The Self, the Other and the Law

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 article deals with the problem of the influence of digitalization processes on the concept of a subject. The purpose of the study is to analyze this influence and substantiate the possibility of preserving the category of the subject in the philosophical understanding of the present world and human being. It is shown that the expansion of human activity into the digital environment creates a situation in which the possibility of the existence of a subject as an integrity is questioned, since human activity is distributed across two environments — physical and digital. Several key problematic points are considered that make it necessary to clarify understanding of the subject in the modern world — these are the “disembodied” subject in the digital environment, the “decentralization” of the subject (i.e., the distribution of his activities in two different environments) and the alienation of information about the subject and messages belonging to it in the digital environment. It is revealed that at the heart of all these three problems, in one way or another, there is a gap between the bodily being of a person and its manifestations in the digital world, and it is demonstrated that the “incorporeality” of the subject in the digital world is illusory. It shows how a number of authors begin to use the concept of a “digital subject” to solve the above-mentioned problems and concludes that the use of such a term is possible only as a metaphor, since it hints at the existence of a certain separate entity in the digital world, whereas the subject cannot be considered in complete isolation from the physical environment. It is concluded that the distribution of human activity in the physical and digital environment is not the reason for the rejection of the concept of the subject. It is shown that the modern understanding of the subject is possible with a combination of approaches of body-oriented cognition and narrative approach, where the first is associated with the embodied being of the subject in the physical environment, and the second not only reflects the being of the subject in the digital environment, but also serves as a link between the digital and physical aspects of the subject. The combination of these two approaches allows us to preserve the idea of the integrity of the subject.

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. The solutions we have adopted to overcome these challenges within an intensive course development environment are also outlined. The importance of building good relationships both within the project team, academics and with other library staff to deliver positive outcomes is discussed. We examine the pedagogical imperatives we have followed and the technological challenges we have faced to provide an active learning experience for our students in a digital learning environment. Our role as digital curriculum librarians is still evolving, however, we can observe some emerging trends within academic librarianship and comment on them, as we believe that the imperatives of the knowledge society will only become more prevalent into the future. We conclude by outlining which professional skills we need as academic librarians to evolve our roles and be successful in the digital world.

Choosing Web 2.0 Tools for Learning and Teaching in a Digital World provides practical strategies and examples to effectively integrate Web 2.0 tools to support the inquiry process in the school library program and the classroom curriculum. Targeted for school librarians, this book addresses the questions: What is digital literacy? How is learning different in a digital world? And the most important questions, what are the best strategies, resources, and tools to support effective teaching and learning in a digital environment? The first two chapters of the book provide the important context for school librarians: research on student learning behaviors in a digital environment, Web 2.0 background and characteristics, and alignment with the new AASL Standards for the Twenty-first Century Learner and the Stripling Inquiry Process. Grades 4-12.

Many ethical questions have been raised regarding the use of social media and the internet, mainly related to the protection of young people in the digital environment. In order to critically address the research question “who is responsible for ethically protecting minors in the digital environment?”, this paper will review the main literature available to understand the role of parents, the government, and companies in protecting young people within the digital environment. We employed a holistic process that covers a state-of-the-art review and desk research. The article is divided into four sessions; (1) Government Policies from the European Union (EU) Perspective; (2) Parental Control; (3) An Overview of Companies and the Private and Self-Regulation Sectors; and (4) the Ethical Dilemma. Throughout, we reviewed specific topics regarding the potentially harmful content for young people within the digital environment, questioned how ethical concerns shape content and interactions online and discussed how internet parenting styles impact risks and opportunities for young people in the digital world. Finally, we analysed the research question contrasting it with the main findings in this review and offered recommendations.

Today, it is difficult to imagine life without digital technology and the Internet. They have become an integral part of our everyday lives, especially the lives of children and young people. Children use the Internet for learning, entertainment, communication, creativity and to express themselves. Digital technology and especially the Internet gives them access to a variety of information, services and opportunities that can enrich their childhood, development, and well-being. However, the digital environment also carries numerous challenges and risks for children’s rights. Children can be exposed to violence, abuse, exploitation, explicit sexual content, hate speech, misinformation and disinformation, various other types of manipulation and other harmful content on the Internet. Children may also face violations of their right to privacy, dignity, identity, and participation in the digital environment. They can be discriminated against or excluded because of lack of access, equipment, skills or support to use digital technology. Therefore, it is important to ensure that children have the same rights and protections in the digital environment as they have in our everyday lives. This implies respect, exercise and protection of all children’s rights established by the Convention on the Rights of the Child and other international and national documents. It also implies involving children in decision-making and policies that affect their lives in the digital age. In Croatia, there are numerous actors and initiatives that deal with issues of children’s rights in the digital environment. Among them are state bodies, non-governmental organisations, academic institutions, the media and the business sector. They carry out various activities, such as education, prevention, counselling, research, advocacy and monitoring, to promote and protect children’s rights in the digital world. This chapter aims to provide an overview of children’s internet use in Croatia; this includes the legal framework for the protection of children’s rights in the digital age together with definitions of legally relevant terms in national legislation as well as some examples of judicial practice and discussion about rights to privacy, to be forgotten, to access to information, to education, to be safeguarded from abuse, to freedom of expression, and to be heard.

In the article, the authors consider the risks in the space of the life world in the aspect of digitalization. By digitalization, they understand the socialization of digital technologies and the construction of systems of social relations based on them. Discreteness, rapid changes and increased risk-taking distinguish the human life world of digital society. Subjective perception of reality in the space of an individual’s life world in a digital environment increases the risks of the emergence and implementation of communication strategies of behavior that negatively affect the relationship of a person with the surrounding world. The presence of a person in the digital environment not only makes him vulnerable to risks, but also prevents the recognition of risk situations, as well as leads to rejection and ignoring of risks. The individual perceives the digital space as a favorable environment. The degree of trust in the digital world for a person is much higher than the trust in the space of material objects that represent a certain danger in the individual’s mind. The individual represents the digital environment as a conflict-free space that protects a person from threats and challenges. Axiological changes in modern society have caused the emergence of risks of digitalization in the space of the life world. In the digital space, an individual sees risk as a value. The space of the life world in the digital environment becomes virtual. Virtualization of human existence contributes to the formation of a sense of trust in the world, it makes the constant improvement of their situation the motive of their life, which is possible through the acceptance of risk and responsibility for their actions. An individual perceives risk as an opportunity for freedom of choice of solutions, freedom to find ways out of constructed situations. A person in virtual space does not consider risks as dangerous, since they are a necessary condition for the existence of a digital environment. The individual presents the digital life world as less risky, which contributes to an ever deeper immersion in it and generates the risk of virtualization of being.

The article deals with the problem of human security in terms of immersion in a digital environment. At the same time, security is considered as protection from internal and external threats. The question is raised about the need to develop an integrated security concept. It is noted that the process of digitalization of the social world is becoming total, new concepts are emerging to describe its conditions. The characteristics of the digital environment and the digital world are given, and the existence of a person in the digital world is described. It is stated that the most important indicator of a person’s existence in such a world is his sensuality. The role of impressions in human life and society is increasing dramatically, an industry for the production of impressions and trade in them is developing in the world, which affects the decrease in the stability of society. The article reveals the main directions of transformation of human nature and manipulation in modern conditions. Discussing the ways of forming and strengthening mental immunity, the idea of which is expressed in the scientific literature, the authors, nevertheless, argue that we should be talking about social immunity, a private modification of which is mental immunity. It is noted that in the development of the concept of integral security, which is so necessary for modern Russia, a decisive role belongs to philosophy, which formulates ideological and methodological principles of security.

In a digital society, the interaction of a notary and visitors is transferred to a virtual digital environment, so instead of the usual notary office in the digital world, the notary’s website comes to the fore. It seems that with an increase in the speed of moving civil turnover into the digital environment, the importance of the notary’s website as a means of communication with visitors in the digital world will also grow. The article discusses the concept of a notary’s website as a notary’s representation in the digital world and analyzes the regulatory requirements for a notary’s website and the possibilities for its effective use.

Освітнє середовище для маркетологів у цифровому світі передбачає низку ключових аспектів, які важливо враховувати, а саме: цифрові технології, аналітику та вимірювання, стратегічне мислення, творчість та інновації, комунікаційні навички, брендування та позиціонування, навички управління проєктами, постійне навчання та адаптація. Цифровий світ надає безліч можливостей для маркетологів, проте він також ставить перед ними виклики. Освітнє середовище маркетологів у цифровому світі передбачає постійне оновлення знань та вмінь у використанні нових цифрових інструментів і стратегій маркетингу, глибоке розуміння цифрової аудиторії, її поведінки та очікувань, а також уміння адаптуватися до швидких змін у технологіях та платформах. Маркетологи в цифровому світі повинні бути готовими до постійного навчання, адаптації та розвитку своїх навичок, щоб ефективно працювати в швидкозмінному цифровому середовищі та досягати маркетингових цілей. Метою статті є узагальнення форм, цілей, можливостей освітньої діяльності маркетологів у цифровому світі з поглибленим обґрунтуванням кожного з напрямків. Визначено, що цифрове освітнє середовище має ряд переваг та недоліків, які необхідно враховувати з метою коректного застосування. Однак важливо не забувати про необхідність забезпечення міжособистісних взаємин та соціальної взаємодії для забезпечення повноцінного розвитку здобувачів спеціальності «Маркетинг».

Two developments in recent decades – the rising attention to children’s rights, and the growing importance of the digital environment – seem on a collision course, with children’s rights arguably more infringed than benefited by the digital world, and with efforts to promote children’s rights in a digital world seen by some as threatening the freedom of expression that digital networks enable. Here, I set out the case for realizing children’s rights in relation to the digital environment, and then examine the difficulties that arise. Most recently, the status of the child online is shifting from one of invisibility to one of hypervisibility in an increasingly datafied world, and the child’s right to privacy has rapidly become the most contested of all the rights. With challenges ranging from that of identifying who is a child online to reining in the economic power of the major digital platforms, states seem to be facing an impasse when it comes to taking effective action. The result is a series of stark policy choices which leave all stakeholders dissatisfied. I conclude by proposing a series of interventions focused less on the actions regarding particular child rights and more on the legal and institutional processes and standards by which all rights could be better realized in a digital world.

Commercial publishing interests are presenting the future of the book in the digital world through the promotion of e-book reading appliances and software. Implicit in this is a very complex and problematic agenda that re-establishes the book as a digital cultural artifact within a context of intellectual property rights management enforced by hardware and software systems. With the convergence of different types of content into a common digital bit-stream, developments in industries such as music are establishing precedents that may define our view of digital books. At the same time we find scholars exploring the ways in which the digital medium can enhance the traditional communication functions of the printed work, moving far beyond literal translations of the pages of printed books into the digital world. This paper examines competing visions for the future of the book in the digital environment, with particular attention to questions about the social implications of controls over intellectual property, such as continuity of cultural memory.

As we reflect upon the pandemic on the one hand and get increasingly situated in a digital world on the other hand, as a result of the restricted mobility being experienced at this point in time, the notion of culture is undergoing a sea change. The very notion of how culture is defined and manifests in the digital world is very different from the clear differentiation between the global and the local in our cultural experience of the physical world. Will the digital world and its design be based on more global values than before? OR will the rising voices discussing how to reclaim the local and be sensitive to the planet, in our digital environments, influence the future? Visualising the future, amidst these conflicting possibilities may be the most important activity for cross cultural researchers and designers.KeywordsCross cultural researchCross cultural designSpeculative futuring

ABSTRACTThis article reports findings from a study that examined how pre-adolescent children, age 9–11 years participate in the digital world. Children from 14 different communities across New Zealand were interviewed in focus groups to explore their experience of using digital devices and the Internet. The findings indicate that the differences in use and participation were influenced predominantly by their family and their teacher and the similarities across the sample were a reflection of a type of pre-teen culture. The children in the study were consuming content from websites, creating and sharing digital artefacts and gaming. Interactions with online social networks were restricted to family and friends. The findings suggest that there are age-based stages for learning how to participate effectively in the digital world that may be context specific. For young people transitioning into social media, this includes developing online identity and how to interact appropriately within digital environments.

In the contemporary era, entirely digital, crossing the links between one and the other, it is pressing to fi nd the incursion of the child from an early age in actions that are recorded through a digital screen provided by parents or caregivers as a means to occupy them in games and programmes of interaction with digital fi gures. Such digital modes have transformed the child’s access to the psychic, relational and bodily world. The method is comprehensive, based on the analysis of conceptual categories of theoretical contributions from the relational fi eld and its clinic. It is proposed to highlight the relationship between children’s subjectivity, mediated by the digital world, that is, the incorporation of images and their implications in the child’s psychic and bodily organization. Therefore, it is feasible to conceive how the digital world becomes a mediator between the parents and the child, so it is important to raise the importance that the digital world has to be built from a parental bond that ensures meaning to the child in his encounter with the digital environment.