In this post I want to compare two European research projects that investigated creative production by young people in informal, out-of-school and, to a great extent, self organised contexts. Around the world scholars are very interested in the development of any kind of learning community and especially those seemingly stimulated by or reliant on forms of digital technology. It is the key premise for DML. Virtually all of the scholarship is interested in the types of different relationships such cultures have with formal schooling both to see how they might serve as templates for educational reform
The seduction of ‘Big Data’ lies in its promise of greater knowledge. The large amounts of data created as a by-product of our digital interactions, and the increased computing capacity to analyse it offer the possibility of knowing more about ourselves and the world around us. It promises to make the world less mysterious and more predictable. This is not the first time that new technologies of data have changed our view of the world. In the nineteenth century, statistical ‘objective knowledge’ supplanted the personal knowledge of upper-class educated gentlemen as the main way in which
How we think about digital media is paralleled by how we think about learner identities. What kinds of learning identities are being promoted for an anticipated future in an increasingly softwarised society? About ten years ago, the designers Dan O’Sullivan and Tom Igoe asked the question “how does the computer see us?” The striking image of a hand with one finger, one eye, and two ears that they produced as a response to this question—a simple yet weirdly obscene finger-eye-being—reminds us that the technologies we create carry built-in assumptions about the people who will use them.
As a scholar of privacy and surveillance as well as political activism in repressive societies where government surveillance has consequences much worse than embarrassment and political derailment, my take away lesson from ex-congressman and current NYC mayoral hopeful Anthony Weiner’s second-time around exposure for online dalliances is this: there is no easy technical workaround out-of the current crisis of digital surveillance. After NSA whistle-blower Edward Snowden’s allegations made it painfully clear that the world’s intelligence agencies, including our own NSA, were scooping up vast amounts of data with the help of tech giants like Microsoft, Google
Taking advantage of the online world’s ability to help youth develop knowledge, expertise, skills and important new literacies involves risks, but how much? Some researchers and authors such as Lenore Skenazy, Sonia Livingstone, and Lynn Schofield Clark have reasoned that a number of policies and strategies, which are intended to protect youth, are actually misguided and may be making youth’s learning experiences even more limiting. Jacqueline Vickery, an assistant professor in the department of Radio-Television-Film University of North Texas, studies the discourse around risk and digital media and how it fuels moral panics and influences policy.
Last fall, a New York man rented out his apartment bedroom through Airbnb, a popular website for short-term stays. Unbeknownst to him, he was breaking the law. When he returned to his apartment days later, he was facing more than $40,000 in fines. Airbnb is not legally obligated to post explicit warnings on its site notifying users of the possible legal ramifications of renting rooms for short lengths of time. Instead, this information is listed deep within the terms and conditions agreement. Stories like this are becoming all too common. Tamara Shepherd, a postdoctoral fellow at
Digital media allow us to produce, collect, organise and interpret more data about our lives than ever before. Our every digital interaction contributes to vast databases of information that index our behaviour from online movie choices to mapping networks of connections across Twitter. In an age of uncertainty, big data sets promise to provide an objective lens through which to understand the world, and both individuals and institutions like schools are turning to data to drive analysis and action. But what does this increasing datafication mean for how we understand the world, and how we understand
How should we understand the part played by code in digital media and learning? We are accustomed to arguments that digital media are affecting our existing practices of reading, looking, seeing and hearing, yet relatively little is said of how the underlying code and algorithmic architectures of software actually exert those effects. The work done by code and algorithmic architectures in remediating learning through digital technologies, however, should be treated extremely seriously. Code increasingly affects our notions of agency (who does what), and sociality (how we form attachments and collective belonging). Code is woven into the
Parenting is hard. Many parents find parenting in an era of social media to be confusing, in part because they must advise their children to make sense of spaces that they don’t understand themselves. It’s easy to be afraid of what’s new, but by focusing on technology, parents often lose track of the underlying social issues that their children are trying to navigate. In many ways, the advice that children need to negotiate networked publics parallels advice that parents have always given when their children encounter public spaces. To address online safety concerns, parents need to
I’m currently iterating some work around Web Literacies for the Mozilla Foundation (you can see the latest version of my thinking here). Perhaps the biggest consideration when dealing with so-called ‘New’ Literacies is distinguishing them from one another. As I’ve discussed many times before, without some clear thinking on this issue both theorists and practitioners alike tend to talk past one another using imprecise terminology. What I want to consider in this post is the relationship between Digital literacies and Web literacies. Aren’t they just synonyms? The topic of digital literacies was the focus of my