Perceptions and Analysis of Digital Risks

1 Chapter 2Table 2.1. Summary table of interviews Table 2.2. Interviewee presence on social networks •: Active account; (△): Accou...

2 Chapter 3Table 3.1. Profiles of the student teachers surveyed

3 Chapter 4Table 4.1. Examples of risk definitions applicable to information

4 Chapter 6Table 6.1. Description of the eight observation sites

1 Cover

2 Table of Contents

3 Title Page Mediating Knowledge Set coordinated by Anne Lehmans and Vincent Liquète Volume 1

4 Copyright First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc. Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address: ISTE Ltd 27-37 St George’s Road London SW19 4EU UK www.iste.co.uk John Wiley & Sons, Inc. 111 River Street Hoboken, NJ 07030 USA www.wiley.com © 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

5 Foreword

6 Introduction

7 Begin Reading

8 Conclusion

9 Postface

10 List of Authors

11 Index

12 Other titles from iSTE in Information Systems, Web and Pervasive Computing

13 End User License Agreement

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Mediating Knowledge Set

coordinated by

Anne Lehmans and Vincent Liquète

Volume 1

Edited by

Camille Capelle

Vincent Liquète

First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:

ISTE Ltd

27-37 St George’s Road

London SW19 4EU

UK

www.iste.co.uk

John Wiley & Sons, Inc.

111 River Street

Hoboken, NJ 07030

USA

www.wiley.com

© 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

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.