Tag Archives: Gamifying

Digital Citizenship Jeopardy

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I’m showing my age here, but I sometimes feel as though the “I have many skills” tagline of Xena, Warrior Princess, needs to apply to every school librarian. However, I think we all have skills at which we excel more than we do at others. My kryptonite? Goal setting. I have no objection to having goals, but for some reason, trying to articulate them turns off the creativity switch in my brain. So, since I needed to familiarize myself with our subscription classroom AI, Flint, I asked it to help me. After some manipulation, it actually came up with a long list of goals I really liked—but the list was much too long! With the help of a colleague I narrowed it down to a couple of solid goals, including improving students’ digital citizenship knowledge. I then asked Flint to divide the goal into fortnightly goals, which it did.

And…that’s where things kind of went off the rails.

For the first fortnightly goal, Flint suggested creating one fifteen-minute lesson for teachers that they could run during homerooms. Great! But when I started thinking about it, I thought, one lesson? To cover all aspects of digital citizenship for grades 5-8 in fifteen minutes? And I had to complete it in two weeks? Umm… Something had to give. As to what that was, I’ll just say that I set up the goals in October, and am still working on the first fortnightly goal!

First, I decided not to reinvent the wheel. CommonSense Media recently came out with an updated series of lesson plans covering six aspects of “Digital Literacy & Wellbeing”:

  • Digital Footprint & Identity
  • Cyberbullying & Online Harms
  • Privacy & Safety
  • Relationships & Communication
  • Information & Media Literacy
  • Healthy Habits

They divided the lesson plans into eighteen individual lessons for each grade, three per aspect. I thought that gave me a good framework for what to cover in the overview lesson I hoped to create. Fortunately, CSM does allow adapting and modifying their lessons under the Creative Commons license: CC BY-NC-SA (Attribution-NonCommercial-ShareAlike 4.0 International). Adapters must credit CSM for the original lessons, and must share any adapted/modified lessons under the same license.

Since I like gamifying lessons, I decided to create a Jeopardy for each grade that would give a brief overview of the first five aspects of digital literacy noted above (I decided “Healthy Habits” didn’t fit the remit). Most of the CSM lessons include scenarios for discussion and I adapted these to fit into a Jeopardy board. Using three scenarios for each aspect, I created a board of fifteen squares for each grade. Each scenario question has four possible answers, and most include multiple correct answers. After viewing correct answers, students see an additional slide summing up the topic, mostly copied from the CSM lesson’s sum-up slide.

Currently, I have finished grades 5-7, and am working on grade 8. I created the Jeopardies in PowerPoint, and to use them, teachers will download the file from the library website. Fair warning, THESE HAVE NOT BEEN PLAYTESTED. I haven’t had much luck in getting teachers to try this out during their homeroom slots, despite a bribe of homeroom cookies! I will get to test it with 6th grade later this week, though, and will report back as to success or changes needed. I hope that homerooms or classes will divide into teams to play, earning “Green and Gold” points for their school “team,” which might increase interest. They may play as many or as few of the squares as they want.

Obviously, at best this is only an overview, but it’s a start I hope will increase interest in delving more deeply into these important topics. One of the personal counselors and I have also spent a lot of time creating a series of fifteen minute lessons for seventh grade on this and related issues, and my favorite is the video several teachers (including our video teacher) helped us create, about privacy levels in social media. We’re still working on getting the curriculum completed and integrated, though.

If you would like to test out these Jeopardies, please do, and report back to me on what works and what doesn’t!

Playtest Update: I was able to run the 6th grade Jeopardy with all sections of 6th grade, and it went quite well once I’d ironed out a few technical difficulties (aka “user error”). I divided the class in two, and we went through a few scenarios pretty casually, without keeping track of points. I was not able to complete the jeopardy in fifteen minutes; it would probably take two sessions to cover everything. The “summary” slides were a bit long to read aloud, so I summarized the summary. That’s not ideal, but I do think the information is important to cover. Overall, I was pleased, and the kids seemed to enjoy it! They had good instincts for the correct answers, which is heartening as well.

Citation Puzzles

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One of my orientation sessions with our 5th graders covers citations. To start, we talk about what citations are, why it’s important to cite your sources, and what sort of information citations include. While I mention that formatting is important, I tell them we won’t worry about that today since our NoodleTools software formats for us. Instead, we focus on finding the elements of citations for different types of sources, because different sources need different types of information. I want them to come away from the lesson knowing that: 1. You cite your sources to give credit to the creator, and so other people can find your sources; 2. Different types of sources require different types of information in citations.

I love to gamify my lessons, so I start by dividing the class into two teams. They then compete to assemble a twelve-piece puzzle featuring a blank country map, and correctly identify the country. I created the puzzles by printing out country maps blank except for capital cities. Then, I colored in the selected country to distinguish them from the surrounding countries, laminated them, and cut them into twelve symmetrical pieces. I’m sure there’s a more impressive, less craft-y way to do it, but my handmade puzzles work pretty well!

To earn puzzle pieces, each team must fill in twelve forms, guiding them to twelve different sources. They may work together, or individually. The source is listed at the top of the form (which, to exactly no-one’s surprise, they rarely read), and I provide blanks for the specific information needed for that source. After years of struggling with computers that wanted to update right in the middle of a lesson, wouldn’t log on, lost database access, etc., I threw my hands up and now use only printouts and print books.

I post or set the materials around the classroom, grouped by type: print books, website pages, eBook pages, database article pages, and online encyclopedia pages. On the printouts, I highlight the labels for information the students need, though they still struggle with it. Especially in the last couple of years, I found that students can’t identify a magazine or newspaper title on the database article printouts, even highlighted—I need to clarify that “source” = magazine/newspaper title for my chosen articles.

Once the students have completed a form, they bring it to me to check. If they have completed it well, I give them a puzzle piece for their team. If they have missing or incorrect information, I send them back to find it. They are welcome to help others on their team. Once they have completed the forms, they work on completing the puzzle, and looking up the capital city to identify the country. I always hand out the piece with the capital on it last!

This lesson has held up pretty well, though I do find myself making it easier/more obvious each year, mostly to streamline the game to ensure we finish on time. I did notice that this year, the students struggled more with the puzzle than in years past, and I noticed that they also struggled in a session that involved filling out a blank library map. I wonder, is students’ overall spatial awareness is declining? In any case, I don’t expect them to remember details from this lesson. If they come away knowing what a citation is, that they need to cite their sources, and that different sources require different information in citations, then they have completed their first step on the citation road. How has your teaching of citations changed in the last few years? Please write it in the comments!