speaker-photo

James Robertson, MA (AEDT)

School of Information Technology
James has 20 years experience in the public safety field, working in a variety of roles including a sworn Special Constable in Ontario, Canada, a campus security officer, and a Security Systems Specialist (network admin). He is currently a Professor and Instructor at multiple universities and colleges, designing and teaching cybersecurity, education, and public safety courses. James is pursuing his CISSP certification along with his PhD in Criminal Justice (Homeland Security) researching the need for frontline police officers to possess digital literacy skills and competencies. James is an avid practitioner, researcher, presenter, and published academic writer with recognized expertise in digital forensics, cybercrime, cyber ethics, critical infrastructure, OSINT and crime, digital privacy, and policing.
8:00 - 8:50 AM General Session

Wednesday 18th Sept

In the Line of (Digital) Duty: Prioritizing Cyber Literacy in Police Education

Let's face it, the landscape of social interaction in general - and crime in particular - has become heavily dependent on digital tools, data, and networks. As society becomes continually entwined and enamored with ever-evolving digital technologies and online/connected everything, the need for public safety workers to effectively navigate digital tools, environments, evidence, and information sources has never been more important to the role of frontline police first responders. No longer the exclusive purview of specialized units and expert civilian members, today’s frontline officers are expected to competently navigate connected environments and tools - such as social media sites, geospatial intelligence, and OSINT - in their every call for service. This presentation explores the evolving landscape of police officer education and the critical need to build digital literacies, online skills, and technological competencies among every police officer. In particular, we discuss the role post-secondary education can play in preparing officers to meet the dynamic and digital requirements of their role. We highlight methods of infusing digital competencies in officer education and explore the need for curriculum that is both practical and academic (pracademic).