User:Zmuhl/sandbox

Group 1
Article: Digital Identity A digital identity is information used by computer systems to represent an external agent – a person, organization, application, or device. Digital identities allow access to services provided with computers to be automated and make it possible for computers to mediate relationships.

The use of digital identities is so widespread that many discussions refer to the entire collection of information generated by a person's online activity as a "digital identity". This includes usernames, passwords, search history, birthdate, social security number, and purchase history, especially where that information is publicly available and not anonymized and so can be used by others to discover that person's civil identity. In this broader sense, a digital identity is a facet of a person's social identity and is also referred to as online identity.

If personal information is no longer the currency that people give for online content and services, something else must take its place. Media publishers, app makers and e-commerce shops are now exploring different paths to surviving a privacy-conscious internet, in some cases overturning their business models. Many are choosing to make people pay for what they get online by levying subscription fees and other charges instead of using their personal data.[7]

An individual's digital identity is often linked to their civil or national identity and many countries have instituted national digital identity systems that provide digital identities to their citizenry.

The legal and social effects of digital identity are complex and challenging.[further explanation needed]. Faking a legal identity in the digital world may present many threats to a digital society and raises the opportunity for criminals, thieves, and terrorists to commit various crimes. These crimes may occur in either the online world, real world, or both. [source]

Group 2
Article: Corporate Surveillance Draft 1: Corporate surveillance refers to the practice of monitoring individuals by corporations for the purpose of collecting information. This information is often used for marketing and advertising purposes, but can also be used for other purposes such as risk assessment and fraud prevention. Corporate surveillance can take many forms, including tracking online activity, monitoring phone calls and emails, and using data brokers to gather information. While corporate surveillance has its uses, it also raises privacy concerns and is subject to regulation in an effort to protect individual privacy.

Draft 2:Corporate surveillance refers to the practice of monitoring individuals by corporations for the purpose of collecting information. This type of surveillance can take many forms, including tracking online activity, monitoring phone calls and emails, and using data brokers to gather information. This information is often used for marketing and advertising strategy adjustments to boost results, but can also be used for other purposes such as risk assessment and fraud prevention. However, it may have its benefits, but it also raises privacy concerns through the violation of ethical rules and is subject to regulation in an effort to protect individual privacy. Monitoring can feel intrusive and give the impression that the business does not promote ethical behavior among its personnel. Staff satisfaction, productivity, and staff turnover may all suffer as a result of the invasion of privacy.

Group 3
Article: Learning-by-Doing Learning by doing refers to a theory of education. This theory has been expounded by American philosopher John Dewey and Latinamerican pedagogue Paulo Freire. It is a hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn. Freire highlighted the important role of the individual development seeking to generate awareness and nurture critical skills. Dewey implemented this idea by setting up the University of Chicago Laboratory School. His views have been important in establishing practices of progressive education. For instance, the learn-by-doing theory was adopted by Richard DuFour and applied to the development of professional learning communities.

The American economist and mathematician Kenneth Arrow highlights the importance of learning by doing as a means of increasing productivity in the article The Economic Implications of Learning by Doing he writes. “But one empirical generalization is so clear that all schools of thought must accept it, although they interpret it in different fashions: learning is the product of experience. learning can only take place throughout the attempt to solve a problem and therefore only takes place during activity” - Kenneth J. Arrow (The Economic Implications of Learning by Doing) "For the things we have to learn before we can do them, we learn by doing them."

—  "I believe that the school must represent present life-life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground."

—  "… The teachers were to present real-life problems to the children and then guide the students to solve the problem by providing them with a hands-on activity to learn the solution ... Cooking and sewing were to be taught at school and be a routine. Reading, writing, and math were to be taught in the daily course of these routines. Building, cooking, and sewing had these schooling components in it and these activities also represented everyday life for the students."

—  Dewey expanded upon these principles in Democracy and Education.

The phrase "Learn by Doing" is the motto and instructional pedagogy of California Polytechnic State University, San Luis Obispo. Group {3}, Draft 2

Learning by doing is a theory that places heavy emphasis on student engagement and is a hands-on, task-oriented, process to education. The theory refers to learning through experiences and interactions with the process and the environment. All the knowledge known and gathered today has been tested and experienced throughout history by others to serve for educational purposes to future generations. Much of what we know would not be possible by the process of learning-by-doing. People have a sense of curiosity which allows them to experience a lot of knowledge through what they go through in life and share it with people who have not experienced it. Much like how failure is the mother of success, this can be similarly seen with experience and knowledge.. Learning-by-doing is related to other types of learning such as adventure learning, action learning, cooperative learning, experiential learning, peer learning, service-learning, and situated learning.

Group 4
Article: Air Jordan"Air Jordan is a line of basketball shoes and athletic apparel produced by American corporation Nike, Inc. The first Air Jordan shoe was produced for Hall of Fame former basketball player Michael Jordan during his time with the Chicago Bulls in late 1984 and released to the public on April 1, 1985. The shoes were designed for Nike by Peter Moore, Tinker Hatfield, and Bruce Kilgore."

 Group {4}, Draft 2 

*** Air Jordan is a line of basketball shoes and athletic apparel produced by American corporation Nike, Inc. The first Air Jordan shoe was produced for Hall of Fame former basketball player Michael Jordan during his time with the Chicago Bulls in late 1984 and released to the public on April 1, 1985. The shoes were designed for Nike by Peter Moore, Tinker Hatfield, and Bruce Kilgore. As the popularity of the Air Jordan brand grew throughout the years. Evidence of this can be seen in 2022, when the company generated in over $5.1 billion in sales, earning Michael Jordan 5% of the revenue, totaling $256 million for that year because of his brand contract.

Though Air Jordan is not just a basketball shoe, as it is also an iconic symbol in pop culture, as it defied the NBA league's shoe standards at the time. Though Jordan Logo, known as the "Jumpman", originated from a photoshoot done for LIFE Magazine before he played for Team USA in the 1984 Olympic Games, photographed by Jacobus Rentmeester. This photoshoot was taken before Jordan signed with Nike in 1985, with Jordan wearing his Olympic jumpsuit and New Balances doing a pose identical to the grand jeté ballet technique. Peter Moore, who was in charge of the design team, came across this LIFE magazine issue and Jordan ended up replicating the same pose for the pair of Nike shoes. Throughout time, the “Jumpman” logo has developed and gone through different changes and can be seen on sneakers, attire, hats, socks, and other forms of wear. The “Jumpman” logo has also become one of the most recognizable logos in the athletics industry.

The Jordan brand also focuses on philanthropy with many large donations throughout the years to communities, athletes, and schools. As well as pledges to help with pressing issues in black communities through grants to the communities focusing on economic justice, education, social justice, and Narrative changes to the youth.

Instructions for editing "Web Literacy" sandbox:
For homework, please add two references and two corresponding sentences or expressions to the sandbox environment for the Web Literacy article enclosed below.


 * Add: Analyzing images are also one of the skills needed for Web Literacy


 * Add: Updates of Web Literacy in 2023 - Use of AI, social media, and covid-19.

Web Literacy
Web literacy comprises the skills and competencies needed for reading, writing and participating on the web. Reading includes being able to find information online and determine its credibility. Writing includes programming skills to build websites. Participating includes interacting and contributing to online communities. In today's day and age, the web has expanded exponentially compared to its early days, where a small pocket of people were using it for the functions we use today. It has been described as "both content and activity" – i.e., web users should not just learn about the web but also about how to make their own website. Also, web literacy skills are acquirable by learning about them and how to use them. In web literacy, skills that are enhanced in web literacy or explored by users consisted of being able to search, navigate the web, synthesize, Evaluate, Write, design, compose, code, revise, remix, participate, share, contribute, connect, protect, and open practice things on the web with other users. A better future may be potentially created by exploring the past and considering what has previously happened for the future.

History of the concept
In the latter part of the 1990s, literacy researchers started to explore the differences between printed text and the network-enabled devices with screens. This research was largely focused on two areas: the credibility of information that can be found on the World Wide Web and the difference that hypertext makes to 'reading' and 'writing'. These skills were included in definitions of Information Literacy and included in a SCONUL position paper in 1999. This paper became the '7 Pillars of Information Literacy', which was last updated in 2011. The seven pillars being: identify, scope, plan, gather, evaluate, manage and present. The SCONUL's Model is very effective because it analyzes behavioral patterns and abilities regrading literacy development. The concept of web literacy changed with the dot com boom in 2003. Which started a change where users were also co-producers. Now in 2023 web/digital literacy should add on the new ideas such as using AI tools and other things to further develop the world of digital literacy. The seven pillars model demonstrates context related viewpoints which signify the profound meaning behind information literacy.

Web Literacy Map The Web Literacy Map was created by the Mozilla Foundation, a non-profit organization, in consultation with a community of stakeholders from formal and informal education, as well as industry. Web literacy is described as "the skills and competencies needed for reading, writing and participating on the web". Work on what was originally entitled a Web Literacy 'Standard' began in early 2013. Version 1.0 was launched at the Mozilla Festival later that year. Going forward, 'standard' was seen to be problematic and against the ethos of what the Mozilla community was trying to achieve.

Literacy Version 1.1 of the Web Literacy Map was released in early 2014 and underpins the Mozilla Foundation's Webmaker resources section, where learners and mentors can find activities that help teach related areas. Although the Web Literacy Map is a list of strands, skills and competencies, it is most commonly represented as a competency grid.

The Mozilla community finalised the version 1.5 of the Web Literacy Map at the end of March 2015. This involves small changes to the competencies layer and a comprehensive review of the skills they contain.

Now the more recent version of the Web Literacy Map, 2.0, showcases a skilled called 21c skills, which is gained and varied from person to person.

The map consist of three strands, each referring to a different field of competency, which are then further divided into skills: Exploring, Building, and Connecting. It isn't prescriptive. This means that there's no one way in learning and understanding these competencies and skills.

Exploring
(Navigating the Web)


 * Navigation (Using software tools to browse the web)
 * Web Mechanics (Understanding the web ecosystem)
 * Search (Locating information, people and resources via the web)
 * Credibility (Critically evaluating information found on the web)
 * Security (Keeping systems, identities, and content safe)

Building
(Creating the Web)


 * Composing for the Web (Creating and curating content)
 * Remixing (Modifying existing web resources to create something new)
 * Design & Accessibility (Creating universally effective communications through web resources)
 * Coding/Scripting (Creating interactive experiences on the web)
 * Infrastructure (Understanding the Internet stack)

Connecting
(Participating on the Web)


 * Sharing (Creating web resources with others)
 * Collaborating (Providing access to web resources)
 * Community Participation (Getting involved in web communities and understanding their practices)
 * Privacy (Examining the consequences of sharing data online)
 * Open Practices (Helping to keep the web democratic and universally accessible)