my digital identity essay

Understanding and Creating Your Digital Self

Like it or not, we all have a digital self..

Posted August 23, 2010 | Reviewed by Ekua Hagan

Like it or not, we all have a digital self—a mask that we put on to engage the technological world.

Physician and psychoanalyst Donald Winnicot once proposed a theory of self which posited there is a "true self" that is the instinctive core of our personality and must be nurtured and realized. This is in contrast to the "false self" that is created to protect the "true self" from insult and danger. The takeaway is, we all have a "true self" that is complex and fragile, but ultimately, is our essence. In an attempt to share that self with the world, we engage our decoy selves to manage the day-to-day anxieties and challenges that come before us.

This blog engages thought and discussion about our digital self. For the past two decades in the mental health field, we have seen countless individuals explore and navigate the many aspects of their self-identities. Put another way, the digital self has become a frequent visitor on the couch. We have treated patients who have become divorced over Facebook affairs, couples who met on Match.com and wound up happily married, adolescents who became suicidal due to cyber- bullying , single moms now with the flexibility to work at home, and the embarrassing consequences of "drexting" (aka drunk texting).

In the last 15 years, we have been introduced to:

• World Wide Web
• Online shopping
• Cell phones
• Internet gambling
• Internet pornography
• Search engines
• Dating sites

Let's be honest here: Who hasn't struggled with their digital self- identity ? All of this technology has come at us so fast and furious, that we haven't had the time to think about how our relationship with it shapes our very identity.

If we can begin to understand this slice of who we are, then we can shape our digital self into a self that is more closely aligned with our true self, which has a sense of integrity and connected wholeness that Winnicot would have said harks back to the early stage of development. If we are unable to take control in defining our digital self, then we become increasingly more dependent on this digital reality.

As I sit in a San Francisco café writing this blog, a mother and her preschool age boy are sitting next to me. The boy has made a sort of rocket out of his juice box. He says excitedly, "Look what I did with my juice box," not one, two or three ... but six times, each louder than the first. The mother is texting. She looks up at him on his sixth attempt of connecting with her and says, "Um, yes, we will leave in five minutes." He crushes his rocket.

In psychological terms, this lack of interaction is referred to as an empathic failure and will possibly have consequences. Children remain developmentally concrete for many years and cannot comprehend who their parent is communicating with or why. They just experience the disconnect and the fact that something they don't understand is coming in between their relationship with their parent.

How could this seemingly attentive and undoubtedly loving mother create better technologic boundaries to protect her relationship with her child? How could she better define her digital self in a way that is more congruent with her true self? How did this mother end up inadvertently prioritizing her relationship with technology (texting) over her son at that moment in time?

In such a short span of time, how is it that we have learned that when our phone buzzes with a message we MUST respond? In this blog, I am not suggesting that you should throw your phones and computers into the ocean, but rather to explore ways to develop a deeper level of understanding as to how your relationship with technology impacts your primary relationships, and how it is, as a result, defining you.

Tamara J. Hicks, Psy.D ., is co-founder of Potrero Hill Psychotherapy in San Francisco and provides psychotherapy to adults, children, couples, and families.

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Chapter 1: Introduction to Digital Literacy

Cheryl Brown

In this chapter, you will be introduced to the concept of digital literacy  and what new skills are needed in order to engage with the digital world responsibly and effectively. Drawing on your own digital experiences you will think about your digital literacy and digital footprint, developing positive strategies to proactively take control of your own digital identity.

Chapter Topics

Introduction.

• Taking Stock of Your Digital self

What is Digital Literacy?

Why is digital literacy important, improving your digital literacy: becoming a digital citizen.

Learning Objectives

After completing this chapter you should be able to:

• Describe the ways you use technology in your personal life and for learning
• Compare the different ways digital literacy has been referred to by scholars
• Examine how digital literacy differs between people based on the context in which they live and learn and the way they use technology
• Use a basic framework to assess your own digital literacy
• Reflect on your digital footprint
• Develop strategies to control your own digital identity

As digital technology has become more common, affordable, and portable, more and more people from all parts of society are starting to increase their online and digital participation. Understanding the new opportunities, rules, and potential pitfalls of the digital world doesn’t necessarily come automatically with long-term use. Not everyone using digital technology knows how to handle the range of available tools to their best extent, and even experienced digital technology users can fall prey to hackers, lose control of how they are represented online, or otherwise fail to maintain their digital identity in an optimal manner.

Digital literacy is a relatively new concept that emerged in the 1990s during the era of the Internet revolution. Before that, people talked more about “computer literacy.” But in 1997, Paul Gilster, a historian and educator first coined the term “digital literacy,” arguing that digital literacy went beyond just skills in using technology. He said it is about “mastering ideas, not [computer] keystrokes” (Gilster, 1997, p. 1).

Gilster (1997) further defined digital literacy as “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). For him, digital literacy involves the ability to critically evaluate information (presented in different formats) and make decisions about how to use this information in different real-life contexts.

By the end of this chapter you will be able to define the concept of digital literacy and its many different components, reflect on your own digital literacy, engage with the digital world responsibly, and be empowered as a digital citizen capable of helping others learn and develop their role in the digital world.

Taking Stock of Your Digital Self

You probably already use a range of technologies and digital tools in different aspects of your life. You might use mobile technologies, like a phone or tablet, to download materials or information from the Internet, or you may use them to communicate with friends and family. You may use information and communication technologies (ICT) mainly for work or for learning, or you might use it primarily for entertainment. In reality, people often use different technologies and tools for a mixture of purposes.

Activity 1.1: Thinking About Your Digital Self

Think about all the ways you use technology in your personal life (e.g. for entertainment, shopping, sharing photos, communicating with people, etc). Who do you interact with digitally, and how do you do this (i.e., what applications/websites do you use and for which purpose)? Now think about yourself as a student and the ways you use technology for learning?

Make a list or draw a diagram of your activities, noting the groups or networks you interact with digitally and thinking about how you use digital technology in the various spheres of your life.

You might like to try doing this digitally using this editable mind map about digital footprints on creatly.com or by making a drawing of your digital self on paper.

The Concept of Literacy

Let’s first start with “What is literacy?” Dictionaries define literacy as the ability to read and write. Within education, literacy is understood as the ability to read, write, and use arithmetic; the emphasis is on proficiency with language and numeracy.

It is important to pause and note that the term literacy has always held a degree of status. Globally, countries are often ranked in terms of literacy rates, compared by what percent of the adult population can read and write, for example. There is more complexity to the terms literate or illiterate, however, and a lot depends on context. “New literacy studies” view literacy as a situated practice; as in it all depends on where you come from and what your purpose is.

Activity 1.2: How is literacy depicted on the Internet?

Use a common search engine like Google and type the term “literacy” into the search bar. Select the option to view the results as images and scroll through the visual depictions of literacy. What do these images depict about the concept of literacy?

Much of what you find in your search will probably suggest a relationship between literacy and words. This may be attributed to the fact that the concept has traditionally been associated with language—i.e., alphabetic literacy. In popular use, the word literacy has increasingly become a synonym for skill, competence, and proficiency—for example, emotional literacy and spiritual literacy, etc.

Whatever your view of the word literacy, what is less questioned is the relationship between literacy and technology. Until quite recently, literacy has, for the most part, been associated with print technology. The increasingly important role that digital technology has taken in shaping our world has led to another defining moment in the evolution of literacy.

The Concept of Digital

So what is digital? When you thought about your digital self  in Activity 1.1, you probably thought about the digital tools and technologies that are available to you. For example: “Oh, I use text messaging on my cell phone to communicate with friends.” Or: “I use email at university on my laptop or in the computer lab to communicate with faculty.” But the digital part (just like literacy) depends on context. The technology that you use and may even take for granted is not the same technology that your grandparents use or that students in another country use. This is why the concept of digital literacy is more often now referred to as digital literacies as a plural, acknowledging the variability of what is both available and relevant.

Digital Literacy

Since the pioneering introduction of computers into education in the 1960s , four key concepts that have dominated the literature on literacies related to digital technology include: information literacy, media literacy, computer literacy, and digital literacy (Brown, Czerniewicz, Huang & Mayisela, 2016). These four literacies are not competing, but in fact are necessary components of what it means to be literate in the twenty-first century. The table below presents an outline of the different terms and how they intersect:

The concept of digital literacy only started to gain attention in the last decade. Initially digital literacy was viewed primarily as the functional skills and competencies that people needed in order to use computers and the Internet. However in the last decade this has been expanded to consider the broader capacity needed to participate in a digital environment. UNESCO (2011) views digital literacy as a life skill that not only increases employability, but serves as a catalyst that “enables the acquisition of other important life skills” (p. 1).

The view of digital literacy offered by Jisc (2015) is even more comprehensive, defining digital literacy as “the capabilities which fit someone for living, learning and working in a digital society” (para. 3).  The capabilities outlined by Jisc :

• information, media, data literacy (critical use);
• digital creation, scholarship and innovation (creative production);
• digital communication, collaboration and participation (participating);
• digital learning and personal/professional development (learning); and
• digital identity and wellbeing (self-actualising).

(JISC, 2015)

Beyond functional and critical skills, the definitions and digital capabilities  identified here propose a particular mindset, a way of being. In particular, the last three capabilities outlined—the abilities to engage in participatory culture, to be a lifelong learner, and to manage a professional digital identity—render digital literacy remarkably different from the initial views of digital literacy simply as mastery of technical skills.

You might be familiar with the concept of a “ digital native ” or the “ net generation .” These terms refer to the idea that a person who has been born or brought up during the age of digital technology will be familiar with computers and the Internet from an early age.

Activity 1.3: Generational View of Digital Natives

There are many cartoons online that comment on the amusing side of this concept. Do a search on Google (or your favourite search engine) for “digital native” a cartoon. You might see images of kids looking at a book with shock and asking each other, “Where is the ‘on’ button?” Or you might see a child returning home from school walking right past their parent exclaiming, “How do you think it was? They didn’t even have Wi-Fi!”

In fact, this generational desire to be constantly connected has even been inserted into Maslow’s hierarchy of needs as the ultimate foundation of basic human needs. This psychological model is depicted as a pyramid with people’s basic survival needs as its foundation which need to be satisfied before people can realise their full potential (Figure 1.3).

However, there has been a lot of criticism about the concept of the digital native because it assumes many things, not least that somehow all young people have access to technology, that older people don’t have the same level of digital literacy as younger people, and that having access to technology automatically means you know how to use it.

So if young people are so adept at using digital technologies, why do they (and perhaps you for that matter) need to improve their digital literacy?

There are many answers, and hopefully this introduction has already hinted at some of them. One is that it’s not enough in this globally connected world to just be able to use technology. You need to be able to develop socially responsible digital practices and also to contribute to digital practices in your own personal, work, and learning lives.

One way of visualizing this is Sharpe and Beetham’s (2010) digital literacy development model (see Figure 1.4).

The pyramid represents a cyclical process for developing digital literacy skills. At the base of the pyramid is awareness of technology and access to it. However, just because you have a piece of hardware or software doesn’t mean you have the ability to use it effectively. As you spend more time using technology, you become more confident in your technical, information, communication, and learning skills. You can then begin to apply those skills to make informed decisions and choices about how to use different technologies. As you move through the cycle, your experiences and practices contribute to the formation of your digital identity, while your identity informs your practices and drives the creative and appropriate use of technology.

This book is aimed at helping you develop your digital literacy in a range of areas in order to become a digital citizen.

Activity 1.4: How digitally literate are you?

Why not take stock of where you are right now. How digitally literate are you, and do you know what that means?

Download this model of the digital literacy development framework and complete it while thinking about your access, skills, practices and identities. This will help you take stock of where you are now and help you focus on where you want to develop.

Explore Your Digital Identity

Digital identity refers to your “online self,” the side of you that people see on the Internet. We all have different identities in different contexts and one of the things about being a digital citizen is the ability to control the representation of yourself in the online environment.

Activity 1.5: How do others see you online?

Search for references to yourself on the Internet by looking up your name using your preferred search engine. What do you have to type in to find the “real you” and not either someone else with the same name or a one-dimensional representation of you? Is this an accurate representation of who you are, what your interests are, what you find interesting, and what you share with others online?

Once you’ve reviewed your search results, have a look at this TedX talk “ What Do Your Digital Footprints Say About You? ” by digital education and social media expert Nicola Osbourne.

Were you happy with the results of the search in Activity 1.5? Is there something you would like to change? One of the problems with information online is that once it is there, it is often very difficult to delete. Being aware of what you share online is a very important digital skill.

Using the image below (Figure 1.5), reflect on your digital footprint . Decide on some SMART goals (specific, measurable, attainable, relevant, and time-bound), and identify how you want the virtual “you” to look to the various people who might see you online: friends, family (including your grandmother!), teachers and professors, coaches, neighbours, potential employers, potential dates, or complete strangers.

This book is aimed at helping you develop your digital literacy in a range of areas in order to become a better digital citizen. By the end of this book, you will be able to more effectively and responsibly:

• Engage in digital practices.
• Critically evaluate information, online interactions, and online tools.
• Manage and communicate information.
• Collaborate and share digital content.

Brown, C., Czerniewicz., L., Huang, C-W., & Mayisela., T. (2016). Curriculum for digital education leadership: A concept paper. Burnaby, BC: Commonwealth of Learning. Retrieved from http://oasis.col.org/handle/ 11599/2442

European Commission (2007). A European approach to media literacy in the digital environment. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM%3A2007%3A0833%3AFIN%3AEN%3APDF

Gilster, P. (1997). Digital Literacy . New York, NY: John Wiley & Sons, Inc.

JISC. (2015). Developing students’ digital literacy. Retrieved from https://www.jisc.ac.uk/guides/developing-students-digital-literacy

Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: Towards creative appropriation. In R. Sharpe, H. Beetham and S. de Freitas (Eds.) Rethinking learning for a digital age: how learners shape their experiences , (pp. 85-99). Routledge Falmer, London and New York. Retrieved from   https://radar.brookes.ac.uk/ radar/items/4887c90b-adc6- db4f-397f-ea61e53739e0/1/

UNESCO Institute for Information Technologies in Education. (2011, May). Digital literacy in education policy brief . Retrieved from http://unesdoc.unesco.org/images/0021/002144/214485e.pdf

Media Attributions

• Chapter 1 header image © Kaitlyn Baker
• Figure 1.3 © Duncan Hull is licensed under a CC BY (Attribution) license
• Figure 1.4 © Rhona Sharpe & Helen Beetham
• Figure 1.5 © Nicola Pallitt is licensed under a CC BY-SA (Attribution ShareAlike) license

The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers

The way you use the range of technologies and digital tools you use in different aspects of your life

Those capabilities which fit an individual for living, learning and working in a digital society

The idea that a person who has been born or brought up during the age of digital technology will be familiar with computers and the Internet from an early age.

Refers to your “online self”, the electronic representation of who you are.

The trail of ‘electronic breadcrumbs’ you leave behind you as you use the internet both intentionally but also unintentionally.

Goals that are Specific, Measurable, Attainable, Relevant, and Time-bound.

Digital Citizenship Toolkit Copyright © by Cheryl Brown is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Digital Identity: The Key to Privacy and Security in the Digital World

September 07, 2016

From time immemorial, our identity systems have been based on face-to-face interactions and on physical documents and processes.  But, the transition to a digital economy requires radically different identity systems.  In a world that’s increasingly governed by digital transactions and data, our existing methods for managing security and privacy are no longer adequate.  Data breaches, identity theft and large-scale fraud are becoming more common.  In addition, a significant portion of the world’s population lacks the necessary digital credentials to fully participate in the digital economy.

Last month, the  World Economic Forum  (WEF) published an excellent report,  A Blueprint for Digital Identity .  The report lays out a framework for the creation of digital identity systems, discusses the benefits that these systems would bring to its various stakeholders, and argues that financial institutions should lead their development.  It also includes a primer on identity, which clearly explains what identity is all about.

Identity plays a major role in everyday life.  Think about going to an office, getting on a plane, logging to a website or making an online purchase.  While all around us, we generally don’t pay much attention to our identity credentials unless something goes wrong.  But, it’s a highly complex and interesting subject.  I found the report very helpful in helping me better understand it.  Let me summarize some of what I learned.

“Why is identity important?” the primer asks.  “In an increasingly borderless and digital world, privacy and security cannot be ensured through the construction of walls around sensitive information. Identity is the new frontier of privacy and security, where the very nature of entities is what allows them to complete some transactions but be denied from completing others.  To understand the importance of identity and the criticality of strong identity protocols that protect against cyber-risk and suit the needs of transacting parties, it is essential to understand what identity is, and its role in enabling transactions.”

What is identity?  Whether physical or digital in nature, identity is a collection of individual information or attributes that describe an entity and is used to determine the transactions in which the entity can rightfully participate.  Identites can be assigned to three main kinds of entities:

• Individuals , the entity we most associate with identity;
• Legal entities , like corporations, partnerships, and trusts; and
• Assets , which can be tangible, e.g., cars, buildings, smartphones; or intangible, e.g., patents, software, data sets

The identity for each of these entities is based on all its individual attributes, which fall into three main categories:

• Inherent  : “Attributes that are intrinsic to an entity and are not defined by relationships to external entities.”  Inherent attributes for individuals include age, height, date of birth, and fingerprints; for a legal entity it includes business status – e.g.,  C Corporation ,  S Corporation ,  LLC  –  and industry – e.g., retail, technology, media; and for an asset it includes the nature of the asset and the asset’s issuer.
• Accumulated  :  “Attributes that are gathered or developed over time.  These attributes may change multiple times or evolve throughout an entity’s lifespan.”  For individuals these include health records, job history, Facebook friends lists, and sports preferences.
• Assigned  : “Attributes that are attached to the entity, but are not related to its intrinsic nature.  These attributes can change and generally are reflective of relationships that the entity holds with other bodies.”  For individuals these include e-mail address, login IDs and passwords, telephone number, social security ID, and passport number.

These attributes enable entities to participate in transactions, by proving that they have the specific attributes required for that particular transaction.  For example, to buy alcohol, individuals must prove that they’re over the legal drinking age; to vote, they must prove that they’re over the legal voting age, are citizens, and reside in that jurisdiction.

An identity system generally includes four key roles:

• Users  . “Entities for which the system provides identity, for the purpose of allowing them to engage in transactions”
• Identity providers  . “Entities that hold user attributes, attest to their veracity and complete identity transactions on behalf of users”
• Relying parties.  “Entities that accept attestations from identity providers about user identity to allow users to access their services”
• Governance body  . Entity that “provides oversight for the system and owns the operating standards and requirements” 

Let’s illustrate how an identity system works using  passports  as an example.   Users  are the individuals asked to present their passports as proof of identity to enter a country or open a bank account; the  identity provider  is the government of the user’s country issuing the passport; the  relying party  is the entity that accept the passport based on trusting the issuer and verifying that the passport is valid and the bearer is its true owner; and the  governance body  includes international agreements among passport agencies and passport standards agreed to by the  International Civil Agency Organization .

The report notes that, “The fundamental concept, purpose and structure of identity systems have not changed over time, while methods and technology have made huge strides forward… A digital identity system has the same basic structure as a physical identity system, but attribute storage and exchange are entirely digital, removing reliance on physical documents and manual processes.”

Five key trends are driving the need for digital identity systems:

• Increasing transaction volumes  . “The number of identity-dependent transactions is growing through increased use of the digital channel”
• Increasing transaction complexity .“ Transactions increasingly involve very disparate entities without previously established relationships,” e.g., cross-border transactions
• Rising customer expectations  . “Customers expect seamless, omni-channel service delivery and will migrate to services that offer the best customer experience”
• More stringent regulatory requirements  . “Regulators are demanding increased transparency around transactions,” requiring greater accuracy and protection of sensitive identity information
• Increasing speed of financial and reputational damage  . “Bad actors in financial systems are increasing sophisticated in the technology and tools that they use to conduct illicit activity, increasing their ability to quickly cause financial and reputational damage by exploiting weak identity systems.”

In general, a digital identity system consist of multiple layers, each of which serves a different purpose.  The  WEF report  identifies six distinct such layers:

• Standards  – Standards must govern the overall operation to avoid consistency and coordination issues
• Attribute Collection  – The necessary user attributes must be accurately captured, stored and protected
• Authentication  – Mechanisms must be provided to link users to attributes to avoid inconsistent authentication
• Attribute Exchange  – Mechanisms must be provided provided for exchanging attributes between different parties without compromising security and privacy
• Authorization  – Proper rules and relationships must be applied to authorize what services users are entitled to access based on their attributes
• Service Delivery  – Users must be provided with efficient, effective, easy-to-use services 

The report argues that “Financial Institutions [FIs] are well positioned to drive the creation of digital identity systems,” citing three major reasons for its conclusion:  FIs already serve as intermediaries in many transactions; they’re generally trusted by consumers as safe repositories of information and assets; and their operations – including the extensive use of customer data – are rigorously regulated.

“FIs could derive substantial benefit from investing in the development of digital identity solutions,” the report further adds.  These benefits fall into three main categories:

• efficiency , including process streamlining and automation, improved service delivery, better customer experiences, and reduced human error;
• revenue opportunities  from new products and services, including identity-as-a-service; and
• new business models  that would enable them to reach new customers beyond their existing core capabilities.
• Digital technologies are increasingly intertwined with the evolution of  blockchain infrastructures .  Along with the publication of  A Blueprint for Digital Identity , the World Economic Forum released  The future of financial infrastructure: An ambitious look at how blockchain can reshape financial services .  Blockchain technologies can play a major role in identity applications, as both an information storage and transfer mechanism, while digital identities are key enablers of blockchain-based applications in a variety of industries.  Going forward, the two have major roles to play in the historical evolution toward a 21st-Century digital economy.

This blog first appeared on Aug. 29, here .

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LMU this Week

Exploring the Digital Self: Technology, Society, and Identity

Faculty Senate President Dorothea Herreiner talks to Christopher Finlay, associate professor of communication studies, about his course “The Digital Self” and the transition to teaching in an online environment. Associate Professor Finlay has taught at LMU since 2012. He typically teaches introductory and capstone media courses as well as special topics courses including “Wires and Empires,” which focuses on the relationship between global politics and media industries, and “The Digital Self,” which blends media studies, sociology, psychology and economics to assess the impact of the internet on our individual and social identities. Please see https://works.bepress.com/christopher_finlay/ for a list of his academic and popular press publications.

Dorothea Herreiner: What is this course about and what are your goals when teaching CMST 3520, “The Digital Self”? Christopher Finlay: The question at the heart of this course is whether and how digital technologies are fundamentally changing our relationships, not just to each other, but to ourselves. That’s a huge question, especially given the dynamic role of technology in our social lives, our politics, and our consumption habits. To begin to answer it, I ask students to embrace a transdisciplinary research agenda, borrowing from history, economics, sociology, psychology and media research. I have two goals when I teach this course: first is to work with students to help them become more reflective about their own online behavior; second is to explore how our choices, our self-expression, our very identities are intertwined and shaped by technological affordances and Silicon Valley’s practices. Ideally, students will learn to adopt a more critical relationship with technology and develop a skillset that enables them to unpack and question technology’s influence in our society.

DH: What are important disciplinary-specific aspects of this course? CF: The origins of the communication studies discipline are transdisciplinary. I’ve designed “The Digital Self” to model that transdisciplinary ethos. We read research from multiple academic specialties and ask how research from the communication and media studies disciplines might help further the goals and insights of researchers from other disciplines. In addition, scholars in the communication and media studies disciplines are always invested in how research can be applied to politics and the everyday lived experience. So, while the questions and foundational theory in the course remains relatively the same each semester, their application can change radically depending on current events. In this way, I hope that students develop a sense that “dry academic theory” can and should be “living,” always in conversation with the deepest and most difficult issues of our time.

DH: What are some main lessons you learned this spring, summer, or before about teaching online? CF: I’ve had a long history with online learning, extending back to the 1990s when as an undergraduate research assistant I helped my American politics professor develop an early online course. Over the last 20 years, I’ve participated in designing and facilitating many online learning experiences. Although technology has changed dramatically, I believe the following three lessons remain central:

• Attitude matters! Students and instructors shouldn’t approach online learning as a substitute for embodied learning. Instead, we all have a responsibility to use technology to build discourse, learning objects, and community. If we work together as partners in exploration, online learning can be a rewarding and powerful experience.
• Community matters! Whether asynchronous or synchronous, online learning should prioritize shared experiences and shared responsibility. There’s a temptation to understand online learning as simply a “push and pull” exercise. Instructors push material out and students pull some of it in. This doesn’t work very well. Instead, I’ve found collaborative learning assignments and exercises are far more powerful, especially if students have a real sense of ownership over material. That all starts with creating community.
• Usability matters! The promise of an ever-evolving set of digital learning tools can be enticing. And, I think it is important to stay abreast of developments. But, I’ve found, often through trial and error, that no matter how “shiny” the latest technology is, it is crucial to consider the user experience. Students are not always as technologically adept as we assume. And, sometimes, the latest advances in learning technology demand a great deal of expensive computer power. So, I try to always ask myself whether the technology I use in a class is intuitive and affordable.

DH: What are some main differences between teaching this course in person and teaching it online/remotely? CF: I run “The Digital Self” as a seminar. Seminars are inherently a shared experience, featuring mutuality and honest exchange. In the classroom, I try to facilitate some truly rewarding group conversations.

I don’t like Zoom-based seminars with more than about 10 participants, because everyone has to mute their microphones to avoid chaos! So, I’ve experimented with dividing the class in half. One group participates in a seminar while the other group experiences it asynchronously via recordings. We switch roles every class, so everyone participates in class seminars regularly. This works really well. In fact, the conversations are often more intimate and detailed in those smaller Zoom seminar settings. And, I augmented them with extended office hours in case students who watched but didn’t participate in the conversation wished to follow-up on a particular point in real time.

One very important rule: all of us keep our cameras on for the entire seminar. In the classroom, facial expressions and body language are very useful to me as an instructor, often telling me more about student comprehension than student questions. So, I ask my students to keep their cameras on so I can read their facial expressions to see how they respond to the material and conversation.

DH: What are some new elements that you introduced into the course in the online environment? CF: In an effort to enhance the collaborative approach to education and a shared sense of ownership over the classroom experience, I asked students to design and facilitate VoiceThread presentations.

VoiceThread allows students to combine PowerPoint slides, video and other multimedia elements. In addition, student presenters are able to easily record an oral presentation over the visual material. When their peers view the material, they can record their own oral feedback. This technology is very effective in terms of usability and community building. It is web-based, intuitive and simple. And, by asking student presenters to facilitate peer participation in the VoiceThreads (monitoring and responding to peer contributions), students developed a sense of ownership not just of their own material but of a shared responsibility to listen to and respond to each other through this digital medium.

Students also made short documentary videos in lieu of more traditional oral presentations. In addition to asking students to produce videos, I built in a response essay assignment, asking students to draft counterarguments and assess the content and rhetorical strategies in each other’s presentations. Like VoiceThread, this assignment augments the synchronous seminar components of “The Digital Self” by asking students to watch each other’s videos asynchronously and then draft response papers. Again, the emphasis is on community, as students respond to each other’s work in the spirit of friendly competition as opposed to passively watching each other’s videos.

Finally, I regularly share TED talks, short documentaries, interviews, news clips and other media in real time. This is something I had already integrated into the classroom version of “The Digital Self.” But, sharing a link to an op-ed or live C-Span coverage of a technology hearing is more seamless in online conversations than in the classroom. We can watch and analyze events together in real time. This is a place where the digital classroom really shines.  

DH: What are you most excited about in this course this semester? CF: The diversity of student-sourced and created content. I was impressed by the variety, depth and innovation students brought to the table when producing asynchronous content for their peers. They were able to draw upon YouTube, Reddit, Instagram, TikTok and countless other platforms. I learn a great deal from this. In an endlessly personalized digital world, my version of the internet is not at all the same as the versions of the internet my students experience. It can be quite eye-opening to see where our disparate digital experiences converge and diverge.

DH: What new opportunities does this new teaching environment provide? CF: In this course, where we question the nature of online interactions and identity, the digital modality of the course itself becomes part of the analysis. Students routinely surprised me by connecting their experiences in the digital class to larger arguments from the class readings. In an important way, this course became much more about experiential learning than I had at first expected.

Beyond “The Digital Self,” I think the turn to digital learning will have a lasting impact on my approach to the media studies discipline. I’ve come to believe that asking students to apply their knowledge and develop skills in mediatized environments is essential. While I still believe that in-person seminars and lectures are important, I recognize just how much media studies students benefit from developing and refining digital presentation skills. Combining key elements of an LMU education, such as critical thinking, methodological training, and careful ethical engagement, with a robust digital skillset will give our students an edge in their career pathways. Instead of simply studying media, students are also learning how to better communicate through media.

DH: What would you like to suggest to your students for taking courses in the fall? CF: Own your digital educational experience and, perhaps most importantly, be generous with yourself, your peers, and your instructor.

As I mentioned earlier, attitude matters. This type of educational experience can be transformative, but it requires significant individual commitment, self-responsibility and creativity. In a classroom, for instance, I can ask a student to put away their mobile phone if it is distracting. In a Zoom seminar, you can have that phone just outside of camera range and you may well have other apps on your computer monitor as well. So, make a pact with yourself to avoid distraction as much as possible. Similarly, stay on top of the asynchronous work. It is easy to put off or even forget work that isn’t attached to a specific time or place. So, build a schedule and stick to it.

Finally, despite the great opportunities technology provides, it remains imperfect and our access is always unequal. So, discuss your particular circumstances with your professor , your peers and your family. Connect with a study buddy who can catch you up if your Wi-Fi goes down. Can you log in via your mobile phone if your hardline connection goes out? Pay attention to your individual workspace and try to make it work for you. Are you in a busy, noisy house? Talk to your parents, roommates and siblings. Explain that they can best support your success by not interrupting you when you are in class. If that doesn’t work, try to find a quiet spot. I’ve logged in myself from the garage and the backyard when things get too intense in my house. I’ve heard stories of folks logging into seminars from a locked bathroom, because that was the only place where they could get some peace and quiet. This may not always be easy, but the more you can create routines and workspaces, the more successful you’ll be.

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Online Identity-Creating New Personas and Relations Essay

Introduction.

An online identity is a way for users to identify themselves on internet social platforms such as networking websites and the blogosphere. Some individuals find it easier and more convenient to use their real names for this purpose but because of security issues most people adopt pseudo-names which only provide a limited level of their identity. In some instances, individuals can represent their persona by the use of avatars which are basically small pictures or graphics. Depending on the kind of presence that an individual develops on the internet as well as on the respective relationship that is built with other users, a reputation is developed which is enough to help them distinguish whether this identity is reliable primarily in terms of security. In some instances websites pick a particular user’s IP address and use it to distinguish identities.

This essay seeks to analyse the other impact of online identities in society while highlighting its applications, strengths and weaknesses. To this end, examples from modern day living shall be drawn and coupled with appropriate explanations to adequately evaluate the concept.

Methodology Statement

A mixed method of both qualitative and quantitative research shall be used to for this task. The research will be based on secondary data collection. According to Creswell (2003, p.228), the mixed method is most ideal for research as it provides for exhaustive collection and analysis of information. Data will be extracted from various journals, articles and books. The criteria of selection for the literature will be the relevance to the research topic as well as the year of publication. Both public and private libraries as well as online libraries will be visited in order to access the data. This research will be partly evidence based and partly founded on professional research by professionals in the field. Various articles will be studied in order to provide background information which will essentially give credibility to the final essay. Virtual communities being a critical aspect of business analysis cannot be effectively analysed without obtaining information from real case scenarios. This will definitely make for some interesting research and in as much most of the information will only be used for reference purposes, it will effectively came round to form the back-bone of the paper.

Information from literature will serve to provide explanation as regards to online identity. This will be very crucial information that will make the research report appeal to both professionals and the general public. For the latter, it may require that some of the information obtained from the books and other publications be broken down into simple language and at the same time illustrations drawn from the commonly applied systems of online identity.

Empirical data will be collected from recent studies with numbers and figures used to show the costs and economic impact internal audit in a particular institution and how it could effectively be used to serve as a guide for other organisations that would like to make the switch. Like with any other professional field of study, Information Technology research studies have to be conducted in such a way that the offer credibility to the practitioner. In such a specialized field, the strength lies in the figures and particularly the numbers obtained from real life scenarios to support collected evidence. With this knowledge in mind, effort will be made to obtain relevant information to the particular topic in question and this will be accompanied by proper citation.

For any professional study, chances are that extensive research has been carried out by professionals in the field before. Consequently, in order to establish the backbone of a given research project, it is only necessary that extensive review of literature be carried before identifying seeking firsthand information from the field. The latter, i.e. information collected from the field is also necessary since it helps give professional credibility to the project. Combining results from both sources would serve to foster their symbiotic relationship with one offering background information and the other presenting up-to-date information on the topic.

Online identity and its linkage to the rights of the user

Maintenance of anonymity in online platforms can only be guaranteed if proper and adequate infrastructure to sustain it is developed. Law enforcers have for some time now raised the concern over anonymity and pseudonymity on the internet (Boyer, 2008). This is regarded as an open ground for criminals who can easily hide their real identities and lure unsuspecting victims to their traps. As such, law enforcement officials in the United States and Europe have proposed the development of identity management systems which would legally link a certain online identity to a particular individual. The proponents of this suggestion suggest that this infrastructure should be developed in such a manner that individuals are able to tag their pseudonym to a genuine national identification document. On the other hand, there are some civil rights advocates who believe that this system will be unjustifiably invading the privacy of individuals. This, they argue, is because there are other developments such as reputation management systems which adequately carry out this function (Vacca, 2003). They suggest that these technologies should be modified and upgraded as opposed to developing new systems.

Online identities and its usage by online predators

Online predators are individuals who use the internet as a platform to exploit weaknesses. These persons are in most instances interested in sexual and financial exploitation. For this purpose, online predators come up with attractive and interesting names that would not easily distinguish them as predators (Boyer, 2008). Unfortunately, it is very hard to establish the truth in the claims of a person as who they say they are without first meeting them. Most individuals will use the style of a person’s writing in combination with the photographs they present on the internet to develop trustworthy ties. The most vulnerable group of individuals is teenagers and this is because it is in this age-group that young people are struggling to establish their personal identities and develop relationships outside their homes (Vacca, 2003).

Federal laws have been passed in the United States of America to provide for legal apprehension of online predators (Clough, 2010). Some of the allowances accorded by these laws include wiretapping in order to ensure that the culprits are arrested on time, before they cause any damage on their intended victims. In California for instance, it is an offence for an adult to have sexually-oriented communications with children over the internet.

The mask theory in evaluating online identity

Dorian Wiszniewski and Richard Coyne (2002), in the book Building Virtual Communities analyze online identity, by defining it as one of the numerous ways that are used in “masking” identity. The two authors claimthat when people interact in a social arena they are presenting a mask covering their true identity. The online sphere is arguably a social sphere and therefore the element of identity masking is even more pronounced because individuals make conscious decisions regarding their online presence. Users have to decide what to present regarding things like their age, occupation, username, contacts and so on. In addition to this, the more an individual continues to make contributions in the online social sphere, he/she continually adds to his mask through their writing style, the complexity of language used and the topical areas he/she covers. Wiszniewski and Coyne’s (2002) writing is very insightful but still leaves the reader feeling that online identity is a complex affair that still requires more research. They make note of the point that as soon as an individual establishes a mask, the mask reveals one or more things pertaining to the individual behind the mask (Wiszniewski and Coyne, 2002). For example, if a user opts to act like a basketball player, this symbolism reveals their interest in the sport itself. This element is pronounced such that even if an individual decides to shadow himself with a completely untrue identity, this presents their fear and inadequate self-esteem. It is definitely clear that they would not hide behind a falsehood were they confident of their ability.

Since online interaction calls for a lot of emotional and psychological involvement, most people would rather tread carefully and some would avoid it altogether (Lipson and Day, 2005). By using a mask to shield their identities people generally secure some amount of personal safety.The masks therefore make it easier for individuals to interact with some level of confidence. Wiszniewski and Coyne (2002) state that,

Education can be seen as the change process by which identity is realized, how one finds one’s place. Education implicates the transformation of identity. Education, among other things, is a process of building up a sense of identity, generalized as a process of edification.

Students who use the internet as an interaction platform have to give out some information about them and give their peers a chance to offer their response to this post. In this way, the mask is gradually receiving developments in the conversations held with other individuals hence giving the learners a more advanced awareness of their self-being. Edification happens giving individuals a chance to appreciate both their strengths and weaknesses. All online users need to capitalize on the freely available information on the internet to increase their intellectual abilities.

Online identity in relation to the development of virtual societies

Virtual communities are inventions that have made it easier for individuals to offer representations of who they are without the fear of condemnation. This encompasses personality traits, characters that evoke curiosity and the presentation of information on a real world identity issue that has not yet been revealed. This ends up bringing about more opportunities for society as a primary entity. This is especially because it gives individuals the ability to study and understand the functions of gender differentiation and sexuality, while at the same time interesting and beneficial to the individuals going through a shift of change. Online identity has made it easy for people to appreciate the different roles of individuals in society, with some of this elements being linked to the person’s life but cannot be well expressed in the real world.

One such opportunity is the increase in societal groupings that are comfortably tolerating homosexual and lesbian teenagers who are in the process of appreciating their own individuality. This goes in line with Hetrick and Martin’s (1987) research revealing that it is while at high school that homosexual and lesbian individuals come to terms with their own sexuality. From the study it was revealed that 80% of youth with homosexual tendencies were prone to severe isolation but this gave them a chance to fully understand themselves. Such communities permit individuals to share their experiences with other members of the group. The listening parties appreciate the challenges presented as they may have experienced the same in their lives, and therefore do not judge the speaker. In his study of online gay and lesbian communities, Silberman (1998) quotes an IT professional who says, “The wonderful thing about online services is that they are an intrinsically decentralized resource. Kids can challenge what adults have to say and make the news.” The internet has risen to be one of the most powerful avenues for youths that have adopted alternative sexualities to raise their concerns. Online communities give individuals an option to establish which sexual orientation appeals to them the most. By using online identities, young people are able to comfortably and easily switch from character to character which then makes it easier for them to appreciate their sexualities. This is line with McRae’s (2000) assertion that,

The lack of physical presence and the infinite malleability of bodies complicate sexual interaction in a singular way: because the choice of gender is an option rather than a strictly defined social construct, the entire concept of gender as a primary marker of identity becomes partially subverted.

Online identity as a function of disembodiment

Discussions of online identity generally highlight elements of disembodiment especially when it comes to matters of sexuality. Disembodiment in this instance implies that as long as a person is online, then their physical body is not exactly important and that they can easily break away from it for the entire period that they are interacting with other people over the internet. This, therefore, means that there is a theoretical distinction between the body and the identity that the person assumes (Vacca, 2003). In the cybersphere, the fundamental sexual identity of a person is information whose accuracy only the individual concerned holds. Truthfulness then becomes a contentious issue particularly when it comes to acts such as virtual sex. McRae (1997, p.75) says, “Virtual sex allows for a certain freedom of expression, of physical presentation and of experimentation beyond one’s own real-life limits.” As such, virtual sex brings about great complications when it comes to establishing a categorical distinguishing between mind body and soul. It is only through the establishment and definition of an online identity that the fundamentals of virtual relations can be understood.

Online identities and its linkage to real-world challenges

There is no way for online identity to be entirely separate from the basic societal challenges that are in existence in the real world. Westfall (2000, p.160) says, “The idea of truly departing from social hierarchy and restriction does not occur on the Internet (as perhaps suggested by earlier research into the possibilities presented by the Internet) with identity construction still shaped by others”. From this statement, Westfall presents the rarely discussed elements of communication and literacy related to the individual trying to establish an online identity. The personal skills and intelligence capabilities of individuals can easily affect the perceptions of other people as pertains to an individual in the same way that misconceptions develop in the real world.

Concerns raised in regards to online identity

The major challenges of online identity are perceived in terms of the improper representation and the contrast between the presence of an individual while online and offline. One of the most controversial elements as far as online identity is concerned stems from the sexual conduct of individuals over the internet. This is particularly in relation to the fact that most of the online offences fall under sexual predation (Wood and Smith, 2001). Pedophiles and other sexual offenders can easily hide their identities and capitalize on this ability to proceed to lure innocent victims into their traps.

Another major concern is that the ability to use online identities to create different personas which may or may not be related to the characters of individuals when offline make it difficult to distinguish what can in essence be defined as a real experience. Debate is still rife on whether online presence can indeed affect a person’s emotions when they go offline.

Commercialization of online identities

Online identities that are reputable are of great value to the holders. This is because for it to get to that level of popularity, an individual must have invested a lot of time and other resources. Secondly, other persons depend on how an online identity has been presented in order to decide whether or not to trust a person. This is the reason why individuals with popular online identities have in recent days put them up for sale. For instance the population of E-bay as a marketing site has taken a lot of time and patience to grow. However, at the heights it has reached, it is now worth millions.

Manifestation of online identity in modern-day society

Blogs are essentially ways through which individual can raise their personal opinions through writing in avenues that are accessible to other members of the public. A blog is basically a public diary. When setting up blogs most people choose to use pseudonyms in order to assure themselves of personal protection. This also allows them more freedom to write anything that they feel like without the fear of condemnation. However, this freedom also comes with counter-effect of elevating slander and libel. Individuals can easily come up with articles tarnishing other people’s names including linking key public figures to unsubstantiated embarrassment. This is because online identities make it easier for a person to build an online reputation without having to revealing who they are.

Social networking

Social networks such as Facebook and Twitter have enabled individuals to have an online identity that bridges online and real world identities. This is because such networks make it easy for users to amplify their best traits hence making them appear more interesting and/or attractive to other persons in the network. Individuals can use pictures in combination with words in social networking sites to establish identities that they may not have in the real world (Lipson and Day, 2005). Again the morality debate comes in particularly in terms of individuals using the positives gained using online identities to gain sexual and financial favors. In most instances, the victims are not aware of the perpetrators intentions and innocently develop attachment with the online persona developed through description and amplification of character. By the time the offenders strike, the victims have already been completely usurped into their lies making it difficult for them to make informed decisions pertaining to how to respond to any demands/ request made.

Online Identity and education

Online identity has in recent days crept into educational facilities particularly because of the introduction of online classes (Palfrey and Gasser, 2010). Students and their tutors no longer have to meet in a pre-destined facility for learning to happen. Face to face communications have been replaced by computer interfaces. Tutors and students can interact with students for the entire course without them ever learning each other’s true character. This is because either party can create on online identity that suits the particular goal that they are trying to achieve. For instance a lecturer may adopt a boisterous character while in real-life he may be timid individual who cannot meaningfully present him/herself in front of a crowd (Surhone, Timpledon and Marseken, 2009). The same may happen for awkward students who find fostering meaningful relationships with other students a challenge to cope with in real-life classrooms. The separation and anonymity created by online classes help them generate some amount of confidence which is in essence linked to their online identity.

In these types of educational setups, students do not create misconceptions about fellow classmates based on things like appearance and speech. Instead, they use the impressions that they individually create and present to each other. Individuals who normally would not volunteer to answer or ask questions or even state their own points of view may be more comfortable in this types of classes as they are in a position to thoroughly establish what they want to say before saying it. According to Smith, Ferguson and Caris (2001, p.2) “Communication via written media may lead students to take more time to think through their ideas since their words are in a more permanent setting (online) than most conversations carried on during class”

This essay has been a critical analysis of the aspect of online identities in society. In the introductory parts, a general review of the elements which lay influence on online identities and it’s relation to the real world conduct of individuals has been made and it has been illustrated that some of these elements include the intelligence levels of the users as well as the intentions of the particular individuals relating over the Internet. The success of online identities in virtual communities has been found to be influenced by such aspects as creative input in developing the identity as well as the overall number of times that an individual uses the identity to meaningfully interact with other individuals. Examples have been drawn from practical situations to illustrate the points noted above.

The final sections of the essay have mainly focused on how online identity is slowly finding relevance in each and every element of society. From pedagogical applications individuals are depending on the internet and the facilitating identities to ensure that they are comfortable in their communications with other people. Of even more interest, from a personal point of view, is how through the inception of online classes, tutors and students are no longer able to establish whether the characters that either of them over the internet is assumed or it is their genuine selves.

This report has provided an extensive study of online identities as an element the societal drift into online interactions. The research has been heavily dependent on published literature pertaining to the topic. This is because in Information and Technology (IT) like with any other academic field, chances are that extensive research has been carried out by professionals in the field before. Consequently, in order to establish the backbone of a given research project, it is only necessary that extensive review of literature be carried before identifying seeking firsthand information from the field. The latter, i.e. information collected from the field is also necessary since it helps give professional credibility to the project. Combining results from both sources would serve to foster their symbiotic relationship with one offering background information and the other presenting up-to-date information on the topic. Empirical data has been used and backed with numbers to give the discussion the kind of credibility that this type of scientific research demands. It is however worth noting that the study is not conclusive especially because more research on online identity and its impact on society are still needed.

Reference List

Boyer A. (2008). The Online Identity Theft Prevention Kit: Stop Scammers, Hackers, and Identity Thieves from Ruining Your Life . Florida:Atlantic Publishing Company

Clough, J. (2010). Principles of Cybercrime. Cambridge: Cambridge University Press

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.

Hetrick, E.S. & Martin, A.D. “Development Issues and their Resolution for Gay and Lesbian Adolescents”, Journal of Homosexuality , 14: 25-43, 1987.

Lipson, C. & Day, M. (2005). Technical communication and the World Wide Web. London: Routledge

McRae, S. (2000). “Flesh Made Word: Sex, Text and the Virtual Body,” in D. Porter (ed.) Internet Culture , New York: Routledge

McRae, S. (1997). “Is the Net Redefining Our Identity; Sociologist Sherry Turkle argues that online encounters are reshaping human relations,” Business Week , iss. 3256

Palfrey, J. & Gasser, U. (2010). Born Digital: Understanding the First Generation of Digital Natives. Basic Books

Silberman, S. (1998). We’re teen we’re queer and we got E-mail? In R. Holeton (ed.) Composing Cyberspace: Identity, Community and Knowledge in the Electronic Age . Boston: McGraw Hill

Smith, G.G., Ferguson, D. & Caris, M. (2001). “Teaching College Courses Online vs Face-to-Face.” CareerOneStop , 1(1).

Surhone, L.M., Timpledon, M.T. & Marseken, S.F. (2009). Online Identity: Online Identity Management, Identity Theft, On the Internet, Nobody Knows You’re a Dog, User Profile, Online Diary, Pseudonym, Personally Identifiable Information, IP Address. Mauritius: Betascript Publishers

Vacca, J. (2003). Identity theft. New Jersey: Prentice Hall PTR

Westfall, J. (2000) “What is cyberwoman?: The Second Sex in cyberspace”, Ethics and Information Technology , no.2, pp.159-166

Wiszniewski, D. and Coyne, R. (2002). “Mask and Identity: The Hermeneutics of Self-Construction in the Information Age,” in K. Ann Renninger & Wesley Shumar (Ed.) Building Virtual Communities . New York: Cambridge Press

Wood, A.F. & Smith, M.J. (2001). Online communication: linking technology, identity, and culture. London: Routledge

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My Identity, Essay Example

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You are free to use it as an inspiration or a source for your own work.

Both process unity and object unity are definitions, describing a living being from two different sides. While process unity comprises every event of our life, it is not our memories, but we are, created by situations and our emotions, thoughts and therefore actions, experience and conclusions. One can imagine a person as tabula rasa. We start moving according to our initial position and background here and there and change ourselves through our lifetime, where every event is a chain link in our personality.

This path is long and complicated, it has several stages, some of them we simply do not realize (especially in early childhood), some we can rule in order to change ourselves – and our lifeline. While getting experience we pattern ourselves on parents, environment. After the birth emotions are simple and selfish, children do not know any complicated reactions and possess any skills, but they learn to interact, to copy friends’ and parents’ behavior patterns. And still it does not mean that they become a copy of people they know, but a unique living being because of his or her special position and a compilation of genetic and acquired traits. Environment provides a person, tabula rasa, with necessary examples and tools of world and self- study. That is why we won’t be able to exist as thinking being without society. We are being created and developed by it; a person is like a branch of a big tree, it belongs to it and resembles other branches but still it is the only one.

Our own experience has a great importance to our following life as it influences our future, and our future events compose our process unity. Previous experience plays a role of a prophet as it drops a hint how to communicate, what to do and what is to come if you do. Rich experience helps to eliminate possible conflicts, lack of experience leads us to unknown situations where we are to decide, to chose, to get new emotions and thoughts for shaping our personality more thoroughly. And so we are tracing our path.

Communication with other people plays the leading role in this shaping. For example, school simply teaches facts and values. While schooling a person learns to interact by sharing and borrowing points of view, hobbies and habits. It does not only make you remember values you must know, but  get wise to and appreciate them due to situations you come across. Communication teaches to compare ourselves with others, therefore analyze different characters.

We don’t only look at people to judge them, but are always asking questions whether we want to be like them or not. Being adopted, I know little of my genetic makeup or the objects that shaped my physical characteristics. Viewing object unity as Rose defines it, the one physical characteristic I can point to is being much shorter than the rest of my family. But I can relate far more to process unity, as the relationships in my life have had a far greater impact on making me who I am. My interaction with my mother helped to teach me creativity and patience. My interaction with my father helped to teach me to work hard and not accept being as good as anyone else. He taught me to always be better. We develop this or that way depending on people we meet and experience we get.

No communication at all means no changes in our personality while good communication provides us with examples of good and bad, of what we desire to be, what we desire to have, what we never want to happen on. Such an experience makes us not only to move in a certain direction (if we speak about company, friends and material things), but change our characters. We must have sources and examples of different human behavior, personality and values in order to identify ourselves. One’s personality is often interpreted by those we interact with, the person has their own vision of their personality, called self concept, which may or may not be the same has how others view us (Consumer Buying Behavior).

According to this, it is possible to assert that our mind becomes a unique organism with its rules of perceptions and reactions.

This statement leaves no doubt that two living beings could be similar. But at the same time object unity means that all the people have something common not only because of their physical affinity but because being humans and possessing similar ways of their reactions – perceiving, thinking, remembering, imagining. They do not depend on experience or personality. Object unity is a kind of a link that helps us to understand each other, no matter how different we are in our identity, it’s just because our brain has some properties that are common for all the people.

According to the definition of object unity, we can count on a universal system of well-known for a certain society symbols and interactions one can use. (It is a pity that in our consumer society this perception is greatly contracted, for instance, to simple logical chains “he has a car – he is rich”, “he drinks – he is unhappy” or “she is beautiful – she wants to marry a rich man”. We forget to keep in mind process unity that means that a person is much more than simply an image).

These two definitions may seem to contradict each other, because the first one proves an absolute originality of a person and the other insists on some identical methods of thinking. Linking each of two these definitions with mass culture one can draw two extremely different conclusions. Either different people can be affected in the same way, because they have the same perception by default, or they cannot, because the methods of perceptions range from personality.

I guess we definitely can draw a line between two definitions. We know about colors influence us. Red energizes and can be used in advertisement to attract our attention. That is object unity. But using red doesn’t guarantee success. People are different, some like this color, some tired of it, so, no matter what the influence is, the reaction will be different. That is process unity. One person may be able to focus very strongly on a certain advertisement and be able to retain the information after being exposed only one time while another person may need to be exposed to the same advertisement many times before he/she even recognizes what it is (Consumer Buying Behavior).

Surely, we can be divided into several groups according to our tastes, and consumer society did it. It has two sides. On the one hand, it helps to satisfy every our need. On the other, it simplifies human perception by developing a universal symbol system and doesn’t look at individuality; it produces goods for an average person and identity turns out to be replaced by these symbols.

Yet our society has certain advantages, for instance, external similarity makes an illusionary impression of understanding other people and being understood, no matter that thinking processes may be different.  But if we concentrate only on external side soon we will realize that we are miserable and unhappy, because we have nothing inside us and aren’t able to interact with people on higher levels. Consumer society encourages financial aspiration and enslaves weak people who want to be fashionable. It requires being rich and beautiful and children grow up thinking that to be happy means to have status symbols and keep up appearances. They are rarely interested in skills and values they should have. It doesn’t mean that we mustn’t care about our appearance; it should be connected with our true personality.

Nowadays we seldom look at a complicated pattern of identity. Moreover, we try to judge people by their appearance and it seems to be productive, because we have enough knowledge about this symbol system. We can say something about taste, fashion, self-confidence, prosperity, work and even hobbies or character. It’s convenient while we won’t be able to take each other for unique in everyday communication. But looking only at an image we shouldn’t forget that personality can be shown quite poorly because of business suit.

When I shop, I buy very expensive clothes. When looking for a car, I could simply have bought a Hyundai and saved a lot of money. Instead, I chose to buy a Mercedes. I am single and have no need for a 3000 square foot home. But when people visit, I want them to be impressed. All of these material items were purchased based on the reaction I would receive from society.

But, I would like to think I am more than just materialistic. My self-identity comes from people that have had positive effects on me. Had I not been influenced by my father, I wouldn’t possess the work ethic I have today. Had my mother not taught music to me, I would lack creativity. So, my identity isn’t simply what I wear. Nor is it what I possess on the inside. Combined, though, they make me who I am.

That is the idea one should constantly keep in mind. We should be judged on our things as well as on our actings. As it is impossible to follow a person everywhere or to read his or her thoughts in order to find out that we are really different, one can simply remember that the people we meet are not only typical images in our consumer society. They are the same unique as we are in the way of feeling and thinking.

Works Cited

Consumer Buying Behavior . 20 Nov. 2008. 7 Apr. 2009. <http://www.knowthis.com/tutorials/principles-of-marketing/consumer-buying-behavior.htm>

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Who Am I: Understanding My Identity

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Sample Essay on Digital Identity and Digital Identity Management

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The internet has continued to evolve from the time when its primary role was to distribute and share static files to a time where internet services are intended to publish information based on the sole requirements of a particular networked customer or entity. As internet technologies continue to evolve, they have become cost-effective to use in conducting transactions. In this regard, individuals, organizations, and companies globally have taken advantage of the ease by setting up online services to help communication and ease business transactions. The internet architecture that is based on the IP set of rules is designed in a simple way to provide an efficient way of interconnecting devices but does not take into consideration what or who is being connected.

In addition, continued contacts of advanced and higher worth over the internet have attracted interest from a large and growing number of cybercriminals who take advantage of the weak points of current internet architectures to confiscate identities of both individuals and organizational internet users. This problem, among others, demonstrates the call for a new elucidation to the digital identity difficulty with a hope that one day internet users will be proficient to conduct or communicate securely and privately in a convenient way. Because of this, internet user who wishes to conduct private transaction usually establishes their identities manually by making separate accounts for each online service. This accumulates a huge number of accounts to identify each user. These accounts usually entail a large number of usernames and passwords that eventually become hard to manage. It also entails the distribution of personal information that needs protection.

Digital identity

An individual’s digital identity assembles information that exemplifies the individual from the rest. The information does not have to be comprehensive and may possibly pick a subset of information that belongs to the user. This subset of information can be used to define fractional identities in a particular context within a domain. According to the role of the user, one partial identity can be used for work, another one for social interactions or hobbies.

Digital identity is a collection of distinctiveness claimed by one digital entity in relation to itself or a different digital entity in a digital world. In a simple term, digital identity is the digital illustration of the known information regarding a particular individual, group, or organization. Just like in actual life, where the assurance of giving one’s identity is restricted by the power of one or more verification factors a subject’s identity cannot by no means be proven fully [1] . In the digital world, interactions occur in easy to manipulate and replicate bits being transmitted which makes it difficult to identify a subject.

Digital Identity Management

Digital identity management focuses on the maintenance of this stated distinctiveness of an entity, which, in an identity system, are produced, used, and eventually erased. Digital identity is mainly used for two reasons, inventory and access control. For instance, a distribution firm stores identity reports on an individual package to allow clients to track a parcel en route to their destination. Access control is paramount for allowing only particular individuals to have access to a premise or accessing some resources. [2] Digital identity management does not involve the real authentication of entities. Authentication is essential in ensuring that claims that illustrate a subject are in real illustrating the exact subject and thus it is important to a digital identity system.

In enterprise IT, identity management involves setting up and controlling roles and access rights of individual network users. An identity management system gives an IT manager ways and technologies to control users from accessing crucial information within the firm. The key intent of an identity management system in a corporate set up to ensure one identity per individual. Once the digital identity has been set, it has to be retained and monitored all through the access lifecycle. Therefore identity management systems give managers the necessary tools to alter user roles, tracking user activities, and in enforcing organizational policies on a continuing basis [3] . These systems ensure that organizational policies and regulations are complied with.

Benefits and importance of digital identity management

Online transactions and interactions are now part of everyday life. Individuals are exchanging goods and services online and using internet banking is on the rise. Furthermore, e-government is also on the rising trend and more individuals are interacting with government agencies and authorities via the internet. Digital identity management can promote e-government, e-commerce, and social interactions. The probable payback of a well-designed approach to digital identity management is numerous. They include better use of resources where digital identity can aid in optimizing activities that are replicated across firms and in minimizing the complexities of integrating applications in a business setup. This way the business can focus more on providing quality services. Furthermore, identity management is associated with the security of a company involved in e-commerce.

Digital identity can be used to overcome barriers to growth and fostering innovation. By enabling organizations to secure and manage how to share identity information with associates and consumers, there would be enhanced collaboration, competitiveness, and user choice. For organizations that have multiple branches, digital identity management can be used to enhance accessibility to both private and public resources across the world simplifying management formalities. Effective digital identity management can minimize the inconveniences and inconsistencies caused by the requirement of tracking multiple usernames and passwords and other authentication necessities. In a similar way, steady interfaces for registering and login processes can enhance usability and accordingly promote online service usage. Security and privacy can only be enhanced when there is a minimal flow of information during a transaction by demanding, transferring, and accumulating only what is important.

Challenges or risks associated with identity management

Identity management is essentially tricky. The applications involved in the system sometimes have their own identity data authentications paradigms, which may not be standardized. Successful implementation needs good planning. However, there is a greater risk associated with centralized activities and are potential targets by hackers. Having a control panel for all the organizational operations reduces complexity not only to the administrator but also to potential hackers and in case of any compromise, the hacker can create an identity with far-reaching privileges and access to crucial resources.

Identity Management Architectural Model

A typical identity management system comprises a query to response-based architecture among three entities. The entities are the end-user, Service providers, and identity providers. The end-user consists of individuals, physical or virtual objects that consume or utilize resources in the architecture. In addition, the end-user should have at least an account with identity providers for authentication. The second entity is the service provider that refers to all the service providers or resources in the architecture [4] . This entity entrusts the authentication’s task to the identity providers, which is the one responsible for certifying the end user’s identity. The final entity is the identity provider. It is responsible for providing credentials and its major function is to verify the identity of the end-user.

The end-user presents proof of identification to the service providers requesting a service. Then the service provider has the need to verify the identity. In that case, the service provider requests the user to give his/her identity provider. With the identity provider information, the service provider initiates message exchanges with the identity provider to prove the identity of the user. After verification is complete, the service provider can go ahead and offer the requested services.

Identity Management Perspective

Identity management can be viewed from three different viewpoints. The first perspective is user-centric which focuses on the optimization of the system to the end-user. In this case, the liability and management of information fall on the user. This helps the user to preserve his information confidentiality. The second perspective is the application-centric perspective, which focuses on optimizing the needs of an application to protect resources. The last perspective is network-centric and concentrates on covering the needs of identity management and network providers.

Digital identity management Standards, Protocols, and Software

 federated identity.

Federated identity refers to the process that links digital identities that a user has transversely several identity management systems. An application does not essentially require getting and storing a user’s details in order for authentication. Alternatively, the application can use an identity management system that has already stored a user’s digital identity for authentication if the application determines that the identity management system is a trusted one. This approach paves the way to separate authentication and authorization functions. It also simplifies the centralization of both functions in the enterprise to shun a condition where each application has to be in control of user credentials. In addition, it provides a convenient way for users since they do not have to remember a series of usernames and passwords for every single account they have to use.

OAuth is an open standard that dates back to 2006. Unlike OpenID and SAML, OAuth is entirely for authorization purposes and not for authentication use. OAuth uses the Get a token and use a token paradigm. For a user to access an online service provider, the user is required to provide an access token to the server, which the user gets from the authorization server. This token is used for authentication to the online service provider servers. OAuth allows users to share data between websites without sharing passwords and limits what can be accessed and shared between the sites.

OpenID is a URL-based digital identity management system and it is simple to implement. With OpenID, a user is requested to provide his/her identity URL in order to sign or access an online service. The URL may simply be his/her blog or site URL. The internet service then sends the client to the identity URL whereby an OpenID server is set up. The OpenID server validates the client at his/ her identity URL and sends her back to the service with a coded token that contains data that affirms that the client was authenticated. The online service can then confirm whether the user effectively logged in at the provided identity URL by sending the coded token back to the identity URL’s OpenID server. [5] If there is positive feedback, then the user is confirmed as the holder of the identity URL that the user provided as his/her own.

OpenID gives a simple sign-up solution that confirms to service providers that a user is the owner of the particular URL. Characteristics of the user such as the name and email are not integrated into the OpenID architecture and therefore, users would still be required to provide them whenever the information is required. Similarly, some identity systems like LID and XRI are intended to permit user-controlled propagation of personal data from an identity URL.  OpenID and similar technologies do not give a means of federating an identity URL with additional providers. Without a proper relation between the trusted identity providers and internet service providers, the internet providers have limited information to authorize a user.

The SAML, SAML 2.0

The Security Assertion Markup Language- SAML, is an XML (Extensive Markup Language) typical way to code authentication and authorization claims to be exchanged amid an identity provider and an online service provider. The SAML is a widely used standard that supports interoperability between online service providers. For federated identity to function, identity data controlled by SAML tokens must be passed securely. Secure communications have to adhere to non-repudiation principles, information integrity, and confidentiality. Public key cryptography is a method that depends on a pair of keys for encryption and decryption of messages. In this case, a user is given a pair of keys. The one key pair can only decrypt any message encrypted using the other pair key.

On the other hand, a digital signature provides a convenient way of transmitting information. They are used to verify the basis and integrity of the information. A digital signature depends on a generated message digest with a fixed length of bits representing a changeable length communication through some numerical alteration. A digital certificate operates in a way that no person can claim to be someone else when exchanging messages. A digital certificate is an assertion from a reliable Certifying Authority that proves that a user is indeed him/her and gives assurance of the authenticity of two parties in their interaction. By use of the XML signature and XML encoding, SAML tokens can be exchanged between parties in a secure way across the HTTP protocol.

The WS-Security

Authentication in WS-Security is carried out by the inclusion of a claim in the WS- Security header of a SOAP message. A claim gives information on the identity of the message sender that can later be used to prove whether the sender is authorized to access a resource that was requested. A claim can either be endorsed or unendorsed. An endorsed claim such as the X.509 certificate gives an inherent verification that indeed the sender is the one referenced. An example of an unendorsed claim is usernames and passwords pairs. In the unendorsed claim, there is no exclusive way to verify that the sender of the message is the one to be referenced. WS-Security gives a way to encrypt and sign elements of a SOAP message, which includes any WS-Security token.

Digital identity Management Use in Enterprise Setting

Authentication and authorization.

Authorization is the function of indicating accessibility permissions to resources in relation to information security and user privacy. For instance, for workers in an organization, the human resource manager has authority to access other staffs records and this policy is compiled as access control regulations in a digital system. During processes, the system utilizes the defined management regulations to determine whether requests users will be approved or rejected.

The Role-Based Access Control – RBAC

Role-based access control – RBAC, is a paradigm that restricts system accessibility to authorized users. It is a secure method and it enables the account administrator to add users and allocate each to a particular role. Each role has particular permissions. RBAC allows the added users to conduct a range of activities based on the scale of the assigned roles. In this case, an account holder has the capability of creating a maximum of 100 users each with a unique password, a set of secret queries and their answers, and an API key.

RBAC gives a number of roles, such as multiple-product roles and custom roles. The multiple provides two roles namely Full access, which has all the privileges to create, read, or delete a resource within a selected domain. The Read-only access gives permissions to view resources within a particular domain. Three primary regulations are set for RBAC. The first is on role assignment where a subject can apply authorization only if the subject has been selected. The second is on role authorization where a subject’s active role has to be authorized. Finally, permission authorization applies where a subject can only apply consent if there is authorization for the subject’s active roles.

Current and Future Projects

The secure widespread identities for federated telecommunications – swift.

The SWIFT project portrays identity management as a major technology in the future of internet handling issues such as integration of the network and application layer. In addition, features such as integration of other devices and compatibility issues, and enhanced access management infrastructure are needed in future identity management systems. The SWIFT project is aimed at enhancing identity management solutions, especially to telecommunication operators. The identity management architecture contains a set of security and privacy mechanisms that address the needs of future identity management solutions. The SWIFT technology makes use of electronic cards that provides an integrated outlook on user devices and tackles the issue of backward compatibility with the earlier versions.

The end-user interrelates with the system by the VIDManager (VIDM), which is the fundamental element for all identity management systems’ similar tasks. It gives a graphical user interface for selection, creation, or destroying virtual identities, institutes sessions with SPs and IdAgs, and utilizes the connected security enablers. The architecture also allows the design of characteristic release policies. In case of necessity, it initiates the creation of credentials using Credential manager. The Credential Manager is liable for the creation of credentials that are essential for the authentication and authorization against the SP and the IdAgg. The Identity Transfer Enabler (ITE) helps the usage of identities across devices.

An identity management system focuses strongly on the protection of user privacy when interrelating with services. The SWIFT identity management Framework uses pseudonyms between the IsAgg and SP for the protection of each user interaction. Conversely, privacy concerns are not only subsisting at the application layer. The network uses its own identifiers that can be utilized to connect the user pseudonyms and hence can alter the high-level ways used by the identity manager.

Privacy and Identity Management for Europe – PRIME

PRIME is a European Union project that is conducting research on new social, legal, and technicalities on identity management and privacy. It is more focused on providing solutions for privacy-enhancing identity management, which wires end-users and enterprise privacy conformity dispensation. The objective of PRIME is to build up a prototype that enhances the identity management system. To promote its adoption in the market, PRIME will demonstrate valuable solutions for managing identities in a difficult real-life scenario such as internet communication and e-learning. Two main highlights of the program are the Data Track and Idemix. Data Track enhances the transparency of information processing while Idemix, which is a private credential system, uses a coded and anonymous log-in to a site in order to guarantee that the user data remains safe. ProLife succeeded in the Privacy and Identity Management in Europe for Life – PRIME.

PrimeLife is a project on privacy and identity management that drawn its funds from the European Commission. PrimeLife has is based on three major goals. First, to provide privacy for life all the way through life by giving solutions to the issues of digital footprints leftover life span and in the rising internet via user-centric and technology that can be configured. Secondly, to make privacy real by promoting the deliverables of PRIME and PrimeLife to be used more and be deployed via standards, open-source and training, and cooperating with similar projects to transfer the PRIME and Primelife technologies and their models. Finally, advancing the state of the art of privacy and identity management through research and influencing standardization.

Future Identity in Information Society – FIDIS

The Network of Excellence FIDIS includes various country research experiences with diverse focus and it integrates the European expertise brought together by a common set of actions. In addition, there is stakeholder incorporation from all levels to make sure that all the needs are well-thought-out. FIDIS takes care of the extreme disintegration of research into the future of identity by integrating and promoting mutual research in this field. The project deliverables will be availed to all the stakeholders. The objectives of FIDIS are to shape the needs for future identity management in the European Information Society and to contribute to the technologies and infrastructures required. FIDIS work is planned in various activities, which include the identity of identity, profiling, interoperability of IDs andID management systems, forensic implications, HighTechID, and mobility and identity.

Staring at the standardization efforts in the identity management systems sector, there are two key trends that have attracted a lot of focus. One trend is on the push for federation and interoperability. The outcome of the federation has to some extent brought about interoperability among various authentication mechanisms and processes. The other trend is drifting from an organization-centric paradigm to a more impartial view and finding a rational trade-off connecting user’s requirements for privacy and the organization’s requirement for security [6]

Barry Leiba, “OAuth Web Authorization Protocol”, IEEE Internet Computing, vol.16, no.

1, pp. 74-77, January/February 2012

• K. Waters (1994–2012). “The ABCs of Identity Management”.  CSO . IDG Enterprise.

Marit Hansen, Ari Schwartz, and Alissa Cooper, “Privacy and Identity Management”,

IEEE Security & Privacy , vol.6, no. 2, pp. 38-45, March/April 2008

Marc Barisch et al .,“Security and Privacy Enablers for Future Identity Management

Seventh Framework Programme, “Identity Management Overview”.

Will Tsui, “Digital Identity Management on the Internet”. April, 2006

WP3, “D3.17: Identity Management Systems – recent developments”

[1] Identity Management Overview, Seventh Framework programme.

[2] Waters, The ABC of Identity Management

[3]   Waters, The ABC of Identity Management

[4] Identity Management Overview, Seventh Framework programme

[5] Will Tsui, Digital Identity Management on the Internet

[6] WP3, “D3.17: Identity Management Systems – recent developments”

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Printable March Madness bracket with records and dates for 2024 NCAA tournament

Editor's note: Follow all of the men's March Madness action, scores and highlights here with USA TODAY Sports' live coverage.

March Madness is here, which means it's time to pick winners and major upsets . The first step is to download your very own printable bracket for the 2024 NCAA tournament .

Selection Sunday revealed the brackets for both the men's and women's tournaments on March 17, and 136 teams found out what it would take for them to hoist the national championship trophy in early April.

No. 1 overall seeds UConn (men's tournament) and South Carolina (women's tournament) are the early favorites to win this year's title games. If previous years are any indication, it is not always the top teams entering the tournament that come out on top.

That's where bracket competitions come in. Millions of Americans compete each year to come up with the best predictions for all 67 games of each tournament. The odds to predict a perfect bracket are 1 in 9.2 quintillion.

FOLLOW THE MADNESS: NCAA basketball bracket, scores, schedules, teams and more.

Here's a printable bracket for a chance at hitting that 1-in-9.2 quintillion lottery.

Best March Madness upset picks: Our predictions for NCAA tournament first-round stunners

Printable March Madness bracket

You can find a printable bracket for the men's tournament here.

A women's tournament printable bracket is available here.

How to watch NCAA Men's Basketball March Madness 2024

All games will be broadcast on CBS, TBS, TNT and TruTV. Here are additional streaming options to watch all the action on your devices.

• Stream through Paramount+
• Stream through HULU with Live TV
• NCAA March Madness Live app
• Stream through DirecTV Stream

How to watch March Madness: Don't miss any games with a subscription to fuboTV

NCAA Men's Basketball March Madness 2024 Schedule

First and second round, sweet 16 and elite eight.

IT'S BRACKET MADNESS: Enter USA TODAY's NCAA tournament bracket contest for a chance at $1 million prize.

NCAA championship game

Bold predictions: No Caitlin Clark in the Final Four? 10 hot takes for women's NCAA Tournament

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