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Include a 100 word rationale for the decisions you have made around including/excluding clauses in your privacy policy.

The choices I have made for my privacy policy all stem from my focus on the user as the individual who should be in control. Although the platform is the host, and facilities communication and entertainment between users, it does not mean it should have power over the users. My privacy policy is overwhelmingly focused on the notion of consent, education, and information. I feel current platforms take advantage of users by making their privacy policies difficult to understand, however if a user feels taken advantage of, they cannot report it as they ‘technically’ consented to it. Platforms should change this by informing users along the way throughout their time on the platform about the various ways in which the platform uses a given users content.

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TikTok’s Privacy Policy (rewritten by Emilia Zajac):

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TikTok’s Privacy Policy (rewritten by Emilia Zajac):

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Prior to posting onto the platform, we will inform you that when you post a video onto TikTok publicly it can be shared with anybody as it is public. This can include us sharing the content with outside parties due to its public status. We will regularly provide educational content shared across the platform which will keep current and new users informed about the impacts of a digital footprint on the internet, and how to avoid creating one that is poor. This will broaden digital literacy among TikTok users and will further mean that young people who avail of the platform are educated from a young age.

However, content that is put up by the user will not be shared with outside parties following deletion. Furthermore, we will not store copies of your content even after you choose to delete said content. Users have the right to control what they have put up (Andersen, 2017) and part of that is controlling when content is permanently deleted.

Users can opt into providing personal details such as surnames, addresses, and phone numbers however they do not have to provide any substantially personal information if they do not wish to. An email and first name is satisfactory to join the platform. If a user provides any personal information, we will send them a notification asking them for consent to share this information with outside parties. Users have the right to know who has access to their data, and for what purposes (Andersen, 2017).

We retain the rights to delete content if it goes against community guidelines, however we will never delete your account fully without you going against the guidelines multiple times. If we delete your content or account, we will email you the reason for this decision, and you will be able to appeal it by contacting a helpline which we have set up over email. This will ensure users feel safe and supported by the platform, and are made aware of the support services available for if something goes wrong (Andersen, 2017).

Source:

Anderson, J. (2022). A lawyer rewrote Instagram’s privacy policy so kids and parents can have a meaningful talk about privacy. Quartz. Retrieved April 20, 2023, from, https://qz.com/878790/a-lawyer-rewrote-instagrams-terms-of-service-for-kids-now-you-can-understand-all-of-the-private-data-you-and-your-teen-are-giving-up-to-social-media.

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How can I apply my learning on this module to create a Personal Digital Strategy which supports my control of my digital presence? 

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How can I apply my learning on this module to create a Personal Digital Strategy which supports my control of my digital presence? 

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Throughout the course of the DigiLife module, we focused on a variety of different activities which have allowed me to build a personal digital strategy that will help me control my digital presence. ‘Digital citizenship’ has been defined as using technology in an appropriate way that is safe and responsible (Jones and Mitchell, 2016, p. 2064). It is important to note that within that definition, there is a strong focus on safety as opposed to activity. Being a digital citizen does not equate to being active on social media platforms, but rather utilising platforms which benefit your online presence whilst avoiding others which may have harmful knock-on effects. By reflecting on the activities we completed during the latter part of this module as well as the module as a whole, I will be able to form a structured digital strategy which will benefit my life both online and offline.

Prior to this module, I had never availed of the platform, “LinkedIn”, however I am now aware of the benefits of networking and have an active account which I intend to continue using throughout my academic and professional career. “Networking” is defined as “a set of behaviors aimed at building and maintaining interpersonal relationships that possess the (potential) benefit to facilitate work-related activities” (Utz and Breuer, 2018, p. 180). LinkedIn supports the practice of networking by providing easy-to-use tools which can be used to connect with potential employers and others in your field. As someone who is planning to stay in academia, my digital strategy will be maintaining my active status on LinkedIn to provide myself with greater professional opportunities and prepare me for my graduation.

As previously mentioned, having a digital strategy is all about using technology to your aid and utilising it the best you can. This does not however mean merely being an active digital citizen which was demonstrated by our focus on privacy policy which showed how many platforms can actually impede your rights through their privacy policies and their belief that you will not read it. Part of my digital strategy will be to begin holding platforms accountable by reading their privacy policies, and avoid using them if I am not satisfied with their policy regarding my privacy. I will furthermore educate and encourage others to do the same.

As a part of our assessment for E-Portfolio B, we were required to create an infographic detailing our personal digital strategy. Completing this activity was extremely beneficial as it allowed me to integrate my artistic skills and love of graphic design into my academic work which I have not done prior to this activity. Alves (2022) notes that presenting a visual story in the form of an infographic is an aesthetically pleasing way to summarize data and share information which can result in a person retaining more of your work than if it was presented in the written format. This module allowed me to find and utilize platforms I was previously unaware of, such as “Canva”, which I intend to continue using beyond the assessment for this module. My personal digital strategy will entail utilising Canva to create my own infographics about issues that I am passionate about and increasing my online presence by posting them onto my social media accounts.

Furthermore, the overarching focus on “micro-influencers” was further beneficial as it demonstrated the power dynamics present on social media. I was always under the impression that the larger your following, the greater your influence, however I have now been educated on the power of micro-influencers, who can have as little as 1,000 followers (Wessel, 2018). One study found that those with one thousand followers received likes on their posts 8% of the time while influencers with over 10 million followers received a total of 1.6% likes (Wessel, 2018). This disparity in engagement is due to micro-influencers having niche audiences who are highly engaged and loyal (Wessel, 2018). Part of my digital strategy will be to integrate viewing the content of micro-influencers into my daily routine, as they can often digitally teach me skills for the physical world.

It is further important to note that the “peerScholar” part of the assessment was extremely beneficial as it replicated the process of peer-reviewing. “Peer-review” is the current system used to “assess the quality of a manuscript before it is published” in a given journal (BioMed Central, 2023). Benefits of the peer review process include a "seal of approval" which clarifies that the work meets a certain standard (Ware, 2008, p. 12) and furthermore, manuscripts are often improved and filtered before publication (Ware, 2008, p. 12). My peers acknowledged in their feedback that I had not integrated enough popular and academic sources into my work, which I worked to improve in my final reflection. My final reflection is now of a higher standard than prior to the peer-review process, which demonstrates its benefits.

The DigiLife course as a whole has taught me a great deal about the productive ways in which I can utilise technology to aid my career and personal life. Through the assessment activities on the module, I was encouraged to broaden my digital citizenship through stimulating tasks which were discussed above. My digital strategy will entail using all the different skills I have developed throughout the past few months, in order to make my online presence beneficial to myself, my community, and the internet as a whole.

Bibliography:

Alves, C. (2022). 10 Big Ways Infographics Benefit Your Content Strategy. Search Engine Journal. Retrieved April 19, 2023, from, https://www.searchenginejournal.com/infographic-benefits/267781/.

BioMed Central. (n.d.). Peer review process. Retrieved April 20, 2023, from            https://www.biomedcentral.com/getpublished/peer-review-process.

Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New media & society, 18(9), 2063-2079.

Utz, S., & Breuer, J. (2019). The relationship between networking, LinkedIn use, and retrieving informational benefits. Cyberpsychology, Behavior, and Social             Networking, 22(3), 180-185.

Ware, M. (2008). Peer review: benefits, perceptions and alternatives (p. 2008). London: Publishing Research Consortium.

Wessel, K. (2018, October 26). Why You Shouldn’t Ignore Micro-Influencers, And How To Partner With Them. Forbes. Retrieved April 20, 2023, from,             https://www.forbes.com/sites/forbescommunicationscouncil/2018/10/26/why-you-shouldnt-ignore-micro-influencers-and-how-to-partner-with-them/?sh=43d225ad3ecc

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Write a privacy policy that addresses your needs and wishes as a user of your chosen social media tool. Your privacy should further address the 5 Rights outlined in Anderson (2017).

The social media tool I have chosen is “TikTok”, whose private policy I intend to rewrite in a way that addresses my needs and wishes as a user, and reflects the 5 rights outlined in Jenny Anderson’s (2017) article. Users should feel safe on the platform by feeling comfortable around other users, as well as those who control and operate the platform. In order for this protocol surrounding safety to be effective, user’s must feel that they are in control of their own content and profile. In the next note, I have outlined my policy.

Source:
Anderson, J. (2022). A lawyer rewrote Instagram’s privacy policy so kids and parents can have a meaningful talk about privacy. Quartz. Retrieved April 20, 2023, from, https://qz.com/878790/a-lawyer-rewrote-instagrams-terms-of-service-for-kids-now-you-can-understand-all-of-the-private-data-you-and-your-teen-are-giving-up-to-social-media.

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I prepared for the creation of my own privacy policy by first reading this article.

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In Britain, more than half of 12- to 15-year-olds are on Instagram, according to OfCom (pdf), the country's communications regulator. So are 43% of 8- to 11-year-olds. But how many of them understand what they signed when they joined? Pretty much 0%, according to "Growing Up Digital", a report released Jan. 5 (pdf) by the UK Children's Commissioner.

"Are you sure this is necessary? There are like, 100 pages," said one 13-year-old who was asked to read Instagram's terms of service. (Actually 17 pages, with 5,000 words, but still plenty.)

For the report, Jenny Afia, a privacy law expert at Schillings, a UK-based law firm, rewrote Instagram's terms of service in child-friendly language (). Here are some of the paragraphs-the emphasis is ours:

- Officially you own any original pictures and videos you post, but we are allowed to use them, and we can let others use them as well, anywhere around the world. Other people might pay us to use them and we will not pay you for that.

- [...] we may keep, use and share your personal information with companies connected with Instagram. This information includes your name, email address, school, where you live, pictures, phone number, your likes and dislikes, where you go, who your friends are, how often you use Instagram, and any other personal information we find such as your birthday or who you are chatting with, including in private messages (DMs).

- We might send you adverts connected to your interests which we are monitoring. You cannot stop us doing this and it will not always be obvious that it is an advert.

- We can change or end Instagram, or stop you accessing Instagram at any time, for any reason and without letting you know in advance. We can also delete posts and other content randomly, without telling you, for any reason. If we do this, we will not be responsible for paying out any money and you won't have any right to complain.

- We can force you to give up your username for any reason.

- We can, but do not have to, remove, edit, block and/or monitor anything posted or any accounts that we think breaks any of these rules. We are not responsible if somebody breaks the law or breaks these rules; but if you break them, you are responsible.

"...[I]f they made it more easy then people would actually read it and think twice about the app," said another 13-year-old girl after being shown the revised policy. "One-third of internet users are children, but the internet wasn't created for children," Afia points out.

Of course, it's not just kids who struggle; according to the report, only people with postgraduate levels of education could properly understand Instagram's terms and conditions.

Afia thinks that once people become more aware of what they are giving up, they will demand better terms. But will they? Plenty of adults, after all, are signing similar terms and conditions without demanding that they be changed. Afia explains her optimism thus: "They don't know what is being done, so no one is saying can it be done differently."

So what can parents do?

The rewritten privacy policy in the report is a good starting point for parents to be able to talk to their kids about what they are signing away. Instagram created this parents' guide, produced with ConnectSafely.org, a nonprofit. A spokeswoman said the company offers parents and kids plenty of help: "We recognize in many cases, when people need help, they want it when they're using the app. That is why we go beyond our terms and guidelines to offer in-app safety and privacy help-from reporting, to industry-leading comment tools and self-help resources."

In the UK at least, Afia says, laws also exist that allow parents to find out what information companies have about their children and with whom they are sharing it. "But they don't ask," she says. "No one is asking and no one is holding them to account."

In addition, the report includes advice and links to other resources for parents. For instance, it says:

the UK Safer Internet Centre has a "guide to technology" for parents.

A project called offers a parents' guide to popular apps kids are using, and rates them on their privacy policy, among other things.

A guide from the American Pediatric Family Media Plan provides a tool for planning children's days so they get the right balance of online time and other activities.

Finally, the Children's Commissioner's report makes three policy recommendations.

The first is to create a compulsory "digital citizenship" program for kids aged 4 to 14, which would be led by older kids, and to a lesser degree, teachers. It would not focus on coding and algorithms, which are currently taught, but on how to protect your rights online and how to respect others' rights; how to disengage as well as engage online.

The class would be built around , an idea created by Beeban Kidron, a film director who said children's online safety is "too vital to leave to the government." Those rights are:

the right to remove that which you have put up;

the right to know who has access to your data and for what purposes;

the right to safety and support, or knowing where to go when things go wrong;

the right to informed and conscious use, or knowing that the internet wants to keep you on it and how to avoid that;

the right to digital literacy, understanding the use and purpose of what you are using and/or creating.

The report's second policy recommendation is to implement the UK's General Data Protection Regulation by writing terms and conditions in a way children can understand. And the third is to create a new Children's Digital Ombudsman to liaise between parents and social media companies.

In practice, how such a person would have any leverage over the likes of Facebook remains to be seen. And it's hard to imagine the incoming US government, for example, adopting such a nanny-state measure. But as the report shows, there's plenty parents themselves can do without waiting for the government or the social-media companies to change their stance.

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A lawyer rewrote Instagram's privacy policy so kids and parents can have a meaningful talk about privacy

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In Britain, more than half of 12- to 15-year-olds are on Instagram, according to OfCom (pdf), the country's communications regulator. So are 43% of 8- to 11-year-olds. But how many of them understand what they signed when they joined? Pretty much 0%, according to "Growing Up Digital", a report released Jan.

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Here is a link to my finished infographic on Canva.

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Amazingly Simple Graphic Design Software – Canva

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Amazingly Simple Graphic Design Software – Canva

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The main font I chose for my infographic was 'Arial'. I made this choice because Arial is one of the few fonts which are easier to read for individuals with dyslexia, as the letters in Arial appear less crowded which makes it more accessible to read.

Source:
British Dyslexia Association. (n.d.). Dyslexia friendly style guide - British Dyslexia Association. Retrieved April 20, 2023, from https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-style-guide#:~:text=Use%20sans%20serif%20fonts%2C%20such,may%20request%20a%20larger%20font.

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After I set up my account, I began working on my infographic. Here is me editing and designing my work!

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I decided to use the graphic design platform "Canva" to create my infographic. I began the process by watching the demo's and tutorial's on how to use Canva which I found on Brightspace. After this, I set up my Canva account!

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Prior to starting work on my infographic, I wanted to search for inspiration as I have never designed an infographic on my own before. I found this sample design (attached above) which I really loved. I based my own infographic on this design, so I wanted to cite it as my source for this assignment. Furthermore, I have the website linked if you click onto the above image.

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Free Vector | Art professions infographic set

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Download this Free Vector about Art professions infographic set, and discover more than 49 Million Professional Graphic Resources on Freepik. #freepik #vector #sculptor #performingarts #abstractart

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I had a lot of prior knowledge on infographics prior to this quiz so I was better able to answer the questions! Here are my results :)

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Here are my results after I retook the quiz for the second time. After my first try, I pressed the "Review" option which allowed me to look at my answers and see which questions I got wrong. Following this, I was ready to retake the quiz!

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Due to my prior incorrect answer, I did not pass the quiz during my first completion of it, however I was able to retake the quiz again in order to get 100%!

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Unfortunately, I was not sure about the functions of Hootsuite which resulted in me getting this question wrong.

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Here is me attempting to complete the e-tutorial quiz!

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Here is my finished profile! My connections are visible in this screenshot, therefore showing I have completed the task of inviting three people to join my network on LinkedIn.

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LinkedIn has the function of creating a CV by using all the information you have supplied in your online profile. Here is my finished CV which I have downloaded in the PDF format.

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To make my profile stand out, I have included photos of my artwork, as I previously worked as a freelance artist. This feature of LinkedIn is particularly useful as it allows my profile to partially function as a digital portfolio for my art, which would be helpful if I was trying to apply for jobs in the art industry.

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Here is me editing my LinkedIn account in order to show my past and current work experience.

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Here is me creating my first ever LinkedIn account! As you can see, I have uploaded a profile photo as well as some basic information about myself, such as my university and where I live.

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Here is a link to my public and populated LinkedIn account! You cannot view the profile in full without being signed into LinkedIn yourself, which cannot be changed in the privacy settings, however you can see the majority of my account without signing it. I have nonetheless attached screenshots of my profile for proof.

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Here is my profile photo and bio! I chose a Vincent Van Gogh painting as my profile photo!

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Here is another board I created! Here I have saved pins of some of my favourite films.

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Here is my board titled "Fashion" where I have saved a variety of "pins" which displayed outfits I liked. Furthermore, I made used the sub-folder feature on Pinterest, and created a subsection within my Fashion board. I now have a separate folder specifically for outfits I found were extra colourful!

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As you can see in the above image, I have created five different "Boards" which are displayed on my Pinterest account. Each folder has a title with images that correspond to said title saved within that folder.

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Here is a link to my Pinterest account!

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One of my recommended articles on my profile.

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Here is my list of favourites so far! I quite like this option on Pocket as I've saved some interesting articles that I both enjoyed reading and would like to explore in my free time. Some of my favourites include an article about mending clothes, as I am extremely interested in sustainable fashion and sew and mend my own clothes as much as possible so this article is perfect for me! Also I have an article saved there about art history which is a subject I took an elective in during my first year of college. I would love to explore the subject beyond just my elective, so I saved this article as a favourite to ensure I read it!

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Here is a screenshot of my saved articles on Pocket.

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My account up close and personal!

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Here is a screenshot of my Pocket profile and a few of the articles I have saved so far!

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Write a short piece (≤300 words) in which you compare and contrast Pocket and Pinterest for managing information.

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Write a short piece (≤300 words) in which you compare and contrast Pocket and Pinterest for managing information.

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Pinterest is an online platform which specialises in image saving and sharing. It allows users to customise their profile by creating folders called “Boards” in which they can save specific images which are called “Pins”. I found the ability to create “Boards” the most effective at helping me organise information. I am both interested in fashion and art, and I often have a lot of ideas in my head about to what to wear, or what to paint next etc. The ability to create an organised place for my ideas that I can visit when feeling overwhelmed is extremely helpful. Furthermore, users are able to create subsections within boards. I imagine this feature will be especially helpful regarding my board relating to art. I saved a wide array of paintings and drawings into this board which I liked, however when I am working on a project, I will be able to create a sub-folder within my art board where I can specifically save pins only related to my project. Pinterest’s system of organisation is extremely efficient and simple which allows any user to freely organise their ideas as they wish.

While Pinterest is a visual platform which focuses on images, Pocket focuses on written articles. I found Pocket to be quite an effective tool for managing information, however I felt it lacked the efficiency I found when working with Pinterest. In Pocket, there is an option to save, recommend, and favourite articles. Although I enjoyed using these features, I felt that they were not as extensive and personalised as Pinterest. I would have preferred for Pocket to include an option for users to create their own folders where they can save specific articles relating to specific topics. The most similar option to this is the “favourite” feature, however I feel that articles will be ultimately lost within this section without a feature which enables users to better organise their favourites.

Although I preferred Pinterest to Pocket when it came to organising information, I think Pocket is a good tool and platform which encourages users to both read and keep track of the sort of articles they like. With Pinterest focusing exclusively on images and videos, it is important to have a tool similar to Pinterest for other forms of media, such as articles, which is what Pocket offers.

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Although I have included a link to my map on the Datawrapper website, in the case of that not working- here is a screenshot of my finished map.

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Here you can see me customising my map so it has a colour scheme that I like, and furthermore I added captions, and textboxes however this is not pictured.

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I fixed the final error by changing "Czechia" to "Czech Rep." which is the country name that Datawrapper uses and thus recognised and no longer indicated it as incorrect.

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As you can see here, I fixed the initial error by changing the 'Matching key' from "ISO 3-digit" to "Names". When I did this, the only country which was incorrect was "Czechia".

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After I uploaded my data for the first time, I ran into my first error when Datawrapper highlighted the majority of my chart and indicated it was incorrect.

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Here is a screenshot I took in the early stages of making my map- I am pictured here picking Europe as my chosen region.

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Here is my finished map mashup that I created using Datawrapper.

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Poverty in Europe | Created with Datawrapper

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This map shows the percentage of people who are at risk of either poverty or social exclusion in the region of Europe.

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Here is my channel where you can watch the screencasting video I created!

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Although this wasn't a requirement as a part of our assessment, I decided to make my own thumbnail for my video in order to make it more personal to me, and also more professional. I used Paint 3D to do this.

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Here is me using the YouTube editor. I availed of their "Trim and cut" feature and shortened my video from over a minute to roughly 36 seconds (Our videos were supposed to be around 30 seconds). Furthermore, I used their "Audio" feature which allowed me to add nice royalty free music to the background and blend it into the video so the music doesn't drown out my voice.

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Here you can see me importing my recorded video to YouTube in order so I can access the built in YouTube video editor which is free of use.

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Here is a screenshot of me recording my YouTube video using Screencast-O-Matic.

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Here is my finished video showing my newfound screencasting skills. I decided to keep the video on theme with this portfolio, and I made a "How-To" video showing users how to use the subfolder tool on Pinterest.

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How-To Make a Section within a Board on Pinterest

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How can I use the social media tools used to-date on this module to support my online engagement as a digital citizen, including finding, creating and publishing, curating and managing, and sharing information?

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How can I use the social media tools used to-date on this module to support my online engagement as a digital citizen, including finding, creating and publishing, curating and managing, and sharing information?

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Ribble and Bailey have defined a digital citizenship as “the norms of appropriate, responsible behavior with regard to technology use” while Mossberger et al. concludes that individuals who ‘carry’ a digital citizenship “use the Internet regularly and effectively" (Isman & Güngören, p.551, 2013). Although “digital citizenship” does not have one singular agreed upon definition- all definitions focus on the overarching idea that to have a digital citizenship is to have the ability to use the internet and the tools it has to offer effectively. As a part of the assessment for this module, we were required to use various social media platforms on which we had to create a functioning account that we then populated with suitable content. This reflection will focus on the experience I had while using these platforms, and the ways in which I believe these services enhanced my digital citizenship, and will continue to do so in the future.

The first platform I was introduced to was “Padlet”. Padlet is essentially a digital noticeboard (Edwards, 2022). I am an avid list-maker and I feel that Padlet provides an efficient alternative to pen and paper, as it contains a feature which allows users to format their information by organising it into a grid system. I intend to use this feature to create a section for each weekday, and under each day I can then create a daily to-do list. My experience with Padlet was therefore positive as it has genuinely affected how I will do my day-to-day tasks in the future. In this way, Padlet supports my online engagement as a digital citizen.

The first two platforms we focused on were Pinterest and Pocket, both of which focus on managing and sharing information. While Pinterest is an image-based visual platform, Pocket focuses on collecting digital articles. A 2006 study found that 40% of college students were visual learners (Hansen, et al., 2012). I feel that Pinterest is a perfect platform for visual learners as it provides a space in which sharing images is the favoured means of communication. This assessment reminded me that I can use Pinterest for planning and brainstorming ideas surrounding my academic assignments as opposed to just using it for my personal interests. Pinterest allows me to be an active digital citizen as it encourages visual learners such as myself to use new and innovative ways by which we can learn and study. While Pinterest focuses on images, Pocket allows users to collect and digital articles. Pocket enhances its users digital citizenships by building upon a traditional practice such as reading articles, and created a service which allows users to complete this traditional practice through a digital mean.

Another platform we used as a part of our assessment was Datawrapper which I found to be extremely helpful. Although difficult to navigate at first, I felt it was a very beneficial tool that I could use throughout my academic career. As an Information & Communications student, I have had to complete many projects which centred around giving presentations. Including graphics while presenting data increases structural thinking, improves communication, and improves learning (HEAVY.AI, n.d.). The inclusion of graphics is therefore structural to a good presentation, and I will use Datawrapper in the future to create suitable graphics for my presentations. Datawrapper supports my development as a digital citizen by providing me with the digital tools I need to improve the quality of my academic presentations.

The final platforms we worked with was Screencast-O-Matic in combination with YouTube. Screencast-O-Matic is an online software which allows users to screen record their laptop screens. As a part of this activity, I created a “How-To” video and posted it to YouTube. Screencast-O-Matic has encouraged me to grow as an active digital citizen, as I enjoyed recording my “How-To” video so much that I would like to continue to do so in the future. Utz and Wolfers (2022) discuss a report that claimed “35% of American adults consider YouTube as very important for finding out how to do things they have not done before” (p. 960). I believe I have a variety of important skills, and YouTube provides a community where I can present these skills to others, while Screencast-O-Matic facilitates this process.

The concluding task for our assessment was a peer review activity we had to complete through the platform titled peerScholar. As a part of this, I had to provide feedback to two fellow classmates, and the same was done to my own work. One of my colleagues noted I sounded informal at some points during my reflection, and they noticed a spelling error so while creating my final draft, I made sure to focus on keeping my tone formal. Furthermore, I proof-read my work several times to make sure I did not miss any errors. Constructive criticism has the ability to “guide you away from bad practices and towards good ones” (Thomas, 2012) so therefore I am pleased to have been a part of the activities on peerScholar as I feel my reflection has now been improved thanks to my peers.

Bibliography:

Edwards, L. (2022). What is Padlet and How Does It Work? Tips & Tricks. TechLearningMagazine. Retrieved March 3, 2023 from https://www.techlearning.com/how-to/what-is-padlet-and-how-does-it-work-for-teachers-and-students.

Hansen, K., Nowlan, G., & Winter, C. (2012). Pinterest as a Tool: Applications in Academic        Libraries and Higher Education. Partnership: The Canadian Journal of Library and Information Practice and Research, 7(2).            https://doi.org/10.21083/partnership.v7i2.2011.

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Here is me mid-tutorial!