All the learning resources we have produced for the DLT have been designed in constant dialogue and collaboration with several key stakeholders, as well as a broader circle of additional stakeholders, that represent a diverse learning community. This collaborative process has trust as its core, as reflected in the incorporation of input from trusted colleagues and institutions, and in our open invitation, through the DLRP, for users to give us their feedback on our resources and the platform itself. Since the beginning of our work we have maintained communication with a network of collaborators that has provided us feedback in the design process and, with different degrees of involvement, has worked with us in the production, prototyping, and piloting of all the tools we have created.
Because the Berkman Klein Center for Internet & Society has considerable strength and expertise in building bridges among stakeholders —as well as translating theory and research into concrete, pragmatic action— most of our work has become focused on using the crucial roles that key adult stakeholders play in young learners’ lives, particularly on their ability to act as trust points. To that end, we have been focusing on curricular efforts, both for educators to use in their teaching practices, and for teachers as well as administrators to use in their decision-making processes.
With respect to our middle school and high school privacy and security curricula, we designed a peer review process that has brought together key stakeholders from middle school, high school, higher education, and advocacy organizations to provide detailed feedback on the curricula through both written responses and an in-person meeting at the Berkman Klein Center in December 2015.
For producing the Curricular Materials for Educators Grades 1-3 (Elementary Curriculum), we collaborated with the New York Public Library and WGBH, and implemented several iterations based on the feedback we received from teachers, librarians, and children's media specialists.
Likewise, we designed two analog games about privacy, in collaboration with the Engagement Lab and the student game club at Emerson College, and continuously iterated on them based on feedback we received from play testers. We hosted two game design jams in which, together with students and game designers, we prototyped several games addressing issues of privacy. After the game jams we continued working with two college students during the summer, iterating on the design of two games (Search Yourself and Top Posts).
For designing the fair use resources for teachers (infographic, video, guide, and podcast), we had the support of the Harvard Law School Cyberlaw Clinic, and conducted focus groups with educators from the National Writing Project and the National Association of Media Literacy Education. Experts from the Cyberlaw Clinic also collaborated with us, producing an updated version of their earlier guide on key federal student privacy laws and related companion learning tools.
Finally, the major goal of the web platform we designed for hosting our learning tools (tentatively titled “Digital Literacy Resource Platform”) has been, since its beginning, to allow users to access learning resources as effectively and efficiently as possible. Because the platform is intended to have a diverse audience (youths, teachers, school administrators, and parents) we have tried to build a clean design that appeals to both adults and young people. We are continuing to work on the development of the platform as we receive feedback from online users via a contact form, as well as from the participants of workshops, demos, and presentations we have conducted in the past months.