Reflecting on a Semester of Learning:

Perspectives, Communities, and Digital Citizenship

OGL 340

Arizona State University

Prof. Christopher Glover

 Throughout the course of this class, I have had the opportunity to engage with thought-

provoking texts and discussions that have significantly contributed to my understanding of

digital communities, citizenship, and the evolving landscape of technology. This reflection aims

to delve into the key texts we explored, the Perusall discussion format, the evolution of my

perspective, and how I intend to apply these newfound insights for personal development.

One of the pivotal texts that deeply resonated with me was Benedict Anderson's

"Imagined Communities." Anderson's exploration of the concept of nationhood as an imagined

construct was eye-opening. His perspective on how print capitalism and shared languages

contributed to the formation of national identities made me reconsider my understanding of

community in the digital age. Anderson's notion of "deep horizontal comradeship" helped me

realize that in the digital realm, communities are not just physical but can transcend geographical

boundaries. This idea challenged my preconceived notions of community, emphasizing that

online connections can be just as meaningful as those in the physical world. This insight

encouraged me to be more open to diverse online communities and their potential for fostering a

sense of belonging.

Another text that left a lasting impact on me was Jason B. Ohler's "Digital Community,

Digital Citizen." Ohler's emphasis on the importance of digital literacy and responsible digital

citizenship resonated with me deeply. His concept of the "digital citizen" as someone who is not

only proficient in technology but also ethical and responsible online has influenced my digital

behavior. I now strive to be a more conscientious digital citizen by critically evaluating online

content, practicing digital etiquette, and promoting digital empathy. Ohler's work made me

realize that being a part of a digital community comes with responsibilities, and I am committed

to upholding them.
 Marc Prensky's "Digital Natives, Digital Immigrants" challenged my perspective on

generational differences in technology adoption. Prensky's differentiation between digital natives

(those who grew up with technology) and digital immigrants (those who adapted to it later in

life) made me reevaluate how I perceive technology and its impact on different age groups. I

learned that both groups bring unique strengths to the table, and it's essential to bridge the

generational gap by fostering collaboration and understanding. This shift in perspective has

influenced my approach to working with individuals of different age groups, both personally and

professionally, by recognizing and valuing their distinct experiences and contributions in the

digital world.

The Perusall discussion format was an integral part of this course's learning experience. It

encouraged active engagement with course materials and facilitated meaningful discussions

among classmates. The ability to annotate and comment on readings in real-time added a

dynamic layer to our learning. It not only helped me gain a deeper understanding of the texts but

also exposed me to diverse interpretations and perspectives from my peers. This format not only

encouraged critical thinking but also promoted collaborative learning, making the course more

enriching and interactive.

Over the semester, my perspective on the digital world has evolved significantly. I have

come to appreciate the interconnectedness of digital communities, transcending geographical

boundaries and offering unique opportunities for learning and collaboration. I now view digital

citizenship as a vital skill set that goes beyond technical proficiency, encompassing ethical

responsibility and empathy. Additionally, I have developed a more nuanced understanding of

generational differences in technology adoption, recognizing the strengths and contributions of

both digital natives and immigrants.

 Looking ahead, I plan to continue using what I've learned for my personal development

in several ways. Firstly, I intend to actively participate in and contribute to online communities

that align with my interests and values. These communities can provide a sense of belonging and

foster collaborative learning opportunities. Secondly, I will strive to be a responsible digital

citizen by promoting ethical behavior, critical thinking, and empathy in online interactions. I aim

to lead by example and encourage others to do the same. Lastly, I will apply my understanding of

generational differences in technology adoption to improve communication and collaboration

with colleagues and peers of different age groups, bridging the digital generation gap.

In conclusion, this semester has been a transformative journey of learning, reflection, and

growth. The texts we explored, the Perusall discussion format, and the evolution of my

perspective have all contributed to a richer understanding of digital communities, citizenship,

and technology's role in our lives. I am excited to carry these insights forward and continue to

develop as a responsible and engaged digital citizen in an ever-evolving digital landscape.

References

Anderson, B. (2016). In Imagined communities: Reflections on the origin and spread of

nationalism. Verso. London 2016. Perusall Edition.

Ohler, J. (2010). Digital Community, Digital Citizen. Corwin Press. Thousand Oaks, 2010.

Perusall Edition.