As the creator of TAGS privacy and surveillance often sit at the back on my mind. From the beginning TAGS was designed to help show people the amount of data we personally share and how easy it is for anyone to access. We all know that technology is not neutral and whilst there is a long list of people using TAGS for positive purposes by its nature there are some who turn to the darkside.
If act one was the development of the technical, financial, and human resource models for building Domain of Ones Own projects, act two will I think focus on answering the existential challenge of integrating Domains into “normal” pedagogical practices.
I do not think Domains can thrive or that digital literacy more broadly can thrive, if we are only teaching digital literacy skills in DS type courses. The idea of consciously constructed digitally intensive courses that slowly contribute to the students’ digital literacies throughout their matriculation, seems more realistic. Just as no student is likely to become a great writer after their comp101 course, no student is going to grok the problems with social media, the difficulties of web sec, the affordances and production of multi-modal communication, the promise of new media, and the challenges of surveillance capitalism after a single digital studies course.
I think that this is a problem facing all facets of education, especially how we provide structured experiences, not just information.