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For the educator, risk is also linked to the illicit use of information by students, in particular, the use of information that falls under law (law on the freedom of the press of 1881, law of July 13, 1990, known as the Gayssot law, prohibiting the dissemination of information of a revisionist, racist or sexist nature, or that promotes intolerance, for example). Many other uses can be problematic, such as disrespecting others, the privacy of teachers, education staff or other students. So-called “cyberbullying” situations via Web 2.0 tools are also problems that educators have to deal with (messages or video broadcasting via personalized and live channels on Snapchat or Periscope, for example). The digital practices of young people are all the more complex as they mix creativity and skills development, intimacy and self-exposure. What these multidisciplinary works have in common is that they seek to identify what digital technology does to the individual and to society in different contexts (educational, professional, political, etc.). The objective of this book is to compare the discourses on risk with the practices and representations of the actors in different professional fields and in the educational field, and subsequently, to explain their stakes in a digital context.