The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere.
Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education.
With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted.
The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.
The author has no interests to declare. This work was supported by the Dublin Institute of Technology.
Clements, E. (2019), "A conceptual framework for digital civics pedagogy informed by the philosophy of information", Journal of Documentation, Vol. 76 No. 2, pp. 571-585. https://doi.org/10.1108/JD-07-2019-0139Download as .RIS
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