Presented at LILAC 2018

1. Posthuman literacies: reframing
relationships between information,
technology and identity
David White – Head of Digital Learning
Teaching and Learning Exchange
@daveowhite

3. Uncertainty

4. Maritta Nemsadze – MA Material Futures, Central Saint Martins, UAL
The Technoself

5. New technologies, particularly computer-mediated
communication tools, have raised questions related to
identity in relationship to privacy issues, virtual identity
boundaries, online fraud, citizen surveillance, etc. These
issues come as our perspective on technology shifts from
one of functionality to one of interaction. According to
John Lester, in the future, “we won't simply enjoy using
our tools, we will come to care for them”
https://en.wikipedia.org/wiki/Technoself_studies

6. Julie Swan, executive director of general qualifications at
the qualifications regulator, said that many students were
taking their mobiles into exam halls not because they
wanted to cheat, but because they could not countenance
being separated from their phone or they worried about its
"safety and security".
https://www.tes.com 12/03/2018

7. The Dataself

9. Goffman: Frontstage & backstage ‘self’
Dataself = hidden-self?
(hidden socially but revealed to those with power)

14. Drivers of ‘Truth Decay’
• cognitive biases
• the rise of social media and other changes to the
information environment
• demands on the educational system that limit its ability
to keep up with changes in the information ecosystem
• political and social polarization
https://www.rand.org/research/projects/truth-decay.html

15. By describing the goal of media literacy as a way to
discover the truth, adults may actually reinforce the
message that there is only one explanation, a strict, black-
and-white line between what’s right and wrong.
Danah Boyd (SXSW keynote) https://www.edsurge.com 07/03/18

16. What is ‘Truth Decay’?
• increasing disagreement about facts and analytical
interpretations of facts and data
• a blurring of the line between opinion and fact
• the increasing relative volume and resulting influence
of opinion and personal experience over fact
• declining trust in formerly respected sources of facts
https://www.rand.org/research/projects/truth-decay.html

17. Check for previous work: Look around to see if someone else has already fact-
checked the claim or provided a synthesis of research.
Go upstream to the source: Go “upstream” to the source of the claim. Most web
content is not original. Get to the original source to understand the trustworthiness of
the information.
Read laterally: Read laterally. Once you get to the source of a claim, read what other
people say about the source (publication, author, etc.). The truth is in the network.
Circle back: If you get lost, or hit dead ends, or find yourself going down an
increasingly confusing rabbit hole, back up and start over knowing what you know
now. You’re likely to take a more informed path with different search terms and better
decisions.
Web Literacy in Four Moves by Michael A. Caulfield - https://webliteracy.pressbooks.com/chapter/four-strategies/

18. Questioning why you agree with something
is more valuable than bolstering your views
on what you disagree with.

19. Stephen Colbert - 2006
Truthiness is 'What I say is right, and [nothing] anyone
else says could possibly be true.' It's not only that
I *feel* it to be true, but that *I* feel it to be true.

20. Cram them full of non-combustable data, chock them
so damned full of ‘facts’ they feel ‘brilliant’ with
information. Then they’ll feel they’re thinking, they’ll
get a sense of motion without moving.

21. Dave’s
inscrutable
fun facts
truth quiz

22. True or False:
2 = 2

23. True or False:
…a single man in possession of a
good fortune, must be in want of a wife

24. True or False:

25. True or False:

26. Slide intentionally left blank

27. This is Blue

28. This is Green

31. Education appears to be generating more intimate data
from students, mining beneath the surface of their
measurable knowledge to capture interior details about
their personality, character and emotions.
Ben Williamson
https://codeactsineducation.wordpress.com/2018/03/23/learning-from-
psychographics/

32. The data have landed
First they said they needed data
about the children
to find out what they’re learning.
Then they said they needed data
about the children
to make sure they are learning.
Then the children only learnt
what could be turned into data.
Then the children became data.
Michael Rosen

34. love
joy
peace
patience
kindness
goodness
faithfulness
gentleness
self-control

37. Entrepreneurship of
the self

38. It is underpinned by a firm belief in the importance of
criticality for understanding and making best use of digital
technologies, which should not be understood as neutral
tools and spaces, but as part of the fabric of our social
and political lives.
Digital Creative Attributes - Handbook

40. • Engender optimistic criticality
• Raise consciousness
• Increase agency

41. Don’t fear complexity

42. Teaching and Learning Exchange, UAL
Thanks
@daveowhite
daveowhite.com