Monsieur Autio

Teaching Towards the Authentic Self Virtually and IRL: Part A

In my last post I shared how I have implemented a synthesized inquiry process to help equip students for independent learning and that I have begun my own journey towards my Teacher Librarian certificate. This post will serve two purposes: to practice the process for myself as a life-long learner as well as fulfilling a course requirement. I encourage readers to help me in the comments with connections, articles, videos, books, or any other resources they may think help me with this inquiry. Let’s get started!

The synthesized inquiry process is: remarquer (to notice), se demander (to wonder); explorer (to explore); réfléchir (to reflect); réaliser (to make); partager (to share). For this post I will present the first two stages and initial part of the exploration.

Hopefully you are inspired to try this process with your own students and/or embark in your own inquiry using the same process!

Topic for Inquiry: Authenticity and Ethical Digital Citizenship

Today’s society exists both virtually and IRL (In Real Life) which means that an education system that works towards comprehensive child development must include guiding students develop their virtual and real selves.

For this inquiry I am seeking a connection between student authenticity virtually and IRL exploring ethical digital citizenship and real-life ethical decision making. The inspiration for this inquiry is rooted in my belief that part of a teacher’s role is to encourage students towards self-acutalization and authenticity and collaboratively work towards community feeling (Katz & Lamoureux, 2018; Kishimi & Koga, 2019).

Citizenship is a main goal of a public education. The BC Curriculum has citizenship weaved throughout namely in Core Competencies and First Peoples Principles of Learning with more specifically ideas and skills can be found in the Content in Physical and Health Education and the Curricular Competencies in  Social Studies and the Sciences. 

Therefore, how can a Teacher Librarian collaborate with teachers and students in meaningful experiences that may promote lasting positive change in student behaviour and ethical decision-making virtually and IRL?

Remarquer · Notice

This section aims to contextualize the topic/question through observed and/or lived experience and to known facts and potential biases. 

I notice

• mental health and well being is top of mind in today’s society with countless self-help publications and social media posts on the topic juxtaposed with “trolls,” online bullying/harassment, and disinformation and misinformation.
• myself using social media less and less to protect my own mental health particularly in the case of body image comparison yet I am also inspired by others online and use social media to connect to others and learn.
• I am acutely aware of my online identity and what I share visually and in writing to curate a professional and personable persona. 
• the advantages of AI as a tool for creating resources and learning but already see how my AI is curating its answers towards teaching. 
• more and more articles about AI chatbots and the potential for AI relationships/friendships are to be a new reality with possible dangers/risks.
• students find being present with learning tasks challenging. One this year said he is thinking more about his video game at home than what is right in front of him. 
• enough students find purposeful, educational use of technology challenging. For instance, some find leaving technology alone or during downtime, like lunch hour or free time, regardless of no technology standards almost impossible. Some continue to have trouble differentiating between using Internet or the computer/tech for a learning task vs. personal pleasure (ie. off-task behaviour).
• online communication and online culture (memes, social media, videos) is an integral part to children’s lived experience. 
• parents and students are hyper aware of mental health and at times students have greater strategies and resilience in difficult situations and intense feelings while other times it is a greater source of anxiety.
• students who lack self-confidence, self-awareness, resilience, empathy, and/or bully in person often are those involved with online bullying situations and problems. 
• some students who “know the right answer” about appropriate behaviors do not live the appropriate behaviours authentically both in-person and, likely, online.

I know

• student reality and self-expression is intertwined between technology/Internet and in-person relationships.
• children and adolescents have underdeveloped prefrontal cortex, the part of the brain used in decision making.
• adults in students’ lives can act as supports and stressors.
• adults in students’ lives have perspectives of life before Internet, social media, and AI.
• AI will be a part of students lives moving forward; this comes with several advantages and dangers. 
• many resources, organizations, and materials exist to support the understanding and development of digital citizenship.
• ethics are culturally charged.
• the development of critical thinking skills is a likely skill that is “the answer” to this inquiry question.
• ultimately no person (teacher, parent) can control or influence the choices of others (students), they can only encourage and be models for good decision making.
• I am biased as a White, male, gay, middle-class, educated teacher with a Christian (United Church) worldview and values. 

Se demander · Wondering

In this stage the goal is to ask as many questions as possible about the topic/main question. I encourage my students to explore the questions interrogatives (qui, quand, où, quoi, comment, pourquoi, quel/ who, what, where, what, how, why, which)

Guiding question: How can we encourage students to be authentic both virtually and IRL? 

I wonder

• what is authenticity?
  • How is it related to well-being/self-actualization?
  • How does authenticity align with safety and a curated online presence? 
• what is a teacher and/or Teacher Librarian true role, responsibility, and impact on students’ ethical choices (ie. how do we evaluate our impact)?
  • where/when do students engage with ethical decision making online? 
  • what activities, resources, and meaningful experiences for students can help teachers and families teach ethical decision as a classroom teacher and/or Teacher Librarian? 
  • why students make unethical decisions even if they have lessons about things like  mindfulness, EASE, brain science, and critical thinking?
  • what activities, resources, experiences students need to make ethical decisions/critical thinking? 
• how can we explicitly link ethical digital citizenship to the Core Competencies, First People’s Principles of learning and subject-specific competencies and content?
  • How do non-Western worldviews (particularly that of students) affect decision making and teachers views on citizenship (biases)?

Explorer · Explore

This is the point in the inquiry process that we begin to research and experiment with our questions. The following keywords are based from my questions and initial sources (listed after) I have found with these keywords. The synthesis of the ideas will continue in Part B of this project and blog series.

Keywords: authenticity; digital literacy; digital citizenship; ethical digital citizenship; decision-making; ethics; morals; values; respect; dignity; biases; citizenship; rights; duties; self-actualization; communication; collaboration; well-being; critical literacy; viability; viable information; disinformation; misinformation; teacher librarian; learning commons; AI; AI relationships; Chatbot relationships; SEL; Core Competencies; BC Curriculum; Core Competencies; First People’s Principles of Learning; BC Government; Canadian Government; well-being; encouragement; courage; online safety

Initial sources: 

American Psychological Association. (n.d.). Misinformation and disinformation. Retrieved May 17, 2025, from https://www.apa.org/topics/journalism-facts/misinformation-disinformation  

Bailey, E., Iyengar, S., Matz, S., & Wu, Y. (2020, October 6). Be yourself: Authenticity on social media leads to a happier life. Columbia Business School. https://business.columbia.edu/press-releases/cbs-press-releases/be-yourself-authenticity-social-media-leads-happier-life

Canadian School Libraries. (2023). Foundations for school library learning commons in Canada: A framework for success. Retrieved May 14, 2025, from https://www.canadianschoollibraries.ca/wp-content/uploads/2023/11/CSL_Foundations-Frameworks_FINAL_Nov2023.pdf

CBC Kids. (n.d.). Do you have what it takes to be a good digital citizen? Retrieved May 17, 2025, from https://www.cbc.ca/kids/quizzes/do-you-have-what-it-takes-to-be-a-good-digital-citizen

CBC Kids. (2023, October 10). Are AI chatbot friendships safe? Retrieved May 17, 2025, from https://www.cbc.ca/kidsnews/post/watch-are-ai-chatbot-friendships-safe 

Child Mind Institute. (n.d.). Helping kids make decisions. Retrieved May 17, 2025, from https://childmind.org/article/helping-kids-make-decisions/

Child Mind Institute. (n.d.). Social media and self-doubt. Retrieved May 17, 2025, from https://childmind.org/article/social-media-and-self-doubt/

CodeWizardsHQ. (n.d.). Decision making for kids. Retrieved May 17, 2025, from https://www.codewizardshq.com/decision-making-for-kids/

Guignon, C. (2004). Authenticity. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/authenticity/ 

International Society for Technology in Education. (n.d.). ISTE standards for educators. Retrieved May 14, 2025, from https://iste.org/standards/educators

MediaSmarts. (n.d.). Online ethics. Retrieved May 17, 2025, from https://mediasmarts.ca/digital-media-literacy/digital-issues/online-ethics 

Resilience.org. (2021, June 18). The Blackfoot wisdom that inspired Maslow’s hierarchy. https://www.resilience.org/stories/2021-06-18/the-blackfoot-wisdom-that-inspired-maslows-hierarchy/

Stanford Encyclopedia of Philosophy. (n.d.). Decision theory. Retrieved May 17, 2025, from https://plato.stanford.edu/entries/decision-theory/ 

The White Hatter. (n.d.). The White Hatter. Retrieved May 17, 2025, from https://thewhitehatter.ca/

Wilson, B. (2023, February 9). The curated self. Psychology Today. https://www.psychologytoday.com/ca/blog/202302/the-curated-self 

Young Citizens. (n.d.). Importance of citizenship education. Retrieved May 17, 2025, from https://www.youngcitizens.org/resources/citizenship/importance-of-citizenship-education/

Let me know where you see yourself in my story! Leave a comment!

What do you notice when it comes to students and ethical digital citizenship?

What do you wonder about authenticity online and IRL?

What keywords, sources or resources are you aware of that may be helpful towards this inquiry?

Autios! À la prochaine!

Bibliography

Katz, J., & Lamoureux, K. (2018). Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press.

Kishimi, I., & Koga, F. (2019). The courage to be disliked: The Japanese phenomenon that shows you how to change your life and achieve real happiness. Simon & Schuster.

OpenAI. (2025). [Monsieur Autio remarque et se demande les questions] [AI-generated image]. ChatGPT. https://chat.openai.com/