Perceptions and Analysis of Digital Risks

Cover
Half-Title Page
Title Page
Copyright Page
Contents
Foreword
Introduction
Part 1. Risk Perceptions, Education and Learning
Chapter 1. Digital Risks: An Obstacle or a Lever for Education?
1.1. Introduction
1.2. Digital risks and education: what are we talking about?
1.2.1. Digital risks
1.2.2. What are the risks in education?
1.3. Questioning perceptions of digital risks among new teachers
1.3.1. Why was this target audience chosen?
1.3.2. Methodology and data collection
1.4. Teachers’ perceptions of digital risks
1.4.1. When perceptions of risk inhibit any practice
1.4.2. When perceptions of risk freeze practices
1.4.3. When risk perceptions lead us to consider them in order to overcome them
1.5. Reflection on the role of digital risk representations in education
1.6. Conclusion
1.7. References
Chapter 2. Teenagers Faced with “Fake News”: Perceptions and the Evaluation of an Epistemic Risk
2.1. Introduction
2.2. Fake news: from production to reception
2.2.1. Characterizing the fake news phenomenon
2.2.2. The potential risks associated with fake news
2.2.3. The credibility of fake news
2.3. Methodological framework of the study
2.4. Results of the study
2.4.1. A heterogeneous understanding of the concept
2.4.2. A blurred perception of the goals of fake news
2.4.3. The diversity of fake news sources
2.4.4. Identifying fake news: heuristic processing and analytical strategies
2.4.5. A remote and controlled phenomenon?
2.5. Discussion of the results and reflections on media and information literacy
2.6. Conclusion
2.7. References
Chapter 3. “A Big Nebula that is a Bit Scary” (Louise, Trainee Schoolteacher): Training through/in Digital Technology, in School and in Professional Training
3.1. Social beings, above all else
3.1.1. A “fluid identity” to be grasped
3.1.2. Digital technology in the actors’ personal ecosystem
3.2. Understanding of digital technology in the classroom
3.2.1. Crystallization and awareness of issues
3.2.2. When the socio-technical framework hinders the entry of digital technology into the classroom
3.2.3. Rather modest and low-risk experiments
3.3. Teaching with and through digital technology: Constant risks
3.3.1. Tensions in the classroom
3.3.2. Tensions in training
3.3.3. Desires on both sides
3.4. Potential courses of action
3.5. References
Part 2. Risks in the Light of Socio-Economic Issues
Chapter 4. Top Managers Confronted with Information Risks: An Exploratory Study within the Telecommunications Sector
4.1. Introduction
4.2. Information risk: the conceptual field
4.3. Controlling information risks: Security policy
4.4. Information risk and management
4.5. Study methodology and the stakeholder group
4.6. Information risk: The perspective of top telecoms managers
4.6.1. Top managers as responsible for information risk management
4.6.2. Information risk management
4.6.3. Operational challenges related to the information risk management approach
4.7. Conclusion
4.8 Acknowledgments
4.9. References
Chapter 5. Cell Phones and Scamming Risks in Cameroon: Users’ Experiences and Socio-Institutional Responses
5.1. Introduction
5.2. Mechanisms behind cell phone scamming in Cameroon: exhibiting credulity
5.2.1. Setting the scene
5.2.2. Enticing but misleading proposals
5.2.3. Disguised telephone number confusion
5.3. The dynamics of cell phone use in Cameroon
5.3.1. The Ministry of Posts and Telecommunications
5.3.2. Agence Nationale des Technologies de l’Information et de la Communication
5.3.3. Agence de Régulation des Télécommunications
5.3.4. Cell phone operators
5.3.5. The judicial system and cell phone scams
5.3.6. Cell phone users and consumer associations
5.4. Socio-institutional governance of cell phone use in Cameroon: Optimal or approximate mediations?
5.4.1. Information deficit of the users
5.4.2. Insufficient means of action
5.4.3. Mis-selling of SIM cards by mobile operators: An “ingredient” of mobile scammers
5.4.4. The ease of monetary transactions
5.4.5. Technological constraints and border porosity
5.5. Conclusion
5.6. References
Part 3. Digital Risks: Practices and Mediation
Chapter 6. Towards a Normative Prescription of Information Practices on Digital Social Networks: A Study of Documentary Pedagogical Projects in Middle School
6.1. Introduction
6.2. Contextualization of risk
6.3. Issues to consider
6.4. Research objects
6.5. Research protocol
6.6. Risk regarding DSNs in the pedagogical approach
6.6.1. Raising awareness of risks: an obvious approach for teacher librarians
6.6.2. Considering the views of learners and teachers
6.6.3. Considering the risks: learners aware of digital dangers
6.7. Discovering DSNs in a school context: Dealing with risks
6.7.1. Pedagogical projects on DSNs to prevent risks: Teachers’ perspectives
6.7.2. Overcoming risks: Learners’ perspectives
6.8. Perspectives for an information culture
6.8.1. Risks, standards and education
6.8.2. A culture of information in training
6.9. Conclusion
6.10. References
Chapter 7. MIL as a Tool for Teachers to Prevent Risk and Transmit Digital Culture
7.1. Studying digital technology in schools from the perspective of teachers’ representations
7.1.1. Why be interested in representations?
7.1.2. The social representation of digital risks through the analysis of institutional discourses
7.2. What do digital and media literacy evoke in teachers?
7.2.1. The weak presence of digital technology and MIL in elementary school
7.2.2. Risks in the representations of MIL among primary school teachers
7.2.3. A positive perception of the role of digital technology in the classroom
7.3. The contours of media and information literacy according to teachers
7.3.1. The objects of MIL from the discourse of primary school teachers
7.3.2. What does digital technology mean for teachers?
7.4. What does the requirement to transmit digital culture mean for teachers?
7.4.1. Digital culture: A very vague concept
7.4.2. What primary school teachers think digital literacy means
7.5. Conclusion
7.6. References
Conclusion
Postface
List of Authors
Index
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