L5 yem introduction
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The introduction discusses the emergence of participatory culture online, especially among teens, and highlights both promising and concerning examples. It outlines 5 core ethical issues raised by new digital media: identity, privacy, ownership/authorship, credibility, and participation. While these issues are not new, their stakes may be different online. The document seeks to provide an objective analysis of ethical fault lines in new digital media and how supports for ethical participation can help realize its promises.
L5 yem introduction
- 1. “Young People, Ethics And The New Digital Media” Sam-Ang Sam Paññāsāstra University of Cambodia Sīla Samādhi Paññā Commitment to Excellence
- 2. BOOK CONTENTS 1 Introduction 2 The “Good Play” Approach 3 Ethical Fault Lines in the New Digital Media 4 Conclusion
- 3. CHAPTER CONTENTS 1 Introduction 1.1 TVNewser 1.2 Global Kids 1.3 Lonelygirl15 1.4 The Digital Public 1.5 Speech in the Blogsphere 1.6 New Digital Frontiers
- 4. Terminology Cyberspace: The visual realm in which interactive activities take place. Dialogical: Online liberation on Gather.com, for example. Frontiers: Open spaces; they often lack comprehensive and well- enforced rules & regulations and thus harbor both tremendous promises and significant perils.
- 5. Terminology Interactive: Such as multiplayer as opposed to single-player games. Internet (The): The visual realm in which interactive activities take place.
- 6. Terminology New Digital Media (NDM) (New Media): The actual technologies that people use to connect with one another—including mobile phones, personal digital assistants (PDAs), game consoles, and computers connected to the Internet. Online: The visual realm in which interactive activities take place.
- 7. Terminology Participatory: User-contributed content, such as videos posted on YouTube. Participatory Culture: A culture of creation and sharing, mentorship, and civic engagement that is emerging online, especially among teens.
- 8. Terminology Participatory Culture: A culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least, they care what other people think about what they have created).
- 9. Terminology Web 2.0: The 2nd generation Internet technologies that permit, indeed invite, people to create, share, and modify online content (Carrie James et al., 2009, p. 6).
- 10. 1 Introduction “PARTICIPATORY CULTURE” “Participatory Culture” is a culture of creation and sharing, mentorship, and civic engagement that is emerging online, especially among teens (Media scholar H. Jenkins (2006) in Carrie James et al., 2009, p. 1). When Time magazine declared its 2006 Person of the Year to be “You,” the magazine was pointing to an undeniable reality: anyone with an Internet connection can be a reporter, political commentator, cultural critic, or media producer (ibid.).
- 11. Introduction Although Time did not explicitly frame participation in the new media as a youth phenomenon, most of the 15 “citizens of digital democracy” who were featured in its December 13 article (Grossman 2006) were under the age of 35 (Carrie James et al., 2009, p. 1).
- 12. Introduction 1.1 TVNewser In 2004, Brian Stelter, then a sophomore communications major at Towson University, started a blog called “TVNewser” that provides an ongoing, detailed record of ratings, gossip, and events in the news media industry. Over the past 3 years, “TVNewser” has become a chief source of information for news industry executives.
- 13. Introduction His youth and lack of credentials notwithstanding, Stelter is considered an extremely credible source. After graduating from college, Stelter was hired as a media reporter for the New York Times (Carrie James et al., 2009, p. 2).
- 14. Introduction 1.2 GLOBAL KIDS Global Kids (http://www.globalkids.org) is a New York-based organization that is “committed to transforming urban youth into successful students as well as global and community leaders.” In 2000, Global Kids launched an online Leadership Program (OLP) through which simultaneously build technical, new media literacy, leadership, and civic engagement skills. (Carrie James et al., 2009, p.
- 15. Introduction Yet, for every digital superkid and for every example of good citizenship online, there seem to be more examples of (intentional or naïve) misuses— or at least ethically ambiguous uses—of digital media. (Carrie James et al., 2009, p. 2).
- 16. Introduction 1.3 LONELYGIRL15 In June 2006, a series of video blogs posted on YouTube by a teenager called Lonelygirl15 began to capture a wide audience. The video depicted a 16-year-old girl named Bree talking about her day-to-day existence, including her experiences being homeschooled and raised by strict, religious parents. (Carrie James et al., 2009, pp. 2-3).
- 17. Introduction After several months, Bree was revealed to be Jessica Rose, a 20-something- actress who was working with several filmmaker friends to produce the video series. (Carrie James et al., 2009, p. 3).
- 18. Introduction 1.4 THE DIGITAL PUBLIC Aleksey Vayner, a senior at Yale University in 2006, became infamous after he submitted a résumé to the investment bank USB. Included with the résumé was his online, self-made video titled “Impossible Is Nothing,” which appeared to be a record of Vayner’s diverse talents and depicted him performing a variety of skills such as ballroom dancing and extreme weightlifting. (Carrie James et al., 2009,
- 19. Introduction The video link was circulated by email within the bank and soon beyond it. After it began making headlines in the blogsphere and in major newspapers, questions were raised about the authenticity of some of the footage. Vayner subsequently sought legal advice for what he considered to be an invasion of privacy. (Carrie
- 20. Introduction 1.5 SPEECH IN THE BLOGSPHERE On April 6, 2007, a technical writer and prominent blogger, Kathy Sierra, published an entry on her blog entitled “Death Threats against Bloggers Are NOT ‘Protected Speech.’” For several weeks, Sierra had received anonymous violent comments and death threats on her own blog and on 2 other blogs. (Carrie James et al., 2009, p. 3).
- 21. Introduction Following Sierra’s alarming post, a heated controversy about the Ethics of Speech unfolded in the blogsphere. Calls for a blogger’s Code of Conduct were met with angry protests that indicated how deeply many participants cherish the openness and freedoms of cyberspace. (Carrie James et al., 2009, p. 3).
- 22. Introduction Ever since technical technologies were made widely available, scholars, educators, policymakers, and parents have been debating their implications for young people’s literacy, attention spans, social tolerance, and propensity (tendency; inclination) for aggression. Considerable strides are now being made in scholarship in many of these areas. (Carrie James et
- 23. Introduction The educational benefits of video games, for example, are being convincingly documented by scholars such as Gee (2003), Johnson (2005), and Shaffer (2006). At the same time, debates persist about the relationship between video games and violence. (Carrie James et al., 2009, p. 4).
- 24. Introduction Concerns about ethical issues in the new media have also been expressed by journalists, politicians, ideologues, and educators but have received less attention from scholars. In response to concerns about online predators, illegal downloading, and imprudent posting of content online, a number of cybersafety initiatives have emerged online and in schools around the country. (Carrie James et al., 2009, p. 4).
- 25. Introduction The Ad Council’s YouTube videos entitled “Think before You Post” seek to “to make teen girls aware of the potential dangers of sharing and posting personal information online and of communicating with unfamiliar people to help reduce their risk of sexual victimization and abduction” (Ad Council 2007). (Carrie James et al., 2009, p. 4).
- 26. Introduction Youth-driven outreach groups and anticyberbullying campaigns, such as Teenangels and StandUP!, are making their way into schools. Somewhat surprising though, objective, research-based accounts of the ethical issues raised by the new digital media are scarce. (Carrie James et al., 2009, p. 4).
- 27. Introduction This report attempts to fill this gap. Some of the digital media’s fault lines that we have scrutinized are the nature of personal identities that are being formed online; the fate of personal privacy in an environment where diverse types of information can be gleaned and disseminated; the meaning of authorship in spaces where multiple, anonymous contributors produce knowledge; the status of intellectual and other forms of property that are easily accessible by a broad public; the ways in which individuals (both known and anonymous) interact and treat one another in cyberspace; and the credibility and trustworthiness of individuals, organizations, and causes that are regularly trafficking on the Internet (Carrie James et al., 2009, pp. 4-5).
- 28. Introduction Five core issues are salient in the new media: 1. Identity 2. Privacy 3. Ownership & authorship 4. Credibility 5. Participation (Carrie James et al., 2009, p. 5).
- 29. Introduction These issues have long been considered important offline as well. Yet in digital spaces, these issues may carry new or at least distinct ethical stakes. It seems critical to ask whether the new digital media are giving rise to new mental models—new “ethical minds”— with respect to identity, privacy, ownership & authorship, credibility, and participation, and whether the new digital media require a conceptualization of these issues and the ethical potentials they carry. (Carrie James et al., 2009, p. 5).
- 30. Introduction The 5 themes explored here are ethically significant in the digital age, but they are not necessarily the final defining ethical fault lines of this age (Carrie James et al., 2009, p. 5).
- 31. Introduction 1.6 NEW DIGITAL FRONTIERS The New Digital Media (NDM) have ushered in a new and essentially unlimited set of frontiers. Frontiers are open spaces: They often lack comprehensive and well- enforced rules & regulations and thus harbor both tremendous promises and significant perils. (Carrie James et al., 2009, p. 6).
- 32. Introduction On the promising side, the New Digital Media permit and encourage “Participatory Culture.” As Henry Jenkins and colleagues define it, “A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least, they care what other people think about what they have created)” (Jenkins et al. (2006, p. 3) in Carrie James et al., 2009, p. 7).
- 33. Introduction If leveraged properly, the Internet can be a powerful tool for promoting social responsibility. The new media’s capabilities to promote evil might be in equal proportion to their capacities to promote good. (Carrie James et al., 2009, pp. 7-8).
- 34. Introduction There are innumerable ways—some barely conceivable—for the dishonest to penetrate harms and, in turn, for the innocent to be victimized. The potentials and perils of the new digital media are reflected in opposing discourses described as “digital faith” and “moral panics.” (Carrie James et al., 2009, p. 8).
- 35. Introduction Optimist Moore (2003) points to the “worldwide peace campaign” of millions of interconnected people who are working for social issues and human rights as a “beautiful” example of “emerging democracy” in cyberspace, while skeptic Keen describes the Internet as “a chaotic human arrangement with few, if any, formal social pacts.” (Carrie James et al., 2009, p. 8).
- 36. Introduction These disputes echo those that have raged for decades (if not longer) about traditional media, especially with respect to effects on children. (Carrie James et al., 2009, p. 8).
- 37. Introduction Yet, the new media may pose qualitatively different risks and opportunities. The reality is that most online situations are rich with promises and risks, both of which often carry ethical consequences. (Carrie James et al., 2009, p. 8).
- 38. Introduction Like all frontiers, cyberspace will eventually be regulated in some fashion, but it is unclear how regulation will occur and who will gain and who will lose from the regulation. The blogger’s Code of Conduct (2007) and the Deleting Online Predators Act (2006) are recent efforts in the direction of regulation that take two different tacks. (Carrie James et al., 2009, p. 8).
- 39. Introduction The former, created by bloggers themselves, establishes guidelines for conduct; the latter, a bill introduced by legislators, restricts young people’s access to social networking and other interactive sites (Carrie James et al., 2009, pp. 8-9).
- 40. Introduction Moreover, because commercial interests have an ever-growing presence in digital spaces, the extent to which market forces will have a hand in regulation and the ethical implications of their involvement need to be considered. Now is the time to ask what a regulated World Wide Web would look like and how we can retain the openness and socially positive potentials of the new digital media while restraining unethical conduct. (Carrie James et al., 2009, p. 9).
- 41. Introduction We believe that such a balance cannot be struck without a nuanced understanding of the distinct ethical fault lines in these rapidly evolving frontiers. Yet, understanding is but a first step. Ultimately, for the promises of the new digital media to be positively realized, supports for ethical participation—indeed for the creation of “ethical minds”—must emerge. (Carrie James et al., 2009, p. 9).
- 42. References James, Carrie, Davis, Katie, Flores, Andrea, Francis, John, Pettingill, Linsay, Rundle, Margaret, and Gardner, Howard. (2009). Young People, Ethics, and the New Digital Media. Cambridge, MA: The MIT Press.
- 43. Document File Location File: ETHICS_JOURNALISM/YRM_introduction_(L1).pptx Date: December 19, 2013 Course: Journalistic Principles and Ethics (ENGL 403)