Playing Digital Security

Abstract

The United Nations (UN) Convention (1989) on the Rights of the Child changed the way children are viewed and treated worldwide. The Convention has been affecting governments, civil society and the private sector. ICT driven companies on the internet should not be an exception. According to Livingstone, Carr and Byrne (2015), Internet governance bodies have given little consideration and reflection to children's rights. In this paper, it is proposed that in order for youth actively participate in an increasingly digital environment; they need to know better their rights to privacy and freedom of expression, among others. Although the understanding of the digital environments principles lies beyond the scope of average children's school curricula, they can however play and discover simple technological concepts in the classroom. Thus, by early developing their literacy on digital identity management, they will be able to navigate, communicate, play and learn online more safely, achieving a responsible connected presence. A qualitative study on a visually oriented encrypted learning activity (game) among a group of students aged 16-18 years old, of the third cycle of Basic Vocational Education has been conducted with the following aims: a) to understand how knowledge about security technological processes can improve youth's capability for managing their digital identities; b) to understand the value of pedagogies of play. Using participant observation, focus group and interviews, youth behaviours and attitudes towards this game based learning approach as well as their perceptions of their digital rights are presented.

Media Literacy and Assistive Technologies for Empowerment in Autism

“…But as the opportunities for publishing, one's thoughts, pictures, videos and whereabouts grow, the need for having these pieces of information associated with our own selves creates the need for providing information about our identity, so that one can be recognized and remembered, and our contribution does not remain anonymous. This, of course, raises the issue of managing identities, and since it takes place in a digital world, we may refer to it as the issue of Digital Identity Management (Costa et al, 2017; see Figure 1).…”

Game creation to promote media and information literacy (MIL) skills in basic education teachers

“…Frau-Meigs (2014) states that core MIL skills include Operational skills (including coding and computing), Editorial skills (including multimedia writingreading-producing and mixing) and Organisational skills (including navigating, sorting, filtering, evaluating) that are central to media education in a digital age. Moreover, MIL is not an individual competence but sociocultural (Livingstone, Wijnen, Papaioannou, Costa, & Grandio, 2013) and includes skills on Digital Identity Management (Costa, Sousa, Rogado & Henriques, 2017). The adopted model in GamiLearning integrates these components and is better explained by a schematic representation (Figure 1).…”

Desenvolvimento e Validação da Escala de Literacia Mediática e Informacional para Alunos dos 2º e 3º Ciclos do Ensino Básico em Portugal

“…O questionário era composto por duas partes distintas. A Parte I compreendia as competências organizacionais, editoriais, operacionais (Frau-Meigs, 2014) e de gestão das identidades digitais (Costa, Sousa, Rogado & Henriques, 2017), composta por 24 itens que mediam a familiaridade dos respondentes com estas competências e o formato de resposta variava entre 1 (não sabes como fazer/nunca fizeste) e 5 (já fizeste e tens experiência em fazer).…”

“…Na sequência disso e, com o objetivo de medir a literacia mediática e informacional dos alunos do 2º e 3º ciclos do Ensino Básico a nível nacional, foi adotado um modelo concetual centrado nas competências operacionais, editoriais, organizacionais e socioculturais. Adicionalmente, foram incluídas no modelo competências de gestão da(s) identidade(s) digitais, definidas como a capacidade de os cidadãos se representarem online com privacidade e em segurança (Costa, Sousa, Rogado & Henriques, 2017).…”