Human Data Interaction Disadvantage And Skills In The Community
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Human Data Interaction, Disadvantage and Skills in the Community
The book provides a dynamic, cross-sectional, multidisciplinary perspective and dialogue to illuminate the challenges humans face in their interactions with data in their individual postdigital contexts in local communities. It offers unique insights from real cases, collaborations, and projects to extend existing academic theories and frameworks, applied to human data interactions, disadvantage, and digital skills. The book takes the novel approach of establishing co-authorship between cross-sector practitioners from the wider community (such as local authorities, councils, policy makers, small businesses, charities, education and skills providers, and other stakeholders) with international academics and researchers who write about humans, digital skills, and data. This develops an enabling cross-sector environment throughout the book that not only furthers broader understandings concerning data, disadvantage and digital skills in postdigital society, but also shares a template to support others who may wish to adopt this approach to co-authorship and knowledge exchange. The book revisits the Human Data Interaction (HDI) framework (Mortier, Haddadi, Henderson, McAuley, and Crowcroft 2014) through many diverse cross-sectoral perspectives. These are co-authored under the HDI framework’s key tenets of: agency, legibility, negotiability and resistance. These tenets form the main sections of the book, with chapters examining these concepts through both interdisciplinary academic literature and cross-sector dialogue with individuals and agencies from the wider community who work with diverse and often disadvantaged groups.
Bioinformational Philosophy and Postdigital Knowledge Ecologies
The book presents a cross-disciplinary overview of critical issues at the intersections of biology, information, and society. Based on theories of bioinformationalism, viral modernity, the postdigital condition, and others, this book explores two inter-related questions: Which new knowledge ecologies are emerging? Which philosophies and research approaches do they require? The book argues that the 20th century focus on machinery needs to be replaced, at least partially, by a focus on a better understanding of living systems and their interactions with technology at all scales – from viruses, through to human beings, to the Earth’s ecosystem. This change of direction cannot be made by a simple relocation of focus and/or funding from one discipline to another. In our age of the Anthropocene, (human and planetary) biology cannot be thought of without (digital) technology and society. Today’s curious bioinformational mix of blurred and messy relationships between physics and biology, old and new media, humanism and posthumanism, knowledge capitalism and bio-informational capitalism defines the postdigital condition and creates new knowledge ecologies. The book presents scholarly research defining new knowledge ecologies built upon emerging forms of scientific communication, big data deluge, and opacity of algorithmic operations. Many of these developments can be approached using the concept of viral modernity, which applies to viral technologies, codes and ecosystems in information, publishing, education, and emerging knowledge (journal) systems. It is within these overlapping theories and contexts, that this book explores new bioinformational philosophies and postdigital knowledge ecologies.
Postdigital Participation in Education
This open access book examines the interrelations and correlations of the postdigital condition and its relationship to education, with a particular focus on participation. Contributions reflect on how educational institutions are affected by the recent transformations of media technologies and practices, and how at the same time institutions such as schools and universities are supposed to enable people to participate in media practices in an informed and reflective way. How, and under what conditions, can teachers and students participate in contemporary media constellations? The book will be of interest to academics and researchers involved in teacher education, digital pedagogy, educational technology, instructional design, education philosophy and media education.