chapter one
Central Issues in the Ethics of Digital Media
Morally as well as physically, there is only one world, and we all have to live in it.
(Midgley [1981] 1996, 119)
Chapter overview
We open with a classic case-study of cyberbullying that introduces representative ethical issues evoked by digital media. This case-study is accompanied by one of the primary pedagogical/teaching elements of the book – questions designed to foster initial reflection and discussion (for individuals, small groups, or a class at large), followed by additional questions that can be used for further reflection and writing.
After an introduction to the main body of the chapter, the section “(Ethical) life in the (post-)digital age?” provides a first overview of digital media and their ethical dimensions. I also highlight how more popular treatments of these, however, can become counterproductive to clear and careful ethical reflection. We turn next to some of the distinctive characteristics of digital media – convergence, digital information as “greased,” and digital media as communication technologies – that occasion specific ethical issues treated in this volume. We then take up initial considerations on how to “do” ethics in the age of digital media. Finally, I describe the pedagogical features of the book and provide some suggestions for how it is designed to be used – including specific suggestions for the order in which the chapters may be read.
Case-study: Amanda Todd and Anonymous
When Amanda Todd was 12 years old and “fooling around” with friends, including someone looking on via a webcam, the someone asked Amanda to show him her breasts. She lifted her top: the result was a video and pictures that began circulating on the internet – distributed in part as her stalker would develop a new Facebook profile when Amanda moved to a new school. Once friended with Amanda’s new friends, the stalker would distribute the video and photos again, as well as send them to teachers and parents. One of the consequences of the online stalking was offline bullying – not unusual for young adolescents, but now laced with taunts of “porn star” (Bleaney 2012). At one point, Amanda made her first suicide attempt: part of the online response included a series of “jokes” facilitated by tumblr.
Her stalker did not go away, and Amanda’s responses became more and more desperate. In September, 2012, she posted a video on YouTube that described her experience (www.youtube.com/watch?v=KRxfTyNa24A). On October 10, Amanda, now 15 years old, committed suicide. Her death – including her video – attracted significant attention: by February, 2013, it had logged over 4 million views, and has now been seen by tens of millions. Alongside the initial official investigations, the group Anonymous claimed to have identified her stalker and published his name and address: not surprisingly, he received death threats. Meanwhile, “Amanda Todd jokes” – and, presumably, the original pictures and video – continue to circulate online (Warren and Keneally 2012).
first reflection/discussion/writing questions
Amanda Todd’s experience of cyberbullying has become a classic case and example in digital media ethics, in part because of the multiple issues and responses it entails. In addition to cyberbullying, we will explore the privacy issues it raises in chapter 2. We will also take a look at two additional topics evoked here – namely, the risks of “moral panics” in media reporting on such events, and new forms of “vigilante justice” facilitated by internet-connected digital media.
Introduction
Most certainly, in the industrialized world, our lives are inextricably interwoven with what are sometimes called “New Media” or digital media. Current generations are sometimes referred to as “digital natives,” indicating that they have been born into and grown up in a world saturated with these technologies. More broadly, an influential European Commission “Digital Futures” project used in its title the term “Onlife,” as developed by information philosopher Luciano Floridi (2015) to highlight how the once distinct domains of “life online” and “life offline” are now (more or less) seamlessly interwoven in an “Onlife.” At the same time, contemporary media coverage of digital media frequently highlights important, often frightening, ethical issues these entanglements entail. Beyond our opening examples of cyberbullying and “trial by Internet,” it is easy to find stories highlighting how violence in games appears to lead to horrific, real-world violence, ranging from school shootings to the July 22, 2011, killings in Norway, including 69 young people on the island of Utøya (Daily Mail Reporter 2012). Similarly, the long-standing debate over whether pornography consumption results in increased sexual aggression, especially toward women and girls, continues (e.g. Wright, Tokunaga, and Kraus 2016). More broadly, numerous episodes and developments have forced attention to how our immersion in digital media technol...