Digital world of co-creation: strategy and process

Literacy for the Digital Immigrant

The purpose of this study is to explore and to identify the existing problems of modern reading and to suggest possible solutions. The study focuses on the role of different forms of reading in development and shaping of personality in the digital age. Radical and rapid technological developments in the world, especially after the 2000s, including devices such as computers, internet, smartphones, tablets, e-books and e-readers, have also changed the reading people behavior. Digital reading has started to become a popular type of reading in the digital world. Important issues such as popularity of digital reading he world, reading preference trends in printed and digital formats, reading preferences by age groups and how future developments in this regard need to be examined. This study defines and examines first the basic concepts of digital reading and also the advantages and disadvantages of digital reading. In addition some statistical data regarding printed and digital reading in various countries around the world were interpreted as well as the results of the research conducted in Turkey were evaluated in the study. It can be said that digital reading is becoming increasingly popular in the world in general, but not very quickly. All age groups still prefer printed formats primarily. It can be said that the preferred reading type may vary depending on the purpose of reading, and in general, digital reading is preferred choice for academic-scientific and educational reading. Printed reading is favored for leisure reading. At the end of the study, some predictions and suggestions were made regarding the future trends of digital reading. The main result shows that reading under the influence of the socio-cultural environment is changing all over the world. These transformational phenomena manifest themselves in both positive and negative senses. The author drew our attention to the fact that children and teenagers should develop both types of reading. The author noted that families, teachers, schools and libraries should play an important role in this case.

Although a plethora of extant literature categorises them as natives in the digital world, it has been counter-argued that a considerable group of young people cannot be designated as ‘digital natives’. This argument stems from the evidence for non-enthusiasm, non-exposure as well as non-adeptness to digital/new media technologies among certain groups of young people. Through a scoping review of relevant literature and a thematic content analysis, this article explores digital inequalities suffered by ‘digital natives’ which render them ‘strangers’ in the digital technological world, although they have been born at a time of an abundance of digital communication technologies. It was found that the concept of ‘digital natives’ could be dichotomous – being native based on a period in which one was born and being native through expression of competency in the use of digital technologies. It was also found, among other things, that ‘digital natives’ could be ‘strangers’ in the digital world as a result of disinterest, illiteracy, economic constraints, poor network connectivity, lack of electric power and inadequate practical accessibility. The article concludes that the real ‘digital natives’ are the ones who use and express competency in the use of digital technologies, no matter which limited physical contactsexist as a result of a global outbreak of disease. There is a need for greater efforts in bridging the digital disparity gap among all generational cohorts as work, business, teaching and learning shift online. One such is to include languages of digitally marginalised groups – digital strangers – (as a result of illiteracy) during programming of digital technologies. This can afford them the opportunity to use the voice optimisation features of digital devices in their local languages or be able to translate text on devices into their local languages in order to effectively deploy them. Key words: ‘digital natives’; digital strangers; icts; digital technologies; literature review; new media technologies; scoping review; knowledge synthesis; literature review; systematic review

Through a tablet with Internet access a child has at his disposal the wealth and misfortune of all mankind, cultural tools of activity, communication and education, his rights and responsibilities in the digital world. The digital world expands the possibilities for choice, opens new ways to try and grow up. It poses the problem of choice and responsibility to adults whose decisions influence the fate of the child. Among teachers and parents there will always be those who want to make a choice for the child, protecting him from the real or imaginary dangers of the digital and non-digital world. Today, at the choice of parents, there should be schools where gadgets are prohibited, children go to all classes and online presence is only due to illness.

Generation Z, the next generation of employees, proposes a complex combination of challenges and opportunities in the current digital business world. This generation brings to the workplace a specific set of skills, beliefs, and views influenced by their experiences in a digital environment that is continually expanding. As they assume increasingly important responsibilities in the workforce, it is essential to understand their perspectives on collaboration and transformation in the digital business environment. This literature review analyzes the current state of research on the cooperation and transformation behaviors of Generation Z within the digital business world. The research explores the unique characteristics, values, and perceptions of Generation Z, as well as the developing dynamics of work in the digital business climate and their impact on collaboration and transformation. In addition, the review assesses the importance of diversity and inclusion in attracting and retaining members of Generation Z in the digital business workforce, as well as the effects of technological developments and digitalization on their capacity to contribute to cooperation and transformation in the industry. The findings of this literature review give academics, professionals, and policymakers valuable insights into the challenges and opportunities facing this emerging generation of workers in a digital world that is rapidly changing. This research contributes to a better understanding of how Generation Z is transforming the digital business landscape and how organizations should adapt to their unique perspectives and demands.

The research of this study pays attention to the cancel culture phenomenon in the ethics of human communication in today’s digital era. In particular, the author will describe F. Budi Hardiman’s thoughts on the ethics of “Click” in human existence in cyberspace. The methodology used in this research is qualitative-descriptive. Cancel culture is a phenomenon that has recently colored the dynamics of human relations in social media. The culture of cancelling or boycotting someone by indulging in issues or disgrace of other parties whose truth is not yet clear is certainly problematic in today’s digital ethical world. F. Budi Hardiman pays attention to the ethics of “Click” as a moral action that needs to be explored by humans in today’s digital world. The purpose of this research is to explore the cancel culture phenomenon from the ethical perspective of “Click” and the role of Digi-sein in building morality in the digital world. The author found that “Click” has led to fanaticism and belittled value systems in the form of empathy for others. Therefore, it is necessary to have “Click” ethic that contains virtue, as described by Budi Hardiman, namely the attitude of reflective pause which refers to the act of virtue full of courage to voice the truth, honesty to convey information as it is, and self-control to refuse irrational news or opinions so that the “Click” action is filled with ethical values towards the good of life together.

Recent developments in mobile technologies enable young people to access and create digital media and online social worlds from early childhood, extending play across digital and physical worlds in previously impossible ways. Young people develop both new and traditional digital literacy and design skills through digital play, developing the capacity to become architects of their digital worlds. This chapter draws on three case studies from Australia and Canada to illustrate how young people design and create within open-ended applications. It also describes how schools might use young people's engagement with such applications to develop digital literacy, design, and coding skills.

Although a plethora of extant literature categorises them as natives in the digital world, it has been counter-argued that a considerable group of young people cannot be designated as ‘digital natives’. This argument stems from the evidence for non-enthusiasm, non-exposure as well as non-adeptness to digital/new media technologies among certain groups of young people. Through a scoping review of relevant literature and a thematic content analysis, this article explores digital inequalities suffered by ‘digital natives’ which render them ‘strangers’ in the digital technological world, although they have been born at a time of an abundance of digital communication technologies. It was found that the concept of ‘digital natives’ could be dichotomous – being native based on a period in which one was born and being native through expression of competency in the use of digital technologies. It was also found, among other things, that ‘digital natives’ could be ‘strangers’ in the digital world as a result of disinterest, illiteracy, economic constraints, poor network connectivity, lack of electric power and inadequate practical accessibility. The article concludes that the real ‘digital natives’ are the ones who use and express competency in the use of digital technologies, no matter which limited physical contacts exist as a result of a global outbreak of disease. There is a need for greater efforts in bridging the digital disparity gap among all generational cohorts as work, business, teaching and learning shift online. One such is to include languages of digitally marginalised groups – digital strangers – (as a result of illiteracy) during programming of digital technologies. This can afford them the opportunity to use the voice optimisation features of digital devices in their local languages or be able to translate text on devices into their local languages in order to effectively deploy them.

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This article examines digital virtual leisure and the impact of increasingly blurred boundaries between the digital and physical worlds on consumer self‐narratives. Using an extended case narrative method, the present research explores how consumers who are highly involved with digital leisure live out their ideal self‐narrative in online communities. The findings highlight a level of complexity and fluidity when consumers move between worlds. The present research shows a more multifaceted set of issues that consumers traverse when moving between the physical and digital worlds. This research indicates the changing nature of the self‐narrative for consumers in an ever‐evolving environment that blurs the distinction between the digital and physical worlds. Results suggest that the digital virtual world (those online environments using digital technologies and virtual which has a sensory element) can serve as a sanctuary for consumers to gain empowerment and sustain hope. Digital virtual leisure is a highly involved form of consumption layered with meaning for individuals. The findings highlight the potential and opportunity to use self‐narratives as a way to understand consumer involvement with online community spaces so as to better respond to and engage with the consumer target market.

In this chapter, the authors explore salutogenesis in the context of the ‘digital world’, concerning both high- and low-resource countries. The digital world is rapidly developing and can transcend physical and financial barriers of health care and health promotion. The digital world also has many challenges, especially for equity. On the one hand, digitalization carries the risk of excluding many people – also healthcare workers – because they cannot access the digital world or do not have the technical skills to understand it (make sense of it). On the other hand, the digital world offers both new generalized resistance resources (GRRs) and specific resistance resources (SRRs) to improve population health and promote healthy lifestyles and health literacy. The authors nicely illustrate how the sense of coherence (SOC) helps people find a balance in the digital world’s stress-rich environment. Important steps forward in this field include work to strengthen the evidence base and to document the preconditions for a digital world that supports decision making in health care, health behaviour change (e.g. quitting smoking) and – above all – supports empowerment and social justice.

Governments across the globe have declared their commitment to building a people-centred, inclusive and development-oriented Information Society. But despite rapid proliferation and, in many cases, extensive penetration of digital technologies, a significant proportion of the global population remains 'digitally excluded'. In the UK, the majority of those who fall into this category are the elderly, and yet digital technologies offer enormous potential benefits to this sector of the population. Age itself is not a barrier to using digital technologies, and although older people tend to face other barriers to access such as cost, skills or disability, research suggests that many simply do not perceive the relevance of these technologies to themselves. This paper reviews some of the literature relating to older people's use of digital technologies, and presents the results of a survey to investigate the perceptions of older users and non-users of the internet as a step towards understanding the factors which lie behind the current situation. A critical factor appears to be a lack of awareness and understanding of the 'digital world'. The paper concludes with some suggestions for how this could be overcome.

This Cyber ​​crime is a crime that is growing massively in Indonesia. In response to this, a cyber police was formed which has the task of maintaining order and obeying the law in society in the digital world. This research aims to initiate a cyber patrol system by prioritizing community participation (cyber patrol society) in realizing justice. This research is normative legal research with a conceptual and statutory approach. The research results confirm that the urgency of reforming the cyber police by involving community participation is intended to minimize abuse of power from the cyber police, especially those that can disturb people's privacy when carrying out activities in cyberspace or the digital world. Efforts to formulate a cyber patrol society in realizing justice for people who are active in the digital world need to be done by involving the community to participate in law enforcement in the digital world. Viewed from the aspect of justice, community participation is needed to ensure that cyber police do not arbitrarily occur when enforcing the law in the digital world. Apart from that, community participation in the cyber patrol system is needed so that there is a preemptive, preventive and educational approach so that public legal awareness when carrying out activities in the digital world can be achieved

L’imagerie cerebrale a permis des progres considerables dans le domaine de la maladie d’Alzheimer (MA). Des criteres ont recemment ete proposes pour diagnostiquer la maladie a un stade plus precoce en s’appuyant sur des biomarqueurs d’imagerie. D’autre part la confrontation de multiples methodes d’imagerie permet d’evaluer les liens entre les differentes alterations qu’elles revelent afin de mieux comprendre les mecanismes de la maladie. Les objectifs principaux de cette these etaient d’une part de contribuer au developpement de biomarqueurs plus sensibles aux stades precoces de la MA, et d’autre part d’evaluer les liens entre depots amyloides, deficits metaboliques et atrophie cerebrale, en s’appuyant sur des techniques innovantes. Dans un premier temps, nous avons developpe une sequence IRM de haute resolution ciblee sur l’hippocampe ainsi qu’un protocole de delimitation des sous-champs hippocampiques que nous avons valides. Nous avons ainsi pu montrer que l’atrophie du sous-champ CA1 predominait et etait plus sensible que la mesure du volume de l’hippocampe entier pour distinguer des patients a un stade pre-dementiel de la MA. Au contraire, le vieillissement normal affectait preferentiellement un autre sous-champ : le subiculum. Dans un second temps, grâce a une approche multimodale, nous avons souligne les discordances dans la topographie des lesions caracteristiques de la MA, suggerant l’implication de differents mecanismes sous-jacents. De plus, les resultats indiquaient qu’atrophie et hypometabolisme ne sont pas correles aux depots amyloides chez les patients MA, indiquant l’absence de lien direct entre ces processus a ce stade avance de la maladie

Usually, a literature search is a benign phase of the research regime. It was, however, during this phase on my current project where a semi-conscious pique I’d been feeling developed into an obvious rancour. Because I’ve been involved in both electronic production and consumption, and the pedagogy surrounding it, I was interested in how the literate domain was coping with the transformations coming out of the new media communications r/evolution. This concern became clearer with the reading and re-reading of Kathleen Tyner’s book, Literacy in a Digital World: Teaching and Learning in the Age of Information. Sometimes, irritation is a camouflage for an emerging and hybridised form of knowledge, so it was necessary to unearth this masquerade of discord that welled-up in the most unexpected of places. Literacy in a Digital World makes all the right noises: it discusses technology; Walter Ong; media literacy; primary, secondary, and tertiary schooling; Plato’s Phaedrus; psychoanalysis; storytelling; networks; aesthetics; even numeracy and multiliteracies, along with a host of other highly appropriate subject matter vis-à-vis its object of analysis. On one reading, it’s a highly illuminating overview. There is, however, a differing interpretation of Literacy in a Digital World, and it’s of a more sombre hue. This other more doleful reading makes Literacy in a Digital World a superior representative of a sometimes largely under-theorised control-complex, and an un.conscious authoritarianism, implicit in the production of any type of knowledge. Of course, in this instance the type of production referenced is literate in orientation. The literate domain, then, is not merely an angel of enlightened debate; under the influence and direction of particular human configurations, literacy has its power struggles with other forms of representation. If the PR machine encourages a more seraphical view of the culture industry, it comes at the expense of the latter’s sometimes-tyrannical underbelly. It is vital, then, to question and investigate these un.conscious forces, specifically in relation to the production of literate forms of culture and the ‘discourse’ it carries on regarding electronic forms of knowledge, a paradigm for which is slowly emerging electracy and a subject I will return to. This assertion is no overstatement. Literacy in a Digital World has concealed within its discourse the assumption that the dominant modes of teaching and learning are literate and will continue to be so. That is, all knowledge is mediated via either typographic or chirographic words on a page, or even on a screen. This is strange given that Tyner admits in the Introduction that “I am an itinerant teacher, reluctant writer, and sometimes media producer” (1, my emphasis). The orientation in Literacy in a Digital World, it seems to me, is a mask for the authoritarianism at the heart of the literate establishment trying to contain and corral the intensifying global flows of electronic information. Ironically, it also seems to be a peculiarly electronic way to present information: that is, the sifting, analysis, and categorisation, along with the representation of phenomena, through the force of one’s un.conscious biases, with the latter making all knowledge production laden with emotional causation. This awkwardness in using the term “literacy” in relation to electronic forms of knowledge surfaces once more in Paul Messaris’s Visual “Literacy”. Again, this is peculiar given that this highly developed and informative text might be a fine introduction to electracy as a possible alternative paradigm to literacy, if only, for instance, it made some mention of sound as a counterpoint to textual and visual symbolisation. The point where Messaris passes over this former contradiction is worth quoting: Strictly speaking, of course, the term “literacy” should be applied only to reading and writing. But it would probably be too pedantic and, in any case, it would surely be futile to resist the increasingly common tendency to apply this term to other kinds of communication skills (mathematical “literacy,” computer “literacy”) as well as to the substantive knowledge that communication rests on (historical, geographic, cultural “literacy”). (2-3) While Messaris might use the term “visual literacy” reluctantly, the assumption that literacy will take over the conceptual reins of electronic communication and remain the pre-eminent form of knowledge production is widespread. This assumption might be happening in the literature on the subject but in the wider population there is a rising electrate sensibility. It is in the work of Gregory Ulmer that electracy is most extensively articulated, and the following brief outline has been heavily influenced by his speculation on the subject. Electracy is a paradigm that requires, in the production and consumption of electronic material, highly developed competencies in both oracy and literacy, and if necessary comes on top of any knowledge of the subject or content of any given work, program, or project. The conceptual frame of electracy is herein tentatively defined as both a well-developed range and depth of communicative competency in oral, literate, and electronic forms, biased from the latter’s point of view. A crucial addition, one sometimes overlooked in earlier communicative forms, is that of the technate, or technacy, a working knowledge of the technological infrastructure underpinning all communication and its in-built ideological assumptions. It is in this context of the various communicative competencies required for electronic production and consumption that the term ‘literacy’ (or for that matter ‘oracy’) is questionable. Furthermore, electracy can spread out to mean the following: it is that domain of knowledge formation whose arrangement, transference, and interpretation rely primarily on electronic networks, systems, codes and apparatuses, for either its production, circulation, or consumption. It could be analogue, in the sense of videotape; digital, in the case of the computer; aurally centred, as in the examples of music, radio or sound-scapes; mathematically configured, in relation to programming code for instance; visually fixated, as in broadcast television; ‘amateur’, as in the home-video or home-studio realm; politically sensitive, in the case of surveillance footage; medically fixated, as in the orbit of tomography; ambiguous, as in the instance of The Sydney Morning Herald made available on the WWW, or of Hollywood blockbusters broadcast on television, or hired/bought in a DVD/video format; this is not to mention Brad Pitt reading a classic novel on audio-tape. Electracy is a strikingly simple, yet highly complex and heterogeneous communicative paradigm. Electracy is also a generic term, one whose very comprehensiveness and dynamic mutability is its defining hallmark, and one in which a whole host of communicative codes and symbolic systems reside. Moreover, almost anyone can comprehend meaning in electronic media because “electric epistemology cannot remain confined to small groups of users, as oral epistemologies have, and cannot remain the property of an educated elite, as literate epistemologies have” (Gozzi and Haynes 224). Furthermore, as Ulmer writes: “To speak of computer literacy or media literacy may be an attempt to remain within the apparatus of alphabetic writing that has organized the Western tradition for nearly the past three millennia” (“Foreword” xii). The catch is that the knowledge forms thus produced through electracy are the abstract epistemological vectors on which the diverse markets of global capitalism thrive. The dynamic nature of these “multimodal” forms of electronic knowledge (Kress, “Visual” 73), then, is increasingly applicable to all of us in the local/global, human/world conglomerate in which any polity is now framed. To continue to emphasise literacy and alphabetic consciousness might then be blinding us to this emerging relationship between electracy and globalisation, possibly even to localisation and regionalisation. It may be possible to trace the dichotomy outlined above between literate and electrate forms of knowledge to larger political/economic and cultural forces. As Saskia Sassen illustrates, sovereignty and territoriality are central aspects in the operation of the still important nation-state, especially in an era of encroaching globalisation. In the past, sovereignty referred to the absolute power of monarchs to control their dominions and is an idea that has been transferred to the nation-state in the long transition to representative democracy. Territoriality refers to the specific physical space that sovereignty is seen as guaranteeing. As Sassen writes, “In the main … rule in the modern world flows from the absolute sovereignty of the state over its national territory” (3). Quite clearly, in the shifting regimes of geo-political power that characterise the global era, sovereign control over territory, and, equally, control over the ideas that might reconfigure our interpretation of concepts such as sovereignty and territoriality, nationalism and literacy, are all in a state of change. Today’s climate of geo-political uncertainty has undoubtedly produced a control complex in relation to these shifting power bases, a condition that arises when psychic, epistemological and political certainties move to a state of unpredictable flux. In Benedict Anderson’s Imagined Communities another important examination of nationalism there is an emphasis on how literacy was an essential ingredient in its development as a political structure. Operational levels of literacy also came to be a key component in the development of the idea of the autonomous self that arose with democracy and