scholarly journals Digital Identities and Verifiable Credentials

Author(s):  
Johannes Sedlmeir ◽  
Reilly Smethurst ◽  
Alexander Rieger ◽  
Gilbert Fridgen
Keyword(s):  
Author(s):  
Kara S. Lopez ◽  
Susan P. Robbins

Despite the meteoric rise of social media, little is known about how clinical social workers and other mental health professionals respond to this new form of communication. This study used classic (Glaserian) grounded theory methodology to explore the experiences and concerns of mental health professionals on social networking websites such as Facebook, Twitter, and LinkedIn. The main concern that emerged out of research interviews with 26 mental health professionals was a loss of control over others’ perceptions and the loss of ability to compartmentalize the different parts of identities associated with personal and professional selves. Participants resolved these concerns through the author-identified basic social process of “managing digital identities.” This study highlights practice implications for professionals as they manage online identity.


2012 ◽  
Vol 26 (4) ◽  
pp. 315-329 ◽  
Author(s):  
Bonny Norton ◽  
Carrie-Jane Williams
Keyword(s):  

2017 ◽  
Vol 3 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Christopher Moore ◽  
Kim Barbour ◽  
Katja Lee

Before Facebook, Twitter, and most of the digital media platforms that now form routine parts of our online lives, Jay Bolter (2000) anticipated that online activities would reshape how we understand and produce identity: a ‘networked self’, he noted, ‘is displacing Cartesian printed self as a cultural paradigm’ (2000, p. 26). The twenty-first century has not only produced a proliferation and mass popularisation of platforms for the production of public digital identities, but also an explosion of scholarship investigating the relationship between such identities and technology. These approaches have mainly focussed on the relations between humans and their networks of other human connections, often neglecting the broader implications of what personas are and might be, and ignoring the rise of the non-human as part of social networks. In this introductory essay, we seek to both trace the work done so far to explore subjectivity and the public presentation of the self via networked technologies, and contribute to these expanding accounts by providing a brief overview of what we consider to be five important dimensions of an online persona. In the following, we identify and explicate the five dimensions of persona as public, mediatised, performative, collective and having intentional value and, while we acknowledge that these dimensions are not exhaustive or complete, they are certainly primary.


Author(s):  
Alan J. Reid ◽  
Kate Prudchenko

A survey of 100 undergraduates and 30 post-secondary faculty members was conducted in order to examine the current attitudes and perceptions of both groups toward the integration of social media sites such as Facebook and Twitter in education. Results indicate that both parties are willing to incorporate these social media sites into academics but caution that digital identities are not necessarily representative of face-to-face behavior, thus suggesting the need for an awareness of social presence for online interaction between students and faculty. Social cognitive theories are applied to the use of social media as an instructional tool and a set of best practices for implementing social media in academics is proposed.


Author(s):  
Chaka Chaka

This chapter characterizes the way in which social presence technologies mediate digital identity, presence learning, and Presence Pedagogy (P2) in the context of higher education. It is argued that digital identity, presence learning, and P2 manifest themselves through the four social presence technologies in varying degrees. Against this backdrop, the chapter first provides a concise overview of digital identity, social presence, presence learning, and P2. Second, it presents seven projects to demonstrate how digital identity, presence learning, and P2 are mediated by these four social presence technologies. Third, the chapter outlines future trends likely to influence social presence technologies, digital identities, presence learning, and P2.


Author(s):  
Murat Seyfi

The concept of identity is changing and developing with digitalization. Macro and national identities, which are the basis of conflicts in the world, have started to decrease and lose their importance against micro-identities introduced by digitalization. This forms the basis of re-shaping the concept of power in the world. Digital identities play a key role in sustaining conflicts and peace in this new balance of power. With digitalization, individuals get numerous identities and have the opportunity to form a joint identity with other individuals and groups at a micro level. These new identities formed in micro level against macro identities are becoming an organic structure that has horizontal and vertical components in order to establish peace in the world by creating time, place and memories. This enables the concept of peace to have multiple intelligence in digital platforms. The aim of this study is to search the power and effect of micro-identities which are formed in virtual platforms and in the process of building social peace in the digital world.


Author(s):  
Anna Peachey ◽  
Greg Withnail

Three dimensional virtual world environments are becoming an increasingly regular feature of the education landscape, providing the opportunity for richly graphical augmented and immersive learning activities. Those who participate in these experiences must mediate through an avatar, negotiating and managing the complexities of this new variation of digital identity alongside their more familiar identity as learner and/or teacher/facilitator. This chapter describes some key moments in the construction of digital identities as a lecturer and a student in the Open University’s community in Second LifeTM. The authors explore experiences in relation to the impact of trust and consistency from a sociocultural perspective, privileging the role of social interaction and context where meaning is socially produced and situationally interpreted, concluding that social interaction is pivotal to any meaningful identity development that takes place. The chapter ends with thoughts for future issues surrounding digital identity in relation to lifelong learning.


Author(s):  
William J. Fassbender

Multiliteracies has gained significant favor in the past two decades due to the increased popularity of technology. Educators are not only finding new and exciting ways to make content relatable to students by including their digital lives in the classroom, but now the digital experience of teens is the topic of classroom conversations. The inclusion of students' online identities has certain advantages, as many students may find the bridge between academic work and their out-of-school lives advantageous to their learning. However, educators need to give careful consideration of how to safely include students' digital identities into the classroom, as these online lives are often carefully crafted for their networking platforms and are not necessarily intended for analog, classroom spaces. Throughout this article, the author explores the ways in which teachers incorporate teens' online identities and troubles the notion that teachers can safely include these identities without co-opting their out-of-school online practices.


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