Exploring Digital Citizenship ED 654
There were ELEMENTS of each model that I appreciated:
The three part distinction between e-safety, digital literacy, and digital citizenship in Fraser's diagram helps me mentally sort out all the issues that we find in the digital world. I think I could bring this diagram into a classroom and plan lessons around it without much trouble. The simplicity of the model was to its benefit. And just as Fraser did, creating the distinctions may allow us to see where we are falling short. This model gives digital citizenship space to try out a definition that exists beyond e-safety and digital literacy.
I respect the philosophy behind Collier's model that wraps everything up under "rights & responsibilities." It's kind of a power move to demand what is entitled to you as a (digital) citizen. I see how you may get more investment out of people when the issues are framed this way. Though I will say that, overall, I found this model to be the most confusing, which may be due to how the presentation was organized. I'm glad I ran into this model just to provide a different perspective, but putting so many things under the digital citizenship umbrella actually made the concept less accessible.
For being an experiment, I thought Simkins' model was rather interesting. It wasn't out to give a definition of digital citizenship, and it lacked the clarity of Fraser's tri-part relationship between digital citizenship, digital literacy, and e-safety, but I think using the hierarchy gave an extra element to the conversation. Other than the self-actualization description (which could be better developed), this model made sense in a way that could be easily applicable to a classroom.
One aspect that stood out in each of these models was the focus on agency. To be a "good" digital citizen is to be active, engaged, and responsible in your community. Citizenship is meant to be exercised.