Running head: PRIVACY MATTERS INTRODUCTORY PRESENTATION 1

Privacy Matters: Introductory Presentation

D.B. Weldon Library
Andrea McDonald
Western University

9003-002
Professor Heather Hill
November 24 2017
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Table of Contents
Program Title ..... 3
Audience 3
Program Outcomes .... 3
Program Agenda ..3
Hand Out ...8
Analysis of Outline ..9
Student Learning ...9
Student Outcomes. 9
Maintaining Attention... 9
Active Learning .........10
Evaluative Measures ..10
Annonymous Survey........10
Professor Feedback .... 11
Future of the Presentation ...11
Reflection ... 11
References ..... 13
Appendices . 15
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Program Title
Privacy Matters
Audience
The Audience is first year classes at Western University. This program was originally
designed with the purpose of a guest lecture to an Introduction to Womens Studies class,
however, can be applicable for all students at the first to possibly fourth year level.
Program Outcomes
1. Students will develop an understanding of what privacy and surveillance means,
specifically within their own lives.
2. Students will explore resources to protect their personal information online.
3. Students will be challenged to relate concepts learned to their own personal experiences.
Program Agenda
This program will follow a power point presentation located in Appendix A.
Outline
1. Introduce yourself. (approx. 2 mins.)
a. Include your title as an academic librarian, education, and related experience to
qualify yourself to speak on online privacy.
2. Introduce the presentation (approx. 5 mins.)
a. Sample Script: I am going to give you some tools to critically think about
privacy issues and what these issues mean for you individually. I hope to persuade
you to examine what private information about yourself is online, and give you a
few tools to try to limit this information.
3. Engage the class in critical thinking questions. Generate discussion (approx. 15 mins.).
a. Pose questions getting the class to first break into groups of 4-5. Depending on
the physical structure of the classroom.
i. What does privacy mean to you?
ii. How does privacy online affect you?
iii. Were there any moments you felt your privacy had been invaded online?
iv. What current strategies do you use online to protect your privacy?
v. do you think everyone should a right to privacy?
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b. circulate the classroom looking to make sure everyone is on track. Ask questions
and engage in groups conversation when appropriate.
c. Regather class. Each question again but to the group and see if you can get a
group to say what they spoke about.
i. Prompt responses to challenge their point to highlight the nuance of
privacy issues, specifically when posing the question should everyone
have a right to privacy.
d. Ask show of hands questions.
i. Show of hands, how many of you currently use tools online to protect
your privacy.
i. Ask if anyone wants to share any tools they use. Hopefully
gathering a discussion of the previous experience, they have on the
subject.
ii. Show of hands, how many of you feel in control of what information is
retrievable and collected on yourself online
4. Case studies on invasions of privacy highlighting pervasiveness and social consequences
(approx. 10 mins):
a. Standard Innovation
i. Canadian company creators of Smart Vibrators involved in a 3.75-million-
dollar lawsuit.
ii. Their blue tooth enabled WeVibe when connected with the accompanying
phone app was tracking private data, and was hackable.
iii. The WeVibe connect function was designed as a way for couples in long
distance relationships.
iv. Did not state they were tracking information.
v. Private information on intimate moments were being tracked and the data
was being saved. It was unclear as to what it was being used for, or
intended on being used for.
b. Facebook
i. Had a preference for advertisers to exclude specific Ethnic Affinities.
ii. Ethnic affinities were determined based on data collected about the user.
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iii. Brought up problems of exclusion, specifically within housing and credit

related advertisers. The issue surrounds not the ability to single out
ethnicities, but Facebooks ability to exclude.
c. Can anyone see any problems systemically with these cases?
i. Try to prompt students to highlight that these privacy issues are not high-
profile privacy invasions, identity theft, or targeted surveillance. But that
surveillance has a way of imposing systemic threats to our private lives.
5. Edward Snowden (approx. 5 mins)
i. Begin by asking how many people have heard of Edward Snowden. Ask if
anyone can explain who he is.
ii. Explanation: Snowden is a former NSA worker who revealed classified
Government surveillance programs.
iii. Revealed the way in which American Government is able to view private
information, not only from those who are targeted threats but from all
citizens.
iv. Changed peoples perception of surveillance.
i. Post-Snowden many people were more skeptical of their own
privacy.
-----------------------------------------Break for 5 minutes-----------------------------------------
6. Explain a Digital Footprint (approx. 5 mins):
a. A digital footprint is the information that we leave on the web. This can vary from
the obvious information you give EX. credit card information, Facebook basic
info- age, relationship status, likes. To the less obvious - how long we stayed on a
page, the path you took to get to a page, the people youre connected with online,
your location, your private messages, or even the or your alone time with a loved
one.
i. Basically, our information online leaves behind a trail of information and
data about us. This information is not fleeting and can be permanent stored
for potential use, rather than collected specifically for one use.
7. Ask to see a show of hands to see who has heard of the term Prosumer (approx. 5 mins.).
a. If no students raise their hand, continue to Introduce concept of Prosumer.
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b. Define prosumer as a merger of producers and consumers.

i. We our providing massive amounts of previously inaccessible specific
information, that is extremely marketable. This information is used to
market back to us.
8. Relate the concepts prosumer and digital footprint while explaining agency issues
(approx. 5 minutes).
a. How much can we really know about ourselves?
- Loss of agency who holds our information.
- Decisions are being made for you by analysing your
information and then selling it back to you.
9. Activity (approx. 10 minutes)
a. Script: Working in groups of 2 to 3, think about the digital footprint you would
have left over the last 24 hours. Take turns talking about the specific ways you
engaged digitally. If youre comfortable, go through your browsing history, the
more detailed the better. Work together to create your digital footprints on the
bottom of the hand out. Consider what this information might say about you, is
this how you want to be represented? Do you want to be represented at all?
b. Conclude by asking the questions on the PowerPoint. Highlight the last question,
to emphasise how unnatural and frightening it may possibly feel to have to reveal
our online information to a physical person. Online we dont always feel this as
there is a lack of agency as we cannot identify specifically who is able to see our
information.
10. Solutions (approx. 10 minutes)

a. Tor Network
i. An alternative browser which makes it difficult for anyone to track you
ii. The network sends your signal through to 3 different locations creating
b. DuckDuckGo
i. DuckDuckGo is a search engine that does not track you.
ii. Your searches will not be tailored to your location or your previous
searches.
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- Gives you a more holistic approach to searching.

i. Say you are looking for information on Pitbulls
you will get information on the breed without the
first few results being news articles relating to
Pitbull bans.
c. Disabling Siri
i. Siri records conversations you are having sends to third party
companies such as advertisers and government agencies.
ii. Specifically turning off the hey Siri function will prevent iPhones from
permanently listening.
d. Disabling cookies.
i. By disabling cookies, you are able to limit third parties from tracking what
websites youve visited and what pages you have seen.
ii. The con is that cookies are also responsible for autofill information. Lacks
convenience to turn them off.
e. Examining privacy contracts.
i. Can be difficult to fully read the contracts, as these contracts have been
described as contract abuse and fine print bullying.
ii. Try to set out some time from your day in order to review once changes
have been made.
11. Conclusion and Questions (5 minutes)
a. Conclude by handing out the questionnaire. Highlight that the questionnaire is
entirely anonymous, and optional, however feedback would be greatly
appreciated.
b. Ask if there are any questions.
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Hand out

Privacy M atters!
by Andrea McDonald

Arguing that you dont care about the right to privacy because you have
nothing to hide, is no different than saying you dont care about free speech
because you have nothing to say.

-Edwar d Snowden

Digital Footprint: Prosumer:

A trail of data (information) left by ones activity in a The combination of the word producer and
digital environments. consumer. A Prosumer assists in the creation and
consumption of a product.

M y Digital Footprint: Controlling Your Digital Footprint

(Check all that apply) Control Your Cookies!

__ Age Adjust privacy settings:
__ Sexe Google
__ Gender Facebook
__ Credit card information Instagram
__ Spending habits Read privacy contracts
__ Relationship status Disable Siri
__ Education/Experience
__ Location Alternative Browsing
Others:
DuckDuckGo
_____________________________
Tor Network
_____________________________

_____________________________
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Analysis of Outline

Student Learning
I am basing my outline on Robert Gagnes (1985) Nine Events of Instruction, while
incorporating additional instructional methods to cater specifically to my audience and my
material. As Crane states, it is best not to advocate one learning theory but stress that
instructional strategy and content depend on the level of the learners (2017, 27). According to a
study done by the Pew Research Centre in 2015 young adults are the more likely to take actions
to preserve their privacy online then other generations (Rainie, 2015). It is essential to not
patronize the students, but rather look to expand on what they might currently know. This is why
I have structured a class discussion towards the beginning of the class. By generating discussion
early, I allow the students to develop knowledge from their peers, rather than solely from the
instructor.

Student Outcomes
I am hoping to not only teach students skills on maintaining privacy, but to engage
students to critically examine current privacy issues online. Karen Markey and Chris Leeder note
that there are three approaches to conceptualizing and teaching information literacy: as a set of
attributes, as knowledge construction, or as enabling critical thinking (2014, 24). Currently,
most information literacy programs view information literacy as a set of attributes. However,
conceptualizing information literacy as a skill, and instructing through skills based learning, has
been seen to lack the promotion of critical reflection on why students benefit from information
literacy skills. (Markey and Leeder, 2014).
I will be enabling critical thinking by asking students to reflect on how they view
privacy, presenting them with current case studies, and asking them to begin to think about what
information they currently have public. I will then put a minor focus on skills that they may use
depending on how they conceptualize privacy.
Maintaining Attention
Mariann Lkse et al. in Teaching Information Literacy in Higher Education mention
attention selectivity, claiming that clear goals will help promote top-down processing, allowing
the larger concepts to be retained first followed by any other additional stimuli (2017). By
mentioning the goal of the presentation early, addressing step two of Gagnes Nine Events of
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Instruction, the outcomes will become clear to the students helping maintain attention.

I began the presentation by appealing to the attention of the learners, both by asking
questions specifically to engage existing knowledge, and by addressing a taboo topic. I hope to
shock the students in a way where they will remain attentive, and to appeal specifically to a first
year Womens Studies class.

Active Learning
According to Mariann Lkse et al., active learning activities benefit learners by engaging
them within the learning process itself (2017). My engagement activities allow the learners to
develop a sense of vulnerability and oddness in verbalizing their online activity. This activity
should engage students to develop a sense of sensitivity to the information they place online.
This presentation focuses on active learning through providing a learning environment
that encourages participation. It is important to consider, while this is an introductory class, this
age range is already using additional privacy measures online (Rainie, 2015). Promoting an
active learning style is essential for this presentation to build off students existing knowledge and
experiences. It would not be helpful for the instructor to present without an understanding of the
specific class.
By providing multiple opportunities for engagement I am hoping to avoid passive
learning. Each response from a student will be met without judgement, with a response of
encouragement, or challenging them to look deeper into their contribution.
Evaluative Measures
Anonymous Survey
There will be a small survey, found in Appendix B, distributed at the end of the lecture.
This survey will be printed on paper with three surveys to a page and cut earlier. The survey will
help dictate the effectiveness of presentation, and will determine future tactics to better the
success of the program. The survey will focus on how the presentation effects students learning
within their program and in every-day life.
Professor Feedback
A follow up email will be sent to professors. The sample email may be found in
Appendix C. This email will begin with a thank you and then briefly and generally ask for
feedback. This email will give feedback leaving time to evaluate long term effectiveness of the
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class. It is important to consider the professor most likely will not have been at the class, and to
not specifically ask them for personal feedback.
As most staff and faculty do have a significant amount of emails, we will not rely heavily
on this feedback, but rather regard it as supplementary to the student feedback. If there is an
opportunity to follow up with the professor face-to-face, that would be preferred.
Future of the Presentation
After evaluating the success of this program, our D.B. Weldon will consider expanding
the program. Results from student surveys and from possible professor feedback, will be
compiled and evaluated. If the Womens Studies class presentation is successful, we will
consider expanding the program to alternative first year classes.
Reflection
Through planning this instruction, I have learned that effective instruction does not rely
heavily on lecturing and multiple concepts. Effective instruction, specifically within information
literacy, should be a way of engaging learners critical thinking skills. I planned my lesson
considering the learner, the end goal or product, and the evaluation and assessments (Fulton
and McGinness, 2016, 28). I am hoping to present a learning experience specifically to a first
years Womens Study class, on privacy concerns, with the assumption that this class may or may
not already obtain a variety of knowledge on this topic. I attempted to gear my lesson towards
those at a higher level of education, using Mariann Lkse et al. in Teaching information literacy
in higher education as a resource which allowed me to adjust my presentation from less of a
lecture, to more of a collaborative learning environment conducive to the learning styles of
adults (2017).

I based most of my format related decisions on Robert Gagnes (1985) Nine Events of
Instruction found in Cranes book How to teach: A practical guide for librarians. First
gain[ing] the attention of the learner and stimulated prior learning through the introductory
participation and the scandalized examples; then informing the objective; followed by
presenting new content on Edward Snowden, digital footprints, and prosumers. The activity of
sharing information with a partner, writing students digital footprints, and briefly discussing how
this activity went follows Gagnes steps f5 and 6 in guided learning and eliciting
performance. The task allows them to form their own conclusions, specifically personalized to
themselves, and their own information, applying principles and issues previously stated. I then
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provide feedback through the form of suggestions, providing students with a few tools to help
them gain some privacy online. Lastly, steps 8 and 9 are done throughout the class through
participation and providing brief feedback during the two activities. (Crane, 2014).

My original intent was to present a number of different concepts, methods, and skills to
protect online privacy and conclude with a single group activity. However, upon reading the
literacy surrounding pedagogy, information literacy, and online privacy I found lecturing to be a
technique that would not be effective. I tried to focus on engaging in critical thinking before
presenting possible new skills. This method allows students to understand not only that
additional online privacy measures exist, but why they exist, and why or why not one would use
these methods. Of course, it was necessary to incorporate sections of the lesson where there was
new content, however, after reflecting on the literature, I managed to cut a significant number of
theoretical concepts.

Lastly, as digital environments are constantly in flux, I attempted to avoid focusing

heavily on privacy techniques. Upon reflecting on the literature on information surveillance and
online privacy, it was evident that techniques to protecting privacy can become obsolete. New
surveillance techniques and new counter-surveillance techniques are changing rapidly with
technologies. Therefore, I attempted to engage critical thought rather than solely present students
with possible temporary solutions. It is essential for the students to become critical of online
privacy as a whole, rather than focusing on specific techniques.
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References
The following sources were helpful in developing knowledge on Privacy and
Surveillance.
Andrews, L. B. (2013). I know who you are and I saw what you did: social networks and the
death of privacy. New York: Free Press.
Batra, N. D. (2008). Digital freedom: how much can you handle? Lanham: Rowman &
Littlefield.
Bogart, N. (2017, March 14). Canadian sex toy maker settles $4M lawsuit claiming We-Vibe
tracked private data. Retrieved November 22, 2017, from
https://globalnews.ca/news/3308543/we-vibe-privacy-lawsuit-settlement/
Chaykowski, K. (2016, November 11). Facebook to ban 'Ethnic Affinity' targeting for housing,
employment, credit-related ads. Retrieved November 22, 2017, from
https://www.forbes.com/sites/kathleenchaykowski/2016/11/11/facebook-to-ban-ethnic-
affinity-targeting-for-housing-employment-credit-related-ads/#3c7e776d4442
Fulton, C., & McGuinness, C. A. (2016). Digital detectives: solving information dilemmas in an
online world. Cambridge, MA: Chandos Publishing.
Greenberg, J., & Hier, S. P. (2009). Surveillance: Power, Problems, and Politics. Vancouver:
University of British Columbia Press.
Lamdan, S.S. (2015). Social media privacy: a rallying cry to librarians. Library Quarterly 85(3):
261-277.

Rainie, L. (2016). The state of privacy in post-Snowden America. The Pew Research Center.

The following resources were helpful in determining instructional techniques.

Booth, C. (2011). A correction course in instructional theory. In, Reflective teaching effective
learning. P. 49-61.
Crane, B. E. (2017). How to teach: a practical guide for librarians. Lanham, MD: Rowman &
Littlefield.
Lkse, M., Lg, T., Solberg, M., Andreassen, H. N., & Stenersen, M. (2017). Teaching
information literacy in higher education: effective teaching and active learning.
Cambridge, MA: Chandos Publishing, an imprint of Elsevier.
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Markey, K., Leeder, C., & Rieh, S. Y. (2014). Designing online information literacy games
students want to play. Lanham: Rowman et Littlefield.
Sample Lesson Plan #2. (PDF)
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(For Appendix A see the separate document.)

Appendix B

This is a sample survey. This survey is to be completed by patrons using an opt-in method.

Dear Students, you are invited to participate in the following survey: Assessment of Protecting
Privacy presented by The D.B. Weldon Library. This survey is entirely confidential and
voluntary. We are currently looking to evaluate the effectiveness of this program on your
everyday life and your studies at Western University.

1. What percentage of class materials presented new concepts?

0 - 20% 21 40% 41 60% 60- 80% 80 100%
2. How useful did you find the privacy tactics?
Very useful Somewhat useful Not useful
3. Are you able to use this knowledge within your discipline?
Yes Possibly No
4. Are there any other privacy techniques you find helpful?
________________________________________________
5. Are there any other privacy concerns you felt should be addressed in this presentation? If
so please state.
No
Yes: ____________________________________________
6. Do you feel overall better equipped to continue to examine your information online?
Yes Possibly No
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Appendix C

Sample Email:

Dear [Professors Name],

Thank you for allowing me to talk to your class. I hope (you and) your students found the
presentation to be helpful. (A sentence relating specifically to the how the class went.)

Please feel free to pass my contact information to any students looking for further information on
the subject.

Thank you,

Andrea McDonald