Module 2: Stage 4 Geography -
Place and Liveability

While many students are at ease navigating online social worlds, teachers cannot assume that students have the necessary skills to effectively participate in a global, digitally connected world (Hague & Payton, 2010). Learners need opportunities across the curriculum to practice digital literacy skills while learning with others (Rheingold, 2010). To prepare students for full civic participation, it is not knowing the ins-and-outs about how to use different technologies per se that’s important, but that students can apply media literacy skills to understand how digital worlds are couched in particular ways. This relates to broader, deeper questions connected to participation, transparency and ethics (Jenkins, Clinton, Purushotma, Robison, & Weigal, 2006).

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In the Year 7 Geography topic on ‘Place & Liveability’, students can develop intercultural understanding through the study of place. The following activities provide students with experiences:

• to engage with digital platforms they might not normally use in their daily life (Lindsay & Davis, 2012)

• to develop intercultural understanding and respect for differences and similarities through respectful communication and an open-mindedness to learning with others outside their classroom (Lindsay, 2016)

• to consider alternative perspectives through using a mix of information sources and, through interacting directly with students from other schools in a safe, online environment, students can learn about the world in a more authentic sense (Fullan, Quinn, & McEachen, 2018, p. 68)

• to realise through practical experience that they can have a voice in how information is conveyed and presented (Jenkins et al., 2006, p.14; Schradie, 2013).

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Activity: Part 1 - Investigating place and liveability

1. Pre-planning: Use this doc to identify schools interested in global collaboration. Connect and collaborate with regional/national/international teachers to determine mutual project goals and practical considerations such as workable communication methods (using synchronous and asynchronous tools). Discuss digital citizenship protocols including appropriate online behaviour, copyright, creative commons (see other units in this learning module), and discussions related to intercultural communication, collaboration and teamwork. This interactive resource (embedded below) may be used to activate discussions with students before the project starts. Ask collaborating teachers about any areas of cultural sensitivity and relevant class information. Share background information about your class too.

2. Working in small groups (3-4), your students will role play by imagining that they are student journalists investigating a place in regional Australia, nationally or overseas. Groups brainstorm and complete a KWL chart about the place they are investigating.  

3. Collaborating on a shared Google doc, groups research using sources such as books, encyclopaedias, government statistics, maps and websites. As students research, they will record appropriate reference details. This initial research will be complemented with interviews and conversations with students from the regional/international school (via Skype, Zoom or by using an asynchronous tool such as Flipgrid).

4. After their online interactions, each group will identify liveability issues (e.g poor transport) which will be documented in a class Padlet in the form of an ‘essential question’. The quality of the ‘essential questions’ will provide a rich context for subsequent activities (McTighe & Wiggins, 2013). Meet with each group to facilitate deeper discussion about the issues identified and the questions being developed.

5. Using Padlet, the teams in both countries or regions will brainstorm potential strategies and solutions to the essential questions documented.  

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This is an interactive resource (created using H5P). The introductory video (slide 1) is designed for teacher reflection about

contemporary learning. The subsequent slides provide interactive activities that can be used with students as conversation starters about the value of collaboration, team work and intercultural understanding.

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Activity: Part 2 - Strategies to enhance liveability of places

1. Each student journalist group will prepare a final report (using a collaborative tool such as LucidPress) incorporating their research findings from a wide range of secondary and primary sources (including real life interviews) with recommended strategies to enhance the liveability of the place documented.  

2. Students will present a ‘case’ for projects to be adopted by school, council or local organisations for implementation.

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Activity: Part 3 - Reflection

At the completion of this project, ask your students to reflect, as ‘student journalists’ about what has been 'included' in their understanding of place and what has been 'left out' (by applying their digital and media literacy skills). By reflecting on the learning process, students will have the opportunity to demonstrate use of ethical digital practices in global contexts, and importantly, express an understanding that certain perspectives are captured by what is conveyed through different media. This blog post will become part of the student’s digital footprint and will include empathetic, respectful and thoughtful responses to other students’ blogs (peers and regional/international classmates).

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