Monsieur Autio

Teaching Towards the Authentic Self Virtually and IRL: Part B

The adage “seek and ye shall find” rings true this week as I continued my research entering deeper into the explorer (exploring) and réfléchir (reflecting) stages of my inquiry about teaching towards the authentic self virtually and in real life (IRL). Once I searched for my keywords I found a plethora of resources that perhaps only AI could comprehensively read and review. For this post I will leverage OpenAI to help me summarize some of the resources that target my guiding question “How can we encourage students to be authentic both virtually and IRL?” 

I will share an annotated bibliography of sources that help define authenticity and digital citizenship and share extant resources that help the teacher better understand media citizenship and lessons on critical thinking for students. Specific focus on will be Canadian and British Columbian elementary school-aged students. The summaries that have been generated with AI will be indicated with an * (AI-generated) to which I will extend and reflect on what was provided. This post will end with a more generalized reflection and next steps towards where I may go towards the réaliser (making) and partager (sharing) stage of this inquiry. 

Explorer (Explore) & Réfléchir (Reflecting)

Defining Authenticity &  Digital Citizenship

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

* Annotation (AI-generated): This press release summarizes research conducted by Erica Bailey, Sheena Iyengar, Sandra Matz, and Youyou Wu, which investigates the psychological effects of authentic self-expression on social media platforms. The study comprises two parts: an analysis of over 10,000 Facebook profiles to assess the correlation between authentic online behavior and life satisfaction, and a two-week experimental study involving college students who alternated between posting authentic and idealized content. Findings indicate that individuals who present themselves authentically online experience higher levels of well-being and life satisfaction. The research suggests that resisting the urge to curate an idealized online persona in favor of genuine self-expression can lead to improved mental health outcomes.

Reflection: This confirms my hypothesis that if we are authentic IRL it transfers online and that ultimately this helps us in our general well-being. 

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

Annotation: Kishimi & Koga offer readers an introduction to the psychology and philosophy of Alfred Adler. They share the principal difference between Adlerian psychology as teleology, purpose driven psychology, versus Freudian and popular etiology, cause driven psychology. From this they describe a person’s ability to choose their behaviors and life styles, to separate their “tasks” from others to henceforth interpret all problems as interpersonal problems. They posit that encouragement is the key to positive interpersonal relationships that are horizontal and equal (compared to vertical power differences) that ultimately lead towards a greater community feeling, or a common good. They claim that Adlerian psychology leads to self-acceptance, confidence in others, and contribution to others. “We do not lack ability. We just lack courage. It all comes down to courage” (p. 211).

Reflection: This book has framed my inquiry question and with continued personal adoption of its principles and ideas in my own life I have reframed how I teach IRL. To me, to live what Kishimi & Koga describe is to live an authentic life where I can think critically about who I am and how I fit into the community.  I am working towards encouraging and seeing my students as my equals and camarades and use encouragement, rather than praise and rebuke, to help themthem to make choices that lead towards community feeling. The theme Courage has been our class theme for 2024-2025 and aligns with the BCTF Aboriginal Ways of Knowing and Being “L’apprentissage est un parcours qui nécessite du courage, de la patience et de l’humilité” [Learning is a journey that requires courage, patience, and humility]. I will be doing another whole blog post on Courage soon. 

Varga, S., & Guignon, C. (2020). Authenticity. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2020 Edition). Retrieved from https://plato.stanford.edu/entries/authenticity/

*Annotation (AI-generated): This comprehensive entry in the Stanford Encyclopedia of Philosophy explores the multifaceted concept of authenticity, tracing its historical development and examining its significance in various philosophical contexts. The authors discuss authenticity in relation to sincerity, autonomy, and the self, highlighting how it has evolved as a moral-psychological ideal. They delve into critiques of authenticity and present diverse philosophical perspectives, including those of Kierkegaard, Heidegger, Sartre, and de Beauvoir. The article also addresses contemporary accounts of authenticity, emphasizing its relevance in modern social and political thought. This entry serves as a valuable resource for understanding the complexities of authenticity and its role in shaping individual identity and societal norms.

Reflection: Varga & Guignon define authenticity as “a person who acts in accordance with desires, motives, ideals or beliefs that are not only hers (as opposed to someone else’s), but that also express who she really is” and frame authenticity as our current Western ideal. The latter leads points me to an awareness of a cultural bias. The definition helps me continue to be conscious of the self-determining power of authentic living which may impact how I frame lessons about self-curation and the AI behind social media and how they make money via our attention.

School District No. 38 (Richmond). (2024, June). Policy 104-G (A): Acceptable Use of Personal Digital Devices. Retrieved from https://sd38.bc.ca/sites/default/files/2024-06/Policy%20104-G%20%28A%29%20Acceptable%20Use%20of%20Personal%20Digital%20Devices.pdf

*Annotation (AI-generated): This administrative guideline from the Richmond School District (SD38) details expectations for the use of personal digital devices in school environments. It prioritizes student safety, privacy, and educational focus, while promoting responsible integration of technology. The policy distinguishes acceptable and unacceptable uses, with different protocols for elementary and secondary students. Notably, the document defines digital literacy as “the knowledge, skills and attitudes that enable students to be safe and responsible when using technology, and to use it in positive, productive and empowering ways.” It also defines digital citizenship as “the ability to navigate the digital world safely, responsibly and ethically.” These definitions anchor the policy’s intent to guide students in becoming thoughtful and effective digital participants, reinforcing the district’s broader educational goals.

Reflection: The simple definitions for digital literacy allow me to understand what they are in order to help me continue to curate and present content to my students that are in line with my own district’s (therefore local) understanding. Keywords and ideas that stick out to me as a teacher for actions are knowledge and skills for safe/responsible/positive use. 

British Columbia Ministry of Education. (n.d.). BC’s Digital Literacy Framework. Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

*Annotation (AI-generated): This framework outlines the competencies and skills necessary for students to navigate the digital world effectively. It defines digital literacy as “the interest, attitude and ability of individuals to use digital technology and communication tools appropriately to access, manage, integrate, analyze and evaluate information, construct new knowledge, and create and communicate with others.”  The document provides a structured approach to integrating digital literacy into the K–12 curriculum, emphasizing the development of critical thinking, ethical use of information, and responsible digital citizenship. It serves as a valuable resource for educators aiming to equip students with the skills required for success in a digitally connected society.

Reflection: Similarly to the SD38 Richmond document, this provides more verb-specific actions to add to my understanding of digital citizenship and literacy and connect to some of the resources that I have explored. 

Resources for Teaching & Learning

Children’s Health Council. (2024, May 1). Teaching Kids Digital Citizenship [Audio podcast episode]. In Voices of Compassion. https://podcasts.chconline.org/episodes/teaching-kids-digital-citizenship/

*Annotation (AI-generated based on my notes from listening to the podcast): This podcast episode features Eisha Buch, Director of Education Programs & Development at Common Sense Education, discussing how to cultivate digital agency and well-being in students. Buch emphasizes the importance of integrating digital citizenship into schools, helping students develop a healthy and meaningful relationship with technology. The conversation explores how perceptions of “digital life” have shifted—no longer separate from “real life,” but deeply interconnected. She outlines how digital well-being should be addressed developmentally: for younger students (K–2), the focus is on physical effects (e.g., eye strain), while older students are encouraged to reflect on emotional responses and adjust habits accordingly.

Buch presents a framework for navigating digital dilemmas—scenarios with no clear right or wrong answers—by teaching students to slow down, examine perspectives, gather facts, and make values-based decisions. Key themes include media balance, privacy and safety, online relationships, digital footprints, and media literacy. The discussion also touches on the ethical use of AI and the need for critical thinking about algorithms, trust, and digital influence. For families, Buch encourages modeling healthy digital behavior, staying curious, and listening actively. The episode reflects a research-informed, practical approach to fostering critical digital habits and ethical awareness in young people

Reflection: After listening to this podcast, the themes seem to be repeating what I have read in other  sources. This is more of an American perspective; however, echos many of the concepts found in the Canadian-based MediaSmarts website. Her comment regarding the full integration of technology in our lives and framing digital well-being as general well-being is important for adults to understand. She used a phrase, “a red flag feeling” that I could see myself adopting as a phrase with students as that ethical inner voice that says something is not aligning with their authentic self. 

MediaSmarts. (n.d.). Digital Media Literacy 101 Educator Workshop. Retrieved from https://mediasmarts.ca/digital-media-literacy/workshops/digital-media-literacy-101-educator-workshop

Annotation: The workshop provides educators with resources that align easily with the BC Curriculum with its shared structure of what students should “know, understand, and do”. It introduces educators through the nine essential topics for media literacy and goes through some examples of concepts like “rules of notice and inflection” and activities and questions to pose when discussing media and commercial and political considerations. The workshop finishes with curricular connections and some tips on navigating the teachers section of Media Smarts. 

Reflection: As this website has been referenced in several of my district’s documents I can see that it’s an approved source full of resources like the workshop annotated above. I also found several lessons that reflect the nine essential topics of media literacy and I know that this is a rich resource for myself and my students. My biggest take away is the reaffirmation of the importance of guided questioning to help children build their own critical thinking skills. 

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

Annotation: This multiple choice quiz offers users a situation with four possible choices accompanied by an image related to the question (ex. A purple monster when talking about an AI generated image). With a correct choice, a pop-up window with a large green “correct” appears with further explanation of the importance of why that is the correct choice. With an incorrect choice, it comes up with “oops, incorrect” and explains the correct choice. Below the quiz reads “Being a digital citizen means more than having a good password. It’s about your rights and your responsibilities. You have a right to be heard, a right to take action, a right to privacy and the right to be safe online. How we use media may be different, but it’s up to each of us to make choices that protect ourselves and those around us. And that makes a difference in our digital worlds.”

Reflection: CBC Kids and its French version Zone Jeunesse have many videos, articles, and quiz-like activities for kids that are appropriate levels for elementary-aged children. The text below this specific quiz could be a direct answer to my essential question! Moreover, the interactive nature of an online quiz is engaging and has potential uses both as a personal or group activity and could be used as a conversation starter or as a summative-type activity depending on the grade group. The implicit nature of a multiple choice quiz is also critical thinking in action.

Réfléchir (Reflecting)

Self-actualization is a journey towards greater awareness. With awareness,attention, consciousness, realization, recognition, understanding and courage we develop into authentic individuals that live in community. It is through encouraging students to think critically through activities like situations, multiple choices, reflection, and from seeing models of humble adults that they can develop better individual and social well-being. 

The reminder for us all comes is that we cannot always feel the effects of our behavior online because of the absence of the receiving human. Though online society may offer places for people to connect beyond the face-to-face, it also can be a place where serious harm can occur. Therefore, with lessons IRL, at school where students need to experience critical thinking themselves through analysis, evaluation, reflection and communication they will be better equipped to make courageous choices that align with their authentic beliefs and values online. With repeated exposure and opportunity for self-reflection will in turn lead to better decision making over time. 

All together, the annotated sources above confirm my hypothesis and clearly answer my essential question. What this exploration revealed is that there are many existing resources that already connect the idea of digital and IRL well-being and identity. This means that my next step is not to build something that has already been built. 

Resources are plentiful for teachers, therefore, moving to my next phase of inquiry, I know that the product I create does not need to be content creation but lean more towards content curation. Perhaps my gift I can give to this topic is that of sequencing extending extant lessons or resources with picture books, art, drama, and/or music? 

Where do you see yourself in my story? Leave a comment!

Autios! À la prochaine!

Bibliography

British Columbia Association of Teachers of Modern Languages (BCATML) & British Columbia Teachers’ Federation (BCTF). (2021, November 26). Aboriginal ways of knowing and being in French [Poster]. https://www.bctf.ca/classroom-resources/details/aboriginal-ways-of-knowing-and-being-in-french

British Columbia Ministry of Education. (n.d.). BC’s Digital Literacy Framework. Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

Children’s Health Council. (2024, May 1). Teaching kids digital citizenship [Audio podcast episode]. In Voices of Compassion. https://podcasts.chconline.org/episodes/teaching-kids-digital-citizenship/

Columbia Business School. (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

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

MediaSmarts. (n.d.). Digital media literacy 101 educator workshop. Retrieved from https://mediasmarts.ca/digital-media-literacy/workshops/digital-media-literacy-101-educator-workshop

OpenAI. (2023). ChatGPT (Mar 23 version) [Large language model]. https://chat.openai.com/

OpenAI. (2025). [Monsieur Autio Explores Using AI] [AI-generated image]. ChatGPT. https://chat.openai.com/

School District No. 38 (Richmond). (2024, June). Policy 104-G (A): Acceptable use of personal digital devices. Retrieved from https://sd38.bc.ca/sites/default/files/2024-06/Policy%20104-G%20%28A%29%20Acceptable%20Use%20of%20Personal%20Digital%20Devices.pdf

Varga, S., & Guignon, C. (2020). Authenticity. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2020 Edition). Retrieved from https://plato.stanford.edu/entries/authenticity/