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Digital Civic Engagement            I used a basic Google search, Pinterest, and asked the Civics teachers in my building to find resources for digital civic engagement.  My two Civics teachers were by far the best source of information for this topic!  I should have started with them.  The resources I think has the most potential is the iCivics website.   Both of my teachers have used iCivics with their seventh graders.   The website has interactive games that allow the students to participate in different games that relate to civic responsibilities, government structure, running for office, immigrant issues, and international relationships.  My teachers did say that they only use 2 or 3 of the games.  Their feeling is that students get bored over using the same style games for different topics.  These offer some variety but would be too much if the students did a game for every topic.   This website and organization are supported by a wide range of experts including several Supreme Court Justices, lawyers, educators, and industry experts.The website also has resources and lesson plans by topic and units.   They also support have units that focus on primary documents, including the Declaration of Independence, Articles of Confederation, and the Constitution.  The other resource I really like are the webquests on the iCivics website.  These lessons are basically focused inquiry designed to lead students to find information on web and with classroom resources.  While this website is really curriculum based, I think it can lead to discussions in the classroom about taking action especially on a local level.  There is also an opportunity in the games to earn points that can be converted to a donation to a community projects.  This may be a motivation for some students but I think more importantly these can lead to discussions in the classroom.

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Digital Civic Engagement            I used a basic Google search, Pinterest, and asked the Civics teachers in my building to find resources for digital civic engagement.  My two Civics teachers were by far the best source of information for this topic!  I should have started with them.  The resources I think has the most potential is the iCivics website.   Both of my teachers have used iCivics with their seventh graders.   The website has interactive games that allow the students to participate in different games that relate to civic responsibilities, government structure, running for office, immigrant issues, and international relationships.  My teachers did say that they only use 2 or 3 of the games.  Their feeling is that students get bored over using the same style games for different topics.  These offer some variety but would be too much if the students did a game for every topic.   This website and organization are supported by a wide range of experts including several Supreme Court Justices, lawyers, educators, and industry experts.The website also has resources and lesson plans by topic and units.   They also support have units that focus on primary documents, including the Declaration of Independence, Articles of Confederation, and the Constitution.  The other resource I really like are the webquests on the iCivics website.  These lessons are basically focused inquiry designed to lead students to find information on web and with classroom resources.  While this website is really curriculum based, I think it can lead to discussions in the classroom about taking action especially on a local level.  There is also an opportunity in the games to earn points that can be converted to a donation to a community projects.  This may be a motivation for some students but I think more importantly these can lead to discussions in the classroom.

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I also posted this on my blog.

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I found the first digital civic engagement resource online at the MacArthur Research Network on Youth and Participatory Politics. This is an initiative to study young people/ citizens use of digital tools to communicate and mobilize outside of traditional communication modes and how this defines their engagement in participatory politics. Google search – macarthur foundation digital civic engagement

The next resource was found at the United Nations human development report which addressed the growing need for universal internet access to ensure that everyone has the digital tools to be an active political participant. The text also emphasized the need for media literacy to support the initiative of a digitally educated citizen to recognize fake news.
Google Book search – the challenge of increasing civic engagement in the digital age

Cornelia Trahan

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First I looked at Pinterest, because I LOVE Pinterest but I did not find anything really relevant to Digital Civic Engagement. Next, I went to the Teaching Channel where I find ideas for lesson plans to use in my 6th grade classroom. I searched Digital Civic Engagement and found a video  about high school students and how they use technology for civic engagement.

This video talks about teachers preparing their students for college, careers and their community by discussing civic engagement using technology. Students are using social media to engage with kids their own age outside of their school and district to discover more about experiences that students their own age have had.

The video also discusses teaching students about creditable sources and what they should be using as sources. This is something that I always have to remind my students about. Just becaue something is on the internet does not mean its true!!

Erica Harrington

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Prepare students to be involved in the community, not just ready for college. Learn how Civic Engagement can become an integral part of your school.

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I looked at three different sources by typing “Digital Civic Engagement” into the search bar on each. I started with the Linkedin Slideshare site, where I found several interesting slide presentations.

Then, I went to Twitter, and found Angie’s latest blog post!

Finally, I decided to take a look at the TED Talk site, and found this interesting TEDGlobal talk by Pia Mancini, from Argentina. In the talk, she suggests that contemporary government models tend to be outdated in terms of the way representatives represent and connect with their constituents. She was involved in a project that involved designing an app  and creating an organization called DemocracyOS and running for office through a newly created political party:  El Partido de la Red, or the Net Party. Her talk is interesting in that she not only identifies a lag that seems to exist in  the way technology is developing and how it is being used (or not) within many governments, yet she also discusses efforts, like the one she has been involved in, that are working to make changes.
Mary D.

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I specified the search category of Google into images search. I found an interesting source focusing on the visual features. I could realize the power of digital tools on the civic engagement. People are definitely more engaging in the civic engagement in the online environment with digital tools. I'd like to say that this is a very positive digital media effect.

-Changhee Lee

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Pew Research Center: Internet, Science & Tech

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Online and offline political engagement

This study examines online and offline political engagement and pays special attention to the role of social networking sites in people's political activities. There are several major findings:

Class differences, especially those related to educational attainment, are prominent in political engagement of all kinds, whether that activity takes place offline, online, or within the specific context of social networking sites (SNS), though the trend is somewhat more moderate in SNS.

There has been major growth in political activity on SNS between 2008 and this survey in 2012. The number of social networking site users has grown from 33% of the online population in 2008 to 69% of the online population in 2012. And there have been major jumps in the proportion of SNS users who post political news, who friend or follow candidates, and who joined an SNS group organized around political or social issues. In addition, notable shares of SNS users say their activity on the sites has prompted them to learn more about social or political issues and to take action around those issues.

For most politically active SNS users, social networking sites are not a separate realm of political activity. They are frequently active in other aspects of civic life.

Even as online platforms have grown more prominent in political affairs, Americans' day-to-day political conversations mostly occur offline.

The four ways we measured civic engagement

First, 48% of adults directly take part in a civic group or activity.

In this survey, the Pew Research Center's Internet & American Life Project measured several broad categories of civic activity that Americans might engage in. The first finding is that half (48%) of American adults directly took part in a civic group or activity in the 12 months preceding our August 2012 survey. This includes anyone who did one or more of the following six activities:

35% of American adults have recently worked with fellow citizens to solve a problem in their community

22% have attended a political meeting on local, town, or school affairs

13% have been an active member of a group that tries to influence the public or government

10% have attended a political rally or speech

7% have worked or volunteered for a political party or candidate

6% have attended an organized protest

Second, 39% of adults recently contacted a government official or spoke out in a public forum via offline methods. Third, 34% did those things via online methods.

In the second category of public engagement, we found that 39% of American adults have recently contacted a government official or spoken out in a public forum about an issue that is important to them via offline means. In the third category, we found that 34% have done so via online methods. This includes anyone who did one or more of the following activities that might take place in either online or offline spaces:

22% of American adults have recently signed a paper petition; 17% have signed a petition online.

21% of American adults have recently contacted a government official about an issue that is important to them in person, by phone, or by letter; 18% have done so online, by email, or by text message.

7% of American adults have recently called into a live radio or TV show to express an opinion about a political or social issue; 18% have commented on an online news story or blog post about this type of issue.

3% of American adults have sent a letter to the editor to a newspaper or magazine by regular mail; 4% have done so online, by email, or by text message.

Fourth, 39% of adults do political or civic activities on social networking sites.

In the fourth category, 39% of American adults took part in some sort of political activity in the context of a social networking site such as Facebook or Twitter in the 12 months preceding our survey. This includes anyone who did one or more of the following eight activities listed in the table below:

In total, nearly three-quarters (72%) of all American adults did at least one of the activities that we measured in those four broad categories of civic and political engagement.

Activities

Traditional political activities are most common among the well-educated and financially well-off, regardless of whether they take place online or offline. On social networking sites, income-related differences are more modest - but civic engagement in these spaces is still most prevalent among those with higher educational levels.

Those who live in higher income households and those with higher levels of education (specifically, those who have attended or graduated from college) are consistently more likely than those with lower income or education levels to take part in many of the online and offline civic behaviors we measured in this study. This gap is especially pronounced for the following specific activities:

Working with fellow citizens to solve a problem in one's community

Attending a political meeting on local, town, or school affairs

Being an active member of a group that tries to influence public policy or government

Attending a political rally or speech

Working or volunteering for a political party or candidate

Contacting a government official about an issue that is important to you (both online and offline)

Signing a petition (both digitally and on paper)

Commenting on a news story or blog post online

On the other hand, when it comes to the 60% of American adults who use social networking sites such as Facebook or Twitter, political participation is more balanced between lower and higher income Americans. Among social networking site users, political participation is identical for those who live in the lowest earning households (annual household income of less than $10,000) and highest earning households (annual household income of $150,000 or more).

Higher income Americans are more likely to use social networking sites in the first place, so income-related differences are evident when the base measurement applies to all adults - not just SNS users. But even on an "all adults" basis, the gap in political participation between the lowest and highest income groups is generally smaller on social networking sites than it is for other types of political engagement.

At the same time, even as differences in social networking engagement are less pronounced with respect to income, the college-educated are significantly more likely than those with a high school education to take part in nearly every SNS-related behavior we measured in our survey. And in contrast to income (where SNS users in the lowest and highest categories were equally likely to use these sites for political reasons) these educational differences persist even when we account for different levels of adoption between those with lower and higher education levels.

In other words, even as the impact of income on political participation is more modest in the context of social networking sites, socio-economic distinctions related to education still play a prominent role in these spaces.

More broadly, those at the lower end of the socio-economic spectrum are generally less involved with the day-to-day outreach, chatter, and discussion around political issues - regardless of whether those discussions take place in physical or digital spaces. Compared with the well-educated and financially well-off, they are much less likely to receive political communications through a variety of channels, or to have conversations about political or social issues with others in either online or offline venues. Ultimately, political issues, political activity, and political discussion are less present in the lives of these Americans than they are for those at the upper end of the socio-economic scale.

Younger adults are just as likely as older adults to be engaged in many political activities, and are much more likely to be politically active on social networking sites.

Most types of political engagement are equally commonplace among Americans of different generations. There are only modest age-related differences when it comes to getting involved in political groups or in-person activities, speaking out publicly in online spaces, or speaking out publicly in offline spaces.

Social networking sites (SNS) stand in contrast to these other venues. Political engagement on social networking sites is especially commonplace among the youngest Americans, as two-thirds (67%) of all 18-24 year olds (and nearly three quarters of those young adults who use social networking sites) engaged in some sort of social network-related political activity in the 12 months preceding our survey. Older adults tend to be fairly politically active on social networking sites to the extent that they use them, but are relatively unlikely to use these sites in the first place. So, although nearly six in ten SNS-using seniors are politically active on these sites, that works out to just 13% of all Americans in the 65+ age group.

Indeed, the youngest American adults are more likely to engage in political behaviors on social networking sites than in any other venue. And the typical (median) 18-29 year old took part in three of the eight SNS-oriented political behaviors measured in this survey. The general youth of the "political SNS user" group also helps to explain the balance between high- and low-income users when it comes to political activity in these spaces, since many of these younger adults are only beginning their careers and have not fully maximized their earning potential.
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There has been major growth in political activity on social networking sites since 2008, and discussions on social networking sites can lead to further engagement with political issues.

The structure of political activity on social networking sites has grown in importance in recent years. The number of social networking site users has grown from 33% of the online population in 2008 to 69% of the online population in 2012. And as the overall SNS user population has grown, more of these users are engaging in one way or another with political or social issues on these sites, compared with 2008 when we asked a similar set of questions about this subject. Here are some of the key areas of growth:

In 2008, 11% of social networking site users said that they used these sites to post political news for others to read - at the time that worked out to just 3% of all adults. In 2012, 28% of SNS users (representing 17% of all adults) said they posted links to political stories or articles and 33% (representing 19% of all adults) said they posted other types of political content on these sites.

In 2008, 12% of social networking site users (representing 3% of all adults) said they had friended a political candidate on these sites. In 2012, 20% of users (representing 12% of all adults) said they have friended or followed a candidate or similar political figure.

In 2008, 13% of users (representing 3% of all adults) said they had started or joined a group on a social networking site organized around political or social issues. By 2012, the proportion of social networking site users who do this had risen to 21% (12% of all adults).

We also asked directly about the impact of social networking site discussions on users' political behaviors and found that:

43% of social networking site users say they have decided to learn more about a political or social issue because of something they read about on a social networking site.

18% of social networking site users say they have decided to take action involving a political or social issue because of something they read on those sites.

In each instance, users were evenly split between those who found out about the issue in question from someone they know personally, and those who found out about it from someone they don't know personally, such as an organization or public figure. Younger SNS users are especially likely to engage in deeper investigations of issues based on discussions within those sites, as are those with a college degree.

The world of politics on social networking sites is - for most users - not a separate domain of political activity. "Political social networking site users" are frequently (but not universally) active in other aspects of civic life.

Many discussions about the impact of the internet on political and civic life assume that the people who take part in political activities on social networking sites are separate and distinct from those who take part in political activities outside social networking sites. In fact, the typical politically active American is active in a range of venues - online, offline, and in social networking spaces - and those who get involved politically on social networking sites tend to take part in a wide range of behaviors that occur outside the boundaries of sites like Facebook or Twitter.

As noted above, 39% of Americans performed some sort of political activity on a social networking site in the 12 months preceding our survey. We refer to them throughout this report as "political social networking site (SNS) users," and these users tend to be active in many other areas of political or civic life:

63% of political SNS users have recently gotten involved in a political activity or group, such as attending a political meeting or working with fellow citizens to solve a problem in their community. The national average is 48%.

60% have expressed their opinion about a political or social issue via online channels - for example, by sending an email to a government official, or signing an online petition. The national average is 34%.

53% have expressed their opinion about a political or social issue via offline channels, for example, by sending a letter to a government official, or signing a paper petition. The national average is 39%.

20% have made a political contribution of some kind. This is statistically similar to the 16% rate within the population as a whole.

Adding these four categories together, some 83% of political SNS users also get involved in political or social issues in one way or another outside the bounds of social networking sites themselves.

Of course, this also means that 17% of political SNS users - representing 8% of the total adult population - engage in political activity on social networking sites but in no other online or offline venues. Demographically, this "politically active on social networking sites but not elsewhere" group tends to be younger, less affluent, and less well-educated than the larger group that participates politically on social networking spaces and also other venues. They also have less overall exposure to political communications and outreach, and are less likely to take part in interpersonal political "chatter." In other words, even as they interact with political issues on social networking sites, they tend to get involved with those issues with only modest intensity.

Even as online platforms have grown more prominent in recent years, Americans' day-to-day political conversations - and political contributions -are still more likely to take place offline.

Despite the increased prominence of online platforms when it comes to Americans' political activity, much of the day-to-day conversation around these issues takes place in traditional (offline) channels. On an "every day" level, Americans are three times as likely to discuss politics or public affairs with others through offline channels (in person, by phone call, or by letter) as they are through online channels. Even the most tech-savvy users - such as young adults, college graduates, or those with high incomes-discuss politics with greater frequency offline than online.

Similarly, the bulk of political campaign contributions happen offline, even as online donations have grown more prominent in recent years. Some 23% of political donors made only online contributions in 2012, yet the substantial majority of political donors (60%) make contributions only via offline methods (that is, in person, over the telephone, or via regular mail).

Mobilization and Outreach: Email and social network users are frequently contacted and asked to take part in civic activities within those online spaces.

Although online tools play a secondary role in Americans' day-to-day political discussions with others, they have more prominence when it comes to outreach by groups or organizations looking to encourage political action (such as donating money, contacting a public official, or working for a candidate or cause). Email is particularly notable in this regard: 21% of email users regularly get asked on email to take some action around a political or social issue - that works out to 18% of all Americans who regularly receive mobilization messages via email. Social network users also tend to receive relatively frequent calls to action within the context of these sites, as 13% of SNS users (representing 8% of all adults) regularly receive outreach messages on these sites.

Taking all of these communications modes together, some 65% of Americans are contacted at least occasionally by groups or individuals asking them to take some sort of civic or political action, with 33% saying they are contacted for this reason on a regular basis (once a week or more frequently). As with many of the civic behaviors discussed here, these contacts are reported more frequently by those with relatively high income and education levels, and those who receive frequent political communications tend to be highly active in various online and offline venues.

There are also some partisan differences among the different types of outreach. Conservatives and Republicans are more likely than liberals and Democrats to receive political "calls to action" in the mail, while liberals and Democrats are more likely than conservatives and Republicans to receive these messages on social networking sites.

Those who have been affected by the recent economic downturn are actively involved with political and social issues across a range of platforms.

Overall, some 56% of the population has experienced one or more of the following impacts in the preceding year as a result of the recent economic slowdown:

46% have cut back on the amount or quality of food they purchase

38% have put off medical or dental treatment

25% have delayed making a rent or house payment

Members of this "economically affected" group tend to have relatively low incomes compared with those who have not experienced these impacts, but are also relatively young and well-educated as a group. Moreover, the economically affected are fairly active when it comes to expressing themselves about the issues of the day in various online and offline venues. Compared with the 44% of Americans who have not experienced any of these impacts:

The "economically affected" are no less likely to own a cell phone, to use the internet, or to use social networking sites.

They are equally likely to directly take part in an in-person political group or activity. Indeed, they are slightly more likely to have recently attended an organized protest or a local political meeting.

They are equally likely to receive political outreach messages across a range of platforms.

They are equally likely to publicly speak out about issues that are important to them in online forums, and a bit more likely (by a 41%-36% margin) to do so in offline forums.

They are equally likely to take part in political actions or discussions on social networking sites, and are in fact a bit more likely (by a 35%-27% margin) to encourage others to take action about issues that are important to them on these spaces.

Campaign donations are one of the few areas where the "affected" stand out from the rest of the population. Some 13% have made a campaign contribution in the year preceding our survey (compared with 20% of those who have not experienced any of these impacts).

About this survey

This report is based on the findings of a survey on Americans' use of the Internet. The results in this report are based on data from telephone interviews conducted by Princeton Survey Research Associates International from July 16 to August 7, 2012, among a sample of 2,253 adults, age 18 and older. Telephone interviews were conducted in English and Spanish by landline (1,353) and cell phone (900, including 469 without a landline phone). For results based on the total sample, one can say with 95% confidence that the error attributable to sampling is plus or minus 2.3 percentage points. For results based Internet users (n=1,873), the margin of sampling error is plus or minus 2.5 percentage points.

Acknowledgements

We would like to thank Sidney Verba, Kay Lehman Schlozman, and Henry Brady for generously contributing their time and expertise to the development of surveys of civic engagement in both 2008 and 2012.

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This study examines online and offline political engagement and pays special attention to the role of social networking sites in people's political activities. There are several major findings: Class differences, especially those related to educational attainment, are prominent in political engagement of all kinds, whether that activity takes place offline, online, or within the specific context of social networking sites (SNS), though the trend is somewhat more moderate in SNS.

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I tried to find "digital civic engagement" in the Wikipedia site. But there is no exact entry word as digital civic engagement. Rather I found the entry word, civic engagement.

Wikipedia is a sort of Collective Intelligence, I think we can add some information about "digital" civic engagement. For example, we can add how can digital media foster the civic engagement more actively.

-Changhee Lee

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Volunteering is an important type of civic engagement. Pictured are volunteers cleaning up after the 2012 Hurricane Sandy.

Civic engagement or civic participation is any individual or group activity addressing issues of public concern. Civic engagement includes communities working together or individuals working alone in both political and non-political actions to protect public values or make a change in a community. The goal of civic engagement is to address public concerns and promote the quality of the community.

Civic engagement is "a process in which people take collective action to address issues of public concern" and is "instrumental to democracy". Underrepresentation of groups in the government causes issues faced by groups such as minority, low-income, and younger groups to be overlooked or ignored. In turn, issues for higher voting groups are addressed more frequently, causing more bills to be passed to fix these problems.

Civic engagement can take many forms-from individual volunteerism, community engagement efforts, organizational involvement and government work such as electoral participation. These engagements may include directly addressing a problem through personal work, community based, or work through the institutions of representative democracy. Many individuals feel a sense of personal responsibility to actively engage in their community. "Youth civic engagement" has similar aims to develop the community environment and cultivate relationships, although youth civic engagement emphasizes on empowering youth. A study published by the Center for Information & Research on Civic Learning & Engagement at Tufts University categorized civic engagement into three categories: civic, electoral, and political voice. Scholars of youth engagement online have called for a broader interpretation of civic engagement that focuses on the purpose behind current institutions and activities and includes emerging institutions and activities that achieve the same purposes. A journal published by the Journal of Transformative Education suggests the gap in participation forms between different generations. These civic engagement researchers suggest that the reduction of civic life into small sets of explicitly electoral behaviors may be insufficient to describe the full spectrum of public involvement in civic life.

Community problem solving

Regular voting

Contacting officials

Regular volunteering for a non-electoral organization

Persuading others to vote

Contacting the print media

Active membership in a group or association

Displaying buttons, signs, stickers

Contacting the broadcast media

Participation in fund-raising run/walk/ride

Campaign contributions

Protesting

Other fund-raising for charity

Volunteering for candidate or political organizations

Email petitions

Run for Political office

Registering voters

Written petitions and canvassing

Symbolic Non-Participation

Boycotting

An example of civic engagement, in the form of phone banking

Civic engagement reform arose at the beginning of the 21st century after Robert Putnam's book Bowling Alone brought to light changes in civic participation patterns. Putnam argued that despite rapid increases in higher education opportunities that may foster civic engagement, Americans were dropping out of political and organized community life. A number of studies suggested that while more youth are volunteering, fewer are voting or becoming politically engaged.

At the global level, for instance, a diverse group of 37 online volunteers from across the globe engaged in 4 months of intense collaboration with the United Nations Department of Economic Affairs (UN DESA) to process 386 research surveys carried out across 193 UN Member States for the 2014 UN E-Government Survey. The diversity of nationalities and languages of the online volunteers-more than 65 languages, 15 nationalities, of which half are from developing countries-mirrors the mission of the survey.

Civic engagement, in general, can foster community participation and government involvement, according to ICMA: Leaders at the Core of Better Communities.

The specific benefits of civic engagement are:

Achieving greater buy-in to decisions with fewer backlashes such as lawsuits, special elections, or a council recall.

Engendering trust between citizens and government, which improves public behavior at council meetings.

Attaining successful outcomes on complex issues, which helps elected officials avoid choosing between equally unappealing solutions.

Developing more creative ideas and better solutions.

Implementing ideas, programs, and policies faster and more easily.

Creating involved citizens than demanding customers.

Building a community within a city.

Making jobs easier and more relaxing.

While there are benefits to civic engagement, there are challenges to be considered. These challenges include the various factors the ICMA describes. For example, distrust, role clarification, and time all play a role in challenges of civic engagement:

Civic engagement often takes longer to show results than direct government action. In the long run, public reactions to government policy or legal decisions can lead to faster change than government involvement in lawsuits or ballot initiatives.

For civic engagement to succeed, a layer of transparency and trust between the government and its citizens is needed.

Within local communities, there are many opportunities for citizens to participate in civic engagement. Volunteering personal time to community projects is widely believed to support the growth of a community as a whole. Community engagement could be found at food pantries, community clean-up programs, and the like, bolstering efforts for a strong community bond.

According to a case study conducted in a U.S college in September 2014, there are pivotal leadership qualities that contribute to the development of civic engagement. The study mentions 3 main themes: active, adaptive, and resilient leadership, learning for leadership and engagement for the greater good as the main reasons for the success of The Democracy Commitment (TDC) in the college. TDC is a national initiative that intends to help U.S community colleges educate their students for democracy.

Political participation is another key element that is practiced with regularity. Involvement in public council meeting sessions for discussions informs citizens of necessities and changes that need to be made. Casting an informed vote at the local level can change many things that affect day-to-day life.

People who serve state governments learn what the community needs through listening to citizens and thus make nuanced decisions. According to Miriam Porter, "turmoil, suspicion, and reduction of public trust" occur with the lack of communication. Civic engagement has an interrelated relationship within the various entities of the state.Values, knowledge, liberties, skills, ideas, attitudes, and beliefs the population holds are essential to civic engagement in terms of the representation of vast cultural, social, and economic identities.

Civic engagement applied within the state requires local civic engagement. Citizens are the basis of representative democracy. Application of this principle can be found within programs and laws that states have implemented based on a variety of areas concerning that particular state. Health, education, equality, immigration are a few examples of entities that civic engagement can shape within a state.

States implement public health programs to better benefit the needs of society. The State Child Health Insurance Program (SCHIP), for example, is the largest public investment in child health care aiding over 12 million uninsured children in the United States. "This statewide health insurance program for low-income children was associated with improved access, utilization, and quality of care, suggesting that SCHIP has the potential to improve health care for low-income American children". States take part in the program and sculpt it to better fit the needs of that state's demographics, making their healthcare and the civic engagement process of individuals that take part in the program as well help reform and fix it as part of the state's identity.

States practicing public involvement and implementing public health programs to better benefit the needs of the society is a concept that is shared by other countries, such as England. A study conducted by Department of Primary Care, University of Liverpool, the Department of Social Medicine, University of Bristol, the Department of Geography and Geology, McMaster Institute of Environment and Health, McMaster University, Avon Health Authority, the School of Journalism, Tom Hopkinson Centre for Media Research, Media and Cultural Studies, Cardiff University, and the Department of Clinical Epidemiology and Biostatistics, Centre for Health Economics and Policy Analysis, McMaster University stated that "There are a number of impulses towards public participation in health care decision making including instrumentalist, communitarian, educative and expressive impulses and the desire for increased accountability".

Their research included a critical examination of the degree of involvement by the public in healthcare decision making. It is suggested that "public participation in decision making can promote goals, bind individuals or groups together, impart a sense of competence and responsibility and help express political or civic identity". The action of the citizens aimed at influencing decisions of representatives ultimately affects the state as a whole. Voting is a key component in civic engagement for the voice of the masses to be heard.

Research done by Robert Putnam regarding the differences in social and civic engagement between northern and southern Italy since 1970 suggests that the presence of civic communities promotes political engagement by enhancing interest and education of political activities. According to data from the Civic Culture surveys, "members of associations displayed more political sophistication, social trust, and political participation." Sheri Berman's research done with the Weimar Republic in Germany following World War 1 suggests that civil engagement can be improved by increasing trust between people and political actors.

In foreign countries like Mozambique, Myanmar, Nigeria and Pakistan, where authoritarian governments are strictly in place and citizen engagement is most needed, political engagement is rare. Additionally, "levels of mass participation are confirmed to be significantly lower in autocracies". Many view common citizens engaging with politics as a "third force through which the traditional hierarchy of state and subject can be unseated." However, foreign groups of non-politicians that participate in political engagement can also include potentially disruptive groups such as "the Russian Mafia."

Voter turn out sticker

The goal for state government in elections is to promote civic engagement. Director Regina Lawrence of Annette Strauss Institute for Civic Life states "Politics and all other forms of engagement are really about trying to make your community, your state, and your nation a better place to live." Voter Turnout ensures civic engagement among the state with incentives that promises volunteer organizations, charity, and political involvement with everyone in the community who will have a voice to be heard.

The state can help promote civic engagement by ensuring fair voter and redistricting processes; by building partnerships among government agencies, non-profit organizations, and private citizens; and by maintaining networks of information about volunteer and charitable opportunities.

The state can help promote civic engagement by ensuring fair voter and redistricting processes; by building partnerships among government agencies, non-profit organizations, and private citizens; and by maintaining networks of information about volunteer and charitable opportunities.

Access to information about government activities, decision-making, solicit and use public input, and encourage public employees to donate and serve.

Low participation with politics in the state and local government can result in less community involvement such as a lack of funding and leadership directed toward that issue of community involvement.

Marginalized is defined as "to put or keep (someone) in a powerless or unimportant position within a society or group" according to Merriam-Webster. In diverse communities it is perceived that awareness and participation according to a study, using three different types of community service for the interaction between diverse individuals and understanding each other's perspective and enhancing relationships within the community. In addition, specifically black youth, there is an underlying gap of early civic education where there is lack of and where it thrives. According to Hope and Jagers, they studied civic engagement among black youth using data acquired from the Youth Culture Survey from the Black Youth Project. The assumption is that black youth who experience racial discrimination are fueled to be aware and participate in politics.

Another study by Chan describes the effect of the association of development and environmental factors among a group of at-risk youth such as African-Americans and Latino participants who come from low-income families that dwell in inner-city neighborhoods. Their research resulted in variations according to their participants as the racial minority youth were motivated and had aspiring goals for their futures due to early participation in civic engagement activities, but there was no sufficient evidence that this type of mindset will follow them into their adulthood. Looking into another oppressed group, Latinos, according to this report in the New York Times, states the number of Hispanics eligible to vote increased to an estimate of 10 million between 2000 and 2012, but there is a lack of taking an active approach toward dealing with the issues such as immigration and causing a stir within the Latino community. The Hispanic demographic is becoming a potential influence of power within political polls. To expand on another group that is oppressed is immigrant parents and their children in Jensen's study their concentration is on Asia and Latin America. In its study. they sampled a small group from a metropolitan area, the difference between both generations varies as the children who were in high school which is 87.5% were stated to be civically engaged. The parents were not civically engaged in issues but developed "bicultural consciousness" such as sending money back to their original country of origin and these participants saw it as their duty in their current state of opportunity to be civically engaged.

In relation to civic engagement and television use, there has been a push for civic engagement from television providers themselves. On September 22, 2020, WarnerMedia launched a nonpartisan voter engagement resource center, with the hopes of giving more citizens the access to vote and better understanding on how to do so.

The Knight Foundation outlines four different ways technology can assist in civic engagement. The four different ways include upgrading and providing e-services, making information more transparent, allowing e-democracy, and a service they call co-production. E-services would allow digital technologies to improve the efficiency of urban services within a city. This would allow the services to become more effective as well as give the public a way to get involved. E-democracy and co-production would work by allowing citizens to shape public policy by allowing them to partake in actions through technology. The Knight Foundation claims technology can make information more transparent, allowing the public to access the information and get involved.

Social media platforms as channels for citizen discussions and for governments to reach audiences

First, there is Norway with a study on "Local Newspapers, Facebook and Local Civic Engagement" by Malene Paulsen Lie. The study aimed to "[investigate] how a selection of the inhabitants of two Norwegian communities make use of the local press and Facebook..." and concluded that "both Facebook and the local press play important roles in civic engagement", illustrating the various mediums that citizens utilize. When looking at the demographics of each medium, this study also saw that the younger demographic strayed from local newspapers and preferred national or international news, while the older demographic prioritized the local newspaper.

In Poland, social media plays an important role in the level of civic engagement for mayoral elections. A study concluded that "successful engagement in social media accounts is also higher when the mayor operates in an active social media environment".

In South East Asia, a study was conducted focusing on civic engagement within mental health services, more specifically in low and middle-income countries (LMICs). In these countries, the study concluded that Civic Engagement interventions can be successfully implemented yet Western models should be adapted in order to better fit with local cultures and values. Furthermore, the communities in these LMICs that face armed conflict, natural disasters, or political suppression find community cohesion to be a common outcome of civic engagement initiatives. Focusing on the mental health impact, civic engagement allowed citizens to develop a better understanding of the problems and equip themselves with the necessary skills to meet the needs of their local mental health problems. The study refers to the 2004 Asian Tsunami crisis, where "trusted community volunteers played a key role in the delivery of much needed mental health services".

In China, participatory budgeting experiments, an example of civic empowerment including all members of society, promote a degree of transparency and fairness, as a vast majority of the budgeting takes place at local levels and smaller villages (He). In the next decade, China and the NPC plans to implement more participatory budgeting experiments and an increased amount of participation from citizens. However, the empowerment of local People's Congresses will remain constrained by the caution of the central leaders and resistance from local governments. In this same way, the government will remain controlling over citizen empowerment.

There are countries, like Romania, where the new technologies started to influence civic participation in the last years. New media is becoming a factor in increasing civic mobilization for the new generations. New studies about that, at Center for Civic Participation and Democracy from SNSPA. Center for Civic Participation and Democracy (CPD) is a unit of research, analysis, and evaluation of citizen participation in the democratic process, both at the national and European level. Created at the National School of Political Science and Public Administration, CPD brings together experts in areas such as political science, sociology, administrative sciences, communications, international relations, and European studies, and it objectifies the SNSPA role and status of the school of governance. It is run by Remus Pricopie and Dan Sultanescu.

It can be argued that a fundamental step in creating a functioning society begins with the civic education of children within the community. According to Diann Cameron Kelly, "When our young children serve their communities through volunteerism, political participation or through vocal activism, they are more likely to emerge...voting and serving all aspects of society". Kelly argues that children should be taught how their community works and who chooses the rules we live by even before they enter school. Other voices maintain that civic education is a lifelong process, even for those who make decisions on behalf of the citizens they serve.

To answer this challenge, the incorporation of service-learning into collegiate course design has gained acceptance as a pedagogy that links curricular content with civic education. In a recent study, students who participated in service learning even one time appear to have made gains in knowledge of and commitment to civic engagement when compared to non-service learners. Campus Compact, a coalition of nearly 1200 college presidents (as of 2013) promotes the development of citizenship skills by creating community partnerships and providing resources to train faculty to integrate civic and community-based learning into the curriculum. Building on the acceptance of service learning and civic engagement in higher education, The Carnegie Foundation for the Advancement in Teaching created the Political Engagement Project in 2003 to develop the political knowledge and skills of college-aged students. The American Democracy Project (ADP) was launched in the same year by the American Association of State Colleges and Universities (AASCU). The American Democracy Project was joined by the American Democracy Commitment, a partnership of community colleges, to sponsor an annual national conference focused on higher education's role in preparing the next generation of informed, engaged citizens. The American Democracy Project also sponsors campus-based initiatives including voter registration, curriculum revision projects, and special days of action and reflection, such as the MLK Day of Service. In a report entitled, A Crucible Moment: College Learning and Democracy's Future issued in 2012 by the National Task Force on Civic Learning and Democratic Engagement, a joint project of the U.S. Department of Education and the American Association of Colleges and Universities, the authors argue that higher education must serve as an intellectual incubator and socially responsible partner in advancing civic learning and democratic engagement.

The report recommends four basic steps to build civic minded institutions:

1. Foster a civic ethos across the campus culture.

2. Make civic literacy a core expectation for all students.

3. Practice civic inquiry across all fields of study.

4. Advance civic action through transformative partnerships.

Many universities, like the University of Minnesota, have begun to focus on increasing the civic engagement of students and have mandated that educators begin incorporating it into several school activities. Edwin Fogelman, author of Civic Engagement at the University of Minnesota, states that true civic engagement can only be practiced by those living within a Democracy. According to Fogelman, civic engagement is largely shaped by schools. Education institutions have the skills to foster "civic competence, critical thinking, and Public Spirit, which empower citizens to become engaged". Many claim that civic engagement ought to become part of the curriculum and that higher education institutions should provide opportunities to become engaged such as internships, service-learning, and community based activities. Institutions also need to provide outlets where students can have open discussions over concerns and controversial issues.

Some schools, such as Widener University, have made civic engagement a core goal of the university. The university strives to get students involved in the local community to become more aware and civically engaged. (Civic Engagement And Service Learning In A Metropolitan University: Multiple Approaches And Perspectives).

In January 2012, the U.S. Department of Education issued a road map titled Advancing Civic Learning and Engagement in Democracy that offers nine steps to enhancing the Department of Education's commitment to civic learning and engagement in democracy.

These steps include:

1. Convene and catalyze schools and post-secondary institutions to increase and enhance high-quality civic learning and engagement

2. Identify additional civic indicators

3. Identify promising practices in civic learning and democratic engagement-and encourage further research to learn what works

4. Leverage federal investments and public-private partnerships

5. Encourage community-based work-study placements

6. Encourage public service careers among college students and graduates

7. Support civic learning for a well-rounded K-12 curriculum

8. Engage historically black colleges and universities and other minority-serving institutions-including Hispanic-serving institutions, Asian American and Native American Pacific Islander-Serving Institutions, and tribal colleges and universities-in a national dialogue to identify best practices.

9. Highlight and promote student and family participation in education programs and policies at the federal and local levels

Civic learning, however, also has its challenges. From W. Lance Bennett's Young Citizens and New Media, the challenge of civic education and learning is the integration and adaptation to the more contemporary attitude toward politics, which revolves more around the quality of personal life, social recognition, and self esteem.

Youth participation has a critical impact on four aspects: democratic decision-making, community cohesion, equity, and personal development of youth themselves. Domestic and transnational educational cooperation is conducive to sharing and promoting the transmission and popularization of information and may achieve the effect of promoting social advancement and improving the living conditions of citizens and the environment. Public services and programs contribute to the mental development of rebellious and vulnerable youth groups and change government patterns in the future, as they mobilize the participation of the next generation of citizens. These educational programs aim to apply social science and psychology to stimulate the enthusiasm of the youth community to participate in government projects, thereby promoting the sustainable development of society.

The design of such government projects remains neutral and open. It remains controversial whether the government has the right to guide teenagers to accept education of this nature. Experts suggest first identifying topics students value, followed by selecting a topic to discuss concrete actions and short-term goals that can be implemented and concluding with feedback and a summary. Teachers are encouraged to validate students' ideas and avoid bringing personal opinions and political stances into the classrooms.

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Civic engagement or civic participation is any individual or group activity addressing issues of public concern. Civic engagement includes communities working together or individuals working alone in both political and non-political actions to protect public values or make a change in a community.

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This website was developed by Kurt Squire, a researcher in using video games for educational purposes. This particular website provides educators with access to a tool that allows learners to use technology (phones) to investigate the history of a space. It moves the user through an actual space with a system of points and directives designed for the purpose of motivating and engaging. According to Squire, this is an exciting tool for encouraging civic engagement because it provides users with information about spaces they pass through or by on a daily basis that they otherwise would not know or think about. In other words, users become far more aware of their surroundings, its social, political, and economic limitation (now perceived) and power structures.
- Matt Mendes

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Kurt Squire on Civic Engagement Through Digital Games (Big Thinkers Series) | Edutopia

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Game-based learning scholar Kurt Squire explores how to leverage young people's interest in social networks, gaming, and new forms of media to foster deeper connections to civic and political life and greater youth involvement in the community.

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I searched twitter at #civicliteracy and came up with an interesting post that had a link to a Longwood University. This link led me to an article in Newsweek about civic education in schools entitled, To Restore Democracy, Our Universities And Colleges Should Teach It. It addresses the lack of civic education being offered across the board from K-12 and beyond. From there I went to YouTube and searched “civic literacy.” I found a video that was basically a slide presentation entitled Civic Literacy : Definition, Examples and Simplified Explanation that very simply defines what civics is about. This video is simple enough to use in the elementary grades I teach. I had never used either of these sources, Twitter or YouTube, for academic information and was amazed how helpful and how plentiful the findings were.

-Barbara Miller

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I stumbled onto this website, and found it very intersting. You can follow elected officials or organizations. Influence action, stay informed, or even influence action. There are proposed ideas from users which can inspire your own ideas, or debates. I feel this source would be great to compliment another resource, or benefit those with knowledge of the topics already. The website boasts that they are "a nonpartisan civic engagement solution where people could find information, be heard and work together with their reps to create an impact in their communities."  I don't have much experience with this website so if anyone else does feedback wold be great!
-Matt Paiva

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Top Civic and Political Issues in Your Community | icitizen

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Top Civic and Political Issues in Your Community | icitizen

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Inspire action on the civic and political issues that you care about. Raise awareness in your community through icitizen's civic engagement platform.

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I chose this resource because it is something I have used before and it was in Capitalists, Consumers, and Communicators: How Schools
Approach Civic Education (Hobbs, 2016). For one, I didn't know this foundation was created by Justice O'Connor. I really like this source because not only does it have helpful lesson plans, but there are various webquests, and other support materials.  There are materials that address various discussions in our society such as terrorism or access to medical care. Additionally there are projects and lessons that encourage community engagement.
-Matt Paiva

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iCivics provides traditional paper lesson plans matched to state standards to meet the needs of classrooms across the nation. Our lessons include a variety of simulations, foldable activities, skits, vocabulary development, graphic organizers, and active participation opportunities, all with appropriate scaffolding. The readings and activities are written at a middle school reading level and have been used successfully in elementary school with heavier scaffolding and at the high school level with extension and deeper class discussion opportunities. Each lesson includes:

Teacher's Guide that clearly states the objectives, timing, resources and steps needed to complete the lesson. Use the quick search tool on our website to find standards-matching information for your state.

Student reading and activity pages that focus on conveying difficult material in a way that's interesting and accessible.

Teacher keys, supportive transparencies, and activity guides. (Some lessons may include PowerPoints.)

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iCivics provides traditional paper lesson plans matched to state standards to meet the needs of classrooms across the nation. Our lessons include a variety of simulations, foldable activities, skits, vocabulary development, graphic organizers, and active participation opportunities, all with appropriate scaffolding.

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I looked for #digitalcivicengagement and discovered that @madelynleeke started a project called "digcitizenmonth" on Instagram and Twitter where she highlights participants who hold signs (like the GLSEN Day of Silence project) and talk about their digital citizenship activities. Adults are learning about digital citizenship too, and a community can help you develop your voice. The July timing of digcitizen month makes it tough to use in schools.

Alida Hanson

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The federal education research database returned 3 results, one from 2012 and two from 2014, under a variety of subject headings ranging from "citizen participation" to "achievement gap" to "educational change." I was surprised to see these articles talking about digital civic engagement as a way to, for example, close the achievement gap. I was also surprised that it was unanimously supported in all three articles. It seems so revolutionary yet it's not.
Alida Hanson
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ERIC - Education Resources Information Center

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ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

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Thinking about my students and what would help them learn about digital civic engagement, I decided to look into PBS. I like to read but I also like to see or watch new information the visuals help me to remember the information better. when on pbs.org I went to search box I typed in Digital Civic Engagement many videos popped up some were relevant to my search while others were about cars. The video that I watched was called Defining Civic Media, Alexander Heffner interviewed Ethan Zuckerman (director at MIT). This video was recorded on 8-2-17 and was 28:37 minutes long.

Denise Phillips

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I went to the common sense media website and typed in Digital Civic Engagement. I was able to find some great websites for a range of grades. some were for learning about civic while others help the students with learning and discussing current events. Along the left side of the screen you can find lesson plans, webinars, and videos among many other tools.

Denise Phillips

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Tumblr.

For many years, I have had a Tumblr blog that has served many purposes. Over those years, I have found my interests expand to incorporate many different entities to follow. While, I seldomly visit the site, the main "dashboard" page offers a mix of artists, writers, enthusiasts in addition to mainstream outlets (news or magazines) to follow. It is very visual and very interactive. For this activity, I found it was a good starting place to see what grabbed my attention and interests. Was I looking for social engagement (news or activism?), art and culture or something business oriented?  Like Facebook or Twitter, my Dashboard depends on who I choose to follow, but I find the net to be wide and the way people can express themselves to be more varied.

From Tumblr, I found myself clicking on a headline from the NPR Fresh Air tumblr. This quick jump to the NPR site where I began to scan headlines presents the nature of digital media today. Rather than immediately sit down to leaf through a magazine or even cruise over to one site, something like Tumblr or Twitter captures a little bit of everything and from there one narrows their interests or pursuits in more and more specific categories and media until he or she arrives at that one thing that was always meant to be heard...

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DAVE DAVIES, HOST:

This is FRESH AIR. I'm Dave Davies in for Terry Gross. Jeff Rosenstock is a singer, songwriter and guitarist from Long Island who began making music in his teens and 20s, playing ska and punk in the bands The Arrogant Sons of Bitches and Bomb the Music Industry. Since embarking on a solo career, Rosenstock also started Quote Unquote Records, which he calls a free/donation-based digital record label. Rosenstock's new album is called "POST-." Rock critic Ken Tucker has a review.

(SOUNDBITE OF SONG, "ALL THIS USELESS ENERGY")

JEFF ROSENSTOCK: (Singing) Darkness holds, begging me to lose control. We wrestle it back and forth until urban silence cuts through night with a scalpel for the light that bleeds through the margins and leaves me semi-conscious. I haven't found the rhythm yet to anchor down my life. I didn't know I needed one to hold me through the night.

KEN TUCKER, BYLINE: I haven't found the rhythm yet to anchor down my life, sings Jeff Rosenstock on that song, called "All This Useless Energy." Now in his mid-30s, Rosenstock has been making a notably garrulous form of punk rock for more than a decade now, and his new album, "POST-," is a highly enjoyable addition to his body of speechifying set to music. That's "POST-" with a hyphen, as in postmodern or post-punk or, given his tendency to work himself into a tizzy, this one seems apt - postapocalyptic. In his songwriting, Rosenstock veers between small, closely observed scenes and bigger, broad-canvas themes. This album's most elaborate statement is the seven minutes it takes for him to sum up the state of the Union in a song called "USA."

(SOUNDBITE OF SONG, "USA")

ROSENSTOCK: (Singing) I saw the sign, but it was misleading. I fought the law, but the law was cheating, screaming for help, but somebody keeps on telling me to settle down. Please be honest. Tell me; was it you? Clerk at the Midwestern service station - striped uniform, giggling at catch phrases, look in her eyes like we're up to something. Oh, it doesn't matter now. Man in a crossover...

TUCKER: Please be honest, Rosenstock sings in that song. Tell me; was it you? I won't hate you. I just need to know. He could be talking to a lover who has betrayed him or asking someone who they voted for in the last election. All around him, Rosenstock sees and hears echoes of his own frustrations and befuddlement about the world. He is a world-class complainer and one of music's better illustrators of angry confusion. On a superb song such as "Yr Throat," he nearly goes hoarse yelling about finding his own voice only to realize he lacks a purpose for it.

(SOUNDBITE OF SONG, "YR THROAT")

ROSENSTOCK: (Singing) I can't find any way. I can't find any way to relax. I can't do anything. I can't do anything of impact. I emptied out my brain in hopes that I would have some success finding some clarity, but I just made a mess. What's the point of having a voice? What's the point of having a voice when it gets stuck inside your throat? I'll ramble incessantly.

TUCKER: In his blabbermouth eloquence, his compulsive confessionalism, Rosenstock reminds me of another effusive wordsmith - Loudon Wainwright III. But where Wainwright contrasts his edgy speech with attractive folk-based melodies, Rosenstock places his copious verbiage in a punk rock context, as can be heard in this fractured homage to The Ramones.

(SOUNDBITE OF SONG, "BEATING MY HEAD AGAINST A WALL")

ROSENSTOCK: (Singing) Talk, talk, talk, talk, talking to you, but you don't want to hear me speak. I'm try, try, try, try, trying to give you the courtesy of listening - beat, beat, beat, beat, beating my head against a wall - beat, beat, beat, beat, beating my head against a wall. I know, know, know, know, know in my heart that all I want to see is peace. But I, I, I, I, I want to fight you with every little bit of me. Beat, beat, beat, beat...

TUCKER: When Rosenstock decides to lower his volume and slow down for a few minutes, he reveals himself as a singer-songwriter with a gift for delicate melodies. He assumes the plaintive voice of a dissatisfied fellow who rides the subway aimlessly at night to avoid being alone with his thoughts at home.

(SOUNDBITE OF SONG, "9/10")

ROSENSTOCK: (Singing) Every night you go to bed, you wake up just a little more in pain. Every time you're dressing for a sunny day, the clouds surprise you with rain - every cigarette you smoke 'cause you're addicted to a quiet source of company, every time you told them you were busy 'cause you'd rather go to sleep. Nine times out of 10, I'll be stoned on the subway, reading backlit directives of what I should do, dodging eye contact with anyone who looks my way. Nine times out of 10, I'll be thinking of you.

TUCKER: Jeff Rosenstock loads up this album "POST-" with song titles like "Powerlessness" and "Beating My Head Against The Wall." But his work stands as a contradiction of such depressive sentiments. Furiously prolific, his power pop anthems are his best response to a world he insists is conspiring against him. Ultimately Jeff Rosenstock is an avowed pessimist constantly surrendering to creative optimism.

DAVIES: Ken Tucker is critic-at-large for Yahoo TV. He reviewed Jeff Rosenstock's new album called "POST-." Coming up, we remember John Perry Barlow, an influential activist for a free and open Internet. This is FRESH AIR.

(SOUNDBITE OF THE MOUNTAIN GOATS SONG, "SOUTHWOOD PLANTATION ROAD")

Copyright © 2018 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

NPR transcripts are created on a rush deadline by Verb8tm, Inc., an NPR contractor, and produced using a proprietary transcription process developed with NPR. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR's programming is the audio record.

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In 'POST-', Avowed Pessimist Jeff Rosenstock Surrenders To Creative Optimism

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DAVE DAVIES, HOST: This is FRESH AIR. I'm Dave Davies in for Terry Gross. Jeff Rosenstock is a singer, songwriter and guitarist from Long Island who began making music in his teens and 20s, playing ska and punk in the bands The Arrogant Sons of Bitches and Bomb the Music Industry.

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I began this search on the SPLC's site. While reading a recent article on teaching about slavery, I followed a hyperlink to "Teaching Hard History". This is a collection of digital resources for educators on the topic of American slavery. -Angie Hartley

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Most students leave high school without an adequate understanding of the role slavery played in the development of the United States-or how its legacies still influence us today. In an effort to remedy this, we developed a comprehensive guide for teaching and learning this critical topic at all grade levels.

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Most students leave high school without an adequate understanding of the role slavery played in the development of the United States-or how its legacies still influence us today. In an effort to remedy this, we developed a comprehensive guide for teaching and learning this critical topic at all grade levels.

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This resource is highlighted in Create to Learn (Hobbs, 2017).  This database of ad-free videos was founded by Anita Sarkeesian who was harassed for her public opinions on female representation in video games.  This site is a resource of critical media analyses and educational information for digital authors. -Angie Hartley

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Every month, we deliver the kind of inspiring interviews and exciting news you're looking for. We're chatting with our favourite writers, activists, artists and scholars working in media who encourage us with their extraordinary work, and we want to share those conversations with you! Interviews have featured Orphan Black's Tatiana Maslany, comedian Franchesca Ramsey, and Chvrches' Lauren Mayberry.

Sign up for FREQ to receive exclusive interviews right to your inbox and stay up to date with the latest from Feminist Frequency.

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Every month, we deliver the kind of inspiring interviews and exciting news you're looking for. We're chatting with our favourite writers, activists, artists and scholars working in media who encourage us with their extraordinary work, and we want to share those conversations with you!

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Twitter Search
I searched Digital Civic Engagement on twitter and found an interesting tweet on an 8th graders experience with copyright and Scholastic Awards. This tweet could be the start of a classroom discussion that could be taken in a few directions such as civic engagement or copyright.
Sherri Jackson
"Civic Engagement Starts Young"
https://boingboing.net/2018/02/08/terms-and-conditions-apply.html

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Digital Civic Engagement in Teen Vogue. Renee Hobbs. 

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Digital Civic Engagement in Teen Vogue. Renee Hobbs. 

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I searched for the phrase "digital civic engagement" on YouTube and learned a bit about Teen Vogue. Then I explored their channel. This video seemed like something that would  jumpstart a great conversation.

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My Culture Is NOT A Costume | Teen Vogue

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This digital tool allows the user to choose issues that resonate with them, and then follow, engage with, and influence government actions. I have used this app to write letters to my senators and representatives. Depending on its use, it could be a thin engagement or thick engagement platform. - Meg Jones

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Contact your Reps, Influence Congress, Vote on Bills

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Contact Congress using Countable - email your Representatives, tell them how to vote, stay up to date and informed on what's happening in Washington. Avoid the politics.

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A Gale power search for "digital civic engagement" yielded 3 results, only 2 of which were full text. The result I was most interested in was a "citation only." The report is available through Sage Journals for $36 for one day access or freely available on Northwestern University's Center for Civic Engagement website.  The report is titled, Digital Democracy at Northwestern:

A Look at Civic Engagement in an Internet Age. The authors share results of their longitudinal survey of undergraduate students. The report speaks to the idea of thin and thick engagement. Their advice for educators, "students that encountered coursework that encouraged them to

think about political issues and pushed them to consider ways to solve political or social

problems grew more engaged online and maintained civic engagement offline throughout

their undergraduate experience."

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Northwestern University's Center for Civic Engagement promotes a lifelong commitment to active citizenship and social responsibility among all students. Through an integration of academics with meaningful volunteer service, research and community partnerships, the Center supports students, faculty, staff and alumni as they enhance their own academic experiences while contributing to stronger communities and a more engaged university.

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Digital Civic Engagement in Elementary School

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Digital Civic Engagement in Elementary School

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Google Scholar Search
I was interested in finding digital civic engagement related to elementary school because I find it is left out of our curriculum and was wondering what is out there to help formulate ideas for where it fits.  You'll have to click on the screenshot image  below to see the results.  While these resources aren't exactly what I was looking for, I am interested in the book by Renee Hobbs. This book would be a good starting point on where digital media and popular culture fit in the curriculum and how that might be expanded to include digital civic engagement.
Sherri Jackson

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As obvious as it is, a URI Library search yielded a ton of great results! This intriguing entry came up first:

Digital Democracy in America

Nelson, Jacob L ; Lewis, Dan A ; Lei, Ryan

Journalism & Mass Communication Quarterly, 2017, Vol.94(1), pp.318-334

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Due to changes in the University's wireless security protocols, the Carothers Library and Learning Commons has suspended the laptop loaner program. Students, faculty, and staff needing to use a computer can use machines located on the first floor and in the 24 Hour Room.

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Classroom Exposure to Political Issues Predicts Political Engagement. 

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Classroom Exposure to Political Issues Predicts Political Engagement. 

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Search for the phrase "digital civic engagement" in Google Scholar, delimited from 2014 onwards led to this scholarly paper. Undergraduates whose teachers encouraged
students to discuss political and social topics on which people have differing opinions were more engaged! --Renee Hobbs.

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I thought that it might be interesting to search the U.S. Dept. of Education website for its work concerning "digital civic engagement." Believe it or not, voucher-obsessed, billionaire and sister to tRump-friend & private mercenary Erik Prince, Betsy Devos has done nothing to further digital literacy for American kids. The most recent research dates back to Arne "Common Core" Duncan. -Tim Stewart

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Find federal education legislation, regulations, guidance, and other policy documents.

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While not directly digital, I felt this video created a space for a voice not traditionally associated with civic engagement. This young lady started with a 'mock election' experience, and turned that skill set into a community civic engagement event, inspiring fellow youth to join her.  - Meg Jones

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Ms. Diana Ledezma, a student at Alliance Judy Ivie Burton Technology Academy in South Los Angeles, addresses an audience of over 200 civics educators, representatives of the California Judicial Branch and the State Legislature, and high school peers at the Civic Learning Summit California event held in Sacramento on Feb 28.