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Lots of people-- especially young people-- are using social media
networks like Facebook and Twitter. According to the company
Facebook, they have added over one billion members since 2012.
Social networks are a great way to connect with people and
present ourselves to the world. But have you ever thought
about what your digital identity– your social network profiles,
pictures, avatars, and posts-- really say about you?
Do people ever express aspects of their identities online that
they might not express offline? Do they ever exaggerate about
themselves or deceive others by pretending to be someone else
online? Why do people do this?
Henry's StoryCreating Online Identities
Watch the video on the right to hear one teen talk about his
digital identity.
The brief research for this Slam Dunk will help you to answer the
essential question:
Select the image above to watch a video about
online identity from Common Sense Media
How could the way I present myself online carry both benefits and risks?
Next
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You will use these information resources to help
you identify benefits and risks of how you present
yourself online, and to complete the Student
Activity on Slide 3.
 Profile Penalty video from NetSmartz
 Offline Consequences video from NetSmartz
 Protecting Your Online Identity and Reputation
 Heads Up
 Growing an Online Reputation
 Consequences of your online profile
 Going Private (from SIRS Discoverer)
 Crafting an online profile (from NBC Learn)
 Creating a Positive Online Persona
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Image Source: clipart.com by subscription
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Use the information sources on Slide 2 and
this NOTES ORGANIZER to gather important
ideas about digital identity and online
profiles.
Consider these questions as you explore the
resources:
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How can what you post online affect your
relationships with others?
How can what you post online affect other
people’s perceptions and opinions of you?
How could what you post online now affect your
reputation, both now and in the future?
What can you do to be sure that you have a
positive online presence?
Image Source: clipart.com by subscription
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Based on what you’ve learned from your
research, create a draft of a positive online
profile page. After completing your draft, print
it out and then write about the benefits of
having a positive online profile and risks of
having a negative online profile.
Use this Profile Publisher to begin.
Respond to the writing prompt when you have
finished creating your positive online profile.
Use this rubric to check your work according to
success criteria.
Image Source: readwritethink.org
Next
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Next
Play the NetSmartz game Tad’s Profile
Panic. Tad wants to keep his gossipy
classmates from sharing his personal
information. Help him clean up his profile.
Put everything into the privacy vault and
become a Privacy Guru.
Use the Web-based tool Fakebook to
apply what you have learned about
creating a positive online presence.
Create an imaginary social media profile
for yourself or a fictional teen.
Get support for using Fakebook HERE
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Maryland Technology Literacy Standards
Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on
society, and practice ethical, legal, and responsible use of technology to assure safety.
Common Core State Standards
grade 6: RI.2, RI.3, RI.7, RI.8, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.d, SL.2, L.6
grade 7: RI.2, RI.3, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.6, L.6
grade 8: RI.2, RI.3, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.6, L.6.
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to
make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world
situations, and further investigations.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that
others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
ISTE Standards for Students
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technolog b. Create original works as a means of personal or group expression
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources. c. Collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship : Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. 5a. Advocate and practice safe, legal, and responsible use of information and technology.
P21 Skills Information, Media & Technology Skills:
Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
technologies
Access information efficiently (time) and effectively (sources); Use information accurately and creatively for the issue
or problem at hand.
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Digital Citizenship: Middle School Grades 6-8
Time Frame: 1 hour for research and 1 hour to create research
product.
Differentiation strategies for this lesson:
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Information sources on Slide 2 are in a variety of media formats
to address various learning preferences.
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Students could work with a partner or small group to complete
the Student Activity on Slide 3 and/or assessment on Slide 4.
Notes to the teacher:
 Collaborate with your school library media specialist to
implement this lesson.
 Lesson content used or adapted from the Common Sense Media
lesson Which Me Should I Be?. Please review this lesson before
implementing the SlamDunk research model to gain a broader
scope of the lesson content.
 Materials can be printed out and videos screened by the teacher or
library media specialist, if necessary.
 Students will need headphones.
Last updated: July, 2015
Created by Marlena Aumen, BCPS School Library Media Cohort Intern, revised by Anna Conner, Library Media Specialist
BCPS Slam Dunk Research Model, Copyright 2014, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.