The Fluidity of an Individual’s Core-Periphery Position in Digital Knowledge Fields

The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.

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A critical appraisal of diversity in digital knowledge production: Segregated inclusion on YouTube

New Media & Society ◽

10.1177/14614448211034846 ◽

2021 ◽

pp. 146144482110348

Author(s):

Kaiping Chen ◽

June Jeon ◽

Yanxi Zhou

Keyword(s):

Social Media ◽

Knowledge Production ◽

Science Communication ◽

Critical Appraisal ◽

Digital Platforms ◽

The Core ◽

Inclusion Phenomenon ◽

Media Platform ◽

The Rich ◽

Digital Knowledge

Diversity in knowledge production is a core challenge facing science communication. Despite extensive works showing how diversity has been undermined in science communication, little is known about to what extent social media augments or hinders diversity for science communication. This article addresses this gap by examining the profile and network diversities of knowledge producers on a popular social media platform—YouTube. We revealed the pattern of the juxtaposition of inclusiveness and segregation in this digital platform, which we define as “segregated inclusion.” We found that diverse profiles are presented in digital knowledge production. However, the network among these knowledge producers reveals the rich-get-richer effect. At the intersection of profile and network diversities, we found a decrease in the overall profile diversity when we moved toward the center of the core producers. This segregated inclusion phenomenon questions how inequalities in science communication are replicated and amplified in relation to digital platforms.

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Evaluation of Digital Piracy by Youths

Future Internet ◽

10.3390/fi13010011 ◽

2021 ◽

Vol 13 (1) ◽

pp. 11

Author(s):

Łukasz Tomczyk

Keyword(s):

Qualitative Research ◽

New Media ◽

Interpersonal Relations ◽

Criminal Liability ◽

Digital Piracy ◽

Risky Behaviour ◽

Internet Users ◽

Risky Behaviours ◽

Digital Knowledge ◽

Open Question

This paper sets out to explain how adolescents interpret piracy. Digital piracy is one of the most important risk behaviours mediated by new media to be found among adolescents. It is global, and changes dynamically due to the continued development of the information society. To explore the phenomena related to piracy among adolescent Internet users we need to apply qualitative research methods. The sample contained 1320 Polish respondents. The research used the technique of qualitative research. Data was collected using a form containing an open question. Adolescents will answer in the form how they interpret digital piracy. The categories characterize how piracy is perceived, and includes downloading various files—whether video or music files or even software (also games)—from unauthorized sources (P2P—Peer-to-peer ‘warez’ servers—websites which serve as repositories of illegal files). The qualitative data analysis allowed the identification of the following constructs in the perception of digital piracy by adolescents: ethical (giving value to the phenomenon), economical (showing profits and losses), legal (connected with punitive consequences and criminal liability), praxeological (facilitating daily life), technical (referring to the hardware necessary), social (the scale of the phenomenon and interpersonal relations), and personal benefits. The results fit into the discussion on the standard and hidden factors connected with piracy. The presented seven categories of the perception of piracy help us better understand the phenomenon of the infringement of intellectual property law and will help to develop appropriate preventive measures. Qualitative research makes it possible to understand the phenomenon of piracy from a deeper perspective, which can be translated into the design of effective educational measures. Preventive guidance on minimising risky behaviour is part of the development of one of the key competences, namely digital knowledge and skills. The research allowed us to enrich the theoretical knowledge on risky behaviours in cyberspace among adolescents (theoretical aim), to understand how to interpret risky behaviours in cyberspace (understanding of micro-worlds—cognitive aim), and to gather new knowledge that will be useful for prevention (practical aim).

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Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

Education for Information ◽

10.3233/efi-190308 ◽

2020 ◽

Vol 36 (3) ◽

pp. 263-279

Author(s):

Isabel Steinhardt

Keyword(s):

Qualitative Research ◽

Open Source ◽

Knowledge Society ◽

Open Data ◽

Open Science ◽

Research Project ◽

Science Practices ◽

Bachelor's Degrees ◽

Participatory Technologies ◽

Digital Knowledge

Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.

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