signifies a new epistemology insofar as it portraysevents as discrete and isolated; knowledges as mod-ifiable, categorizable, and abstractable; and locally-situated knowledges as best understood by thoseworking remotely

Not only does the convergence of BigData and humanitarianism depend on a particularsocial shaping of technologies and data, but Big Dataitself embodies particular values, social relations, andepistemologies

Digital humanitarianism can be con-ceptualized as ‘‘the enacting of social and institutionalnetworks, technologies, and practices that enable large,unrestricted numbers of remote and on-the-groundindividuals to collaborate on humanitarian managementthrough digital technologies’’ (Burns2014).

However, discussions of the relationship between BigData and digital humanitarianism tend to be cautiouslyoptimistic. Letouze ́(2012) the challenges facingdigital humanitarianism as falling into five broadcategories: (1) privacy, (2) access/sharing, (3) extract-ing meaning from qualitative text, (4) apophenia, (5)detecting anomalies.

Theseunderstandings of spatial technologies build on les-sons from science and technology studies (STS)research that describes the processes by which dataand technologies come to assume and reify social andpower relations, worldviews, and epistemologies(Feenberg1999; Pinch and Bijker1987; Wajcman1991; Winner1985)

Bor-rowing principles from critical GIS, technologies canbe seen to embody social norms and values (Schuurman2000; Sheppard2005), often reinforcing extant powerdynamics and social inequalities rather than disruptingthem.

emergent citizen groups (ECGs) in disasters (e.g., Neal I 984, Quarantelli 1985)

In the context of disaster, social media and other ICTare enablingthe manifestation of a “knowledge commons” [11], a shared information space for victims, onlookers, and the convergent digital volunt

Disasters might be one of the few natural events that override the socio-temporal order; indeed, damage to the routines of social life is a defining characteristic that separates disasters from local emergencies and other disruption

In other words, the articulation work [24], which had to be made explicit previously, became in part implicit by being embedded in the document and in the actions taken upon the document.

Under the stress of the situation, with too many peopledoing too many things at once, the socio-technical infrastructure that underliestheirwork practice wasbreaking down. Star and Ruhleder [25] explain that infrastructure becomes visible only at these points of breakdown. Volunteers directedtheir attention to their social configuration as the critical infrastructure here (the technical infrastructure remains take

Giddens’ theory of structuration explains how social structures, defined as rules and resources or transformational relations, are both the products and the pathways of human action [10]. Employing the concept of duality of structure, Giddens contends that social action both shapes and is shaped by these structures. Orlikowski [20] provides a duality of technology framework for applying structuration theory to research on the role of information technology (IT) within organizational change, whereIT is both the product of human action and a medium of human action, functioning to enable and constrain it. The communication constitutes organization perspective again extends structuration to communicative processes, claiming that communication and the organization co-produce and co-adapt[23], and provides a helpful approach for examining organizing within the virtual organization though the digital traces of its communication [4].

Additional features of the disaster domain are that action is often fast-paced and social structures are emergent [15].

uited. Response and relief work ischaracterized byconvergence of people, information and resources. It is also characterized by improvisation, withvolunteers and formal responders alike innovatively adapting to unique and changing conditions, using resources in new ways, taking on new tasks and assembling into new organizational forms [7,9,15]

Describing the from-scratch conditions of virtual organizing, Finholt et al. write that the “absence of prior structure means group members must develop new structures for sharing information, for example, norms or rules for reporting progress and division of labor” [8p. 292]

relief. Virtual organizations are “geographically distributed [organizations] whose members are bound by a ... common interest or goal, and who communicate and coordinate their work through information technology”[1]

ces. In their study of the digital volunteers who instituted the “disaster desk” in response to the 2011 Peru earthquake,Starbird and Palen [34]reveal how work was restructured in response to the restructuring of the information environment volunteers were working in—which itself was an exasperated response to a confused division of labor and in the end enabled the group to sustain itself relative to its production functions

The desire to assist in disaster events in some way is broad [12, 18], but the mechanisms for enabling action in the form of on-line work or commitment, as with other causes, can beunclear [22, 28, 30].

METHODS

By examiningwork practices, and tracing how those practices are reified in the social-technical organization of a group that is forming and stabilizing as they do the work, we learn not just what this particular group did, but also how the mechanisms by which collective action in digital environments are organizedbottom-up. We also learn how those lessonsaregraduated into prescriptivetop-down direction to sustain and direct future action

Following Orlikowski [29], this analysis unites both practice-based [35]and structurational-basedinterpretations of coordination and social organization [8] to understand the nature of collective work in large, distributed,and emergent groups—groups that havesome existing common motivation to help but have little prior precedent for how that work might be conducted[21]

In the domain of pet advocacy, the latent potential for crowd interaction comes fromintrinsic and extrinsic motivations—we focus on how that potentialwas transformed intoa viable form of distributed, decentralized cooperative work.

As Rosner [35] explains, this goes beyond the “affordances” of objects [28] and instead goes to what the tools represent to their craft and their expert execution of w

Furthermore, tolink this back to the matter of expertise, we see thatexpertise was displayed through material objects:people wore clothing that was consistent with their identification as equine experts (such asboots and cowboy hats),and the Posse memberswore theiruniforms.At the ranch, onejob was to hand out halters and lead ropesto riders. If riders’preferred materials were not available,their expertise allowed them to adapt to what was at

Calling upon media theory, which considers how mass media frames and focusesthekind ofattention an eventreceives,e.g., [4,8], social media can do the same.

priori. Such is the situation with disaster.We easily dismisshow uncertainsituations of disaster areor can become, and how a goalin safety-critical work is to avert situations beforethey become problems. Much of the work in safety-and time-critical matters in CSCW appreciates the implications of this goalon vigilance, mutual awareness, and, of course, error, especially propagated error. It is all too easy to blame “pilot error” when a sequence of preceding systemic conditions took place to set a pilot up for perceiving the problem as he or she did [34,48], including one that warns of hazard. Indeed, disaster can magnifyproblems, not necessarily out of proportion, though that can happen, but rather too so that wefocusonspecific detailswhen many things are happening.

Expertise is a type of embedded knowledgedeveloped within a cultural, social and cognitive environment[6].Expertiseistheability to apply knowledge in different contexts[6], including in emergent situations that require experts to improvise, as Normark and Randall note [29]

Mendonça, et al.[26] and Kendra and Wachtendorf [20] have characterized this as improvisation, whichhas strong parallels to the conversations in CSCW about the nature of situated cognition or situated work [14,44], as well as the relationship between informal as well as formal aspects of work [30,44]

Threaded throughout thesearguments is the idea of distributed cognition particularly as it materializes in the on-the-ground work, but also through prior online preparation.Through this lens, we see how ideation ofsolutions sprung from uncertainexpressions ofproblem statementswhich were quickly forwardedto the local (or local enough) domain experts—horsepeople in Colora

Ethnographic Investigation

Finally, a maincontribution of this research lies in the examination of the solicitation of expertise in a digitally-connected world, where widely distributed and diverse expertise must nevertheless be realized under highly localized conditions.

We see how problem definition, work articulation [37], and the materiality of work[27,35] come together to make the work happen in asocially-, spatially-, and temporally-distributed matter[14].

We see howperformances aroundpaperwork intended to connect the online to the offlineare once again superficial[44], and that the offline work is refiguredat the very endprimarily to communicate its successful completion back to a waiting, online crow

In this online-meets-offline account of cooperative work, we see connections to the classic literature in CSCWaround matters of mutual awareness in safety-critical systems[12]that is partially achieved online andonly “satisficingly”[38] achieved

Disconnection Between Offline & Online ResponseIndeed, amajor criticism of much current crisis social mediaresearch is that it does not consider the relationship between online work and offline or on-the-ground activities(Wulf, et al.[49]is a notable published location, and it isadiscussion often brought up at conferencesand in paper reviews). It is an important conce

Every student brings their own personal digital practices

technical difficulties

societies without trust come to bad ends.

combat prescriptive approaches to grammar, mechanics, and usage.

Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl

The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses

List of web 2.0 applications

Fundus

Digital Promise

Online Options Give Adults Access, but Outcomes Lag

25 Important Apps And Digital Learning Tools For University Students

Top 10 Tools For The Digital Classroom

LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

These findings reflect a broader discussion about the digital divide’s impact on America’s youth. Numerous policymakers and advocates have expressed concern that students with less access to certain technologies may fall behind their more digitally connected peers. There is some evidence that teens who have access to a home computer are more likely to graduate from high school when compared with those who don’t.

Lastly, 35% of teens say they often or sometimes have to do their homework on their cellphone. Although it is not uncommon for young people in all circumstances to complete assignments in this way, it is especially prevalent among lower-income teens. Indeed, 45% of teens who live in households earning less than $30,000 a year say they at least sometimes rely on their cellphone to finish their homework.

This is even more common among black teens. One-quarter of black teens say they are at least sometimes unable to complete their homework due to a lack of digital access, including 13% who say this happens to them often. Just 4% of white teens and 6% of Hispanic teens say this often happens to them. (There were not enough Asian respondents in this survey sample to be broken out into a separate analysis.)

This aspect of the digital divide – often referred to as the “homework gap” – can be an academic burden for teens who lack access to digital technologies at home. Black teens, as well as those from lower-income households, are especially likely to face these school-related challenges as a result, according to the new Center survey of 743 U.S. teens ages 13 to 17 conducted March 7–April 10, 2018.

Some 15% of U.S. households with school-age children do not have a high-speed internet connection at home, according to a new Pew Research Center analysis of 2015 U.S. Census Bureau data. New survey findings from the Center also show that some teens are more likely to face digital hurdles when trying to complete their homework.

The facsimile was printed on Factum Arte”s purpose-built flatbed printer (figure 34). This is based on an Epson Pro 9600 digital printer. The printer uses pigment inks in seven colors (cyan, light cyan, magenta, light magenta, yellow, black and light black). The bed is fixed, and the print heads move up and down the bed on linear guides. The movement of the heads is accurate to a few microns, and their height can be adjusted during printing. This made it possible to print the image in pigment onto gesso-coated canvas. The gesso coating, a mixture of animal glue, calcium carbonate, and precipitated chalk, used no metal oxides. The texture on the surface of the 16-ounce Irish flax was made from flax fibers and threads mixed with gesso. Due to its history Le Nozze di Cana has a complex and unusual surface. To reproduce this appearance, each piece of canvas was coated with a layer of animal glue, a layer of gesso and fibers, and then two layers of gesso. Acetate sheets printed with the Phase One photographic data were used, with a pin registration system, to ensure accurate placement of the texture on the prepared canvas. Each panel was then printed twice in perfect register. The first layer to be printed was the information recorded on the Phase One photographs. The second layer was the scanner data. The overprinting resulted in accurate color matching and a control of the tonal values of the painting. The entire image was divided into printing files, with io centimetres of overlap. The printed panels were varnished with a satin Golden acrylic varnish with UVLS (an ultraviolet filter)

Factum Arte built a non-contact color scanning sys tem that uses a large format CCD and integrated LED lights. The system records at a scale of i s i at a maximum resolution of i,2oo dots per inch (dpi). The scanning unit is mounted on a telescopic mast, which is operated by an air pump and can accurately position the scanning unit on the vertical axis.

Appendix. The process used to create an accurate facsimile of Le Nozze di Cana by Paolo Caliari (called Veronese)

There is nothing inherently “virtual” in digital techniques-and for that matter, there is nothing entirely digital in digital computers!’ The association of the digital with the virtual is entirely due to the bad habits associated with just one of its possible displays: the pretty bad screens of our computers. Things are entirely different when digital techniques are only one moment in the move from one material entity-Veronese’s Nozze version n – i in the Louvre-to another equally material entity-version n + i in San Giorgio.

three-dimensional

“original location”

digital reproduction

complex digital processes that Factum Arte, a workshop in Madrid, had used to de- then re-materialize the gigantic Parisian painting: laser-scanning it, A4 by A4, photographing it in similarly sized sections, scanning it again with white light to record the relief surface, and then somehow stitching together the digital files before instructing a purpose-built printer to deposit pigments onto a canvas carefully coated with a gesso almost identical to that used by Veronese. (Adam Lowe describes the process in an appendix to this essay.)

The role of touch in the multi-sensory experience of reading turns out to be as important as we intuit it to be when we hold a volume or turn a page — or better yet, when we mark it up.

Broadly speaking, digital fluency is a combination of these three concepts:digital, or technical, proficiency: able to understand, make judgements about, select and use appropriate technologies and technological systems for different purposes; this might include knowing how to use technologies to protect one’s data, digital identity, and device security.   digital literacy: in digital spaces, being able to read, create, critique and make judgements about the accuracy and worth of information being accessed; being fluent in critical thinking and problem-solving online; Use digital tools to collaborate and construct information across all relevant and significant contexts social competence, or dispositional knowledge: the ability to be able to relate to others and communicate with them effectively; able to manage one’s identity, information, relationships in ways that are appropriate, responsible, safe and sustainable.

But you can see how other editorial dynamic insertion frameworks can be designed and executed. For example, in theory, the tech allows for better targeting, and as such, if you could reliably identify the location of a listener, you could deliver editorial programming or journalistic information to that person specific to her city, town, or state

Blair’s posts are a remarkable feat of digital storytelling. She spun the all-in-all rather trivial behavior of two strangers into the social media equivalent of a rom-com and initially the story was heralded as the summer feel-good story we were in desperate in need of. (There also was some speculation that this was all a hoax, which is possible but seems implausible at this point.) But soon questions emerged about the ethics of this modern-day fairy tale, especially when it became clear that the female subject of the story did not welcome the attention and had her social profiles deleted after internet sleuths had figured out her identity. On July 12, she put out a statement through her lawyer in which she claimed to have been “doxxed, shamed, insulted and harassed” and that voyeurs had come looking for her. By that point, the couple responsible for the tweets was slammed online as well.

Social media is well-understood to be contributing to identity politics, but I’d argue it’s contributing to something deeper: identity paralysis. This condition is one in which we have a forced awareness of how everything we say and do — even the seemingly inconsequential, like the shoes we wear, or the airline we fly — reflects on us.

Representation of Digital Intelligence

The sideboard is stylish and dramatic, but it is also quite appropriate for use in a dining room

Since November 1st you will get your mail from public authorities and institutions as Digital Post. This means you have to read it online. It is important that you know how to find and read your Digital Post.

NemID is a digital signature and an all in one login for public and private services on the Internet.

Borger.dk is an Internet portal for the citizens of Denmark. Here you can find different self-services and get information on issues regarding the public authorities. 

Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading. Those who struggle with reading and writing become literate in a new literacy before others and can teach this new literacy to others who are not literate with this new form. This is a powerful principle that positions weaker readers as experts

However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).

print out enough copies of the first page of search results for each student. Dis-tribute these. Then see if students can locate the best link on the search results page for each question that you ask such as, “Which link will take you to a site developed by an Egyptologist?”

Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first

Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives.

ANETHICALFRAMEWORKFORLIBRARYPUBLISHING

Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.

teachers of low income students tended to report more obstacles to using educational technology effectively than their peers in more affluent schools.

Smart phones have helped bridge the divide, as they provide internet access to populations previously at a digital disadvantage.

In these analyses of plasticity we see how, like clock time, digital time is not simply a property of technologies, nor does it straightforwardly emerge as a sociotechnical con-vention associated with their use. Rather, it has coevolved with broader shifts in the temporality of everyday life, such as the emergence of fractured rhythms, and the associated need to fill the gaps between them.

Plastic time is described as unanticipated, un-reflexive and fluid, as the “experience of temporal ‘scraps’, of gapsin the schedule”, and as “the negative space of busyness”[p. 233]. Plastic time flies under the radar, being unplanned and non-immersive, and associated with neither productivi-ty nor leisure. It is interruptible, but can also expand until some other activity presents itself.

Accord-ingly, and in the interests of exploring how broader shifts in time use have may coevolved with digital technologies, we now look to work by Rattenbury et al. [37], which relates the always-on quality of digital technologies to more gen-eral shifts in the organization of everyday life. These are changes that have resulted in a temporal experience that they describe as plastic, a temporal experience that is both shaped by and shapes the use of digital technologies.

The temporal experience is as much a product of the ways in which the technologies are used as it is a feature of their design. This points to how, just as has been argued for the case of clocks, digital technologies and practices have coevolved to underpin particular experiences of time.

Furthermore, and differentiating digital time from clock time, he suggests that a lack of adherence to chronological time is compounded by the fact that digital technologies connect with a flow of information that is al-ways and instantly available. He argues that continual change, which is bound up with web services such as social network sites, blogs and the news, is central to the experi-enced need for constant connectivity.

Research in HCI has illustrated how this notion of immedi-acy is upheld through the social conventions associated with technologies, as well as through their design. For ex-ample, Harper et al. [16] have described the lived experi-ence (or durée, following Bergson [6]) of Facebook as be-ing located firmly in the now, and have noted that this ne-cessitates a particular approach to the performance of iden-tity on the site by its users. They observe that interactions privilege the present and underpin an impression of events unfolding as they happen (even if this is not the case in terms of spatial time, or Bergson’s temps). Because of this, the performance of identity is one of the moment: users reported feeling it inappropriate to post old content, and were similarly aggrieved when others uploaded photos that surfaced ‘out of time’.

Research by narrative theorist Ruth Page [35] (a co-author on the above paper) considers fur-ther how Facebook users learn to interpret social media posts when reading the newsfeed. While the series of snip-pets of ‘breaking news’ posted by a variety of members of one’s social network do not offer a typical narrative, readers nevertheless draw their own story-like experience, using their knowledge of those posting content to build a backsto-ry, whilst imagining what may happen next.

A related, but richer, argument is made by the sociologist John Tomlinson [55], in his account of the ‘condition of immediacy’. Tomlinson argues that speed is central to modern cultural practices, experiences and values, and he focuses on immediacy in particular because it has three connotations.

Docs: This page is for documents that can be collaboratively authored (similar to Google Docs).

The Teaching Tolerance Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Ian O’Byrne, an assistant professor of education at the College of Charleston, wrote, “As an educator and researcher who studies these digital places and tools, I’m in front of screens a lot. I experiment and play in these spaces. I’m also writing and researching the impact of these screens and their impact on the well-being of others as it relates to children and adolescents. The problem in this is that one of the other hats that I wear is as a parent and husband. I am not only critical of my engagement and use of these digital technologies, but I’m also cautious/cognizant of their role as a mediator in my relationships with my children and significant other. These screens and digital tools play a strong role in our lives and interactions in and out of our home. In our home we have screens and devices all over the place. We have a video server that is ready to serve content to any one of these screens on demand. We have voice-assistive devices listening and waiting for our commands. I believe it is important as an educator and researcher to play with and examine how these devices are playing a role in our lives, so I can bring this work to others. Even with these opportunities, I’m still struck by times when technology seems too intrusive. This is plainly evident when I’m sitting with my family and watching a television show together, and I’m gazing off into my device reading my RSS feed for the day. Previously I would enjoy watching the funniest home videos and laughing together. Now, I am distant. The first thing in the morning when I’m driving my kids in to school and stop at a red light, previously I would enjoy the time to stop, listen to the radio, look at the clouds or bumper stickers on cars around me. Now, I pull out the phone to see if I received a notification in the last 20 minutes. When I call out for the voice-activated device in my home to play some music or ask a question, my request is quickly echoed by my 2-year-old who is just learning to talk. She is echoing these conversations I’m having with an artificial intelligence. I’m trying to weigh this all out in my mind and figure what it means for us personally. The professional understanding may come later.”

Think, for example, about the schools who block YouTube and a bunch of other great tools for learning and expression — so youth maybe have access to a computer and internet, but half of it’s blocked from them.

Contenido1. Panorama de la autopublicación

One consequence of thisposition is a more radical understanding of the sense in whichmateriality is discursive (i.e., material phenomena are inseparable from theapparatuses of bodily production: matteremerges out of and includes as part of itsbeing the ongoing reconfiguring of boundaries), just as discursive practices arealways already material (i.e., they are ongoing material (re)configurings of theworld) (2003: 822).Brought back into the world oftechnology design, this intimate co-constitution ofconfigured materialities with configuring agencies clearly implies a very differentunderstanding of the ‘human-machine interface’.

One of the things that we’re doing is we really want to change the city charter to include privacy provisions in New York City.

How do you think creatively and find the right language to illustrate to people that their online identity is just as valuable and just as rich as their tangible identity? How do you instill a sense of urgency in them?

digital hygiene

En los cincuenta años que siguieron a la introducción de la imprenta no hubo evi-dencias significativas de cambio cultural

arguments scholars make about The Making of Americans are based on limited knowledge of the text’s underlying structure because the underlying patterns are difficult to discern with close reading.

The first part introduces what Marjorie Perloff calls “differential reading,” which positions close and distant reading practices as both subjective and objective methodologies.

Critical Digital Literacies

Digital Writing

The term "digital learning" seems t

In other words, low digital literacy (among both students and faculty) likely shapes preferences for textbook format.

accelerated growth of undergraduate classes that explicitly engage with digital humanities methods.

I believe digital citizenship education is most beneficial when it is ongoing and authentic. A blogging program offers this.

Como hipótesis provisional sostengo que la dependencia de formas de racionalidad y análisis logocéntrico de larga data sigue siendo fundamental para la producción académica crítica (¡incluyendo este libro!) y que, a pesar de su notable productividad, tiene consecuencias para ir más allá de las ontologías dualistas. Para desarrollar esta hipótesis, aunque de forma rudimentaria, comienzo recordando el argumento de Varela y sus colegas sobre los límites de la racionalidad abstracta y su insistencia en unir la reflexión y la experiencia. Esto es precisamente lo que trató de hacer la fenomenología; sin embargo —argumentan Varela, Thomson y Rosch— no pudo contestar, completamente, las preguntas radicales que planteaba. ¿Por qué? Su respuesta es relativamente simple pero las consecuencias son de largo alcance. La fenomenología se estancó, precisamente, porque su análisis de la experiencia sigue estando “dentro de la corriente principal de la filosofía Occidental [...] hizo hincapié en el contexto pragmático y encarnado de la experiencia humana, pero de una manera puramente teórica” (Varela et al. 1991: 19). ¿Puede esta afirmación17ser aplicable a la teoría social en su conjunto, tal vez incluso a aquellas tendencias que problematizan sus dualismos estructurantes?

Hice hincapié en ‘creación’ porque el trabajo intelectual, como el diseño, tiene que ver con el hacer. En la escritura hay una dimensión encarnada, a menudo ignorada, casi una tactilidad y una fenomenología de la escritura que participa más

leading digital strategy for the K-12 system here in PEI

. And learning can mean different things so I often give a couple of examples where the word learning is used like learning to ride a bike or learning that 2 and 2 equals 4 but also learning to be patient or learning that you’re not good at something.

Digital Pedagogy to Foster Digital Literacies

the ever-changing digital landscape

whether or not they fact-check the things they share or re-share on Facebook

attention paid to the ways in which our students consume and digest information

But if they are learning how to build on the Web they probably need to know something about becoming findable (or unfindable) on the Web. And by extension they need to understand how the power behind that findability is impacting the course of human history. 12 months ago if I had said that, some people would have rolled their eyes at me, but I think it’s safe to say that in the last 9 months we’ve all realized just how powerful algorithms are in shaping the outcomes of our culture.

In this particular case, Google worked as a kind of amplifier of distortion.

realize that the web was not something that happened to them but they were happening to

understanding how Web applications work “under the hood” and how databases and scripts interact

considering the interplay between design and content

organizing and architecting an online space

Makingrightsclaimsinorbysayinganddoing‘I,we,theyhavearightto’isnotfoundedinisolationorasifitsprangfromnowhere:citizensubjectsareoftenordinaryratherthanheroicsubjectswhohavestruggledtoarticulate,claim,andmaketheserightsthroughmultipleandoverlappinglegalorders.Thedisappearanceorabsenceofthefigureofacitizenthatwehaveinheritedandwhocanmakeclaimsto‘I,we,theyhavearightto’isnotsimplyapoliticsoftradition:itisalsoapoliticsofacitizentocome.

Tothinkthatdigitalrightsincyberspacecanbeguaranteedandsecuredbyinscriptionincharters,declarations,andmanifestosofrightsistoneglectthatthedailyenactmentofrightsisanecessarybutnotsufficientguarantee.Conversely,tothinkthatthedailyenactmentofrightsincyberspaceistheguaranteeoffreedomistoneglectthatwithoutinscription,enactmentwouldnothaveitsperformativeforce.Beingdigitalcitizensrequiresstagingscenesofdissensusbyactingassubjectsthatdonothavetherightsthattheydoandhavetherightsthattheyshould.Themosteffectiveguaranteeofrightsisboththeirinscription(citation,repetition,anditerationindeclarations)andenactment(resignificationthroughacts).

Byadvancingthefigureofthecitizenthatwehaveinherited,aren’tweriskingusing‘Western’concepts?Thisis,ofcourse,alegitimateobjectionandrequiresaresponse.Whenweuse‘we’asthesubjectwhoisinheritingthefigureofthecitizensubject,wehaveinmindabroaderconceptionthanaEuropeanorEuro-Americanconception.AlthoughwegiveseeminglyEuropeanandAmericanevents—1689,1776,1789,1835,1945—foritsformation,itdependsonhowweunderstandthoseeventsthatmakesthembelongtoEuropeanorworldhistories.Clearly,itisbeyondthetaskofthisbooktoaddressthatissue.Ourargumenthereisthatbills,charters,declarations,andmanifestosoughttonotonlyenactuniversalprinciplesbutalsorequireregionalenactments.Theremustbeareflexivesensitivityabout

On5July2012,theUNHumanRightsCouncilalsoadoptedaresolutiononthepromotion,protection,andenjoymentofhumanrightsontheInternet,affirmingthathumanrightsapplytobothonlineandofflineactivities.

JeffJarvisproposedthatanybillofrightsshouldinclude,‘Wehavetherighttoconnect.Wehavetherighttospeak.Wehavetherighttospeakinourlanguages.Wehavetherighttoassemble.Wehavetherighttoact.Wehavetherighttocontrolourdata.Wehavetherighttoourownidentity.Whatispublicisapublicgood.TheInternetshallbebuiltandoperatedopenly.’

Thecharterincludesnineteenrightsandonesetofduties,whichareimportanttooutline

Themostimportantprinciplesthatevincedigitalrightsinvolvedfiverights:connectivity,access,capacity,security,governance,equity,anddiversity.[54]Thedocumentdoesnotspecifydigitalrightsassuch,butimportantlyitrecognizesthatwhatwasthencalled‘theinformationsociety’constitutesaninternationalresourceandthatthiscallsforinternationalresponsibility.Insubsequentinitiativesanddeclarations,thesefiverightshavebecomebuildingblocksofclaimingdigitalrights.

TheUnitedNationsWorldSummitontheInformationSociety(WSIS),heldinDecember2003inGeneva,iswidelyrecognizedasa‘constitutionforcyberspace.’[52]TheimportanceofWSISisthatitdrawsitsimaginaryforcefromtheUniversalDeclarationofHumanRights(1948)andinstitutesparallelsbetweenthoserightsanddigitalrights.[53]Theorganizationofthesummitandthedeclarationofitsprinciplesweretheresultsofyearsofwork.Itssixty-sevenprincipleshavemoreclausesthanmanyconstitutionsinclude.Itisanambitiousdocument,anditsfirstprincipleaffirm

Itisalsotemptingtointerpretthem

Wewanttoreadtheemergenceandtransformationsofthedigitalrightsmovementfromtheperspectiveofdigitalactsasoneofthenecessaryelementsformakingdigitalrightsclaims.Whethertheseactscumulativelyconstituteadigitalrightsmovementcomparabletoothersocialmovementswillconcernscholarsintheforeseeablefuture,andwecannotaddressthatquestionhere.Instead,wewanttogatherfromdisparateanddisperseddigitalactstherecognitionofadimlyemergingfigureasthesubjectofdigitalrights.Itistheemergenceofthisspecificpoliticalsubjectivityarounddigitalrightsandtheclaimsthroughwhichithasemerged—andtheopeningsandclosingsithasinstigated—thatformsthecentralquestionofthisbook.

Whoisthesubjectofthesedigitalrights?Sinceweareinterestedintheprocessesthroughwhichtheserightsareenactedratherthantheirsubstance,ourquestionof‘who’concernsthatofpoliticalsubjectivitythroughtheInternet.[4]Aswehaveexpresseditinvariousways,‘who’doesnotcorrespondtoanalreadyformedpoliticalsubjectbutafigure:Howisapoliticalsubjectbeingconstitutedasaclaimantofdigitalrights?Wehaveillustratedthroughoutthisbookthatdigitalactstraversemultiplenationalbordersandlegalorders.Yetmakingrightsclaimsthattraversebordersisoftenaddressedthroughsovereignregionalornationallegalordersandtheirparticularunderstandingofrights.

Threerights—expression,access,andprivacy—haveemergedasthemostoftendebateddigitalrights.Tothese,opennessandinnovationhaverecentlybeenadded.Alltogether,thesefiverightshavecometoconstitutedigitalrightsincyberspace.