#digitalliteracy — Public Fediverse posts

Understanding WCAG 2.2 as ePub and PDF

https://doeken.org/wcag-ebook

Comments: https://news.ycombinator.com/item?id=49271442

#HackerNews #WCAG22 #ePub #PDF #Accessibility #DigitalLiteracy #WebStandards

Cornell Chronicle: Cornell expands AI Critical Literacy Program for incoming students. “After a successful pilot launch in the spring, Cornell’s AI Critical Literacy Program will be offered in the fall to all incoming students as well as other interested students, faculty members and staff. The expanded program will feature four modules – ‘What is Generative AI?’; ‘Ethical Questions […]

UC Berkeley: Does misinformation on Facebook and Instagram change what you believe?. “The experiment was successful in changing what people saw: participants assigned to the intervention were exposed to roughly 70% less content from untrustworthy sources. However, their political beliefs and attitudes did not measurably change, even among those who were previously exposed to the most content […]

Porting SafeText and analyzing digital content with Apache Tika

Last year I wrote about pitfalls in modern journalism, especially with regards to receiving documents and information from whistleblowers without offering them adequate protection.

The tl;dr is that you, as a whistleblower, need to protect yourself; and you, as an editor or journalist, need to protect your whistleblowers.

Steganographic fingerprints might be one method adopted to detect someone leaking information. Steganographic characters replace common textual characters with unusual but hard to detect variants, e.g. they look the same to the human eye, or are actually invisible. Using a tool called SafeText by David Jacobson we can identify these hidden fingerprints in the content that you share.

I firmly believe we can find clues about what is important to preserve, or learn to preserve, when we analyse the content of the digital record and not just the (file) format of the digital record.

A file can contain many different features and these are all challenges to their future interpretation, and thus preservation.

I wanted to use SafeText in some of my other non-Python tooling and so I decided to port the code to Golang as a composable module and binary.

By coincidence at the time I started writing this I had also just written about revisiting tikalinkextract and so I thought I would write this small explanation about how you might combine Tika and SafeText to perform some content analysis of your own.

Who knows, maybe we will find a conspiracy. Maybe we’ll find secret codes in our own digital records. Maybe we’ll learn something new about our records…

Lets have a look at putting Tika and SafeText together and see where it goes.

AI Nudification: The 55% Stat Parents Can’t Ignore

How AI Nudification Became the New Adolescent Normal

From Virtual Fitting Rooms to Digital Danger

Generative AI (GenAI) was supposed to be our creative co-pilot. We didn’t see AI Nudification coming.

We marveled at its ability to turn text into art and embraced “virtual try-on” applications that allowed us to see how clothing might fit using nothing more than a smartphone camera. But as a tech ethicist, I’ve watched this innovation take a dark, predatory turn. While the underlying technology, specifically “inpainting,” is legitimate, its application in adolescent circles has reached a terrifying tipping point.

We are no longer talking about a few “tech-savvy” outliers; we are witnessing the mass-normalization of AI-generated Child Sexual Exploitation Material (CSEM) among teenagers. This isn’t just the next stage of digital growing pains. It’s a fundamental shift in how the first generation of “AI adolescents” navigates consent, identity, and digital harm.

Takeaway 1: The “Scaling Gap” and the New AI Nudification Normal

For years, educators and parents tracked the steady rise of traditional “sexting.” Historical meta-analyses placed adolescent creation and receipt of self-generated sexual imagery at roughly 14.8% and 27.4%, respectively. This latest data reveals a staggering “scaling gap” that should alarm every stakeholder in digital safety. 

Today, GenAI has effectively quadrupled those rates. According to a nationally representative survey of 13-to-17-year-olds:

• 55.3% of adolescents have used AI “nudification” tools to create sexualized images of themselves.
• 54.4% have received these images.

What was once a niche behavior has become a majority experience. This isn’t just a technological update to sexting; it is a total normalization of CSEM production as a routine part of adolescent sexual exploration.

Are you an LPC in need of continuing education? Dr. Weeks has a course on this material and many other unique and interesting topics.

In the course, “The Prevalence of Youth-Produced Image-Based Sexual Abuse,” Dr. Weeks teaches how child digital safety is undergoing a paradigm shift, how changes in Image Based Sexual Abuse require adaptation, and proposes a framework for conceptualizing IBSA.

Takeaway 2: Nudification vs. Creation – The Personal Toll of Inpainting

It is vital to understand the technical nuance that makes this trend so invasive. There is a massive difference between general text-to-image GenAI (which creates an image from a prompt) and “nudification” tools. These tools utilize a technique called inpainting, which modifies a pre-existing, real photo. 

The survey found that usage of these specific nudification tools is significantly higher than traditional AI content creation. This is precisely why the victimization is so direct: it requires the likeness of a real person. As the study notes, these tools are designed to: 

“…visualize what individuals might look like without clothing.” 

By using a real individual as a “basis image,” the technology allows for the digital removal of clothing, turning a casual school photo into CSEM in seconds. The distinction between a “fake” image and a “real” person is erased, leading to a profound degree of direct victimization.

Are you exploring your trauma? Do you feel your childhood experiences were detrimental to your current mental or physical health? Utilize this free, validated, self-report questionnaire to find out.

Take the Adverse Childhood Experience (ACE) Questionnaire

Takeaway 3: The High Cost of Non-Consensual “Deepfakes”

The most heartbreaking aspect of this shift is the erosion of consent. The data highlights a crisis of victimization: 36.3% of participants reported having a non-consensual image of them created, and 33.2% had such an image shared without their permission. 

Victims describe a visceral sense of “powerlessness” and “dehumanization.” When your likeness can be hijacked and sexualized without your involvement, it leads to a state of constant hypervigilance. Crucially, these statistics represent a lower bound of the crisis. Because the study only measured peer-to-peer actions, it does not account for images created by adults exploiting minors or images of children under the age of 13. If those variables were included, the scale of victimization would likely skyrocket.

Takeaway 4: The Gender and Age Myths Around AI Nudification Debunked

We often fall into the trap of thinking digital crises are limited to specific subcultures or older teens. The data tells a different story. The usage of AI nudification tools is remarkably uniform across all demographics: race, region, and sexual orientation showed no statistically significant differences in prevalence. This is a universal adolescent issue. 

While male participants showed higher rates of regular (frequent) creation and distribution, the most startling finding was the age breakdown. There was no statistically significant difference in usage between 13-year-olds and 17-year-olds. This destroys the myth that we can wait until high school to talk about AI safety. To be effective, digital literacy and intervention must begin before age 13, as younger adolescents are already engaging with these tools at the same rates as their older peers.

Learn why it’s important for everyone, especially teens, to be able to control their online experiences. Dick Pic Culture: How do Teenage Girls Navigate it?

Takeaway 5: A Legal and Ethical Gray Zone

We must call these images what they are: CSEM. Under federal law (18 U.S. Code § 1466A), the production and distribution of pornographic GenAI images of minors is illegal, regardless of whether the image is “real.” 

This puts policymakers in an ethical bind.

We are currently seeing thousands of adolescents technically committing federal crimes as part of “exploratory” peer behavior. Ethicists and lawmakers are now forced to debate whether we need legal “carve-outs” for consensual, same-age peer interactions, or if the permanent digital harm of these images necessitates strict criminal enforcement. Meanwhile, “gray market” apps continue to bypass app store controls, providing easy access to nudification tools without any meaningful age verification.

Conclusion: A Call for Proactive Digital Literacy

The window for intervention is narrow but still open. Because much of the current usage is reported as “exploratory” rather than “habitual,” we have a brief opportunity to steer this generation toward a more ethical digital future. However, our response cannot be reactive. We need multimodal education that doesn’t just teach “online safety” but addresses the profound ethical weight of AI tools and the lifelong impact of non-consensual sharing. 

Final Thought: As we enter an era where a child’s likeness can be permanently decoupled from their consent in a matter of clicks, we must ask: Are our legal and educational frameworks fundamentally incompatible with this new reality, or are we simply too slow to protect the first generation of AI adolescents?

Are you a professional looking to stay up-to-date with the latest information on, sex addiction, trauma, and mental health news and research? Or maybe you’re looking for continuing education courses? Then you should stay up-to-date with all of Dr. Jen’s work through her practice’s newsletter!

Are you looking for more reputable, data-backed information on sexual addiction? The Mitigation Aide Research Archive is an excellent source for executive summaries of research studies.

On February 20, 2026, I presented a paper at the Future of Writing symposium 2026, whose main theme was “adaptability”. The symposium was organized by Mark Marino and Z.D. Dochterman and it was presented by The Dornsife Writing Program at the University of Southern California, the Institute on Ethics & Trust in Computing, the Viterbi Engineering in Society program, the Ahmanson Lab, the Electronic Literature Organization, and the Humanities and Critical Code Studies Lab.

I do not actually teach writing, but digital writing is the focus of my academic research and I teach digital literacy workshops (with the Socialini collective). These two experiences led me to present a phenomenological approach to teaching writing, a method that is in debt to C.I.R.C.E.‘s “hacker pedagogy” and their interface analysis, which I apply to writing interfaces. The title of the paper is The Daimon of the Interface: an (Alien) Phenomenological Approach to Writing Technology.

The overall goal of this approach is to help students develop a deep awareness of the interconnection and interdependence of writing and thinking, and of the influence that the tools we use have on our cognitive and writing processes.

Since my academic career is likely coming to its end soon, I thought it was better to publish it as a working paper on my Zenodo profile instead of going through the everlasting and exhausting process of developing it as it should be done, then submitting it to an academic journal and going through the full loop. I know this is a shortcut, but I also think that in the paper there could be some interesting ideas and the method I propose could be of some use to teachers. So in a spirit of openness and sharing, I prefer to put it out in the world. Of course, I’ll be more than happy to receive comments, critics and feedback: if you want, get in touch!

On February 20, 2026, I presented a paper at the Future of Writing symposium 2026, whose main theme was “adaptability”. The symposium was organized by Mark Marino and Z.D. Dochterman and it was presented by The Dornsife Writing Program at the University of Southern California, the Institute on Ethics & Trust in Computing, the Viterbi Engineering in Society program, the Ahmanson Lab, the Electronic Literature Organization, and the Humanities and Critical Code Studies Lab.

I do not actually teach writing, but digital writing is the focus of my academic research and I teach digital literacy workshops (with the Socialini collective). These two experiences led me to present a phenomenological approach to teaching writing, a method that is in debt to C.I.R.C.E.‘s “hacker pedagogy” and their interface analysis, which I apply to writing interfaces. The title of the paper is The Daimon of the Interface: an (Alien) Phenomenological Approach to Writing Technology.

The overall goal of this approach is to help students develop a deep awareness of the interconnection and interdependence of writing and thinking, and of the influence that the tools we use have on our cognitive and writing processes.

Since my academic career is likely coming to its end soon, I thought it was better to publish it as a working paper on my Zenodo profile instead of going through the everlasting and exhausting process of developing it as it should be done, then submitting it to an academic journal and going through the full loop. I know this is a shortcut, but I also think that in the paper there could be some interesting ideas and the method I propose could be of some use to teachers. So in a spirit of openness and sharing, I prefer to put it out in the world. Of course, I’ll be more than happy to receive comments, critics and feedback: if you want, get in touch!

On February 20, 2026, I presented a paper at the Future of Writing symposium 2026, whose main theme was “adaptability”. The symposium was organized by Mark Marino and Z.D. Dochterman and it was presented by The Dornsife Writing Program at the University of Southern California, the Institute on Ethics & Trust in Computing, the Viterbi Engineering in Society program, the Ahmanson Lab, the Electronic Literature Organization, and the Humanities and Critical Code Studies Lab.

I do not actually teach writing, but digital writing is the focus of my academic research and I teach digital literacy workshops (with the Socialini collective). These two experiences led me to present a phenomenological approach to teaching writing, a method that is in debt to C.I.R.C.E.‘s “hacker pedagogy” and their interface analysis, which I apply to writing interfaces. The title of the paper is The Daimon of the Interface: an (Alien) Phenomenological Approach to Writing Technology.

The overall goal of this approach is to help students develop a deep awareness of the interconnection and interdependence of writing and thinking, and of the influence that the tools we use have on our cognitive and writing processes.

Since my academic career is likely coming to its end soon, I thought it was better to publish it as a working paper on my Zenodo profile instead of going through the everlasting and exhausting process of developing it as it should be done, then submitting it to an academic journal and going through the full loop. I know this is a shortcut, but I also think that in the paper there could be some interesting ideas and the method I propose could be of some use to teachers. So in a spirit of openness and sharing, I prefer to put it out in the world. Of course, I’ll be more than happy to receive comments, critics and feedback: if you want, get in touch!

On February 20, 2026, I presented a paper at the Future of Writing symposium 2026, whose main theme was “adaptability”. The symposium was organized by Mark Marino and Z.D. Dochterman and it was presented by The Dornsife Writing Program at the University of Southern California, the Institute on Ethics & Trust in Computing, the Viterbi Engineering in Society program, the Ahmanson Lab, the Electronic Literature Organization, and the Humanities and Critical Code Studies Lab.

I do not actually teach writing, but digital writing is the focus of my academic research and I teach digital literacy workshops (with the Socialini collective). These two experiences led me to present a phenomenological approach to teaching writing, a method that is in debt to C.I.R.C.E.‘s “hacker pedagogy” and their interface analysis, which I apply to writing interfaces. The title of the paper is The Daimon of the Interface: an (Alien) Phenomenological Approach to Writing Technology.

The overall goal of this approach is to help students develop a deep awareness of the interconnection and interdependence of writing and thinking, and of the influence that the tools we use have on our cognitive and writing processes.

Since my academic career is likely coming to its end soon, I thought it was better to publish it as a working paper on my Zenodo profile instead of going through the everlasting and exhausting process of developing it as it should be done, then submitting it to an academic journal and going through the full loop. I know this is a shortcut, but I also think that in the paper there could be some interesting ideas and the method I propose could be of some use to teachers. So in a spirit of openness and sharing, I prefer to put it out in the world. Of course, I’ll be more than happy to receive comments, critics and feedback: if you want, get in touch!

On February 20, 2026, I presented a paper at the Future of Writing symposium 2026, whose main theme was “adaptability”. The symposium was organized by Mark Marino and Z.D. Dochterman and it was presented by The Dornsife Writing Program at the University of Southern California, the Institute on Ethics & Trust in Computing, the Viterbi Engineering in Society program, the Ahmanson Lab, the Electronic Literature Organization, and the Humanities and Critical Code Studies Lab.

I do not actually teach writing, but digital writing is the focus of my academic research and I teach digital literacy workshops (with the Socialini collective). These two experiences led me to present a phenomenological approach to teaching writing, a method that is in debt to C.I.R.C.E.‘s “hacker pedagogy” and their interface analysis, which I apply to writing interfaces. The title of the paper is The Daimon of the Interface: an (Alien) Phenomenological Approach to Writing Technology.

The overall goal of this approach is to help students develop a deep awareness of the interconnection and interdependence of writing and thinking, and of the influence that the tools we use have on our cognitive and writing processes.

Since my academic career is likely coming to its end soon, I thought it was better to publish it as a working paper on my Zenodo profile instead of going through the everlasting and exhausting process of developing it as it should be done, then submitting it to an academic journal and going through the full loop. I know this is a shortcut, but I also think that in the paper there could be some interesting ideas and the method I propose could be of some use to teachers. So in a spirit of openness and sharing, I prefer to put it out in the world. Of course, I’ll be more than happy to receive comments, critics and feedback: if you want, get in touch!

We are proponents of teaching critical thinking skills and digital literacy, so in honor of April Fool's Day we want to let you know that we have some great free teaching resources in our Media Literacy Collection.

These lessons cover social media literacy, surveillance, propaganda and disinformation, visual literacy and more. The lessons are based on award-winning films from around the world like And So It Begins (Philippines), Navalny (Russia), The Cup (Tibet/India).

Whether you want to boost your own media literacy skills or support your students in navigating their media world, we've got something for you. Check it out!

https://journeysinfilm.org/film/media-literacy-and-journalism-lessons/

#MediaLiteracy #DigitalLiteracy #CriticalThinking #Education #Homeschooling #GlobalEducation

Logged In, Tuned Out

https://web.brid.gy/r/https://www.educationnext.org/logged-in-tuned-out-fifteen-years-billions-of-dollars-later-what-has-learning-tech-accomplished/

The rising threat of disinformation in Canada’s municipal elections
#Canada #Politics #Elections #MunicipalElections #Disinformation #Misinformation #ElectionIntegrity #DigitalLiteracy #AIThreats #Democracy #Transparency #VoterAwareness #ElectionReform
https://the-14.com/the-rising-threat-of-disinformation-in-canadas-municipal-elections/

📢 Heute - neues Gutachten der #SWK veröffentlicht: "Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern".

🔻 Infos & Download: https://www.swk-bildung.org/veroeffentlichungen/gutachten-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/

Vorgestellt wird das Gutachten der SWK am 10. April beim 💬#SWKTalk.

ℹ️ Mehr Infos und Anmeldung zum digitalen Event: https://www.swk-bildung.org/termin/swk-talk-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/ #FediLZ #Lernen #DigitalLiteracy #Bildung #Ausbildung #Berufsorientierung #Deutsch #Mathematik #Naturwissenschaft #Englisch

📢 Heute - neues Gutachten der #SWK veröffentlicht: "Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern".

🔻 Infos & Download: https://www.swk-bildung.org/veroeffentlichungen/gutachten-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/

Vorgestellt wird das Gutachten der SWK am 10. April beim 💬#SWKTalk.

ℹ️ Mehr Infos und Anmeldung zum digitalen Event: https://www.swk-bildung.org/termin/swk-talk-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/ #FediLZ #Lernen #DigitalLiteracy #Bildung #Ausbildung #Berufsorientierung #Deutsch #Mathematik #Naturwissenschaft #Englisch

📢 Heute - neues Gutachten der #SWK veröffentlicht: "Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern".

🔻 Infos & Download: https://www.swk-bildung.org/veroeffentlichungen/gutachten-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/

Vorgestellt wird das Gutachten der SWK am 10. April beim 💬#SWKTalk.

ℹ️ Mehr Infos und Anmeldung zum digitalen Event: https://www.swk-bildung.org/termin/swk-talk-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/ #FediLZ #Lernen #DigitalLiteracy #Bildung #Ausbildung #Berufsorientierung #Deutsch #Mathematik #Naturwissenschaft #Englisch

📢 Heute - neues Gutachten der #SWK veröffentlicht: "Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern".

🔻 Infos & Download: https://www.swk-bildung.org/veroeffentlichungen/gutachten-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/

Vorgestellt wird das Gutachten der SWK am 10. April beim 💬#SWKTalk.

ℹ️ Mehr Infos und Anmeldung zum digitalen Event: https://www.swk-bildung.org/termin/swk-talk-kompetenzen-fuer-den-erfolgreichen-uebergang-von-der-sekundarstufe-i-in-die-berufliche-ausbildung-sichern/ #FediLZ #Lernen #DigitalLiteracy #Bildung #Ausbildung #Berufsorientierung #Deutsch #Mathematik #Naturwissenschaft #Englisch

I am back!!!
And I brought Jacqueline Jayne with me. 🤘✨

Make some noise for an awesome episode 🎉

After taking a brief pause, I’m back at full speed with my shows: Redefining #Society & #Technology on ITSPmagazine Podcasts — ready to bring you bold conversations that challenge assumptions and question the role of technology in our lives.

This is the first episode published for the 2025 season, but trust me, many more are already recorded and coming your way soon.

And we’re kicking things off with a big one.

🚨 Australia recently banned social media for kids under 16.
A bold move? Sure. A solution? Well, that’s where the debate begins.

In this episode of Redefining Society & Technology, I sit down with my Australian friend Jacqueline Jayne to break it all down. JJ is a cybersecurity and human risk expert, and she’s got some strong thoughts about why prohibition never works.

Let’s face it—does banning something ever actually solve the problem?

We explore the unintended consequences:
⚠️ Will this really protect kids, or just push them to riskier online spaces?
⚠️ What about the communities that rely on #socialmedia for connection and support?
⚠️ Who’s actually responsible for educating kids (and adults) about online safety?

Technology moves fast, but knee-jerk policies don’t always keep up. Instead of banning, maybe it’s time we start educating.

📺 Start with the teaser video https://youtu.be/6wKbgTeNux8

📺 Then move on the full length video https://youtu.be/5ZehKjNsavc

🎙️ Or listen to the audio if it is your preferred media https://redefining-society-podcast.simplecast.com/episodes/the-great-australian-social-media-ban-fixing-a-broken-system-or-just-breaking-it-more-guest-jacqueline-jayne-jj-a-redefining-society-and-technology-podcast-episode-hosted-by-marco-ciappelli

The importnat thing is that you listen now and join the conversation -- comment below!

Let’s rethink, redefine, and challenge the way we approach technology in society.

Subscribe to the podcast for many more stories about our relationship with technology and what it means in our digital-analog hybrid society.

✨ https://redefiningsocietyandtechnologypodcast.com/

Enjoy!

#Technology, #CyberSecurity, #DigitalSafety, #SocialMedia, #OnlinePrivacy, #InternetRegulation, #TechEthics, #DigitalLiteracy, #CyberAwareness, #FutureOfTech, #HumanRisk, #ParentalControls, #OnlineSafety, #HybridSociety, #TechPolicy, #BanningSocialMedia, #DigitalCitizenship, #DataProtection, #CyberEducation, #TechForGood