On Wikipedia, the definition of ‘Internet Identity’ is a social identity that an Internet user establishes in online communities and websites. It can also be considered as an actively constructed presentation of oneself.

A person’s digital integrity is built on traces (photos, videos, comments, choices, texts, etc.) left on different platforms (e-mails, social media, message texts, websites, etc.)

Students can define digital integrity, the right to control photos and videos and the right to privacy, as well as identify conducs that are susceptible to harm themselves and others.

Students can define what cyberbullying and cyberharassment are and provide examples of conducts that are not acceptable.

Students are conscious of the consequences and legal problems that could result from inappropriate conducts.

In practice, students adopt appropriate conduct by:

• Establishing respectful virtual communications;
• Paying attention to their digital integrity and that of others;
• Avoiding all forms of cyberbullying or cyberharassment.

The following resources can be used to support this task:

• Informational websites on this theme (for example CyberSelf.ca);
• Audiovisual or other awareness raising educational materials (clips, brochures, posters, etc.);
• Legal texts about cyberbullying, image reproduction rights, privacy rights, rights and freedoms, etc.;
• Policies and regulations on the use of information and communication technologies and social networks.

The documentation needed to adopt appropriate conduct in this area is often distributed by students’ own institution (student agenda, web site, etc.). Policies or institutional procedures often describe quite well what is and is not appropriate conduct. Students should not hesitate to refer to these often.

One effective way to make students aware of the consequences of their online actions is to use a few real-life examples of the traces they leave behind in cyberspace and to link them with actual consequences.