Mapping and managing my (scholarly) digital identity: The effort, the dividends, the risks and the...
Transcript of Mapping and managing my (scholarly) digital identity: The effort, the dividends, the risks and the...
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Mapping and managing my (scholarly) digital identity: The effort, the dividends, the risks and the unknown
Workshop at the National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference, 19 July 2017, Bloemfontein, South Africa
Paul PrinslooUniversity of South Africa (Unisa)
@14prinsp
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Subtitle: What it means to be humanin a hyperconnected, noisy era
Image credit: https://en.m.wikipedia.org/wiki/File:Lajpat_Nagar_marketplace_in_2006.jpg
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2/I do not own the copyright of any of the images in this
presentation. I therefore acknowledge the original copyright and licensing regime of every image used.
This presentation (excluding the images) is licensed under a Creative Commons Attribution-NonCommercial 4.0
International License
This presentation represents my personal sensemaking and is a work-in-progress. The examples I include from my own digital footprint/shadow only serve to illustrate and not to
serve as a norm…
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Source credit: https://www.slideshare.net/bonstewart/education-in-abundance-network-literacies-learning?qid=edf4a92b-23cd-413a-894f-a3eb0889ba81&v=&b=&from_search=6
I want to acknowledge that the work of Bonnie Stewart (e.g. 2016) was and continue to be important for my own
understanding of network literacies and learning
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In this presentation I also made use of, and expanded on Goodier, S., & Czerniewicz, L. (2015). Academics' online
presence: a four-step guide to taking control of your visibility. [Third edition]
Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
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1. Sources of data: in the nexus between footprints and shadows2. How going digital and online impacts and will impact on our scholarly
and professional identities and lives3. The different possibilities, implications and risks of being online as
distance education practitioner and scholar4. Establish the extent and visibility of your own digital profile5. Making informed decisions on what you want from having and
maintaining a digital profile and footprint6. Improving the hygiene, wellness and quality of your digital ‘life’7. Mapping a personal routine/practice8. Consider the implications for teaching practice and student agency
In this workshop, we will (in no particular order ) explore:
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Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
STEP 5
Stay critical,
stay safe, protect
the privacy of
others
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Our digital footprints….
Our digital shadows….
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Image credit: https://pixabay.com/en/traces-snow-snow-lane-footprints-69808/
Our digital footprints….
The (un)informed and (un)intentional,(non)actions we take
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Image credit: https://pixabay.com/en/shadows-jogging-footprints-evening-183121/
Our digital shadows….
Content that are collected from us (by other human and non-human actors) and that are stored, analysed, combined with other sources of information (including our digital footprints) to compile digital dossiers
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Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Three sources of data
DirectedA digital form of
surveillance
wherein the
“gaze of the
technology is
focused on a
person or place
by a human
operator”
AutomatedGenerated as “an
inherent,
automatic function
of the device or
system and
include traces …”
Volunteered“gifted by users
and include
interactions
across social
media and the
crowdsourcing of
data wherein
users generate
data” (emphasis
added)
Kitchen, R. (2013). Big data and human geography: opportunities, challenges and risks. Dialogues in Human Geography, 3, 262-267. SOI: 10.1177/2043820613513388
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Source credit: https://www.nytimes.com/2014/10/05/sunday-review/we-want-privacy-but-cant-stop-sharing.html?partner=rss&emc=rss&smid=tw-nytopinion
… digital promiscuity
Also see Payne, R 2014, ‘Frictionless sharing and digital promiscuity’, Communication and Critical/Cultural Studies, 11 (2), 85-102.
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Our bodies are “leaking”(both passively and actively)
“flows of data to an overlaying surveillant assemblage where they are subject to analysis”
Smith, G. J. (2016). Surveillance, data and embodiment on the work of being watched. Body &
Society, 1-31. doi: 1357034X15623622
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Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Our devices, our data, have become prosthetics, extensions of ourselves – they constitute us, they allow us to function
in an increasingly networked world
See Green, B., & Hopwood, N. (2015). The body in professional practice, learning and education: a question of
corporeality. In B. Green and N. Hopwood (Eds.), The body in professional practice, learning and education (pp. 15-
33). New York, NY: Springer. Source credit: http://crackedlabs.org/en/corporate-surveillance/Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Our data are not something separate from our identities,
our histories, our beings. Our data are an integral,
albeit informational part of our being. Data are
therefore not something we own and can give away. We don’t own our data but we
are, increasingly, constituted by our data.
See Floridi, L. (2005). The ontological interpretation of informational privacy.
Ethics and Information Technology, 7(4), 185-200.
Image created from https://pixabay.com/en/steampunk-man-male-person-fantasy-1809590/ and https://pixabay.com/en/matrix-network-data-exchange-1013611/
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Image credit: https://commons.wikimedia.org/wiki/File:The_Shadow_-_Hiroshima.jpg
And our digital shadows and footprints may live long after we are no more…
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Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
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So what does the internet know about
you?
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Do a search on “your name” on the following search engines and compare the results…
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• What results come up about you? How distinctive are they? Do you share a namewith someone in a different field?
• Are all the results from your institutions? Publications? Other resources? Onlineprofiles? Are none of the results relevant to you?
• If the results are nothing to do with you and your research output or institution, would that be obvious to someone else looking for you?
• Consider where you would like to appear – in other words, what is your niche? Ifsomeone searched for a topic, where would you like to appear?
• If you already do regular searches for your own name, your results in Google willbe influenced by your previous searches and those of other people, so also dosearches for your name in search engines which don’t have this personalisationfeature, such as Duckduckgo (http://duckduckgo.com/).
• It is not vanity but a necessity to set up Google alerts (http://www.google.com/alerts) so you can automatically keep an eye on your developing presence and followyour online footprint and shadow. It’s a very simple process — follow the link abovefor a ‘how to’ explanation.
• If you don’t appear at all in the general search results, don’t panic. There are manyfactors that affect what results appear on the search results page (see ‘How searchworks’ for a brief overview). Searching by name alone has drawbacks.
Source credit: Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
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Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Source credit: http://crackedlabs.org/en/corporate-surveillance/
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Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
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Image credit: https://pixabay.com/en/doors-choices-choose-open-decision-1587329/
Central to our strategy to take (more conscious) control of our digital footprints and shadows we need to understand
the choices we have, the (sometimes irrational) reasons we choose specific options, the downstream effects of our
choices and the choices we don’t have
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Image credit: https://pixabay.com/en/nacelle-workers-wall-city-work-1888587/
The increasing disappearance of public/private/professional/personal
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So, how do you use, and if not, why not?
Image credit: https://www.flickr.com/photos/143601516@N03/28011015990
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Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
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Source credit: https://creativecommons.org/
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Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
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Source credit: https://www.slideshare.net/bonstewart/education-in-abundance-network-literacies-learning?qid=edf4a92b-23cd-413a-894f-a3eb0889ba81&v=&b=&from_search=6
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Clipped from Bonnie Stewart (2016) - https://www.slideshare.net/bonstewart/education-in-abundance-network-literacies-learning?qid=edf4a92b-23cd-413a-894f-a3eb0889ba81&v=&b=&from_search=6
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The art of curation…
Image credit: https://www.flickr.com/photos/143601516@N03/28011015990
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The art/craft of curation firstly involves learning to listen
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Curation means to be an audience, to take time to be an audience, to care enough to be
an audience
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Image credit: https://pixabay.com/en/megaphone-speaker-sound-message-2335573/
Curation also means to carefully amplify, to share, to highlight, to call attention to…
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Image credit: https://pixabay.com/en/adult-artists-audience-band-1836322/
Curation also means to support, to carry, to applaud, to care…
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Image credit: https://commons.wikimedia.org/wiki/File:Argentina_road_sign_R7.svg
Critical and ethical curation also means to know when not to share, not to repeat, not to amplify
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STEP 5Stay critical, stay safe, protect the privacy of others
Image compiled from https://pixabay.com/en/ball-protect-hands-euro-hand-665090/ and Goodier & Czerniewicz (2015)
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While we might worry about being alert online, we aren’t exposed to enough stories about the physical and material implications of the digital. It’s far too easy to think that the online landscape exists only on our screens, never intersecting with the physical landscape in which we live.
Our students cannot be digitally literate citizens if they don’t know stories about the material implications about the digital.
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Source credit: http://interactioninstitute.org/moving-from-inclusion-to-collaborative-solidarity/
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Source credit: http://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms
I call the web "broken" because its primary architecture is based on what Harvard Business School Professor Shoshana Zuboff calls "surveillance capitalism," a "form of information capitalism [that] aims to predict and modify human behavior as a means to produce revenue and market control.”
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Source credit: https://theeduflaneuse.com/2017/07/14/digital-spaces-westworld/
“How do we want our children and students to see and interact with the world of technology? In a world of big data, cyber attacks, and alternative facts,
perhaps it is with a combination of enthusiasm, caution, fear, confidence and criticality.”
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Source credit: https://www.digitaltrends.com/computing/pew-research-online-harassment/
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Source credit: http://www.salon.com/2016/12/17/fake-news-and-online-harassment-are-more-than-social-media-byproducts-theyre-powerful-profit-drivers/
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Source credit: https://www.propublica.org/article/facebook-hate-speech-censorship-internal-documents-algorithms
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STEP 5.1Stay critical
Image credit: https://www.flickr.com/photos/safari_vacation/9716969314
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Source credit: https://webliteracy.pressbooks.com/
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Source credit: http://www.factcheck.org/2016/11/how-to-spot-fake-news/
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Source credit: https://africacheck.org/
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STEP 5.2Stay safe
Image credit: https://www.flickr.com/photos/pong/288491653
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Source credit: http://www.wikihow.com/Delete-Browsing-History
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Source credit: http://www.toptenreviews.com/software/internet/best-internet-browser-software/
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Image credit: https://pixabay.com/en/metal-stairs-stairs-upright-access-1731677/
STEP 5Protect not only your own privacy but also the privacy of others
• Do not tag without permission• Do not share if downstream use may be problematic,
embarrassing• Watch out for one another• Do no harm
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(In)conclusion
Image credit: https://pixabay.com/en/hitchhiker-thumb-hoodie-backpack-691581/
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We are increasingly witnessing four major transformations:
a. the blurring of the distinction between reality and virtuality;
b. the blurring of the distinction between human, machine and nature;
c. the reversal from information scarcity to information abundance; and
d. the shift from the primacy of stand-alone things, properties, and binary relations, to the primacy of interactions, processes and networks.
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Going ‘dark’ or ‘offline’ is increasingly impossible. For a scholar, going ‘dark’ is not really an option.
We need to understand what is (not) in our control , the (ir)rationality of our choices, the
(un)foreseen downstream use of our data
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Image credit: https://pixabay.com/en/empty-abandoned-messy-grunge-scene-863118/
Thank you
Paul Prinsloo Research Professor in Open Distance Learning (ODL)College of Economic and Management Sciences, Office number 3-15, Club 1, Hazelwood, P O Box 392Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)T: +27 (0) 82 3954 113 (mobile)
[email protected] Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp