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As a new editor faced with a short deadline, it was gratifying to receive a large number of outstanding submissions in the past 6 months. This volume focuses on topics that push…
Abstract
As a new editor faced with a short deadline, it was gratifying to receive a large number of outstanding submissions in the past 6 months. This volume focuses on topics that push the edge in our increasingly electronically driven world. Not only is the field of library and information science awash in changes wrought by rapidly evolving technologies but so are almost all sectors that touch our daily lives. From e-banking to movies delivered through Wii and to smart phones with webcams and GPS applications, we face complexities that can paralyze us or make us embrace the digital environment. As our information environment becomes enriched, so do the challenges of keeping current as individuals and as librarians and information scientists. The most troublesome quandary is how we can learn from these early days of becoming digital to plan and accept changes in our work, our learning environments, and our personal and family lives. Just as industrialization changed the world a century ago, the digital explosion is causing another radical shift in our world.
The purpose of this chapter is to examine selected state laws regarding cyberbullying. The advances in technology have allowed bullying to take an online form, where bullies can…
Abstract
The purpose of this chapter is to examine selected state laws regarding cyberbullying. The advances in technology have allowed bullying to take an online form, where bullies can remain anonymous and access their targets 24 hours a day. The online bullying has left school leaders in a legal dilemma as to how and when to address an incident that occurs off school grounds. The laws which guide school leaders are found at the state level. The major inconsistencies between state laws are illustrated in this chapter. The findings in recent research reveal that some state bullying laws define specific terms such as electronic communication, and intimidation, and harassment. Some state laws provide a detailed protocol for how teachers and administrators should report and handle online bullying that has an impact on the school environment. However, some states leave developing a protocol up to individual school districts. The varying school cyberbullying laws and policies mean that leaders across the United States do not have a unified way to handle issues originating off-campus. However, school leaders should have a comprehensive policy which helps to address cyberbullying issues. This chapter includes a critical examination of current laws in the states and a review of proposed federal statutes presently stalled in the U.S. Congress.
Teaching Net Generation accounting students is a challenging experience. They anticipate that technology will be an integral part of the teaching–learning processes that we offer…
Abstract
Teaching Net Generation accounting students is a challenging experience. They anticipate that technology will be an integral part of the teaching–learning processes that we offer them. This chapter focuses on how to use technology tools to create innovative course materials, delivery methods, and collaborative processes.
The chapter explains how I combined traditional instructional methods and technology-mediated learning (TML) techniques to create a practice–feedback–interaction process for use with two undergraduate auditing courses. I taught the first course (Auditing) during Fall Quarter 2006 and the second course (Advanced Auditing) during Winter Quarter 2007. I taught both courses in a blended instructional format.
This chapter shows how I used the practice–feedback–interaction process with individual and team writing assignments in the two auditing courses. I explain how the TML process works and describe technology tools used at each step of the process. Student comments provide feedback about how they reacted to using the technology-mediated teaching–learning process.
Briony Anderson and Mark A. Wood
This chapter examines the phenomenon of doxxing: the practice of publishing private, proprietary, or personally identifying information on the internet, usually with malicious…
Abstract
This chapter examines the phenomenon of doxxing: the practice of publishing private, proprietary, or personally identifying information on the internet, usually with malicious intent. Undertaking a scoping review of research into doxxing, we develop a typology of this form of technology-facilitated violence (TFV) that expands understandings of doxxing, its forms and its harms, beyond a taciturn discussion of privacy and harassment online. Building on David M. Douglas's typology of doxxing, our typology considers two key dimensions of doxxing: the form of loss experienced by the victim and the perpetrator's motivation(s) for undertaking this form of TFV. Through examining the extant literature on doxxing, we identify seven mutually non-exclusive motivations for this form of TFV: extortion, silencing, retribution, controlling, reputation-building, unintentional, and doxxing in the public interest. We conclude by identifying future areas for interdisciplinary research into doxxing that brings criminology into conversation with the insights of media-focused disciplines.
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Jodi Dworkin, Ellie McCann and Jenifer K. McGuire
The current study was designed to examine how and why divorced parents use computers and the Internet for communication with their coparent and with their child(ren).
Abstract
Purpose
The current study was designed to examine how and why divorced parents use computers and the Internet for communication with their coparent and with their child(ren).
Methodology/approach
The current study utilized the uses and gratification perspective. A subsample of 178 divorced parents with at least one child aged 25 or younger from a larger research project participated. Parents were recruited to participate in a 15-minute online survey through email listservs with a nationwide and demographically diverse reach.
Findings
Analyses revealed that divorced parents are active users of technology, for communicating with their child(ren) as well as with the child(ren)’s other parent. In addition, parents were comfortable using the Internet and accessing online parenting information, citing few barriers to use.
Research limitations/implications
We did not capture the reasons for communicating or the content of communication. Future research should use innovative methodologies and measures to better understand the use of specific technologies and tools to negotiate boundaries between coparents living apart. In addition, a larger, more diverse sample might reveal different patterns of divorced parents’ technology use.
Practical implications
Technology allows for asynchronous communication, staying up to date, making plans, and making decisions with minimal interaction, and thus maintaining boundaries. Our evidence suggests technology could help parents find areas of agreement around their children’s lives in a less contentious environment.
Originality/value
This study provides the essential groundwork for further examination of ways to support coparent communication via technology.
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