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ISTE Ltd
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UK
John Wiley & Sons, Inc.
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Hoboken, NJ 07030
USA
© ISTE Ltd 2021
The rights of Camille Capelle and Vincent Liquète to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
Library of Congress Control Number: 2021946232
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library
ISBN 978-1-78630-744-6
Foreword
A complex and indeterminate digital environment brings uncertainty to our everyday decisions and the risks that can result from them. Resolving this uncertainty, and adapting to an environment that bears different risks, questions the very perception we have of it. In the world of education, the way we learn to learn in an open digital world and the risks we encounter are orchestrated. Concerns about digital risks have come to constitute the cornerstone of our relationship to information and relevant educational issues. The risks that teachers and students associate with their information environment, the pitfalls encountered and the strategies proposed can be examined. Between aversion, avoidance, recommendations or resolution, a “relationship to risk” – a specific educational approach – is constructed in the informational and professional sphere. A “notion” of risk, which goes beyond the risks themselves, has become an approach associated with and accompanying digital practices in education. The need for understanding is associated with vigilance and the project of teaching informational risks. Research on digital risks in an educational and professional context is as much about the risk paradigm as it is about the informational uses associated with how they are perceived.