From literacy to fluency to citizenship

DIGITAL CITIZENSHIP IN EDUCATION

1 | From literacy to fluency to citizenship: Digital citizenship in education

From literacy to fluency to citizenship: Digital citizenship in education

Second Edition

Wellington, New Zealand, July 2018

www.netsafe.org.nz

education@netsafe.org.nz

Cite as: Netsafe. (2018). From literacy to fluency to citizenship: Digital citizenship in education (2nd ed.). Wellington,
NZ: Netsafe.

ISBN: 978-0-473-43091-7

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https://creativecommons.org/licenses/by-nc-sa/4.0/ [English]
https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode.mi [Te Reo Māori]

2 | From literacy to fluency to citizenship: Digital citizenship in education

Foreword
Netsafe first published this version of its digital citizenship model in 2016. At the time, a range
of related terms – such as digital competency, literacy and fluency – were being used by
policy makers and practitioners, sometimes interchangeably. There was a need for greater
clarity for schools as they looked to develop effective learning opportunities for their
students. The definitive statement of digital citizenship in this paper - and its particular
relationship to digital literacy and digital fluency – provides this. It is still relevant today.

The consultation on the introduction of Digital Technologies and Hangarau Matihiko in the
curriculum highlighted the need for a consensus view of the values, aims and knowledge
underpinning these terms (Ministry of Education, 2017a; Chen, 2017; Netsafe, 2017a). Now that
curriculum implementation is underway there is an opportunity for citizenship, ethics, privacy,
security and safety to be given the attention they deserve.

We know digital citizenship isn’t restricted to the technology curriculum learning area. With
this in mind, this curriculum initiative is situated within the broader implementation of digital
technologies across the New Zealand Curriculum and Te Marautanga o Aotearoa. Also, the
ubiquity of digital technology in the lives of young people, their family and whānau and in the
life of schools is creating an array of challenges to wellbeing/hauora. These challenges
demand a well-grounded, proactive and whole school community approach to developing
digital citizenship. Further, the concepts and the qualities of digital citizenship reflect the
current government’s intent to include human and social capital in its policy making (Ardern,
2018; Makhlouf, 2017).

Schools, of course, have not been standing still. Since Netsafe published its first work on
digital citizenship in 2010 the proportion of schools promoting digital citizenship has
consistently increased. However, challenges remain. Netsafe’s research findings and its
experience from working with schools clearly shows that we all need to do more to support
the development of digital capabilities and confidence in our children, young people, and
where possible, our wider community.

At the same time, it is no longer possible to think exclusively about ‘digital’ or ‘analogue’, or
‘virtual’ and ‘face-to-face’. As young people’s behaviour crosses the online and offline
boundary, this means that digital citizenship cannot be an ’add on’ to existing teaching
approaches or delivered in isolation as a curriculum topic. To reflect young people’s real-
world experience, it needs to be integrated into all policy, planning and practice. All too often,
unless the role of digital technology is explicitly included in these processes, its potential
negative and positive impacts are left to chance and overlooked.

This is why Netsafe believes that the ideas discussed in this paper have an important role in
challenging and supporting the work of educators, service providers, policy makers, and
researchers.

3 | From literacy to fluency to citizenship: Digital citizenship in education

Executive summary
The internet affords new ways of working and learning, and in turn, new challenges are
emerging and evolving for children and those who support them. Young people are
accessing the internet with increasing frequency via multiple access points with a continuing
trend towards mobile access. At the same time, education system policy has encouraged
schools’ uptake of technology. Schools and their communities are increasingly reliant on
digital technology which has created a more complex environment to keep safe and secure.
There is an ongoing need for sustained and dedicated support so schools can provide safe
and secure digital learning environments.

Digital citizenship has the potential to be a powerful enabler of inclusion in social, cultural
economic, and civil society. Becoming a digital citizen is ‘part of who we all are’ in school; it
should be planned for, and addressed, through multiple contexts including structured
activities and wherever there is a meaningful opportunity to talk and learn about being online.

Therefore, understanding what is a ‘digital citizen’ precedes endeavours to develop the

concepts and qualities in our children and young people. The intention of this paper is to
provide a definition of digital citizenship and the principles that underpin and support its
within and across the education sector. It also outlines why Netsafe believes digital
citizenship is important and signposts tools and resources that schools can use to get started.

Defining digital citizenship

Netsafe defines digital citizenship as the confident, fluent use and combination of:

1. Skills and strategies to access technology to communicate, connect, collaborate and

create;

2. Attitudes, underpinned by values that support personal integrity and positive

connection with others;

3. Understanding and knowledge of the digital environments and contexts in which they
are working, and how they integrate on/offline spaces;

and then critically:

4. The ability to draw on this competency of ‘digital fluency’ to participate in life-

enhancing opportunities (social, economic, cultural, civil) and achieve their goals in
ways that make an important difference.

4 | From literacy to fluency to citizenship: Digital citizenship in education

Digital citizenship model
Netsafe defines a digital citizen as someone who can fluently combine digital skills,
knowledge and attitudes in order to participate in society as an active, connected, lifelong
learner.

Principles of digital citizenship

Netsafe advocates for the following six principles to underpin approaches to the development
of digital citizenship:

1. Ako | Young people are “active agents” in the design and implementation of digital
citizenship, including approaches to online safety

2. Whānaungatanga | An unbounded, coherent home-school-community approach is

central to the development of digital citizenship and online safety management

3. Manaakitanga | Approaches to digital citizenship are inclusive, responsive and

equitable in design and implementation

4. Wairuatanga | Digital citizenship in action positively contributes to wellbeing and

resilience development enabling safer access to effective learning and social
opportunities

5. Mahi tahi | Digital citizenship development and online safety incident management
are fostered through partnership approaches, coherent systems and collaboration

6. Kotahitanga | Evaluation and inquiry underpin the ongoing design of digital citizenship
approaches, based on rich evidence from young people and their whānau.

5 | From literacy to fluency to citizenship: Digital citizenship in education

Contents
Digital citizenship in education..................................................................................................... 1

Foreword ......................................................................................................................................... 3

Executive summary ........................................................................................................................ 4

Defining digital citizenship .................................................................................................................... 4
Digital citizenship model ....................................................................................................................... 5
Principles of digital citizenship ............................................................................................................. 5

Contents ..........................................................................................................................................6

Young people and online challenge............................................................................................. 7

What is digital citizenship? ............................................................................................................9

The case for a consensus ..................................................................................................................... 9
The nature of digital citizenship........................................................................................................... 9

Netsafe’s digital citizenship model............................................................................................. 10

Digital citizenship definition ................................................................................................................ 10
Digital citizenship model ...................................................................................................................... 11
Relationship between online safety and digital citizenship .......................................................... 11
Digital citizenship as an outcome of learning ................................................................................. 12
Principles underpinning digital citizenship ...................................................................................... 13
What could the future look like? ........................................................................................................ 14

Creating an environment for developing digital citizenship ................................................... 15

Understanding the relationship between risk and harm .............................................................. 15
Adopting an effective strategic approach ....................................................................................... 15
Balancing promotion and protection ................................................................................................ 15
Implementation indicators for digital citizenship ............................................................................. 17
What schools and kura can do now ................................................................................................... 17

About Netsafe and digital citizenship ........................................................................................ 18

References .................................................................................................................................... 19

6 | From literacy to fluency to citizenship: Digital citizenship in education

Young people and online challenge
Young people access the internet with increasing frequency via multiple access points and a
continuing trend towards mobile access.

The way we use the internet is producing new and evolving challenges for children and
young people and those who support them. Specifically, social media and user-generated
platforms have increased conduct concerns, including bullying, the production of
inappropriate digital footprints, and the challenges that arise from criminal enterprise in an
increasingly digitally reliant world (Livingstone & Haddon, 2009).

Practices, such as sharing nude or semi-nude images, are bringing a broad challenge of
technology-mediated sexual peer pressure that is linked to coercion, harassment, bullying
and even violence with girls being most adversely affected (Ringrose, Gill, Livingstone, &
Harvey, 2012). Further, creating and sharing self-produced sexual content increases
opportunities for sexual exploitation through non-consensual sharing of intimate images e.g.,
‘sextortion’ (Wittes, et al. 2016).

In the New Zealand context, almost 3 in 10 teens are aware of someone else who has
received nude or nearly nude content they did not ask for, and almost a quarter are aware of
someone being asked for nude or nearly nude content of themselves (Netsafe, 2017b).
Further, Netsafe (2018) has also found some gender differences in how New Zealand teens
use digital technology, participate online, and their preferences for specific social media tools.
Overall, young New Zealanders are confident users of technology, however, Māori and Asian
teens report being less confident about their digital competencies than other ethnicities. This
suggests issues related to developing digital literacy still affect a young generation of New
Zealanders.

Online safety is no longer an exercise in protecting people from dangers online or reducing
reputational risk for schools.

Internationally, there has been a shift in policy and practice away from protective safety-based
approaches towards more holistic and strengths-based solutions. Evidence (Kia-Keating,
Dowdy, Morgan, & Noam, 2011; Priebe, Mitchell, & Finkelhor, 2013) indicates that effective
online safety approaches should balance protective1 and promotional2 activity. This approach
is exemplified by a focus on concepts of digital citizenship. However, while many schools are
exploring this more balanced approach this is not yet consistently reflected across the sector.
Many schools have an over reliance on interventions that focus on concepts of risk and
safety, as opposed to an integrated and explicit strategy to foster online safety in the context
of digital citizenship development.

In general, an increase in online access and activity increases the frequency of exposure to
risk (Reddington, 2005; Livingstone & Haddon, 2009). Young people are differentially
vulnerable to risk and its outcomes, depending on a range of factors such as age, gender and
cultural context (Ringrose, Gill, Livingstone, & Harvey, 2012).

1 Where risk is mediated by protective interventions such as restricting or monitoring online access.
2 Where interventions support the healthy development required to self-manage online challenges.

7 | From literacy to fluency to citizenship: Digital citizenship in education

Netsafe (2018a) has found that 70% of 14 to 17 year-old New Zealanders have received an
unwanted communication of some kind3, with 28% of them reporting this had a negative
impact on their daily activities (such as reducing online participation or being unable to sleep
or eat properly). Further, it found that New Zealand adults and young people participate in the
online environment in different ways (Netsafe 2018a & 2018b). In another study, with the
Ministry for Women (2017), it was found that 16 to 17 year-olds perceived those in older
generations (parents, teachers etc.) to be relatively illiterate about young people’s online lives.
This reflects research from the US that found significant differences in how parents and
children perceived and managed online risk (Family Online Safety Institute, 2012). Narrowing
this gap is important if approaches to online safety are to be effective.

Schools and their communities are increasingly reliant on digital technology. This has created
a more complex environment to keep safe and secure.

Schools, and communities of schools, have embraced the opportunities presented by

technology to offer increased connectivity, creativity and inclusive learning. Many are
managing the use of a combination of student and school (owned or leased) devices for
learning. In terms of online safety and security capability and preparedness, most schools
have basic protections in place such as content filtering, user agreements, policies and basic
or occasional programmes on digital citizenship, literacy and safety. However, over half (56%)
of principals report “potential risk and harm” is a barrier to the use of technology (Johnson,
Maguire & Wood, 2017).

Netsafe’s research findings and operational experience indicate an ongoing need to align
technology uptake in schools with a greater understanding of the related safety risks and
issues to ensure the capability exists to manage them effectively.

In addition to developing their own capability, schools increasingly find themselves taking a
lead role in supporting their community’s capability development. The ease of online access
challenges traditional institutional boundaries creating opportunity, and also challenge, for
schools needing to adjust to a new reality where the distinction between personal and school
devices or internet connection is rapidly disappearing (Ministry of Education, 2015a). This
means there is a greater need for schools to take a proactive approach towards a whole
school community awareness of digital citizenship, online safety and wellbeing.

Simply, it is easy to bring digital technology into schools and start to use it, but it is much more
challenging to do so effectively.

3 Ranging from less serious incidents (such as being contacted by someone they don’t know) to more serious incidents (such as
being stalked or repeatedly threatened online).

8 | From literacy to fluency to citizenship: Digital citizenship in education

What is digital citizenship?
The case for a consensus
The implementation of Digital Technologies and Hangarau Matihiko in the curriculum
provides a contemporary context for asking what we mean by ‘digital citizenship’ and its
relationship to ‘digital literacy’ and ‘digital fluency’.

Internationally, there have been multiple viewpoints on the relationship between ‘digital
citizenship’, ‘digital literacies’ and ‘digital fluencies’. The Education and Science Committee’s
comment in its inquiry into 21st century learning environments and digital literacy (Education
and Science Committee, 2012) noted that there are several “definitions of digital literacy; the
basic premise is that students will be able to come through our education system with an
ability to navigate new technology and have the skills that are required of them in the modern
world”. Netsafe believes this point is still just as relevant in 2018. The proliferation of terms
and abstract concepts does not help schools.

A consensus view of the values, aims and knowledge underpinning these terms is required.

The nature of digital citizenship

Digital citizenship is an abstract, socio-cultural concept constructed from a combination of
‘values’ and ‘facts’. So, while there cannot be one objective digital citizenship model, Netsafe,
and the broader sector, can look for:

• Certainty about the relevant knowledge that informs digital citizenship; and

• Consensus on the relevant societal norms and values and purpose of a digital
citizenship model.

There are many definitions and frameworks dedicated to describing what digital citizenship
looks like (e.g., Couros & Hilderbrandt, 2015; Netsafe, 2010; 21st Century Reference Group,
2014). While existing models have gone some way to help offer a new direction, there is still
overlap in places. For example, it has been suggested that digital fluency is synonymous with
digital citizenship (Wenmoth, 2015) or that the disposition to combine knowledge of ‘how’ and
‘when’ with skills (‘what’) is sufficient for young people to be successful and safe online
(Ministry of Education, 2016).

However, there is also agreement around what skills, knowledge, attitudes and values might
be important for digital citizenship. For example, the purpose of education, in terms of
economic, personal and social development, is defined in the New Zealand Curriculum’s
vision statements and principles. Further, the Digital Technologies and Hangarau Matihiko
curriculum content contributes to students developing the knowledge and skills they need as
digital citizens and as users of digital technologies across the curriculum. They also provide
opportunities to further develop their key competencies (‘Technology in the New Zealand
Curriculum’, 2017).

This way of thinking about digital citizenship underpins Netsafe’s model.

9 | From literacy to fluency to citizenship: Digital citizenship in education

Netsafe’s digital citizenship model
Digital citizenship has the potential to be a powerful enabler of inclusion in social, cultural,
economic and civil society.

Netsafe defines a digital citizen as someone who can fluently combine digital skills,
knowledge and attitudes in order to participate in society as an active, connected, lifelong
learner. Netsafe’s digital citizenship model builds on its earlier work (2010) and draws from
frameworks from the Organisation for Economic Co-operation and Development (OECD,
2016), Westheimer & Kahne (2004), and incorporates the Ministry of Education’s position on
digital literacy and digital fluency (Ministry of Education, 2016).

Digital citizenship definition

Netsafe defines digital citizenship as the confident, fluent use and combination of:

1. Skills and strategies to access technology to communicate, connect, collaborate

and create;

2. Attitudes, underpinned by values that support personal integrity and positive

connection with others;

3. Understanding and knowledge of the digital environments and contexts in which

they are working, and how they integrate on/offline spaces;

and then critically:

4. The ability to draw on 'digital fluency' competency to participate in life-

enhancing opportunities (social, economic, cultural, civil) and achieve their goals in
ways that make an important difference.

Defined in this way, digital fluency is a set of competencies and dispositions, and digital
citizenship is a high-level outcome of achieving digital fluency applied through multiple
contexts. The concept of citizenship itself can be thought of in personal, participatory and
justice-oriented terms (Westheimer & Kahne, 2004), and it aligns strongly with the vision and
principles of the New Zealand Curriculum and Te Marautanga o Aotearoa.

10 | From literacy to fluency to citizenship: Digital citizenship in education

Digital citizenship model

Relationship between online safety and digital citizenship

The model does not prescribe a specific set of digital competencies and dispositions for
schools to teach and for students to learn. It is designed to provide a framework for schools to
organise curriculum planning and delivery around, enabling them to reflect the qualities and
emphasis that is important to their communities. This approach reflects the intent and design
of the New Zealand Curriculum and Te Marautanga o Aotearoa.

In relation to Netsafe’s main area of focus: Online safety is a specific outcome of being
digitally fluent across digital skills, knowledge and values. Therefore, an individual or
community’s approach to effective management of risk and harm associated with online
safety is founded on:

• Putting in place the skills and strategies to minimise and manage risks;

• Understanding the affordances and constraints of digital environments;

• A community-led approach to fostering attitudes that promote wellbeing, resilience

and a positive approach about the many benefits brought by technology;

• The community working together to identify the risks, and potential for harm, online;
and

• Recognising the importance of embedding digital literacy skills in effective teaching

and learning programmes.

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Digital citizenship as an outcome of learning
Internationally, there is strong support for technology-mediated learning and schools are
increasingly seeking to prepare young people to work in future-focused ways. While
technology does not replace effective curriculum and pedagogy, it provides an enabler and
catalyst that can remove barriers to access and create possibilities for innovation.

Arguably, developing as a ‘digital citizen’ is an implicit learning outcome that is strongly

signalled in the vision and values of the New Zealand curricular documents. It can be
addressed in multiple contexts, wherever there is a meaningful opportunity to talk and learn
about being online.

The underpinning theory related to digital citizenship is similar to that of the ‘key
competencies’; learners’ developing ‘capabilities for living and lifelong learning’ that are now
frequently mediated by online environments. These capabilities are intertwined with notions
of identity, wellbeing and safety, while the values that underpin concepts of digital citizenship
range from entrepreneurial and economic, to access, equity and inclusion (OECD, 2015).

12 | From literacy to fluency to citizenship: Digital citizenship in education

Principles underpinning digital citizenship
The New Zealand education system is focussed on realising the vision of students as
connected, active participants in society, as described in the three curriculum documents
(New Zealand Curriculum, Te Marautanga o Aotearoa and Te Whāriki). These visions are
supported by a clear set of values, a future-focused range of competencies that describe the
capabilities needed to be ‘active, connected, lifelong learners’ and underpinning principles in
the Te Marautanga o Aotearoa (Ministry of Education, 2007 & 2017b).

Netsafe advocates for the following six principles to underpin approaches to the
development of digital citizenship:

1. Ako | Young people are “active agents” in the design and implementation of digital
citizenship, including approaches to online safety4

2. Whānaungatanga | An unbounded, coherent home-school-community approach is

central to the development of digital citizenship and online safety management5

3. Manaakitanga | Approaches to digital citizenship are inclusive, responsive and

equitable in design and implementation6

4. Wairuatanga | Digital citizenship in action positively contributes to wellbeing and

resilience development enabling safer access to effective learning and social
opportunities7

5. Mahi tahi | Digital citizenship development and online safety incident management
are fostered through partnership approaches, coherent systems and collaboration8

6. Kotahitanga | Evaluation and inquiry underpin the ongoing design of digital

citizenship approaches, based on rich evidence from young people and their
whānau9

4 Ako describes a reciprocal teaching and learning relationship “where young people are both teachers and learners”. Ako
recognises that the student’s whānau is inseparably part of learning and teaching.
5 Whanaungatanga describes the process of establishing links, making connections, and relating to the people one meets by
identifying in culturally appropriate ways, whakapapa linkages, past heritages, points of engagement, and other relationships.
6 Manaakitanga describes the immediate responsibility and authority to show care for emotional, spiritual, physical and mental
wellbeing of others.
7 Wairuatanga describes care for others’ spirit, safety and wellbeing in the context of history, knowledge, customary practices,
philosophies and spiritualties and their transmission from one generation to the next.
8 Mahi tahi describes the unity of a group of people working collaboratively towards a specific goal or on a specific task.
9 Kotahitanga describes unity, togetherness, solidarity, collective action.

13 | From literacy to fluency to citizenship: Digital citizenship in education

What could the future look like?
Everybody desires a meaningful and safe online/offline environment for children, young
people and their communities. Netsafe advocates for a ‘prevention’ approach for schools,
shifting from individuals taking responsibility to community action.

FOR YOUNG PEOPLE

Becoming a digital citizen is ‘part of who we are’ in school. Its development is addressed in
multiple contexts, wherever there is a meaningful opportunity to talk and learn about being
online:

• The words of children, young people and their whānau are the starting point for
planning, reviewing and developing curriculum programmes that address digital
citizenship and online safety;

• Young people have the competencies to use the internet to achieve positive goals
without fear that they will be targeted online for no apparent reason. They are free to
speak, understanding the boundaries; and

• Young people act on their awareness of online challenges and are capable of taking
preventative action to confidently manage challenge.

SCHOOL LEADERS, EDUCATORS AND BOARDS OF TRUSTEES

Leaders have a confident understanding of safe online/digital citizenship behaviour in a

curriculum and school management context:

• Teachers weave it deliberately into the curriculum, across learning areas and ‘higher
learning’ activities; and

• Educators are building their confidence and capability to help their students learn in
the online environment regardless of their starting point.

SCHOOL COMMUNITIES

Communities, including parents and whānau, can support and model positive community
behaviours alongside the school.

• They will know where to get advice and support - and can support their children with
learning and living safely and meaningfully online; and

• People in the community will pause before using digital communication to hurt others -
or they may intervene in the situation rather than ignore the behaviour or actively
encourage the behaviour.

14 | From literacy to fluency to citizenship: Digital citizenship in education

Creating an environment for developing digital
citizenship
Understanding the relationship between risk and harm
Supporting children to negotiate the challenges they will encounter in the online environment
requires an understanding of the complex relationship between the risk and the harm itself as
reported by the target (Priebe, Mitchell, & Finkelhor, 2013). Exposure to risk does not
necessarily lead to harm.

There may be good reasons to reduce risk (e.g., by restricting access to devices or online
environment) because without risk there is no harm. But there are also good reasons not to
reduce access: restricting children’s online opportunities means that they cannot grow and
learn in a risk-free environment (Ringrose, Gill, Livingstone, & Harvey, 2012) while greater use
of internet and mobile technology can result in increased digital literacy and online safety
(Ólafsson K., Livingstone S., & Haddon L., 2013).

Adopting an effective strategic approach

As noted above, effective online safety approaches balance protective and promotional
activity (Kia-Keating, Dowdy, Morgan, & Noam, 2011). This integration of these approaches is
conceptualised in a model that comprises two ‘pathways’:

1. Protective, which, when risk is mediated or buffered by protection, support or

intervention, leads to a positive outcome; and

2. Promoting, by which resources and interventions lead directly to healthy development

i.e. development of competencies and dispositions required to self-manage online
challenges.

When applied to online risks, both pathways are needed (Priebe, Mitchell, & Finkelhor, 2013).
The key to effective prevention is to develop safe and responsible online behaviours. A
deliberate, planned approach is required that balances protective approaches, such as
technical mediation of student online access, with strategies that promote safe, responsible
and pro-social behaviours is required. There are no quick fixes.

Effective strategic planning and teaching approaches can build a sense of wellbeing and
support across the school. It can also offer opportunities for young people to learn to manage
themselves online collaboratively.

Balancing promotion and protection

Protections, such as content filtering or access control, that mediate children’s online activity
and not enough on their own. An effective prevention strategy involves active mediation
approaches, such as discussing with students and others about their online activity, and more
specifically, about safe and responsible use and the challenges they experience in the online
environment (Duerager & Livingstone, 2012). Striking the right balance of promotion and

15 | From literacy to fluency to citizenship: Digital citizenship in education

protection activities requires schools to consider factors such as students’ ages, teacher
capability and levels of community engagement.

Netsafe’s Learn-Guide-Protect framework provides schools with a simple tool to foster

discussion about the emphasis they are placing on each pathway.

It is organised into three themes:

1. Learn: Students develop the competencies and values to keep themselves and
others safe online — promote;

2. Guide: The programmes, practice and resources put in place to support student
learning and develop a culture of positive digital technology at school and in the
wider community — promote; and

3. Protect: Technical methods to restrict or monitor online access and school

developed policies that underpin a safe and secure digital learning environment.

LEARN-GUIDE-PROTECT: AN EXAMPLE

The chart (see right) is based

on the assumption that
protective measures are more
important and effective for
younger people.

Teacher and parent guidance

provides the foundation for
developing digital safety skills
and knowledge.

As students develop and learn,

the need for self-managing
opportunities grows while the
effectiveness of protective
measures drops off.

16 | From literacy to fluency to citizenship: Digital citizenship in education

Implementation indicators for digital citizenship
Approaches to digital citizenship and online safety are best fostered in the context of
effective and sustainable whole school practices, ongoing evaluation and all-of-community
engagement. The desired outcomes are expressed in the New Zealand curriculum
documents.

Netsafe has identified and developed effective practice indicators adapted from the
Education Review Office guidance to support wellbeing (ERO, 2016b) and the School
Evaluation Indicators (ERO, 2016a). The indicators are underpinned by the same guiding
principles and are aligned to seven key areas: Ākonga-Students; Mahi ngātahi-Partnerships;
Kaitiakitanga-Stewardship; Hautūtanga-Leadership; Marau-Curriculum; Te tū māia;
Professional Confidence; Te aromātai-Inquiry and review.

The indicators balance promotion of safe and responsible behaviours with the need to
actively manage and respond to a range of digital challenges. The focus is on increasing
learner preparedness, whilst over time reducing external protections. The indicators have
been incorporated into Netsafe’s Safeguarding Review tool. This is a key component in the
Netsafe Kit for Schools and is freely accessible to all schools and kura.

What schools and kura can do now

Netsafe continues to be the first port of call for New Zealand's education sector for advice
and expertise related to online safety and digital citizenship.

Educators requiring support to manage incidents, such as online bullying, can contact
Netsafe:-

• Call toll-free on 0508 NETSAFE (0508 638 723)

• Submit a report to netsafe.org.nz/report
• Email help@netsafe.org.nz

To find out about Netsafe’s services for educators, for advice and guidance on how to get
started with digital citizenship and to access tools and resources visit the Netsafe Kit at
https://www.netsafe.org.nz/the-netsafe-kit-for-schools/

You can keep up to date with our other work with schools by subscribing to Netsafe's
newsletter at https://netsafe.org.nz

17 | From literacy to fluency to citizenship: Digital citizenship in education

About Netsafe and digital citizenship
Netsafe has led the way in New Zealand and overseas with its work defining digital
citizenship.

Netsafe’s digital citizenship model has been influential since its introduction in 2010, gaining
good traction across the education system. Just one year after its release around one-in-five
primary schools and secondary schools were promoting digital citizenship concepts (Johnson,
Hedditch & Yin, 2011). Since then the proportion of principals reporting engagement with
digital citizenship related approaches has continued to increase to around three-quarters of
all schools (Johnson, Wood & Sutton, 2014; Johnson, Maguire & Wood, 2017).

Netsafe’s model is specifically referenced in the Law Commission’s work on harmful digital
communications (2012, p. 19; 157), the Bullying Prevention and Response: A Guide for Schools
(2015c), Ministry of Education funded services (e.g. the Connected Learning Advisory) and
other government agencies such as the National Library (‘Digital Citizenship in schools’, n.d.).
In 2017, Netsafe’s revised model was included the New Media Consortium’s Horizon Report
on the five-year ‘trend horizon’ for schooling worldwide (Freeman et al., pp. 28-29).

The Education and Science Committee noted that Netsafe’s model was “one definition of the
skills that could underpin the NZ workforce of the future” and “we recommend that the
Government consider reviewing these skills” (Education and Science Committee, 2012). Since
then things have moved fast towards the raft of initiatives now in place from the Ministry of
Education under the ‘digital fluency’ strategy (Ministry of Education, 2015b; Kaye, 2017).

18 | From literacy to fluency to citizenship: Digital citizenship in education

References
Ardern, J. (2018, January 31). The 100 day plan and beyond: setting the direction of the Government.
Retrieved from http://www.beehive.govt.nz/speech/100-day-plan-and-beyond-setting-direction-
government
CORE Education. (2016). What is digital fluency? Retrieved from http://blog.core-
ed.org/blog/2015/10/what-is-digital-fluency.html
Chen, E. (2017). Digital Technologies and Hangarau Matihiko consultation: Final Report. Wellington,
New Zealand: Martin, Jenkins & Associates Limited.
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