The project topics: Digital identity and digital inclusion

Digital Inclusion

Defining digital inclusion is challenging as research and debates are often embedded in specific contexts. Most definitions converge around the idea that all members of society are able to access the affordances that technology offers (Seale, 2009, Selwyn and Facer, 2007).

Political and economic influences

There are strong political and economic influences throughout many of the debates on digital inclusion. The UK Government defines digital inclusion as ‘having the right access, skills, motivation and trust to confidently go online’ (Cabinet Office, 2014). However, the government’s motivations appear to be focused on creating economic opportunities, with commissioned work addressing access, through infrastructure projects with telecommunications companies, and skills, for example, the projects commissioned by Go ON UK (www.go-on.co.uk ). Projects addressing the motivation and trust barriers appear more limited. The government view of motivation supports the premise that going online makes it easier to find a job, improve household income, and get more benefits from public services. These motivations are predominantly economical and financial, rather than social and cultural.

Meaningfulness and digital choice

Further debates about the motivational barriers emerge mainly from the educational field, where educators are looking at how to utilise ‘technology-enhanced’ learning. Seale (2009) notes that a lack of skills is not the only influence on technology use. It must have some meaningful use in people’s lives and afford contextual uses; in other words, it needs to have ‘life-fit’. Online initiatives often forget that a person’s motivation and attitude towards the use of technology, may be as important as the access quality and location. Individuals develop positive and negative attitudes about technology, which, alongside other cultural barriers, need to be tackled. Understanding the ‘digital choices’ (Helsper, 2008) people make is a necessary factor when considering inclusion.

Scouting values and digital inclusion

Inclusion is therefore about opportunities and practices and not just the deficits and barriers. An individual’s values will be influential in determining the meaningfulness of using technology. Seale (2009) reminds us that people bring their own set of motivations, skills and resourcefulness to the online world. So could the existing motivations and skills of volunteers, founded upon shared values, motivate and encourage meaningfulness in digital participation?

Identity

The ‘identity’ topic emerged from research about the trust barriers to inclusion and the relevance of identity in the digital landscape. From a practitioner perspective, digital identity is at the forefront of discussions about online safety. A conscious comprehensive understanding of the nature of digital identity and how to manage it however, has yet to be developed (de Kerckhove and Almedia, 2013; Ollier-Malaterre and Rothbard, 2013).

Understanding identity

‘Identity’, put simply, is the perception and expression we have of ourselves. Influenced by cultural contexts and social interactions (Suke, 2009), it is generally agreed that identity is perceived differently in different contexts (Besley, 2011; Cullen, 2009). Accordingly, online identity is about how we present ourselves to others online, and how we perceive ourselves through our online interactions (Gradinaru, 2013).

Digital identity

Early debates about digital identity concentrated on anonymity and the multitude of opportunities the internet afforded. Technology has developed and is now embedded in everyday lives, a process Gradinaru (2013) called ‘technological domestication’. The internet is no longer a playground with which to construct different identities (although we still use the internet to explore different facets of identity), but has become a way of ‘customising’ our identities, more clearly linking back to the ‘real’. This means that individuals participating online need have an understanding of the structure of digital spaces, and how they influence and shape identity (Kimmons, 2014). For example, less face to face contact encourages more self-disclosure, which is the main affordance of social networking (Belk, 2013).

The challenges

Online spaces offer opportunities and challenges. The challenges converge around mis-understanding information. Digital identity is easier to misinterpret because the original context and meaning of digital presentations can be lost, as they are not necessarily linked to specific contexts, particular relationships or situations. Self-disclosure can lead to boundary dilemmas (Lannin and Scott, 2013), which is why most advice talks about the benefits of developing separate personal and professional digital identities. However, as Lannin and Scott (2013) note in their paper about how psychologists navigate the online world, it would be naïve to think that our private lives will never intersect with the professional.

Scouting values and managing identity

Individuals have to make their own decisions about digital identity, but educators can help empower them. They need a heightened awareness of the risks and rewards afforded by online participation in order to take responsibility and make choices about their own digital identity. By integrating Scouting values with messages about digital identity, could volunteers consider how to participate in ways that are meaningful and truthful for them, within a framework they already observe? 

References

Belk, R. W. (2013). Extended self in a digital world. Journal of Consumer Research, 40(3), 477-500. [online] Available at: http://www.dies.uniud.it/tl_files/utenti/crisci/Belk%202013a.pdf (Accessed 2 January 2015)

Besley, T. (2011). Digitized Youth: Constructing identities in the creative knowledge economy. Annals Of Spiru Haret University, Journalism Studies, 12(1), 9-22.

 de Kerckhove, D., & de Almeida, C. M. (2013). What is a digital persona?. Technoetic Arts: A Journal of Speculative Research, 11(3), 277-287 

Cabinet Office (2014) Government Digital Inclusion Strategy, 13 April 2014 [online] Available at: https://www.gov.uk/government/publications/government-digital-inclusion-strategy (Accessed 2 January 2015) 

Cullen (2009) Culture, identity and information privacy in the age of digital government.  Online Information Review, 33(3), 405-421. 

Gradinaru, C. (2013). From Multitude to Convergence: Contemporary Trends in the Study of Online Identity. Argumentum: Journal the Seminar Of Discursive Logic, Argumentation Theory & Rhetoric, 11(2), 95-108. 

Helsper, Ellen (2008) Digital inclusion: an analysis of social disadvantage and the information society. Department for Communities and Local Government, London, UK. [online] Available at: http://www.esd.org.uk/esdtoolkit/communities/DigitalInclusion/tools%5COXiS%20Report.pdf (Accessed 2 January 2015)

Kimmons, R. (2014). Social Networking Sites, Literacy, and the Authentic Identity Problem. Techtrends: Linking Research & Practice to Improve Learning, 58(2), 93-98.

Lannin, D. G., & Scott, N. A. (2013). Social networking ethics: Developing best practices for the new small world. Professional Psychology: Research and Practice, 44(3), 135-141.

Ollier - Malaterre, A., Rothbard, N. P., & BERG, J. M. (2013). When worlds collide in cyberspace:How Boundary work in online social networks impacts professional relationships. Academy Of Management Review, 38(4), 645-669. 

Seale, J. (2009). Digital Inclusion. A research briefing by the technology enhanced learning phase of the teaching and learning research programme. [online] Available at: http://www.tlrp.org/docs/DigitalInclusion.pdf (Accessed 2 January 2015)

 Selwyn, N., & Facer, K. (2007). Beyond the digital divide. Opening Education Reports. Bristol: Futurelab. [online]. Available at: http://www2.futurelab.org.uk/resources/documents/opening_education/Digital_Divide.pdf (Accessed 2 January 2015) 

Suke, C. (2009). College Male Students' Cultural Value Identity in the New Media World. China Media Research, 5(4), 41-46.

Project building - psychological barriers to using social media

Project planning has begun in earnest as the first assignment deadline approaches. So being that this module is all about being a 'networked practitioner', it is expected that we try and explore our openness and practices. Thus I am trying to be open while working through the planning process, one, so I can reflect on how this feel, and two, so that I can start to use my network to help. 

So I am sharing my work in progress, as it progresses. So if you think you can help me with the research or theory, or you want to lend me your ear, comment or feedback on anything, please do. And remember it is a work in progress!!

Project plan - part 1

Being Prepared. Exploring the psychological barriers to volunteers using social media and adopting a values-driven approach to empowerment.

Project overview

“You wouldn't climb a mountain without being prepared, so you shouldn't use social media without doing the same!”

Background

Scouting volunteers do amazing things with young people every day, but there exists a fear of using online tools like social media for Scouting purposes. We help volunteers overcome their fear of the online world by reminding them of the values and methods of Scouting and that the online world is just another ‘undiscovered world’ of opportunity. Thus they can be part of the ‘open landscape’, exhibiting their values, being appropriate role-models and effective 'digital' citizens by working in partnership with young people.

Linking to the conference theme: a focus on Inclusion

Looking through the lens of 'inclusion', the project will investigate the wider issues of why adults don't want to use social media or why they feel social media doesn't include them. There are physical barriers like poor internet access and knowledge and skills, however this project will explore the psychological barriers that make volunteers feel powerless or afraid to use social media.  If we want them to use social media then we need to empower them by addressing their fears. This will involve looking at and helping them to manage the risks, as well as their own identities. In summary, Scouting is all about overcoming fears, trying something new, creating community and being empowered. Consequently the values and methods of Scouting are synchronous with overcoming the psychological barriers of using social media.

Project purpose and scope

One of the main deliverables of this project is to create a proto-type multimedia learning artefact for volunteers. However the project’s underlying purpose is to explore role of psychological barriers in relation to making social media accessible to volunteers.

This project will focus on three main topics: identity, safety and confidence and explore the barriers of fear and power within an open environment. Therefore the theme of inclusion needs to address issues of confidence, safety and identity in relation to overcoming fear and feeling empowered.

This is an upside down project, because the key messages to empower volunteers are already in place. The project activities will seek to underpin these key messages by drawing on existing research and practice to identify the issues surrounding these barriers and provide a sound theoretical basis for taking this approach and linking back to the values and methods of Scouting.

Reality bites. Project planning and back to the drawing board.

We are now in week 6 of the module and at the final, crucial stages of thinking about our project plans and preparing for our first assignments. In true Sam fashion I had loads of ideas and thought about lots of different topics. Part of this module is about thinking and creating out loud, so here's some of the thoughts and processes that I have been through so far.

Phase 1: Initial thoughts (aka: lots of excitement and creativity but all over the place)

Originally I was focused on inclusion as a theme, mainly because a lot of the work I do is based around inclusion - and how we help people become a part of something, or make sure that we don't exclude. 

Power: In particular I am fascinated by power. So I thought about doing something that focused on power and inclusion. I talk alot about power dynamics in training especially as many of the topics I deliver are sensitive, and I work with volunteers and young people, so power is important. Power is about making the language we use accessible and the way we approach our relationships. but it's also about giving people power to take action in their own right.  I think openness and power has some links to identity but also acceptance, whether it's academic/non-academic/age/gender/experience/disciplines

Changing relationships:I also had thoughts around creating a new discipline (innovation) and whether there were ways that the informal (non-academic) can influence the formal (academic). This has a direct link to something I want to do, and also links to implementation. In the charity/youth work field, there is no such thing as trainer training or qualifications in many of the subject areas we become experts in. So for example, my peer network and I talk to each other a lot about values based training especially in safeguarding. I would love to create a kind of open studio for us to develop resources together and share our expertise more widely and openly. Thus not only helping other practitioners, but also changing culture and teh way that people think about the subject area. I think our approach is already innovative, but by creating something open and online. Does a discipline/education/field have to start in academia?

The journey:Journeys through openness started to fascinate me too following a couple of tweets with George Veletsianos (the author of one of the papers I read whom I exchanged some tweets with.) and some of discussions about what we do, I started thinking about journeys. So here I am thinking about are there routes to openness, and do different disciplines afford different routes? Therefore how do decide on the best approach? So just like doing needs and people analysis in training, can we tailor an approach for different people?

Phase 2: 3 potentials topics.... (28th October and thought I was doing well!)

I then shared with my tutor group three potentials areas where I had ideas, in order to ask comments and get some feedback in what direction to go (below is the exert from the forum)

1. Bursting the bubble: Building digital networks that improve professional practice. Here I was thinking about how networks actually inform and develop practice. In particular I wanted to focus on this idea of making sure you have diversity of voice (filter bubble) and so your network has many voices, or at least you know how to chose the ones that will actively challenge and help you develop. There might also be something about how you measure that effectiveness (I am not sure that you can 100%, but so far there is a lot of anecdotal evidence about this but I am not sure there is so much research on outcomes/outputs). (As Louise is doing something about communities of practice then I might move this down my list

2. Seeing the tree from the woods: discoverability of non-academic Open educational resources. In this I was thinking about inclusion as welll as innovation and implementation. In my professional life I am non-academic, and I think that when you look for resources, then academic resources trump non-academic. This is probably because this is not a priority for, for example, charitable organisations. So this one was about recognising the dominance of academia, and considering how to get heard. There are a few ways that this could be honed to be more specific too.

3. Journeying the open landscape : can blogging lead to academic publishing for the non-academic scholar. Back on my non-academic thing again. I am really interested in the different journeys that digital scholars take, and also how people develop. I found a blog post as a starting point, and this is something that I think that I want to do as a practitioner....I think again this could have links to inclusion innovation and implementation

I had pretty much settled on the third option, as it linked to this idea of journeys, and my creative part of my brain was thinking about the imagery of journeys and how it would make a great little project artefact, with things like 'what to wear' for identity, 'what to pack' for tools, 'travelling companions' for building your network etc.

Phase 3: journeys of a digital scholar (or trying to go around the world in 84 days)  

So is started to flesh out my ideas, and considered my approach.

Postcards from a digital scholar"  From theory to practice:Blogging as a foundation for digital scholarship .My theme would be implementation, and basically my plan is to blog my way through the project/module, picking up on each of the themes that are suggested along the way in the module, with a particular focus on blogging and my practice/experience of blogging. My initial thoughts are that there is a lot of information out there about blogging, and this approach is not necessarily new, but if I want to improve my own practice then I need to review the research and practice there is, and reflect on what that means for my own practice and actually do it.

Therefore my artifact would probably be a 'journey planner' of some of the key considerations of using and implementing blogging, (for a practitioner who is not connected to a learning institution)  and I am thinking of a multimedia approach. (4th November 2014)

Now hear, let this be a lesson to you.....

I started to look at potential research and resources, and had got a few good suggestions and ideas from my fellow students. However I was starting to find it difficult to find exactly what I wanted. I then sat down on the 6th November and did a project timetable, with key dates and the actual number of days that I would be able to commit to the module and complete assignments. I realised that I was probably aiming too high, trying too hard and potential not going to have the time to cover what I wanted to. The module materials are quite good in suggesting that you think 'realistically' about what you can accomplish. Although I was still interested in my area, I just didn't have the time to learn and research a whole new subject area. 

I contacted my tutor and had a discussion about this and my proposal for a new idea, based on existing knowledge and an area of work that would also benefit from my final artifact. It was really important at this stage to make that decision and to be aware that my intended project was way out of scope for what could be realistically completed. 

So here's me telling my fellow students...and I will talk about my new project shortly.