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How can I apply my learning in this module to create a Personal Digital Strategy that supports controlling my digital presence?

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How can I apply my learning in this module to create a Personal Digital Strategy that supports controlling my digital presence?

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This module expanded my knowledge of being a digital citizen and my digital presence. This newfound knowledge has helped me create my personal digital strategy that
supports controlling my online presence.

While "Users leave digital footprints behind in two dimensions: as digital identity and as online self."(Feher, 2021) I will focus on the second dimension, which "presents the ‘me’
in social networks and digital information as having the properties of self-reflection, self-expression and self-control."(Feher, 2021).

I created a personal digital strategy for my online presence and created an infographic in Canva to visualise my goals. My digital strategy can be divided into five steps: Be active online, plan & produce content, make a website, network and promote content.

Being active online is the first step in my personal digital strategy. Being active online is beneficial, and it helps you to "engage an audience on a social media platform."(Panel,
2021)

I used various social media tools and platforms throughout this module to create and expand my digital presence. During the first half of this module, I used Pinterest and Pocket
to organise images and articles. I documented my use of these tools in Padlet. I was active online while using these tools, and I plan on continuing to engage with these tools and
platforms to build my online presence. I plan on creating more online profiles to engage with a wider online community.

The second step in my digital strategy is planning and producing content. "Content planning is the most important factor in the success of your social media strategy."(Martin,
2023). Therefore, I must plan posts and have an upload schedule to maintain my online presence. During this module, I used Canva to make an infographic outlining the steps I have
previously taken to build my online presence and my digital strategy to continue doing so. During this module, I used Datawrapper to create a map mashup and Youtube to edit and
upload a recorded video. I enjoyed recording, editing and uploading a video to Youtube and plan to use this platform to produce more content online. I will use the plan I made using
Canva to design a content schedule on Google Calendar for Youtube to build my personal online presence. I will also make video plans using Canva, as I enjoyed using the tool and
found the visual aid very effective for planning.

The third step in my digital strategy is to build a website. "A website serves as the digital face"(Shepard, et al. 2022) for my personal brand. Therefore, I will create an aesthetically pleasing web page using infographics and copyright-free images to create a space representing me and how I want to be perceived online. I will use this space as a hub that will link to all my online accounts, so all my content will be organised and found in one location.

The fourth step in my digital strategy plan is to network. During this module's second half, I continued exploring social media tools and platforms like LinkedIn. Using LinkedIn
was the beginning of developing my professional presence online. “LinkedIn is the most popular professional social networking site” (Davis, et al. 2020), which both recruiters and
recruitees use to find jobs and people to fill positions. This module helped me create my LinkedIn profile and begin networking, introducing me to a platform where I can buildprofessional connections. "Research has found that networking is positively related to many career outcomes, including job search success."(Davis, et al 2020). Therefore, I plan on networking using LinkedIn to achieve my career goals.

Promoting my content is the fifth and final step in my digital strategy plan. This step is one of the most important. "If you want your content to serve its purpose... you need to be
proactive with your content promotion."(Blunt, 2017). I will have put a lot of energy into creating and publishing content; therefore, I want my content to reach a broad audience. I will
promote my content across a variety of platforms. This links back to being active in online spaces. The bigger the community I can build and engage with, the broader reach I will have to promote my content.

After writing my reflection and outlining how this module has assisted me with developing a digital strategy, I uploaded my reflection to Peerscholar and sent a copy to my peers for feedback. Receiving feedback helped me further develop my digital strategy as I discussed with my peers what steps they believe I must take to create an online presence. I initially did not think about promoting my content but realised its importance after discussion. Feedback is essential, and I will be sure to receive feedback on my content before uploading it online.

I applied my learning in this module to create a personal digital strategy that supports controlling my digital presence by taking what I have learned regarding social media tools
and platforms and using this knowledge to expand upon my digital presence.

Works Cited:
Feher, K. (2021). Digital identity and the online self: Footprint strategies – an exploratory and
comparative research study. Journal of Information Science, 47(2), 192-205.
https://doi.org/10.1177/0165551519879702
Panel, E. (2021, January 12). Eight Benefits To Being Active On Social Media (Even As An
Introverted Entrepreneur). Forbes.
https://www.forbes.com/sites/theyec/2021/01/12/eight-benefits-to-being-active-on-
social-media-even-as-an-introverted-entrepreneur/?sh=19dbab2373b8
Martin, M. (2023). Content Planning for Social Media: An 8-Step Guide for 2023. Social
Media Marketing & Management Dashboard.https://blog.hootsuite.com/content-
planning/
Shepard, E., Joyner, A., Furgerson, T., Hulcher, A., Chen, H., & Keppley, M. C. (2022).
Digital presence as a communication tool for building reputation in an academic
department. The American Journal of Surgery, 224(1), 645-646.
https://doi.org/10.1016/j.amjsurg.2022.03.004
Davis, J., Wolff, H., Forret, M. L., & Sullivan, S. E. (2020). Networking via LinkedIn: An
examination of usage and career benefits. Journal of Vocational Behavior, 118,
103396.https://doi.org/10.1016/j.jvb.2020.103396
Blunt, W. (2017, March 24). 7 Content Promotion Ideas. Content Marketing Institute.
https://contentmarketinginstitute.com/articles/promotion-tactics-content-noticed/

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A rationale for changes I have made to the Instagram Privacy Policy:

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A rationale for changes I have made to the Instagram Privacy Policy:

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1. I added the right to remove content. The policy states you can delete your content; however, the people you shared it with may have maintained copies, so users should be careful about who they give access to their content.

2. I have removed any data collecting that I deemed unnecessary for the user's enjoyment of the platform.

3. The policy was wordy, so I removed unnecessary sentences and used bullet points to simplify reading the policy.

4. I added a disclaimer about the app's goal to be addictive and offered a way to avoid the addiction.

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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.

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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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 A privacy policy that addresses my needs and wishes as a user:

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 A privacy policy that addresses my needs and wishes as a user:

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E-Tutorial: Data Visualisation for Novice Researchers

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E-Tutorial: Data Visualisation for Novice Researchers

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E-Tutorial: Foundational Social Media Analytics for Research

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E-Tutorial: Foundational Social Media Analytics for Research

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I posted a draft of my reflection to PeerScholar and recieved and gave feedback to and from my peers.

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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?

Throughout this module, I used a variety of social media tools to support my online learning as a digital citizen. These include Padlet, Pinterest, Pocket, Datawrapper, Screencast-O-Matic, Youtube and Peerscholar. These social media tools helped me find, create, publish, curate, manage and share information. I used Padlet to document my use of the other social media tools. I used images from Pinterest to make the space look visually pleasing and provided links to web pages I had worked on. Padlet is an excellent tool for curating and managing information. I will use it when engaging with other modules to support my online engagement as a digital citizen, as I enjoy the visual aspect, making completing assignments an enjoyable experience (Abebe, 2021) (Warwick, 2017).

The first social media tool I used and documented my learning of was Pinterest. I created 'boards', which are esentially folders to organise and display images. My four boards were titled 'Flower Fields', 'Teapots', 'studying' and 'books' as each area appealed to me. I searched each title on Pinterest, found images relating to them, and saved them on my boards. I made sure all the pictures on the individual boards looked aesthetically pleasing next to each other. I enjoyed using Pinterest and will continue to use this tool to support my online engagement as a digital citizen when I need visual inspiration for an assignment or a DIY project. (Hur, 2022)

Pocket functioned similarly to Pinterest, and I organised articles I was interested in into tags. I could not search for articles, so finding pieces I wanted to read was difficult. I liked the function of recommending articles; however, I would not use this in the future as the free version of Pocket is too frustrating. Perhaps the free version is purposefully challenging to navigate to encourage you to pay for the premium.

Pinterest and Pocket were both social media tools I used for organising information. I began to create and publish data with Datawrapper. I created a map mashup using Datawrapper. I used a Choropleth map of Ireland to display how many Eason stores are in each county in Ireland. I gathered the store information from Eason's Store Locator web page. I enjoyed the visual aspect and found it fun to mess around with the data and display it visually, especially considering its ‘flexibility’ and ‘visual quality’ for someone with little programming skill such as myself (Pogeant, 2022). I will use Datawrapper in the future for projects where I need to show stats to support my online engagement as a digital citizen, as it is a great visual and would add a lot to an assignment (Meyer, 2000).

I created a short video where I played Minecraft and displayed simple tips and tricks for playing the game. I used Screencast-O-Matic to record my screen as I played Minecraft and my audio as I shared tips and tricks. I found Screencast-O-Matic to be a handy and easy tool to use, and I will use it again for recording videos and presentations. I then saved the recording and created a Youtube channel. The free version of Screencast-O-Matic does not allow you to edit your recordings, so I found the editor in Youtube Studio very helpful. I edited my video cutting out unnecessary footage and ensuring the video flowed smoothly. I then uploaded the video, creating a title, description and thumbnail. I like the unlisted upload option, as it allows you to share the link with others without making your video public. Youtube is an excellent platform for sharing information, and I often consume content off the site. However, this was my first time uploading my content. I may upload videos of me talking through answers and study material to help me revise in the future as there is evidence that audio tools can ‘enhance cognitive processing and ultimately learning.’(Dash et al, 2016).

I used PeerScholar to receive and provide feedback on draft reflections. I found this helpful as I got other people's perspectives on approaching these social tools and shared my perspective with them. I believe Peerscholar is an essential tool for digital citizens.

I will use these social media tools to support my online engagement as a digital citizen by interacting with them publically so others can access the information I find, create, publish, curate, manage and share.

Work Cited

Abebe. M. (2021) How to utilize Padlet, a customizable bulletin board. It Teaching Resources,            Stanford Gradute School of Education.       https://teachingresources.stanford.edu/resources/how-to-utilize-padlet/

Warwick, C. (2017). Beauty is truth: Multi-sensory input and the challenge of designing            aesthetically pleasing digital resources. Digital Scholarship in the Humanities,           32(suppl_2), 135-ii150. https://doi.org/10.1093/llc/fqx036

Hur, K. (2022) Pinterest improving user experience to help people ‘take more action’ on boards,             new CEO Bill Ready says. CNBC. https://www.cnbc.com/2022/06/29/pinterest-            improving-boards-to-help-people-take-more-action-ceo-says.html

Pogeant, N. (2022) Datawrapper — The Future of Data Visualization. Medium.          https://medium.com/mlearning-ai/datawrapper-the-future-of-data-visualizations- 4fbe65f7a6b

Meyer, J. (2000). Performance with tables and graphs: Effects of training and a visual search    model. Ergonomics, 43(11), 1840-1865. https://doi.org/10.1080/00140130050174509

Dash, S., Kamath, U., Rao, G., Prakash, J., & Mishra, S. (2016). Audio–visual aid in teaching “fatty liver”. Biochemistry and Molecular Biology Education, 44(3), 241-245.             https://doi.org/10.1002/bmb.20935

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[ Eason's In Ireland ] | Created with Datawrapper

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How many Eason stores are located in each county in Ireland.

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I created a video sharing useful tips and tricks in minecraft. I recorded this video using Screencast-O-Matic to capture my screen and audio. I then created a Youtube channel and edited my video you Youtube Studio. I added a thumbnail, title and description and uploaded my video.

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Pinterest and Pocket are both spaces online where you can manage information. Pinterest is a visual discovery engine. When you discover images or 'Pins' you like, you can save them and add them to boards which you can create to organise your saved Pins. You can create boards on your profile. Boards are a great way to organise and share your saved pins with others. I created a Pinterest account and made four boards titled 'Flower Fields', 'Teapots', 'studying' and 'books'. I searched for images related to each board, saved Pins that I thought were aesthetically pleasing, and organised them on the boards I had created. I enjoyed completing this task because Pinterest is visually pleasing and straightforward to navigate.
Pocket is a bookmarking service for storing, sharing and discovering content. When you find an article you like, you can save it and add tags to it to organise all your saved content. I looked through the discover section and found some articles I thought looked interesting from their titles. I then saved these articles and created three tags relating to them so I could organise them. My tags are titled 'books', 'games', and 'self-improvement'. I also recommended a couple of the articles on my profile.
Pinterest and Pocket have a similar functions for organising information. However, they operate very differently. While Pinterest is a free service, Pocket only allows limited usage unless you pay for premium. Pintrest's primary format is images, and Pocket's primary content is articles. Therefore both services are vastly different. I found Pinterest easy to navigate and enjoyed being able to search for whatever I wanted. However, Pocket did not have a search bar for finding articles which was very frustrating and made it more difficult to find content I found interesting.

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I saved articles that looked interesting and organised the articles using tags. I recommended a couple of articles and they appeared on my profile. Pocket was difficult to navigate as you need to pay for the premium version.

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Explore a hand-picked collection of Pins about books on Pinterest.

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Explore a hand-picked collection of Pins about Teapots on Pinterest.

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Explore a hand-picked collection of Pins about studying on Pinterest.

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Explore a hand-picked collection of Pins about Flower Fields on Pinterest.

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I created several boards on Pinterest and organised images into them that looked aesthetically pleasing. I enjoyed completing this task as Pinterest is visually nice.