Emerging digital citizenship regimes: Pandemic, algorithmic, liquid, metropolitan, and stateless citizenships

Our society is heavily mediated by information technologies, so the simplest interactions become traceable, which collaborates to a deluge of data. They represent an abundant source for social analysis and an unparalleled opportunity for citizens to access, produce and disseminate information. Nevertheless, all this affluence of data, for presenting itself in a scattered way, also poses significant difficulties for achieving an integrated view of social reality and its interactions, and is organized in many competing interfaces and information architectures, that may produce, reinforce and disseminate ideologies, hegemonic discourse and platform biases. We identify an emerging field of dispute of the place of mediation of the many flows of information, and efforts for repurposing and restructuring these flows over the seamless structuring of different competing architectures. In order to describe some of these efforts, we draw examples from the field of controversy mapping, and propose the concept of reverse mediation.

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Active and Passive Citizenship in the Arab World

The Middle East Journal ◽

10.3751/73.4.15 ◽

2019 ◽

Vol 73 (4) ◽

pp. 607-627 ◽

Cited By ~ 1

Author(s):

Roel Meijer

Keyword(s):

Middle East ◽

19Th Century ◽

Arab World ◽

Authoritarian Regimes ◽

Modern State ◽

Active Citizenship ◽

Passive Mode ◽

Current Crisis ◽

Early 19Th Century ◽

Citizenship Regimes

This article argues that the current crisis of relations between states and citizens in the Arab Middle East cannot just be traced to the rise of postcolonial authoritarian regimes but further back, to the rise of the modern state in the early 19th century. The development of modern citizenship regimes has not empowered citizens, it has instead led to a more passive mode of citizenship. After a historical discussion of the various ruling bargains in modern regional history, the article concludes with a discussion of ongoing protests demanding more active citizenship regimes.

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‘Datafication and Its Implications for Digital Citizenship.’ A Report on Dr Arne Hintz’s Seminar, ‘Digital Citizenship in a Datafied Society’ by NINSO

SSRN Electronic Journal ◽

10.2139/ssrn.3485449 ◽

2019 ◽

Author(s):

Daria Onitiu

Keyword(s):

Digital Citizenship

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Assessing Screenshots: An in-school evaluation of a middle-school digital citizenship curriculum (Preprint)

10.2196/preprints.26197 ◽

2020 ◽

Author(s):

David S. Bickham ◽

Summer Moukalled ◽

Heather Inyart ◽

Rona Zlokower

Keyword(s):

Conflict Resolution ◽

New England ◽

Comparison Group ◽

Well Being ◽

School Curriculum ◽

Retention Rates ◽

Digital Citizenship ◽

Online Bullying ◽

Online Interactions ◽

Post Test

BACKGROUND Screenshots is an in-school curriculum that uses aspects of digital citizenship to develop the emerging digital social skills of middle-schoolers with the long term goal of improving their health and well-being. The program seeks to create a knowledge base on which young adolescents can build a set of beliefs and behaviors that foster respectful interactions, prosocial conflict resolutions, and safe and secure uses of communication technology. Intervening in this way can improve mental health by limiting their exposure to cyberbullying and other forms of negative online interactions. This study reports on an evaluation of Screenshots conducted with 7th graders in a public school system of a mid-size New England City. OBJECTIVE The goal of this study is to determine the effectiveness of the Screenshots program in increasing participants’ knowledge about key concepts of digital citizenship and in shifting beliefs and intended behaviors to align with pro-social, respectful, and safe online interactions. Additionally, the study examines the extent to which the program has differing effects for boys and girls in terms of their conflict and bullying resolution strategies. METHODS This quasi-experimental evaluation was conducted in four middle schools in which one group of 7th graders received the Screenshots curriculum and another did not. Before and after the curriculum, all students completed a questionnaire that measured their knowledge of and beliefs about digital citizenship and related online behavioral concepts, their attitudes regarding strategies for stopping online bullying, and their intended online conflict resolution behaviors. RESULTS The sample included 92 students who received the curriculum and 71 in the comparison group. Pre- to post-test retention rates ranged from 52.4% to 84% varying by school and condition. Results showed an increase in knowledge about key curricular concepts for some students (F1,32= 9.97, P = .003). In response to some individual items, student increased their beliefs supportive of online privacy (F1,42= 4.389, P=.04) and safety (F1,76= 2.79, P=.099) compared to the comparison group. Gender moderated the results related to conflict resolution with some boys reducing their endorsement of an aggressive option (F2,40= 5.77, P = .006), and some girls increasing their tendency to pursue a non-aggressive option (pre-test=3.83, post-test=3.58). Participants, on average, reported learning something new from the classes. CONCLUSIONS This study represents a rare evaluation of an in-school digital citizenship program and demonstrates the effectiveness of Screenshots. Students’ increased knowledge of key curricular concepts represents a foundation on which to develop future beliefs and healthy behaviors. Differences in how boys and girls experience and perpetrate online aggression likely explain the conflict resolution findings and emphasizes the need to examine gender differences in response to these programs. Students high rating of the relevance of Screenshot’s content reinforces the need for this type of intervention.

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Student Experiences with Digital Citizenship: A Comparative Cultural Study

Libri ◽

10.1515/libri-2020-0174 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Jenna Kammer ◽

Kodjo Atiso ◽

Edward Mensah Borteye

Keyword(s):

United States ◽

Cultural Study ◽

Undergraduate Students ◽

Information Literacy ◽

Technology Use ◽

Student Experiences ◽

The Internet ◽

Digital Citizenship ◽

Fake News ◽

Ethical Aspects

Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.

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The American Place at Hartford Public Library: Tackling Digital Citizenship

National Civic Review ◽

10.1002/ncr.21089 ◽

2012 ◽

Vol 101 (4) ◽

pp. 27-29

Author(s):

Matthew K. Poland ◽

Homa Naficy

Keyword(s):

Public Library ◽

Digital Citizenship

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Women and Legal Pluralism: Lessons from Indigenous Governance Systems in the Andes

Journal of Latin American Studies ◽

10.1017/s0022216x16002273 ◽

2017 ◽

Vol 49 (3) ◽

pp. 633-658 ◽

Cited By ~ 7

Author(s):

RACHEL SIEDER ◽

ANNA BARRERA

Keyword(s):

Indigenous Peoples ◽

Indigenous Women ◽

Structural Constraints ◽

Community Based ◽

Community Governance ◽

Collective Rights ◽

The Andes ◽

Governance Systems ◽

National Citizenship ◽

Citizenship Regimes

AbstractThe shift towards legally plural multicultural and pluri-national citizenship regimes in the Andes formally recognised indigenous peoples’ community-based governance systems. These tend to emphasise participation, deliberation and service to the collective, but are often criticised for discriminating against women. We argue that recent constitutional reforms and legislation combining recognition of collective rights claims with institutional guarantees for gender equality have in fact amplified indigenous women's different strategies of ‘negotiating with patriarchy’, allowing them to further the transformation of their organisations and ‘custom’. Such strategies are necessary because of the intersections of race, class and gendered exclusions that indigenous women experience, and possible because of the diverse and dynamic nature of community governance systems. Despite systemic and structural constraints on the guarantee of indigenous peoples’ rights, the actions of organised indigenous women over the last two decades point to new ways of imagining more plural, less patriarchal forms of citizenship.

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