-curricular lessons, which build upon each other by reinforcing
developmentally appropriate topics. You can use the units either sequentially by grade or at any grade level within this band.
UNIT
1
2
3
CATEGORY
TITLE
DESCRIPTION
Rings of Responsibility
Students explore what it means to be responsible to and respectful of their offline
and online communities as a way to learn how to be good digital citizens.
Private and
Personal Information
How can you protect yourself from online identity theft? Students think critically
about the information they share online.
The Power of Words
Students consider that they may get online messages from other kids that can
make them feel angry, hurt, sad, or fearful. Students identify actions that will
make them Upstanders in the face of cyberbullying.
The Key to Keywords
Students learn strategies to increase the accuracy of their keyword searches
and make inferences about the effectiveness of the strategies.
Whose Is It, Anyway?
Students learn that copying the work of others and presenting it as one’s own
is called plagiarism. They also learn about when and how it’s ok to use the
work of others.
Strong Passwords
Students learn how to create secure passwords in order to protect their private
information and accounts online.
We the Digital Citizens
Students explore Spider-Man’s motto, “with great power comes great responsibility”
through the lens of digital citizenship. They create comic strips show a digital
superhero who witnesses an act of poor digital citizenship, and then helps resolve it.
You’ve Won a Prize!
Students learn what spam is, the forms it takes, and then identify strategies for
dealing with it.
How to Cite a Site
Students reflect on the importance of citing all sources when they do research.
They then learn how to write bibliographical citations for online sources.
Picture Perfect
Students learn how photos can be altered digitally. They will consider the creative
upsides of photo alteration, as well as its power to distort our perceptions of beauty
and health.
Talking Safely Online
Students learn that the Internet is a great place to develop rewarding
relationships. But they also learn not to reveal private information to a
person they know only online.
Super Digital Citizen
Students explore what it means to be responsible and respectful to their offline
and online communities as a step towards learning about the characteristics of
good digital citizens.
Privacy Rules
Students learn that children’s websites must protect their private information.
They learn to identify these secure sites by looking for their privacy policies and
privacy seals of approval.
What’s Cyberbullying?
Students explore how it feels to be cyberbullied, how cyberbullying is similar to or
different than in-person bullying, and learn strategies for handling cyberbullying
when it arises.
Selling Stereotypes
Students explore how the media can play a powerful role in shaping our ideas
about girls and boys. They practice identifying messages about gender roles in
two online activity zones for kids.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Scope and Sequence: Grades 6 – 8
Use our Scope & Sequence to find the lessons that are just right for your classroom and school. Our cross-curricular approach
covers eight categories:
Internet Safety
Privacy & Security
Relationships &
Communication
Cyberbullying
Digital Footprint
& Reputation
Self-image
& Identity
Information
Literacy
Creative Credit
& Copyright
The Sequence consists of three units, each containing five cross-curricular lessons, which build upon each other by reinforcing
developmentally appropriate topics. You can use the units either sequentially by grade or at any grade level within this band.
UNIT
1
2
3
CATEGORY
TITLE
DESCRIPTION
Digital Life 101
Students are introduced to the 24/7, social nature of digital media and technologies,
and gain basic vocabulary and knowledge for discussing the media landscape.
Strategic Searching
Students learn that to conduct effective and efficient online searches, they must
use a variety of searching strategies.
Scams & Schemes
Students learn strategies for guarding against identity theft and scams that try to
access their private information online.
Be Upstanding
Students learn about the difference between being a passive bystander versus a
brave upstander in cyberbullying situations.
A Creator’s Rights
Students are introduced to copyright, fair use, and the rights they have as creators.
My Media
Students review their media habits and the array of media they use on a weekly
basis, and reflect on the role of digital media in their lives.
A Creator’s Responsibilities
Students reflect on their responsibilities as creators and users of creative work.
Safe Online Talk
While acknowledging the benefits of online talk and messaging, students learn how
to handle situations or online behavior which may make them feel uncomfortable.
Which Me Should I Be?
Students learn that presenting themselves in different ways online carries both
benefits and risks.
Gender Stereotypes Online
Students analyze a “Dress Up Your Avatar” feature of a virtual world for kids for
evidence of stereotypes about boys and girls.
Trillion Dollar Footprint
Students learn that they have a digital footprint and that this information can be
searched, copied and passed on, but that they can take some control based on
what they post online.
Identifying High-Quality Sites
Students learn that anyone can publish on the Web, so not all sites are
equally trustworthy.
Reality of Digital Drama
Students draw connections between young teens’ perceptions of digital drama
and stereotypes of men and women on reality TV.
Cyberbullying: Crossing
the Line
Students learn to distinguish good-natured teasing from cyberbullying.
Rework, Reuse, Remix
Students expand their understanding of fair use, apply it to case studies, and
create an original work of fair use.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Scope and Sequence: Grades 9 – 12
Use our Scope & Sequence to find the lessons that are just right for your classroom and school. Our cross-curricular approach
covers eight categories:
Internet Safety
Privacy & Security
Relationships &
Communication
Cyberbullying
Digital Footprint
& Reputation
Self-image
& Identity
Information
Literacy
Creative Credit
& Copyright
The Sequence consists of four units, each containing five cross-curricular lessons, which build upon each other by reinforcing
developmentally appropriate topics. You can use the units either sequentially by grade or at any grade level within this band.
UNIT
1
2
3
4
CATEGORY
TITLE
DESCRIPTION
Digital Life 102
Students test their knowledge of digital media and talk about the role media
plays in their lives.
Oops! I Broadcast it on
the Internet
Students are introduced to the benefits of sharing information online and the
potential risks of sharing inappropriate information.
Copyrights and Wrongs
Students explore the legal and ethical dimensions of respecting creative work.
Feeling On Display
Students reflect on the different pressures teens face when it comes to editing,
posting, and commenting on photos online.
Turn Down the Dial
on Cyberbullying
Students learn that cruelty can escalate quickly online because people are
often anonymous and posts spread quickly.
My Online Code
Students discuss their understanding of ethical behavior and are introduced
to the concept of online ethics.
Who Are You Online?
Students explore how they and others represent themselves online, and the
relationship between online and offline selves.
Building Community Online
Students examine websites that foster positive community.
Overexposed: Sexting
and Relationships
Students explore the risks and responsibilities of carrying out romantic
relationships in the digital world.
Risky Online Relationships
Students think critically about developing relationships with people online.
Rights, Remixes, Respect
Students reflect on the differences between taking inspiration from the creative
work of others and appropriating that work without permission.
Taking Perspectives
on Cyberbullying
Students learn about the dynamics of online cruelty and how it affects all of
the people involved.
What’s the Big Deal about
Internet Privacy?
Students explore the concept of privacy in their everyday lives, and as it relates
to using the Internet.
Becoming a Web Celeb
Students explore the upsides and downsides of becoming famous online, and
reflect on whether the experience can differ for boys and girls.
College Bound
Students learn that everything they or anyone else posts about them online
becomes part of a public online presence known as a digital footprint.
Private Today,
Public Tomorrow
Students reflect on their responsibility to protect the privacy of others when
posting information about them online.
Does it Matter Who
Has Your Data?
Students consider the ways websites and companies collect data online
and utilize it to personalize content for their users, as well as consider
companies’ motives in doing so.
Breaking Down Hate Speech
Students learn the definition of hate speech and understand how it affects
individuals, groups, and communities.
Retouching Reality
Students think critically about the different purposes and contexts of digital
image editing.
Collective Intelligence
Students consider both the benefits and drawbacks of using collective
intelligence in different contexts.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Communication Examples
Communicating With Your School Community
An important part of being a Common Sense School is sharing what you’re doing to educate students and
parents about digital literacy and citizenship with the entire school community — including students,
parents, and staff. Some simple ways to do so include presenting at staff and/or grade-level planning
meetings, sending an email to all your staff and parents, or including a note in the school newsletter. You
can also do an all-school announcement to students. Below, we’ve included some communication examples
that you can modify or use as-is, as well as some presentation slides and a poster that you can print and
put up in your school. Additionally, on the following pages are a few tip sheets and our media agreement
for families with middle school-age children that you can use to reach out to parents.
Visit http://www.commonsensemedia.org/educators/educate-families to access many more
tip sheets and our media agreements for families with elementary or high-school children. All of these
materials are available on our site in both English and Spanish.
Email or School Newsletter Article from Principal to Parents
Have you ever wondered whether all the time your child is spending online, watching TV, texting their
friends, and playing video games is good for them? I know I have!
That’s why we are making a commitment at our school to teach students how to be good digital citizens.
We’ll explore topics like cyberbullying, online privacy, and creative rights and responsibilities. With
strong digital citizenship skills, your child will be able to take advantage of all the wonderful opportunities
of technology and learn how to handle the more challenging issues that they may experience.
The curriculum and resources we are using were developed by Common Sense Media, a national nonprofit
organization. I encourage you to check out the free parent resources on Common Sense Media’s website
(www.commonsense.org) so you can stay up-to-date on all things digital.
I am looking forward to the year ahead and helping your children learn how to be safe, smart and
responsible digital citizens.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Staff Presentation Slides
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Classroom Posters
All Digital citizens
Protect
private
information
for themselves
and others.
Respect
themselves
and others
in online communities.
Stay safe
online
by listening to
their gut feelings.
Stand up to
cyberbullying
when they
see it happening.
For information and resources about digital citizenship,
visit www.commonsense.org/educators.
© 2012 www.commonsense.org
Balance
the time
they spend using
media and doing
other activities.
I took a photo of my friend
that I want to share...now what?
1. IS IT A GOOD PHOTO? YES NO
Be proud of the photos that you share with
others! Only show people the best of the best.
2. WOULD MY FRIEND AGREE? YES NO
n’t
You would
.
e
ic
n
y
la
P
o
r friend t
want y ou
to
a bad pho
broadcast ld y ou?
ou
of y ou, w
3. COULD IT GET MY FRIEND INTO TROUBLE?
YES NO
4. IS IT GOING TO CAUSE DRAMA?
that might come
Don’t post any photos
your friends. You
back to haunt you or
e them.
never know who will se
Then it’s not wor
th
posting. Really.
YES NO
So my friend is okay with it, but how might it affect me?
5. AM I AWARE THAT ANYONE CAN SHARE IT?
Well, it's true. Anything you post online can be
saved,
copied, and shared with a large invisible audience.
YES NO
6. WOULD I BE OKAY WITH MY
GRANDMA SEEING IT?
YES NO
If you think it will make your grandma blush, then there’s
a good chance somebo dy else will find it inappropriate, too.
7. A YEAR FROM NOW, WILL I FEEL GOOD
ABOUT MAKING THIS PUBLIC ?
YES NO
Hold off if you’re having doubts.
Your future self will thank you.
Congratulations! You clearly self-reflect
before you self-reveal online, so...
Go ahead! Share & ENjoy!
For information and resources about digital citizenship,
visit www.commonsense.org/educators.
© 2012 www.commonsense.org
Top 10 Tips for Parents
PARENT TIP SHEET
With Power Comes Responsibility
TOP 10 DIGITAL CITIZENSHIP TIPS FOR FAMILIES WITH
ELEMENTARY SCHOOL - AGE KIDS
Help your kids be safe and respectful and have fun!
Visit age-appropriate web sites. Familiarize yourself with the features, content — even the advertising—
of your child’s favorite sites. Make sure it’s good for your kids.
Use bookmarks and safe search. Teach your child to bookmark his or her favorite sites. This way,
your child is less likely to go somewhere online you don’t want. Use safe search options on browsers like
Google or Bing to make sure your child can search safely.
Keep private information private. Tell kids not to share their passwords, Social Security number, full
name, address, or birthday. And teach them to ask your permission before filling out online forms.
Avoid strangers. Explain that people aren’t always who they say they are in cyberspace. If someone
they don’t know talks to them, kids shouldn’t respond — but should let you know.
Teach kids to think before they post. Everything online leaves a digital footprint. Explain that everyone
should think carefully about comments, pictures, videos, or text messages before they post them so that
they will be comfortable with their Internet presence down the road.
Be nice. Explain that the same rules apply offline as they do online, like “don’t say mean things” and
“be nice to others.” A good rule of thumb: If kids wouldn’t do something in person, they shouldn’t do it
online. Teach them how to report mean behavior on their favorite sites.
Teach kids to show respect for other people’s work. Just as they would want to receive credit for
things they make — like artwork, pieces of writing, or photos — they should give credit to other people’s
work they use.
Keep the computer in a central place. That way you can see what’s going on.
Find a good balance. Establish expectations and limits that work for your family about the amount of
time your children spend online and what they do.
Be involved, and have fun with them! Show an interest in the sites kids visit and the games they
play. That’ll make your job a lot easier when they start exploring technology more independently. And
remember to view your own habits – you’re their role model!
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2013 www.commonsense.org
HOJA DE CONSEJOS PARA PADRES
Con el poder viene la responsabilidad
LOS 10 CONSEJOS MÁS IMPORTANTES DE CIUDADANÍA DIGITAL
PARA FAMILIAS CON NIÑOS EN EDAD ESCOLAR PRIMARIA
¡Ayude a sus hijos a estar seguros, a ser respetuosos y al mismo tiempo a divertirse!
Visitar los sitios apropiados para su edad. Familiarícese con las características, contenido, incluso con la
publicidad de los sitios favoritos de su hijo. Asegúrese de que son buenos sitios.
Utilizar marcadores y búsqueda segura. Enseñe a su niño a marcar sus sitios favoritos. De esta manera,
su hijo tiene menos posibilidades de ir a algún sitio en línea que usted no desea. Utilice las opciones de búsqueda segura en los navegadores, como Google o Bing, para asegurarse de que su hijo puede buscar de
forma segura.
Mantener la información privada en privado. Dígales que no compartan las contraseñas, su número de
seguro social, nombre completo, dirección o fecha de cumpleaños. Enséñeles a que le pidan permiso a usted
antes de llenar cualquier formulario en línea.
Evitar a los extraños. Explíqueles que las personas no siempre son quienes dicen ser en el ciberespacio. Si
alguien que no conocen se comunica con ellos, no deben responder pero si deben informarle a usted.
Enséñeles a pensar antes de publicar. Todo lo que se hace en línea deja una huella digital. Explíqueles
que deben pensar cuidadosamente acerca de sus comentarios, fotos, vídeos o mensajes de texto antes de
publicarlos para que así se sientan orgullosos de su presencia en Internet.
Ser amables. Explíqueles que las mismas reglas que se aplican en la vida real se usan en comunicaciones
por Internet como “no decir cosas malas” y “ser amable con los demás”. Una buena regla general: si no
cree que haría algo en persona, entonces no deberían hacerlo en línea. Enséñeles cómo reportar el mal
comportamiento de otros en sus sitios favoritos.
Enseñe a los niños a mostrar respeto por el trabajo de otras personas. Así como les gustaría recibir
crédito por las cosas que hacen como sus obras artísticas, de escritura o fotos que publican, así mismo
deben dar crédito al trabajo de las personas que utilizan en sus sitios.
Mantenga la computadora en un lugar central de su casa. Así puede ver lo que está pasando cuando
ellos se conectan por Internet.
Encontrar un buen equilibrio. Establezca expectativas y límites para su familia sobre la cantidad de tiempo
que sus hijos pasarán en línea y lo que hacen.
Participe y diviértase con ellos! Muestre interés en los sitios que sus hijos visitan y en los juegos que juegan. Eso
va a hacer su trabajo mucho más fácil cuando comiencen a explorar la tecnología de forma más independiente.
¡Sobre todo recuerde con su propio comportamiento, ya que usted es su modelo a seguir!
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2013 www.commonsense.org
PARENT TIP SHEET
With Power Comes Responsibility
TOP 10 DIGITAL CITIZENSHIP TIPS FOR FAMILIES WITH
MIDDLE OR HIGH SCHOOL- AGE TEENS
What happens on the Internet may live forever on the Internet. What teens do online spreads fast and can last
a long time. Silly or not-so-smart comments, photos, and videos can be found long after your teen forgets about
them. So remind your teens that a bad reputation could be just a click away and to think carefully before they post.
Nothing is as private as teens think. Text messages, photos, comments, videos – they can all be copied, pasted,
and shared with tons of people in a heartbeat. Make sure kids use privacy settings and that they understand that
the best way to protect their secrets is not to post personal stuff. That includes sending their own “sexts” (nude or
semi-nude photos or sexual comments) or forwarding any “sexts” that they receive.
Kindness counts. Teens sometimes say and do things online that they wouldn’t in person. Encourage them to communicate kindly, build positive online relationships, and stand up for those who are bullied or harassed. Remind them
that posting an embarrassing photo or forwarding a friend’s private text without asking can hurt or damage others.
Give and get respect for creative work. Teens are proud of the videos, photos, music, and other art (and school
papers!) they create— and they have the right to have that work respected. They also have the responsibility to respect
other people’s creative work. So explain that illegal downloading, using technology to cheat in school, and cutting and
pasting other people’s stuff may be easy, but that doesn’t make it right. Make sure they give credit where it’s due.
Don’t dismiss digital talk. Don’t underestimate the power of texts, IMs, and other digital media to strengthen existing
relationships. Teen relationships often move fluidly from online to off. But if your teen seems withdrawn, spends
endless hours online, or appears to be hiding something, that could mean that something is wrong with their
relationships. If you think this might be happening, ask your teen about it.
Teach your teen not to flirt with people they don’t know online. Flirting with strangers or acquaintances online
is risky ­­— no matter how old they are — because the exchange can move from harmless to unhealthy very quickly.
Flirting may lead to unwanted exposure to sexual requests. It may also lead teens to believe that they’re in a
serious, romantic relationship with someone they don’t really know. Both situations can make a teen feel harassed,
manipulated, or uncomfortable.
Exploration is a part of growing up. Teens may try out different personas online or exaggerate things about
themselves, but this is a normal part of figuring out who they are and who they want to be in the world. But if you see
your teen trying out a problematic persona, ask about it. Don’t be too quick to worry or judge, but ask questions
about why they made the choices they did.
Encourage positive participation. Help them create, share, tag, comment, and contribute to the online world
in positive ways.
Let them know you’re always there for them. Remind teens that you’re always available to talk. While you’re at it,
put in a plug for the school counselor or a friend’s parent. Knowing that they have a trusted adult to talk to will be
comforting if they ever encounter a situation online (or off) that makes them uncomfortable.
Embrace their world. Ask your teens to share the sites they visit, the songs they download, and the videos and
games they love. It’s up to us to join the fun!
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2013 www.commonsense.org
HOJA DE CONSEJOS PARA PADRES
Con el poder viene la responsabilidad
LOS 10 CONSEJOS MÁS IMPORTANTES DE CIUDADANÍA DIGITAL
PARA FAMILIAS CON ADOLESCENTES
Lo que sucede en la Internet puede quedarse en la Internet. Los que los adolescentes hacen online se extiende rápidamente
y puede durar mucho tiempo. Los comentarios no tan inteligentes, las fotos y vídeos pueden ser encontrados mucho tiempo
después aun cuando a su hijo se le olvide lo que publicó. Así que recuerde a su hijo que una mala reputación puede ser muy fácil
de establecer, así que piense antes de hacer sus publicaciones.
Nada es privado como los adolescentes piensan. Los mensajes de texto, fotos, comentarios, vídeos, todos esto se puede
copiar y compartir con muchas personas en un segundo. Asegúrese de que sus hijos usen la configuración de privacidad y que
comprendan que la mejor manera de proteger sus secretos es no publicar cosas personales. Esto incluye enviar “sexts” (sexting) o
fotos desnudas o semidesnudas o comentarios sexuales o transmitir cualquier “sext” que reciban.
La bondad o cortesía cuenta. Los adolescentes dicen o hacen cosas en Internet que no harían en persona. Inculque a sus
hijos que se comuniquen amablemente, que creen relaciones positivas online y que defiendan o delaten si alguien es acosado.
Recuérdeles que publicar una foto vergonzosa o retransmitir un texto privado de un amigo sin permiso puede herir a otros.
Que den y obtengan respeto por el trabajo creativo. Los adolescentes se enorgullecen de sus vídeos, fotos, música y otros
trabajos artísticos que hacen y tienen el derecho de que se les respete su trabajo. Ellos también tienen la responsabilidad de
respetar el trabajo creativo de otros. Así que explíqueles que bajar contenido ilegalmente, usando tecnología para hacer trampas
en la escuela y copiar el trabajo de otras personas puede ser fácil, pero eso no lo hace correcto. Ellos deben dar el crédito de
donde obtienen la información.
No le reste importancia a las comunicaciones digitales. No subestime el poder de los textos, mensajes instantáneos y otras
comunicaciones digitales que refuerzan las relaciones existentes. Las relaciones de adolescentes a menudo se mueven rápidamente online así como en la vida real. Si su hijo aparenta estar distraído, pasa demasiadas horas en la internet o parece que oculta
algo, eso podría significar que algo anda mal con sus relaciones. Si piensa que eso puede estar ocurriendo, no tema en sentarse
a conversar con su adolescente.
Dígale al adolescente la importancia de no coquetear con desconocidos online. Coquetear con extraños o conocidos
únicamente en la internet es riesgoso, no importa la edad que tengan, porque el intercambio puede moverse rápidamente de algo
sin cuidado a algo muy peligroso. Coquetear puede conducir a acceder sin quererlo a exponerse sexualmente. Puede además
llevar a los adolescentes a creer que están en una relación romántica seria con alguien que no conocen realmente. Ambas
situaciones pueden hacer que su hijo se sienta al final, acosado, manipulado o de alguna forma incomodo.
Explorar es parte de crecer. Los adolescentes pueden probar a ser diferentes personas online o exagerar cosas sobre ellos
mismos, lo que es un comportamiento normal para entender quienes son y quienes quieren ser. Pero si usted ve que ellos se
muestran como una persona problemática, pregunte a sus hijos que les pasa. No se preocupe o juzgue tan rápidamente, pero
definitivamente haga preguntas sobre el por qué ellos han tomado ciertas decisiones que a usted le inquietan.
Fomente la participación positiva de los adolescentes. Ayúdelos a crear, compartir, comentar y contribuir en el mundo
virtual de una manera positiva.
Confírmeles que usted siempre esta para ellos. Recuerde a los adolescentes que siempre está disponible para hablar. Al
decirles esto, también aconséjeles dirigirse a un consejero en la escuela o una amistad suya adulta. Saber que ellos tienen un adulto
en quien confiar será reconfortante si se encuentran en situaciones en la internet (o en la vida real) que les haga sentir incómodos.
Involúcrese en su mundo. Comparta con sus adolescentes y pídales que visiten juntos los sitios que les gustan, escuche las
canciones que bajan y los vídeos y juegos que les gustan. ¡Está en nosotros disfrutar y formar parte de su diversión!
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2013 www.commonsense.org
Family Media Agreement
Family Media Agreement: K- 5
I will . . .
stay safe.
o
I will not give out any private information, such as my full name, date of birth, address, or phone number,
without my family’s permission.
o
o
I will keep my passwords private and only share them with my family.
I will tell a trusted adult if anyone online makes me feel uncomfortable, sad, or unsafe. I will recognize that
my safety is more important to my family than anything else.
o
think first.
o
o
o
o
I will communicate kindly when I use the Internet or my cell phone. I will not tease, embarrass, or bully others.
I know that the Internet is public, and I will respect myself and others when I’m using it.
I will not pretend that I created something that’s not actually my own work.
stay balanced.
o
o
o
o
I know that not everything I read, hear, or see online is true.
I will respect my family’s decisions for what I’m allowed to watch, play with, or listen to, and when.
I will continue to enjoy the other activities – and people – in my life.
In exchange, my family agrees to . . .
o
o
o
recognize that media is a big part of my life, even if they don’t always understand why.
talk with me about what worries them and why, before saying “no.”
talk to me about my interests and help me find stuff that’s appropriate and fun.
x
x
signed by me
signed by my parent or caregiver
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
© 2013 www.commonsense.org
Acuerdo familiar sobre el uso de los medios: K- 5
3
fase
implementar
Me comprometo a . . .
protegerme.
o
No daré información privada, por ejemplo, mi nombre completo, fecha de nacimiento, dirección o
número de teléfono, sin el permiso de mi familia.
o
o
Mantendré mis contraseñas en secreto y sólo las compartiré con mi familia.
Le contaré a un adulto de confianza si alguien me hace sentir incómodo, triste o inseguro por Internet.
Sabré reconocer que mi seguridad es lo más importante para mi familia.
o
pensar primero.
o
Me comunicaré en forma amable por Internet o por teléfono celular. No molestaré, avergonzaré o agrediré
a otros.
o
o
o
Sé que Internet es de acceso público y me respetaré y respetaré a los demás al usarla.
No inventaré ser el autor de un trabajo que no es realmente mío.
mantener un equilibrio.
o
o
Sé que no todo lo que leo, escucho o veo por Internet es verdad.
o
o
Seguiré disfrutando de otras actividades y personas que forman parte de mi vida.
Respetaré las decisiones que tome mi familia acerca de lo que puedo ver o escuchar, las cosas con las
que puedo jugar y cuándo.
A cambio de ello, mi familia acuerda . . .
o
o
o
Reconocer que los medios son parte importante de mi vida, incluso cuando ellos no
siempre entiendan porqué.
Hablar conmigo acerca de las cosas que los preocupan antes de decir que “no”.
Hablar conmigo acerca de mis intereses y ayudarme a encontrar cosas que sean
adecuadas y divertidas.
x
x
Firmado por mi
Programa sobre
Principios Elementales
Firmado por mi padre o tutor
© 2013
Family Media Agreement: 6-8
I will . . .
stay safe.
o
I will not create accounts or give out any private information – such as my full name, date of birth, address, phone
number, or photos – without my family’s permission.
o
I will not share my passwords with anyone other than my family. I will ask my family to help me with privacy settings if I
want to set up devices, accounts, or profiles.
o
If anyone makes me feel pressured or uncomfortable, or acts inappropriately toward me online, I’ll stop talking to that
person and will tell a friend or family member I trust about it.
o
think first.
o
I will not bully, humiliate, or upset anyone online or with my phone – whether through sharing photos, videos, or
screenshots, spreading rumors or gossip, or setting up fake profiles – and I will stand up to those who do.
o
I know that whatever I share online or with my cell phone can spread fast and far. I will not post anything online that
could harm my reputation.
o
o
Whenever I use, reference, or share someone else’s creative work online, I will give proper credit to the author or artist.
stay balanced.
o
o
o
I know that not everything I read, hear, or see online is true. I will consider whether a source or author is credible.
I will help my family set media time limits that make sense, and then I will follow them.
I will be mindful of how much time I spend in front of screens, and I will continue to enjoy the other activities – and
people – in my life.
o
In exchange, my family agrees to . . .
o
o
o
recognize that media is a big part of my life, even if they don’t always understand why.
talk with me about what worries them and why, before saying “no.”
talk to me about my interests and embrace my world, including helping me find media that’s appropriate and fun.
x
x
signed by me
signed by my parent or caregiver
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
© 2013 www.commonsense.org
Acuerdo familiar sobre el uso de los medios: 6 -8
3
fase
implementar
Me comprometo a . . .
protegerme.
o
No abriré cuentas o daré información privada – por ejemplo, mi nombre completo, fecha de nacimiento, dirección,
número de teléfono o fotos – sin el permiso de mi familia.
o
No compartiré mis contraseñas con personas que no sean de mi familia. Si quiero configurar un dispositivo, una
cuenta o un perfil, le pediré a mi familia que me ayude con las configuraciones de privacidad.
o
Si alguien me presiona, me hace sentir incómodo o tiene comportamientos inadecuados hacia mi por Internet, dejaré
de hablar con esa persona y se lo contaré a un amigo o familiar de confianza.
o
pensar primero.
o
No agrediré, humillaré o haré enojar a otros por Internet o con mi teléfono – ya sea compartiendo fotos, videos o
impresiones de pantalla, haciendo correr rumores o chismes o creando perfiles falsos – y me enfrentaré a quienes
lo hagan.
o
Sé que todo lo que comparto por Internet o con mi teléfono celular se puede difundir rápidamente a todas partes.
No publicaré nada por Internet que pueda dañar mi reputación.
o
Cada vez que use, mencione o comparta el trabajo creativo de otra persona por Internet, daré al autor o al artista el
reconocimiento que merecen.
o
mantener un equilibrio.
o
o
o
Sé que no todo lo que leo, escucho o veo por Internet es cierto. Evaluaré si una fuente o autor es confiable.
Ayudaré a mi familia a poner límites de tiempo para usar los medios que tengan sentido y luego los respetaré.
Seré consciente de cuánto tiempo paso frente a una pantalla y seguiré disfrutando de otras actividades y personas
que forman parte de mi vida.
o
A cambio de ello, mi familia acuerda . . .
o
o
o
Reconocer que los medios son parte importante de mi vida, incluso cuando ellos no siempre entiendan porqué.
Hablar conmigo acerca de las cosas que los preocupan antes de decir que “no”.
Hablar conmigo acerca de mis intereses y entender mi mundo, lo que incluye ayudarme a encontrar medios que
sean adecuados y divertidos.
x
x
Firmado por mi
Programa sobre
Principios Elementales
Firmado por mi padre o tutor
© 2013
Family Media Agreement: 9-12
I will . . .
stay safe.
o
I know that there are scams online that I can avoid. Therefore, unless I am filling out a trusted form with my family’s
permission, I will not give out my private or financial information.
o
I will read the privacy policies of any social network sites or apps that I want to use, and I will pay attention to the types
of information these companies can collect about me.
o
I know that I have a choice in the kinds of relationships I have online. I will stop talking to anyone who makes me feel
pressured or uncomfortable, or acts inappropriately toward me.
o
think first.
o
I will model kind behavior online. I will not bully, humiliate, or upset anyone online or with my phone – whether through
sharing photos, videos, or screenshots, spreading rumors or gossip, or setting up fake profiles – and I will stand up to
those who do.
o
I know that the photos and videos I post, and everything that I write about myself and others online, can be saved and
shared without my knowing. Therefore, I will not post anything online that I wouldn’t want my family, teachers, college
admissions officers, or future employers to see.
o
When I use, reference, or share someone else’s creative work online, I will give proper credit to the author or artist.
I also know that I have a right to receive credit for any original work that I share online.
o
stay balanced.
o
I know that not everything I read, hear, or see online is true. I will consider whether a source is credible. As an author,
I will also contribute information thoughtfully and honestly.
o
o
I will be open with my family about how I spend my time with media and show them that I use it responsibly.
I will be mindful of how much time I spend in front of screens, and I will continue to enjoy the other activities – and
people – in my life.
o
In exchange, my family agrees to . . .
o
o
o
o
o
recognize that media is a big part of my life, even if they don’t always understand why.
talk with me about what worries them and why, before saying “no.”
talk to me about my interests and embrace my world, including helping me find media that’s appropriate and fun.
let me make some mistakes and help me learn from them.
respect my privacy and talk to me if they have concerns.
x
x
signed by me
signed by my parent or caregiver
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
© 2013 www.commonsense.org
Acuerdo familiar sobre el uso de los medios: 9-12
3
fase
implementar
Me comprometo a . . .
protegerme.
o
o
o
Sé que se tienden muchas trampas por Internet en las que puedo evitar caer. Por lo tanto, a menos que esté
completando un formulario confiable con el permiso de mi familia, no daré información privada o financiera.
Leeré las políticas de privacidad de los sitios de las redes sociales o las aplicaciones que quiero usar y prestaré
atención a los tipos de información que estas compañías pueden juntar sobre mi.
Sé que tengo la opción de elegir el tipo de relaciones que quiero tener por Internet. Dejaré de hablar con personas
que me presionen, me hagan sentir incómodo o tengan comportamientos inadecuados hacia mi.
o
pensar primero.
o
o
o
o
Seré un ejemplo de amabilidad por Internet. No agrediré, humillaré o haré enojar a otros por Internet o con mi
teléfono – ya sea compartiendo fotos, videos o impresiones de pantalla, haciendo correr rumores o chismes o
creando perfiles falsos – y me enfrentaré a quienes lo hagan.
Sé que las fotos y los videos que publico y que todo lo que escribo sobre mi y sobre otros por Internet puede ser
guardado y compartido sin que yo lo sepa. Por lo tanto, no publicaré nada que a mis familiares, maestros,
responsables de admisiones en las universidades o futuros empleadores no les gustaría ver.
Cada vez que use, mencione o comparta el trabajo creativo de otra persona por Internet, daré al autor o al artista
el reconocimiento que merece. También sé que tengo derecho a que me den reconocimiento por los trabajos
originales que comparto por Internet.
mantener un equilibrio.
o
o
o
Sé que no todo lo que leo, escucho o veo por Internet es cierto. Evaluaré si una fuente es confiable. Como autor,
también aportaré información de forma seria y honesta.
Hablaré con mi familia abiertamente acerca de cómo uso los medios y les demostraré que lo hago de forma responsable.
Seré consciente de cuánto tiempo paso frente a una pantalla y seguiré disfrutando de otras actividades y
personas que forman parte de mi vida.
o
A cambio de ello, mi familia acuerda . . .
o
o
o
Reconocer que los medios son parte importante de mi vida, incluso cuando ellos no siempre entiendan porqué.
o
o
Dejarme cometer algunos errores y ayudarme a aprender de ellos.
Hablar conmigo acerca de las cosas que los preocupan antes de decir que “no”.
Hablar conmigo acerca de mis intereses y entender mi mundo, lo que incluye ayudarme a encontrar medios que
sean adecuados y divertidos.
Respetar mi privacidad y hablar conmigo si algo los preocupa.
x
x
Firmado por mi
Programa sobre
Principios Elementales
Firmado por mi padre o tutor
© 2013
Frequently Asked Questions
Frequently Asked Questions
What is a Common Sense Signature School?
This is an official “stamp of recognition” from Common Sense Media for schools that are dedicated to teaching
digital literacy and citizenship to young people. Specifically, this program recognizes schools that are using
either the Common Sense Media Digital Literacy and Citizenship Curriculum or Digital Passport™ in at least
two grade levels, as well as engaging and educating parents about media and technology issues.
What is the cost of becoming a Common Sense School?
There’s NO COST to become a Common Sense Signature School or use any of the educational materials on
our website, including our Digital Literacy and Citizenship Curriculum and Digital Passport™.
What is required to become a Common Sense Signature School?
To become a Common Sense Signature School, you’ll need to complete all of the following actions:
• Appoint a project lead.
• Facilitate a staff (administrators and teachers) presentation about the school’s commitment to digital
citizenship and the roles they’ll play in becoming a Common Sense School
• The school principal must register on the Common Sense Media site as an educator
• Encourage all staff to register as educators on the Common Sense Media site
• Teach digital literacy and citizenship
- Teach one full unit* (five lessons) from the Digital Literacy and Citizenship Curriculum to one class
each in at least two grade levels; OR
- Teach three lessons* to one class in at least three grade levels;
• Foster a home/school connection by:
- Putting a link to Common Sense on the school website (or equivalent if school doesn’t have a website)
- Publishing an article in the school newsletter
- Putting up a Common Sense poster at your school
- Distributing at least one Common Sense parent tip sheet or the Family Media Agreement to all parents
(either electronically or hard copy)
- Facilitating a parent education night on digital citizenship (this is a suggestion, not a requirement)
* Note that the modules (games plus wrap-around activities) in Digital Passport™ (for 3rd-5th grades) count
as one “lesson.” Therefore completing all five modules qualifies as one unit.
How much instructional time is required?
If you are teaching two classes (one in at least two grade levels), you must teach a minimum of five lessons
or Digital Passport modules. Each lesson/module takes approximately 45 minutes, so your total time
commitment is just under four hours for each class.
If you are teaching three classes (one in at least three grade levels), you must teach a minimum of three
lessons/modules to each class. Therefore your total time commitment is a minimum of two hours and
fifteen minutes for each class.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Does it matter which lessons I teach from the curriculum? Or Digital Passport modules?
As outlined in the Scope and Sequence, each unit comprises five lessons that address a range of digital
citizenship and literacy topics. Our recommendation is that you teach five lessons (or three, depending on the
number of grade levels with which you are working) from within one unit. You can teach any unit(s) that you
think are the best fit for your school and the particular grade levels that you’ve selected.
Though this is not recommended, you can select five lessons (or three, depending on the number of grade
levels with which you are working) from different units. Visit www.commonsense.org/educators/scopeand-sequence or use the Scope and Sequence in this guide to select the lessons you would like to teach.
If you are using Digital Passport and need to meet the criteria of five “lessons” (which means you working
with two grade levels only), you must teach all five modules/games, along with the wrap-around materials. If
you are working with three or more grade levels, then you can select any three Digital Passport modules that
are the best fit for your classroom. Visit www.digitalpassport.org for more information.
Can I combine the curriculum and Digital Passport?
Digital Passport is recommended for use in 3rd through 5th grades. You may decide to use both curriculum
lessons and Digital Passport modules in these grades for instructional reasons. The lessons build upon the
concepts that students learn playing the Digital Passport games and engaging in the wrap-around activities,
which deepens their understanding of the issues.
However, for certification purposes, within a class, you cannot combine lessons and modules to comprise
the approximately 4 hours of instructional time that you need to teach.
Amongst classes, however, you can count usage towards certification. For example, you can teach all five
modules of Digital Passport (including the games and wrap-around materials) in a third grade class; and in a
fourth grade class, you can teach five lessons from the curriculum.
Does it matter which grades the curriculum or Digital Passport™ is taught in to meet the requirement?
No. Common Sense Schools can work with students in any grade, kindergarten through 12. However, note that
the Digital Passport™ is only appropriate for students in grades 3-5.
Do all students at the selected grade levels need to receive instruction?
No. Only one classroom at each of the grade levels you select (either two grade levels or three) needs to
participate in order to meet the requirements. However, we recommend that students from the entire grade
level are involved.
Who should teach the lessons and/or implement the digital literacy and citizenship instruction?
With our simple lesson plans, any teacher can implement the curriculum or Digital Passport™. Most
commonly, core subject-matter teachers (often English Language Arts and Social Studies teachers) use the
curriculum, as well as media specialists/librarians and technology teachers.
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
Does one teacher need to teach all the lessons (either three or five) to the same group of students
within a grade level?
No. Different teachers may implement the lessons. For example, consider the (fictional) Wilson Elementary School:
• At the 3rd-grade level, the technology teacher implemented all 5 modules of Digital Passport™ with one class.
• In 4th grade, the technology teacher taught all 4th grade students the two lessons from Unit 2 addressing
privacy and security. The librarian taught the same group of students the remaining three lessons in Unit 2.
• For the 5th grade students, the core teacher and school counselor co-taught all five of the lessons in Unit 3.
The above example of Wilson Elementary is illustrative and meant to demonstrate that any teaching model that’s
the best fit for your school will work, as long as the requirement that five lessons are taught in two grade levels
OR three lessons are taught in three grade levels is met. (Note that at Wilson, they exceeded criteria by teaching
five lessons at three grade levels.)
How might my school benefit from becoming a Common Sense Signature School?
This certification is a way to recognize schools that are committed to teaching young people the basics of
digital literacy and citizenship, both in your local community and nationally. With your permission,
Common Sense will:
• List your school name and location on our website as a Common Sense Signature School
• Include your school name in a major education weekly magazine advertisement celebrating your
accomplishments
• Send a letter to your state Department of Education recognizing your school as having met the Common
Sense Signature School criteria
Once you’re certified, Common Sense will also provide letter templates that you can send to your district superintendent and parent body, as well as a press release template that you can share with your local newspaper. It’s
our hope that acknowledging your school’s hard work in regard to digital citizenship will not only strengthen the
positive perception of the school within your local community, but also incentivize other schools to get involved.
Last but not least, you’ll have our never-ending gratitude and the satisfaction of knowing that you’ve helped
raise a generation of good digital citizens.
Who’s eligible to become a Common Sense Signature School?
Any school (public, private, charter, parochial) interested in becoming a Common Sense School is eligible.
Additionally, any after-school program or other youth-serving organization is eligible.
When can I apply?
You can apply at any point during the school year or early summer – the deadline for application is July 1, 2013.
How do I apply?
http://commonsensemedia.wufoo.com/forms/common-sense-school-application-2013-2014
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2012 www.commonsense.org
How long is the application?
We know that educators are busy people, and we’d rather have you teaching young people than filling out forms, so
we made it pretty easy. The application shouldn’t take more than 15 minutes to complete — it’s mostly checkboxes,
with a few open-ended responses. You’ll also have to attach documentation of some of your efforts, if applicable
(e.g. if you hosted a parent education workshop, you could upload the promotional flyer). Make sure you have
enough time to complete the application in one sitting, as you cannot save it once you begin.
What are Common Sense Media’s requirements to maintain Common Sense Signature School status?
You will need to complete all the actions required to become a Common Sense Signature School every year, and
then recertify by submitting an application.
What resources do you have to help me become a Common Sense Signature School? How can I
access them?
The materials in this kit, in addition to the resources available for free on our website, should give you everything
you need to become a Common Sense Signature School. Here are some key links:
K-12 Digital Literacy and Citizenship Curriculum
http://www.commonsensemedia.org/educators/scope-and-sequence
Digital Passport™
http://www.digitalpassport.org
Online Curriculum Training
http://www.commonsensemedia.org/educators/training
Online Refresher Training
http://www.youtube.com/watch?v=Gi0cXwSeiYg&feature=youtu.be
What if I need additional assistance?
Contact [email protected]