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Final Reflection

Each topic of this module seemed like critical individual incidents of learning, and as such I am employing Strategy 1 to surgically reflect on my progress throughout the module. I will preface my reflection with a completion of my Digital Literacies Self-Test. ‘Digital Literacies Self-Test’, Graphic by Tom Pethick, 2018. I want to dive deeper into exactly what changed to cause this universal growth in digital literacy, however, and will do so through four strands of reflection. Continue reading →

Reflections on Topic 3

This topic has shown quite how vital identity management is online, especially as much of this UOSM2008 cohort leave university and move into employment. (BBC, 2013). It has underlined the permanence of the web: actions taken online cannot be wholly erased, and can be easily read out of context if your identity doesn’t prevent unwanted attention. It has emboldened how digital identities sit on a spectrum of oppositional advantages and disadvantages. Continue reading →

Reflections on Media Reliability and Authenticity

Our exploration of ‘Digital Differences’ in the last topic alluded to cracks in the fabric of the internet (Futurelearn, 2018). This topic has shown exactly how those cracks can be exploited, opinions rigidified and even worsened over time. The reliability and authenticity of sources of information is paramount in fast-paced, ever-changing online discourse. The dangers of inauthentic sources have become clearer through this topic: agendas can be pushed; falsehoods can become truths. Continue reading →

Reflections: Topic 1

The writing and research of the two blog posts have alerted me entirely to the notion of digital differences. Before this topic, I was somewhat blind to the idea that the web – as an interface – is less accessible to even those right around me, and that even those with similar accessibility to me can be affected differently. Gender, religion, sexuality and more change the lens with which one views the internet. Continue reading →

Digital Differences

Many assume that everyone uses the internet in similar ways. Indeed, my use of ‘everyone’ underlines how blind some can be to the idea that in 2017, 9% of the UK population had never used the internet. Using the internet isn’t a highly specialised skill, but it is a highly individualised one. Web usage is contextual — it depends wholly on its relevance to one’s everyday life, and is directly affected by the implications of class, gender, ethnicity and social standing. Continue reading →