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With Obfuscation, Finn Brunton and Helen Nissenbaum mean to start a revolution. They are calling us not to the barricades but to our computers, offering us ways to fight today’s pervasive digital surveillance—the collection of our data by governments, corporations, advertisers, and hackers. To the toolkit of privacy protecting techniques and projects, they propose adding obfuscation: the deliberate use of ambiguous, confusing, or misleading information to interfere with surveillance and data collection projects. Brunton and Nissenbaum provide tools and a rationale for evasion, noncompliance, refusal, even sabotage—especially for average users, those of us not in a position to opt out or exert control over data about ourselves. Obfuscation will teach users to push back, software developers to keep their user data safe, and policy makers to gather data without misusing it.Brunton and Nissenbaum present a guide to the forms and formats that obfuscation has taken and explain how to craft its implementation to suit the goal and the adversary. They describe a series of historical and contemporary examples, including radar chaff deployed by World War II pilots, Twitter bots that hobbled the social media strategy of popular protest movements, and software that can camouflage users’ search queries and stymie online advertising. They go on to consider obfuscation in more general terms, discussing why obfuscation is necessary, whether it is justified, how it works, and how it can be integrated with other privacy practices and technologies.

Privacy, Right of --- Information technology --- Information policy --- Social aspects --- Privacy, Right of - United States --- Information technology - Social aspects - United States --- Information policy - United States

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We are now acutely aware, as if all of the sudden, that data matters enormously to how we live. How did information come to be so integral to what we can do? How did we become people who effortlessly present our lives in social media profiles and who are meticulously recorded in state surveillance dossiers and online marketing databases? What is the story behind data coming to matter so much to who we are? In How We Became Our Data, Colin Koopman excavates early moments of our rapidly accelerating data-tracking technologies and their consequences for how we think of and express our selfhood today. Koopman explores the emergence of mass-scale record keeping systems like birth certificates and social security numbers, as well as new data techniques for categorizing personality traits, measuring intelligence, and even racializing subjects. This all culminates in what Koopman calls the "informational person" and the "informational power" we are now subject to. The recent explosion of digital technologies that are turning us into a series of algorithmic data points is shown to have a deeper and more turbulent past than we commonly think. Blending philosophy, history, political theory, and media theory in conversation with thinkers like Michel Foucault, Jürgen Habermas, and Friedrich Kittler, Koopman presents an illuminating perspective on how we have come to think of our personhood-and how we can resist its erosion.

Information science --- Information society --- Information technology --- Social aspects --- Psychological aspects --- Political philosophy. Social philosophy --- Philosophical anthropology --- General ethics --- Mass communications --- Information systems --- Information science - Social aspects - United States --- Information society - United States - Psychological aspects --- Information technology - Social aspects - United States --- Psychological aspects. --- Algorithms. --- Critical Theory. --- Data. --- Formats. --- Genealogy. --- Infopower. --- Information Politics. --- Information. --- Informational Persons. --- Subjectivity.

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As use of information technology increases, we worry that our personal information is being shared inappropriately, violating key social norms and irreversibly eroding privacy. This book describes how societies ought to go about deciding when to allow technology to lead change and when to resist it in the name of privacy.

Human rights --- Computer. Automation --- Privacy, Right of --- Information technology --- Information policy --- Social norms --- Social aspects --- Social norms. --- Droit à la vie privée --- Technologie de l'information --- Information --- Normes sociales --- Aspect social --- Politique gouvernementale --- Droit à la vie privée --- Folkways --- Norms, Social --- Rules, Social --- Social rules --- Manners and customs --- Social control --- Privacy, Right of - United States --- Information technology - Social aspects - United States --- Information policy - United States

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A powerful and urgent call to action: to improve our lives and our societies, we must demand open access to data for all.   Information is power, and the time is now for digital liberation. Access Rules mounts a strong and hopeful argument for how informational tools at present in the hands of a few could instead become empowering machines for everyone. By forcing data-hoarding companies to open access to their data, we can reinvigorate both our economy and our society. Authors Viktor Mayer-Schönberger and Thomas Ramge contend that if we disrupt monopoly power and create a level playing field, digital innovations can emerge to benefit us all.   Over the past twenty years, Big Tech has managed to centralize the most relevant data on their servers, as data has become the most important raw material for innovation. However, dominant oligopolists like Facebook, Amazon, and Google, in contrast with their reputation as digital pioneers, are actually slowing down innovation and progress by withholding data for the benefit of their shareholders--at the expense of customers, the economy, and society. As Access Rules compellingly argues, ultimately it is up to us to force information giants, wherever they are located, to open their treasure troves of data to others. In order for us to limit global warming, contain a virus like COVID-19, or successfully fight poverty, everyone--including citizens and scientists, start-ups and established companies, as well as the public sector and NGOs--must have access to data. When everyone has access to the informational riches of the data age, the nature of digital power will change. Information technology will find its way back to its original purpose: empowering all of us to use information so we can thrive as individuals and as societies.

Big data --- Information technology --- Technological innovations --- BUSINESS & ECONOMICS / Economics / General. --- Access control --- Social aspects --- Data sets, Large --- Large data sets --- Data sets --- Big data - Access control - United States --- Big data - Social aspects - United States --- Information technology - Social aspects - United States --- Technological innovations - Social aspects - United States --- access mandates. --- accessibility. --- algorithms. --- data privacy. --- digital. --- general data protection regulation. --- government. --- information. --- internet governance. --- liberation. --- online. --- platforms. --- power. --- regulators. --- security. --- social media. --- systems. --- tech dominance.

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Learning in Information-Rich Environments I-LEARN and the Construction of Knowledge in the 21st Century   Delia Neuman     Human beings are bombarded with information at all times—not just electronically, but through our senses and experiences, affecting how we seek, process, and create information. From this limitless complexity comes an important question: how can we learn and teach more effectively in our information-generating world?   Grounded in seminal ideas in learning theory, instructional systems design, and information studies, Learning in Information-Rich Environments brings together ideas that have run in parallel for years but whose relationship has not been explored in full until now, expanding on familiar and contemporary concepts of learning to include our interactivity with everyday situations and stimuli. This comprehensive and thought-provoking analysis links traditional theories to emerging ideas in learning by:   Demonstrating that information is the basic unit of learning, critical thinking, and problem solving. Defining information-rich environments and the range of information formats—including print, audio, video, and others—that comprise them. Extending these concepts to the Internet/World Wide Web and the current spectrum of information and communication technologies used for learning. Exploring the 21st-century skills and strategies needed to capitalize on learning opportunities in contemporary information environments. Setting out the non-linear I-LEARN model of gaining and using knowledge in formal and informal information-rich environments. Discussing how I-LEARN can be used in the assessment of learning, and in the design of assessment tools.   Its skillful blend of elegant concepts and real-world evidence makes Learning in Information-Rich Environments a must-read title for graduate students and educators in educational theory, instructional design, and information science.

Electronic information resource literacy -- Study and teaching (Higher) -- United States -- Congresses. --- Information literacy -- United States -- Congresses. --- Information technology -- Social aspects -- United States -- Congresses. --- Learning --- Information society --- Education --- Social Sciences --- Theory & Practice of Education --- Educational technology --- Information technology. --- IT (Information technology) --- Education. --- Library science. --- Learning & Instruction. --- Library Science. --- Computers and Education. --- Data processing. --- Technology --- Telematics --- Information superhighway --- Knowledge management --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Librarianship --- Library economy --- Bibliography --- Documentation --- Information science --- Learning. --- Instruction. --- Education—Data processing. --- Learning process --- Comprehension