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Digital Literacy

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:5-8

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Debating, File sharing, Internet, Research


Primary Objectives:

  • Students learn the dangers, legal aspects, and potential consequences of file sharing, including peer-to-peer file sharing.
  • Students research online.
  • Student practice debating techniques.

Secondary Objectives:

  • Student demonstrates originality and inventiveness in work.
  • Student develops, implements, and communicates new ideas to others.
  • Student is open and responsive to new and diverse perspectives.
  • Student acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
  • Student exercises sound reasoning in understanding.
  • Student makes complex choices and decisions.
  • Student understands the interconnections among systems.
  • Student articulates thoughts and ideas clearly and effectively through speaking and writing.

Subjects:

Advantages and Disadvantages of Technology Use 

Technology Education > Information Technology > Technology and Society > Advantages and Disadvantages of Technology Use 

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Consequences of Computer Crime 

Technology Education > Information Technology > Technology and Society > Consequences of Computer Crime 

Constructive Criticism

Language Arts > Communication > Listening Strategies / Context > Peer Evaluation / Feedback > Constructive Criticism

Copyright

Technology Education > Digital Literacy > Reference and Research > Intellectual Property > Copyright

Copyright

Library Media > Information Literacy > Reference and Research > Intellectual Property > Copyright

Copyright Infringement and Plagiarism (Technology Specific)

Library Media > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific)

Copyright Infringement and Plagiarism (Technology Specific) 

Technology Education > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific) 

Cultural Influences, Impact and Issues 

Technology Education > Information Technology > Technology and Society > Cultural Influences, Impact and Issues 

Data Collection for Decision Making

Library Media > Information Technology > Student Use > Data Collection for Decision Making

Data Collection for Decision Making 

Technology Education > Digital Literacy > Student Use > Data Collection for Decision Making 

Debate

Language Arts > Communication > Speaking Strategies / Presentations > Debate

Development of Safe Interactive Environments 

Technology Education > Information Technology > Internet > Development of Safe Interactive Environments 

Digital Citizenship

Library Media > Information Literacy > Student Use - Digital Media > Digital Citizenship

Digital Citizenship 

Technology Education > Digital Literacy > Student Use > Digital Citizenship 

Digital Media

Library Media > Information Literacy > Reference and Research > Reference Tools > Digital Media

Digital Media

Technology Education > Digital Literacy > Reference and Research > Reference Tools > Digital Media

Direct Indirect Embedded Quotes

Language Arts > Research > Citing Sources > Foot Notes / Parenthetical Documentation > Direct Indirect Embedded Quotes

Empathy

Language Arts > Life Skills Daily Life > Appreciate Diversity > Empathy

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

Ethical Usage

Language Arts > Computer Literacy Skills > Personal Use > Ethical Usage

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

File Management/ Import and Export 

Technology Education > Information Technology > Basic Operations and Concepts > File Management/ Import and Export 

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Grammar Usage

Language Arts > Writing > Writing Process - Revision Editing > Grammar Usage

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Intellectual Property

Library Media > Information Literacy > ALA Social Responsibility > Intellectual Property

Intellectual Property

Technology Education > Digital Literacy > Student Use > Digital Citizenship > Intellectual Property

Intellectual Property Rights (specific to technology)

Library Media > Information Technology > Technology and Society > Intellectual Property Rights (specific to technology)

Intellectual Property Rights (specific to technology) 

Technology Education > Information Technology > Technology and Society > Intellectual Property Rights (specific to technology) 

Internet

Library Media > Information Literacy > Reference and Research > Reference Tools > Internet

Internet

Technology Education > Digital Literacy > Reference and Research > Reference Tools > Internet

Internet Attacks and Abuse

Library Media > Information Technology > Internet > Internet Attacks and Abuse

Internet Attacks and Abuse 

Technology Education > Information Technology > Internet > Internet Attacks and Abuse 

Internet Safety

Language Arts > Computer Literacy Skills > Personal Use > Internet Safety

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Knowledge Sharing

Library Media > Information Literacy > ALA Social Responsibility > Knowledge Sharing

Negative Impact

Library Media > Information Technology > Internet > Negative Impact

Negative Impact 

Technology Education > Information Technology > Internet > Negative Impact 

Nonfiction

Language Arts > Writing > Topic Development > Paragraph Development > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Supporting Details > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Topic Sentence > Nonfiction

Nonfiction

Language Arts > Writing > Visual Aids > Graphic Organizers / Webs / Clustering > Nonfiction

Nonfiction

Language Arts > Writing > Vocabulary > Word Choice > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Synthesize > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Conclusion > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Compare / Contrast > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Introduction > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Main Idea > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Organization > Nonfiction

Nonverbal Cues

Language Arts > Communication > Speaking Strategies / Presentations > Nonverbal Cues

Persuasive Language

Language Arts > Communication > Speaking Strategies / Presentations > Persuade > Persuasive Language

Plagiarism

Library Media > Information Literacy > Reference and Research > Intellectual Property > Plagiarism

Plagiarism

Technology Education > Digital Literacy > Reference and Research > Intellectual Property > Plagiarism

Privacy 

Technology Education > Media and Culture > Law and Legal Issues > Privacy 

Resolve Conflict / Compromise / Negotiate

Language Arts > Communication > Group Work > Consensus Building > Resolve Conflict / Compromise / Negotiate

Review / Reassess

Language Arts > Communication > Speaking Strategies / Presentations > Revise / Self Evaluation > Review / Reassess

Risks and Benefits of Use 

Technology Education > Information Technology > Mobile Applications > Risks and Benefits of Use 

Rubics / Self Evaluate

Language Arts > Communication > Listening Strategies / Context > Speeches / Presentations > Rubics / Self Evaluate

Safety

Library Media > Information Technology > Internet > Safety

Safety 

Technology Education > Information Technology > Internet > Safety 

Security and Privacy 

Technology Education > Information Technology > Internet > Security and Privacy 

Sharing of Information 

Technology Education > Information Technology > Internet > Sharing of Information 

Social Influences, Impact and Issues

Library Media > Information Technology > Technology and Society > Social Influences, Impact and Issues

Social Influences, Impact and Issues 

Technology Education > Information Technology > Technology and Society > Social Influences, Impact and Issues 

Source Evaluation

Language Arts > Research > Reference Sources > Source Evaluation

System Management: Application Types i.e. email,file sharing 

Technology Education > Information Technology > Networking > System Management: Application Types i.e. email,file sharing 

TCP/IP Protocol 

Technology Education > Information Technology > Internet > TCP/IP Protocol 

Technology in Daily Life 

Technology Education > Information Technology > Technology and Society > Technology in Daily Life 

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement

Uses a Variety of Resources

Language Arts > Research > Reference Materials > Uses a Variety of Resources

Volume / Tone

Language Arts > Communication > Speaking Strategies / Presentations > Vocalization Pace > Volume / Tone
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  • See Lesson Plan

EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
S.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
S.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
S.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1B-AP-14 Observe intellectual property rights and give appropriate attribution when creating or remixing programs. (P7.3)
1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. (P7.1)
1B-DA-07 Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (P7.1)
1B-IC-18 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. (P7.1)
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
2-DA-08 Collect data using computational tools and transform the data to make it more useful and reliable. (P6.3)
2-IC-20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. (P7.2)
2-IC-23 Describe tradeoffs between allowing information to be public and keeping information private and secure. (P7.2)
2-NI-04 Model the role of protocols in transmitting data across networks and the Internet. (P4.4)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.
ELA-Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
ELA-Literacy.L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.8.1d Recognize and correct inappropriate shifts in verb voice and mood.
ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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