Digitality: Difference between revisions
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Aspects of digitality include near continuous contact with other people through [[Mobile phone|cell phones]],<ref name="digitalism" /> near instantaneous look up of information through the [[World Wide Web]], the third wave information storage where any fragment in a text can be searched and used for categorization, such as through search engine [[Google]], and communicating through [[Blog|weblogs]] and [[email]]. Some of the negative aspects of digitality include [[computer virus]]es, loss of [[anonymity]] and [[spam (electronic)|spam]]. |
Aspects of digitality include near continuous contact with other people through [[Mobile phone|cell phones]],<ref name="digitalism" /> near instantaneous look up of information through the [[World Wide Web]], the third wave information storage where any fragment in a text can be searched and used for categorization, such as through search engine [[Google]], and communicating through [[Blog|weblogs]] and [[email]]. Some of the negative aspects of digitality include [[computer virus]]es, loss of [[anonymity]] and [[spam (electronic)|spam]]. |
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With the rapidly growing technology, children at increasingly younger ages are learning to speak through the cyber world rather than in face-to-face conversation. They are becoming more digitally literate and |
With the rapidly growing technology, children at increasingly younger ages are learning to speak through the cyber world rather than in face-to-face conversation. They are becoming more digitally literate and creating a new culture in which they communicate more efficiently online than they do in person. With this craving for technological implementation more and more school are veering towards a modern based academic system where students are presented with the option of using tablets versus textbooks. |
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In the 1990s, scholarship of the effects of interactivity with information began to be written and published, particularly focused on the immediacy and ubiquity of digital communications, the interactivity and participatory nature of digital media, and the role of "shallow" information searches. While in the tradition of [[Postmodernism]] in that they presume a decisive role for media in the formation of personality, culture and social order, they differ fundamentally from the analog critical theory, in that the audience has the ability to do more than create a personal idiolectic text, but instead is able to create new texts which reinforce the behavior of other participants. |
In the 1990s, scholarship of the effects of interactivity with information began to be written and published, particularly focused on the immediacy and ubiquity of digital communications, the interactivity and participatory nature of digital media, and the role of "shallow" information searches. While in the tradition of [[Postmodernism]] in that they presume a decisive role for media in the formation of personality, culture and social order, they differ fundamentally from the analog critical theory, in that the audience has the ability to do more than create a personal idiolectic text, but instead is able to create new texts which reinforce the behavior of other participants. |
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[[Category:Emerging trends]] |
[[Category:Emerging trends]] |
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[[Category:Social change]] |
[[Category:Social change]] |
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{{Sociology-stub}} |
{{Sociology-stub}} |
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<ref>Rutten, Kris, and Geert Vandermeersche. "Introduction to literacy and society, culture, media and education." CLCWeb: Comparative Literature and Culture 15.3 (2013). Academic OneFile. Web. 9 Mar. 2016.</ref> |
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Revision as of 06:34, 9 March 2016
Digitality (aka digitalism[1]) is used to mean the condition of living in a digital culture, derived from Nicholas Negroponte's book Being Digital[2] in analogy with modernity and post-modernity.
Aspects of digitality include near continuous contact with other people through cell phones,[1] near instantaneous look up of information through the World Wide Web, the third wave information storage where any fragment in a text can be searched and used for categorization, such as through search engine Google, and communicating through weblogs and email. Some of the negative aspects of digitality include computer viruses, loss of anonymity and spam.
With the rapidly growing technology, children at increasingly younger ages are learning to speak through the cyber world rather than in face-to-face conversation. They are becoming more digitally literate and creating a new culture in which they communicate more efficiently online than they do in person. With this craving for technological implementation more and more school are veering towards a modern based academic system where students are presented with the option of using tablets versus textbooks.
In the 1990s, scholarship of the effects of interactivity with information began to be written and published, particularly focused on the immediacy and ubiquity of digital communications, the interactivity and participatory nature of digital media, and the role of "shallow" information searches. While in the tradition of Postmodernism in that they presume a decisive role for media in the formation of personality, culture and social order, they differ fundamentally from the analog critical theory, in that the audience has the ability to do more than create a personal idiolectic text, but instead is able to create new texts which reinforce the behavior of other participants.
See also
- Media influence
- Deconstruction
- Postmodernism
- Internet
- Information age
- Critical theory
- Postmodernity
- Modernity
- Digital philosophy
References
- ^ a b Template:Cite article
- ^ Negroponte, Nicholas (1995). Being Digital. New York: Vintage Books. p. 255. ISBN 0-679-43919-6.
 | This sociology-related article is a stub. You can help Wikipedia by expanding it. |
- ^ Rutten, Kris, and Geert Vandermeersche. "Introduction to literacy and society, culture, media and education." CLCWeb: Comparative Literature and Culture 15.3 (2013). Academic OneFile. Web. 9 Mar. 2016.