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Identity and Information Technology

In Jeroen den Hoven John Weckervant (ed.), Moral Philosophy and Information Technology. Cambridge University Press. pp. 142 (2008)

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  1. Contextual gaps: privacy issues on Facebook.Gordon Hull, Heather Richter Lipford & Celine Latulipe - 2011 - Ethics and Information Technology 13 (4):289-302.
    Social networking sites like Facebook are rapidly gaining in popularity. At the same time, they seem to present significant privacy issues for their users. We analyze two of Facebooks’s more recent features, Applications and News Feed, from the perspective enabled by Helen Nissenbaum’s treatment of privacy as “contextual integrity.” Offline, privacy is mediated by highly granular social contexts. Online contexts, including social networking sites, lack much of this granularity. These contextual gaps are at the root of many of the sites’ (...)
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  • The importance of privacy revisited.Norman Mooradian - 2009 - Ethics and Information Technology 11 (3):163-174.
    James Rachels’ seminal paper “ Why Privacy Is Important ” (1975) remains one of the most influential statements on the topic. It offers a general theory that explains why privacy is important in relation to mundane personal information and situations. According to the theory, privacy is important because it allows us to selectively disclose personal information and to engage in behaviors appropriate to and necessary for creating and maintaining diverse personal relationships. Without this control, it is implied, the diversity of (...)
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  • Deconstructing the Metanarrative of the 21st Century Skills Movement.Jim Greenlaw - 2015 - Educational Philosophy and Theory 47 (9):894-903.
    If Neil Postman, were alive today, what would he say to Prensky, the originator of the term, ‘digital native’, about the ways in which teachers should approach the wonders and perils of e-learning in their classrooms? As the Dean of a faculty of education which is devoted to both creating and critiquing a variety of digital teaching and learning strategies in K-12 and adult education contexts, I have kept a close eye on the developing metanarrative of the twenty-first century skills (...)
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