Learning in a digital world- Digital Identity

Digital Identity







In today’s digital age, I often find myself reflecting on the question: Who are we online? The identity we present in the digital world can be quite different from the one we carry in our everyday lives. This idea becomes especially clear when I compare my own digital identity with that of my younger brother. At 25, I’ve had a number of years of experience learning about and managing my online presence. My brother, on the other hand, is only 11 and just beginning to navigate this space. We're at different stages in life, and that difference shapes the way we interact with and understand our digital identities.

Digital identity is no longer just about usernames and profile pictures. It extends to our passwords, bank accounts, emails, driver’s licenses, and even the images we share. All of these pieces contribute to how others perceive us online. What we post, how we engage, and the digital footprint we leave behind all create a public record that can influence our future—positively or negatively.

Feher (2021) constructs an essential distinction between digital identity and online self. Digital identity incorporates the technical and system-based data that forms the foundation of who we are online. For now, our online self is more personal. We present ourselves on social media, how we engage with others, and how we express our thoughts and opinions. Feher (2021) also emphasizes the position of self-reflection, self-expression, and self-control which are often lapping aspects of our digital behaviour.

Luzon (2018) links digital identity to Goffman's concept of identity as performance. Goffman (1959) debates that in everyday life, we alter our performances for different audiences. This idea shows relevance in the online world, where we constantly shift between both personal and professional personas. One area where this distinction becomes critical is in supporting professional digital identity. As Lupton et al. (2019) points out that the way we interact on professional platforms; what we post, comment on, or share can significantly impact our career prospects.

A case that still lingers in my mind is the 2017 incident reported by Charlotte Carter, where a group of high school girls performed a prank that ended in legal charges. One of the girls rode a motorbike topless through a boys’ school, and unfortunately, someone got hurt. This event not only led to criminal charges but also damaged their reputations; both in real life and online. If these girls ever wanted to pursue careers in education, for example, their digital footprints might become a barrier.

It is a concern that how quickly young people are exposed to the digital world. My brother’s frequent use of technology at such a young age is both impressive and worrying. The Social Dilemma briefly touches on how our online behaviours and data are tracked and collected, often without our full awareness. This makes me scared what technology has come to. It’s essential, especially for the younger generation, to understand what digital identity is and how to be responsible digital citizens.  As a sister and a teacher in training, I feel a growing responsibility to guide students in developing a strong, thoughtful, and safe digital identity.

I’ve come to realize that building a positive online reputation starts with intentional actions. By doing volunteering in community organizations like ECE centres, the Kumeu Friendship Group, or Selwyn, and being tagged on their online posts, it helps me to create a digital presence that reflects values like responsibility, compassion, and leadership. It is in the hope that these efforts would help me in laying the foundation for a professional identity that future employers will recognize and respect.

References 

Carter., C. (2017). Schoolgirls topless motorbike prank ends in guilty plea.

Schoolgirl's topless motorbike prank ends in guilty plea - NZ Herald

Feher., K (2021). Digital identity and the online self: Footprint strategies– An exploratory and comparative research study.

Digital identity and the online self: Footprint strategies – An exploratory and comparative research study

Luzon., J., M. (2018). Constructing academic identities online: Identity performance in research group blogs written by multilingual scholars.

Constructing academic identities online: Identity performance in research group blogs written by multilingual scholars


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