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Exploring the Digital Self: Technology, Society, and Identity

September 4, 2020

Faculty Senate President Dorothea Herreiner talks to Christopher Finlay, associate professor of communication studies, about his course “The Digital Self” and the transition to teaching in an online environment. Associate Professor Finlay has taught at LMU since 2012. He typically teaches introductory and capstone media courses as well as special topics courses including “Wires and Empires,” which focuses on the relationship between global politics and media industries, and “The Digital Self,” which blends media studies, sociology, psychology and economics to assess the impact of the internet on our individual and social identities. Please see https://works.bepress.com/christopher_finlay/ for a list of his academic and popular press publications.

Dorothea Herreiner: What is this course about and what are your goals when teaching CMST 3520, “The Digital Self”? Christopher Finlay: The question at the heart of this course is whether and how digital technologies are fundamentally changing our relationships, not just to each other, but to ourselves. That’s a huge question, especially given the dynamic role of technology in our social lives, our politics, and our consumption habits. To begin to answer it, I ask students to embrace a transdisciplinary research agenda, borrowing from history, economics, sociology, psychology and media research. I have two goals when I teach this course: first is to work with students to help them become more reflective about their own online behavior; second is to explore how our choices, our self-expression, our very identities are intertwined and shaped by technological affordances and Silicon Valley’s practices. Ideally, students will learn to adopt a more critical relationship with technology and develop a skillset that enables them to unpack and question technology’s influence in our society.

DH: What are important disciplinary-specific aspects of this course? CF: The origins of the communication studies discipline are transdisciplinary. I’ve designed “The Digital Self” to model that transdisciplinary ethos. We read research from multiple academic specialties and ask how research from the communication and media studies disciplines might help further the goals and insights of researchers from other disciplines. In addition, scholars in the communication and media studies disciplines are always invested in how research can be applied to politics and the everyday lived experience. So, while the questions and foundational theory in the course remains relatively the same each semester, their application can change radically depending on current events. In this way, I hope that students develop a sense that “dry academic theory” can and should be “living,” always in conversation with the deepest and most difficult issues of our time.

DH: What are some main lessons you learned this spring, summer, or before about teaching online? CF: I’ve had a long history with online learning, extending back to the 1990s when as an undergraduate research assistant I helped my American politics professor develop an early online course. Over the last 20 years, I’ve participated in designing and facilitating many online learning experiences. Although technology has changed dramatically, I believe the following three lessons remain central:

• Attitude matters! Students and instructors shouldn’t approach online learning as a substitute for embodied learning. Instead, we all have a responsibility to use technology to build discourse, learning objects, and community. If we work together as partners in exploration, online learning can be a rewarding and powerful experience.
• Community matters! Whether asynchronous or synchronous, online learning should prioritize shared experiences and shared responsibility. There’s a temptation to understand online learning as simply a “push and pull” exercise. Instructors push material out and students pull some of it in. This doesn’t work very well. Instead, I’ve found collaborative learning assignments and exercises are far more powerful, especially if students have a real sense of ownership over material. That all starts with creating community.
• Usability matters! The promise of an ever-evolving set of digital learning tools can be enticing. And, I think it is important to stay abreast of developments. But, I’ve found, often through trial and error, that no matter how “shiny” the latest technology is, it is crucial to consider the user experience. Students are not always as technologically adept as we assume. And, sometimes, the latest advances in learning technology demand a great deal of expensive computer power. So, I try to always ask myself whether the technology I use in a class is intuitive and affordable.

DH: What are some main differences between teaching this course in person and teaching it online/remotely? CF: I run “The Digital Self” as a seminar. Seminars are inherently a shared experience, featuring mutuality and honest exchange. In the classroom, I try to facilitate some truly rewarding group conversations.

I don’t like Zoom-based seminars with more than about 10 participants, because everyone has to mute their microphones to avoid chaos! So, I’ve experimented with dividing the class in half. One group participates in a seminar while the other group experiences it asynchronously via recordings. We switch roles every class, so everyone participates in class seminars regularly. This works really well. In fact, the conversations are often more intimate and detailed in those smaller Zoom seminar settings. And, I augmented them with extended office hours in case students who watched but didn’t participate in the conversation wished to follow-up on a particular point in real time.

One very important rule: all of us keep our cameras on for the entire seminar. In the classroom, facial expressions and body language are very useful to me as an instructor, often telling me more about student comprehension than student questions. So, I ask my students to keep their cameras on so I can read their facial expressions to see how they respond to the material and conversation.

DH: What are some new elements that you introduced into the course in the online environment? CF: In an effort to enhance the collaborative approach to education and a shared sense of ownership over the classroom experience, I asked students to design and facilitate VoiceThread presentations.

VoiceThread allows students to combine PowerPoint slides, video and other multimedia elements. In addition, student presenters are able to easily record an oral presentation over the visual material. When their peers view the material, they can record their own oral feedback. This technology is very effective in terms of usability and community building. It is web-based, intuitive and simple. And, by asking student presenters to facilitate peer participation in the VoiceThreads (monitoring and responding to peer contributions), students developed a sense of ownership not just of their own material but of a shared responsibility to listen to and respond to each other through this digital medium.

Students also made short documentary videos in lieu of more traditional oral presentations. In addition to asking students to produce videos, I built in a response essay assignment, asking students to draft counterarguments and assess the content and rhetorical strategies in each other’s presentations. Like VoiceThread, this assignment augments the synchronous seminar components of “The Digital Self” by asking students to watch each other’s videos asynchronously and then draft response papers. Again, the emphasis is on community, as students respond to each other’s work in the spirit of friendly competition as opposed to passively watching each other’s videos.

Finally, I regularly share TED talks, short documentaries, interviews, news clips and other media in real time. This is something I had already integrated into the classroom version of “The Digital Self.” But, sharing a link to an op-ed or live C-Span coverage of a technology hearing is more seamless in online conversations than in the classroom. We can watch and analyze events together in real time. This is a place where the digital classroom really shines.  

DH: What are you most excited about in this course this semester? CF: The diversity of student-sourced and created content. I was impressed by the variety, depth and innovation students brought to the table when producing asynchronous content for their peers. They were able to draw upon YouTube, Reddit, Instagram, TikTok and countless other platforms. I learn a great deal from this. In an endlessly personalized digital world, my version of the internet is not at all the same as the versions of the internet my students experience. It can be quite eye-opening to see where our disparate digital experiences converge and diverge.

DH: What new opportunities does this new teaching environment provide? CF: In this course, where we question the nature of online interactions and identity, the digital modality of the course itself becomes part of the analysis. Students routinely surprised me by connecting their experiences in the digital class to larger arguments from the class readings. In an important way, this course became much more about experiential learning than I had at first expected.

Beyond “The Digital Self,” I think the turn to digital learning will have a lasting impact on my approach to the media studies discipline. I’ve come to believe that asking students to apply their knowledge and develop skills in mediatized environments is essential. While I still believe that in-person seminars and lectures are important, I recognize just how much media studies students benefit from developing and refining digital presentation skills. Combining key elements of an LMU education, such as critical thinking, methodological training, and careful ethical engagement, with a robust digital skillset will give our students an edge in their career pathways. Instead of simply studying media, students are also learning how to better communicate through media.

DH: What would you like to suggest to your students for taking courses in the fall? CF: Own your digital educational experience and, perhaps most importantly, be generous with yourself, your peers, and your instructor.

As I mentioned earlier, attitude matters. This type of educational experience can be transformative, but it requires significant individual commitment, self-responsibility and creativity. In a classroom, for instance, I can ask a student to put away their mobile phone if it is distracting. In a Zoom seminar, you can have that phone just outside of camera range and you may well have other apps on your computer monitor as well. So, make a pact with yourself to avoid distraction as much as possible. Similarly, stay on top of the asynchronous work. It is easy to put off or even forget work that isn’t attached to a specific time or place. So, build a schedule and stick to it.

Finally, despite the great opportunities technology provides, it remains imperfect and our access is always unequal. So, discuss your particular circumstances with your professor , your peers and your family. Connect with a study buddy who can catch you up if your Wi-Fi goes down. Can you log in via your mobile phone if your hardline connection goes out? Pay attention to your individual workspace and try to make it work for you. Are you in a busy, noisy house? Talk to your parents, roommates and siblings. Explain that they can best support your success by not interrupting you when you are in class. If that doesn’t work, try to find a quiet spot. I’ve logged in myself from the garage and the backyard when things get too intense in my house. I’ve heard stories of folks logging into seminars from a locked bathroom, because that was the only place where they could get some peace and quiet. This may not always be easy, but the more you can create routines and workspaces, the more successful you’ll be.

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Key Words in Digital Sociology

The digital self.

When it comes to the presentation of self, the framework called dramaturgical analysis coined by Erving Goffman is worth a mention. Goffman employed the theatre as an analogy to illustrate the different facets of the self, which can be considered as an aggregation of roles that we playout for the different audiences in certain situations. In Goffman’s analogy we are ‘actors’ who ‘perform’ the self on the ‘front stage’ of social interaction, hoping to guide how our ‘audience’ (the other people in an interaction) see us through ‘impression management’ (Goffman, 1990). Goffman (1990) argues that a person consciously and unconsciously performs the self while at the same time evaluating the meaning of their performance. He refers to Park (1950) who understands the person firstly as a mask. Park states: “It is rather a recognition of the fact that everyone is always and everywhere, more or less consciously, playing a role (. . .) It is in these roles that we know each other; it is in these roles that we know ourselves”(Park, 1950, p.249).

Zhao (2005) discusses digital self-construction and emphasises the role of online interactions. She argues that the digital self is formed without the influence of non-verbal feedback and traditional environmental factors. The existence of a “digital self” does not mean that the self is divided into physical and digital parts, but the emphasis is on the “E-Audience”. This “E-Audience” witnesses us on the ‘Front stage’ of the internet, like in the form of social media profiles, when we post and interact (Zhao, 2005).

Indeed, Bullingham & Vasconcelos (2013) find that we recreate our “offline” selves online, but that we ‘edit’ them. One form of this ‘editing’ is an embellishment by which users can dissimulate images or exaggerate events based on the existing situation, rather than construct a new identity (Bullingham & Vasconcelos, 2013). Another form is selectively choosing specific aspects of multiple offline selves and showcasing it to other audiences online. For example, on Instagram, we often only post the photos which make ourselves and our lifestyles look the best. It is a form of omission, and exaggeration when filters are used. With regards to Goffman’s dramaturgical analogy, this ‘editing’ of our online presentations could be seen as part of impression management for our “E-audience”. The strategies used to manage impressions, hence our interactions, are essential as they determine whether or not a relationship is established (Derlega, et al., 1987).

Additionally, personae adoption and external influences affect users to decide whether they fit a community or anonymizing identity (Boellstorff, 2008).  In contrast to personae adoption, another manifestation of presenting selves is recreating the offline selves online. Bullingham & Vasconcelos (2013) argue that we recreate our offline self online. For example, users may design their avatars as similar to their faces or use nicknames as their pseudonyms (Bullingham & Vasconcelos, 2013). Moreover, both phenomena can exist at the same time, presenting one’s ‘real self’ while creating new self on other platforms (Bullingham & Vasconcelos, 2013).

In this uncertain environment, users may come across dilemmas on how to accord authenticity and positive self (Greene, et al., 2006). As Suvi Uski argued, a successful self-presentation online requires elaboration to reduce conflict between the presentation of online self and offline self to reach uniformity as a single and consistent narrative (Uski, 2015).

Boellstorff, T., 2008. Coming of Age in Second Life: An Anthropologist Explores the Virtually Human. Princeton: Princeton University Press.

Bullingham, L. & Vasconcelos, A. C., 2013. ‘The presentation of self in the online world’: Goffman and the study of online identities, Journal of Information Science, 39(1), pp. 101-112.

Derlega, V., Winstead, B., Wong, P. & Greenspan, M., 1987. Self-disclosure and relationship development: An attributional analysis. Interpersonal processes: New directions in communication research, 14(1987), pp. 172-187.

Goffman, I. (1990) The Presentation of the Self in Everyday LIfe. Penguin Books.

Goffman, E., 1982. ‘The Interaction Order: American Sociological Association’, American Sociological Review, 48(1983), pp. 1-17.

Greene, K., Derlega, V. & Mathews , A., 2006. Self-disclosure in personal relationships. Cambridge Handbook of Personal Relationships, Issue 2006, pp. 409-427.

Park, R. E. (1950) Race and Culture (Glencoe.|lll.: The Free Press), p. 249.

Uski, S., 2015. Self-presentation in social network services. Helsinki: Publications of the Department of Social Research.

Waggoner, Z., 2009. My avatar, my self: identity in video role-playing games. McFarland: Jefferson.

Zhao, Shanyang. (2005) “The Digital Self: Through the Looking Glass of Telecopresent Others”, Symbolic Interaction, 28(3), pp. 387-405.

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The Digital Self (Chapter 2 from "Swarm and Spectacle")

Social Networking Sites (SNS), enable the affective relationship between dual selves, simultaneously existing in dual spheres not governed by the same spatial and temporal edicts. The consequences of preferring Face-to-Screen (F2S) social interaction through our digital selves are numerous, altering previous conceptions of friendship, hindering human emotional cognition of the embodied ‘other’, foremost our ability for feeling empathy toward another. In digital life the swarm is the sum of digital selves, fashioned by the yearning to re-present a version of their true self via image and textual performances, often an enhanced copy that serves in managing other’s impressions in a self-aggrandising cycle to reap the neurological rewards fulfilled by attention gratification.

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The present digital era has ushered a slew of technological creations that have had a substantial and continually evolving effect on our conceptions of self, identity and social relations. A second great technology bubble has spurned these creations, where economic value is ambiguous and often calculated in the performative labor of users through digital devices and the numerous social platforms with the potential to lure the consumptive desires of the swarm. The swift and ravenous actions of the swarm are dictated by the paramount commodities of the information and "sharing" economies - the attention and attention deficits of embodied participants eager to contribute and consume the spectacle of collective social media behaviour.

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(Undergraduate Essay) Introduction: Interactions between social agents are said to be governed by norms in how the self is presented to the other – that is, the audience, in Goffman's dramaturgical analysis (1990). In light of the emergence of online spaces for interaction, it is of interest to consider how foundational understandings of self-presentation, or impression management, apply to our interactions in those spaces, or social networking sites (SNSs), especially in relation to the sharing of secondary or usergenerated content. The aim of this essay is to address briefly some questions surrounding the 'self' and self-presentation in the context of the internet. In the first section, we will consider a brief personal experience which appeared to illustrate the paradigm shift which has occurred in social spaces, towards online interactions as an extension of traditional ones. Secondly, in the main section, we will consider directly the question of self-presentation on SNSs, and its implications for our understandings of sharing and privacy. Finally, we will make some reflections on discourses around narratives of the postmodern self, and its reported “saturation” and “population” in the age of contemporary technology (Gergen, 1991), and by way of conclusion reflect on what the considerations made in the essay may be able to tell us about the contemporary self and its presentation online.

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It is the nature of the visual artist to explore and examine both the world around and the self within, and also to experiment with new advancements in available materials. The subject of the self has been one that has been explored since the days of Aristotle; artists have commonly explored the subject through the means of self-portrait and portraiture. The artist is aware of the context in which they live and they are making work in response to this experience. If this is the case then as a visual practitioner within today’s contemporary culture it seems appropriate to explore cultural trends that exist within society. This dissertation is the result of extensive research conducted in the field of social media and the way it has affected both the way in which we explore and present the self and also how we connect with others through these new platforms. Chapter one discusses the emergence of social networking, particularly Facebook. This first chapter attempts to dissect the way in which the emergence of this new technology has affected the way in which we accept and utilise the online interface as a site of self exploration and presentation. This leads to the second chapter in which the phenomenon of the selfie is discussed. The instantaneous nature of the selfie makes it an accessible way of communicating the self and connecting with others in a visual way. But what is the difference between a selfie and a self-portrait created by an artist? Chapter three looks at a more abstract version of the online visual self; the avatar. It will discuss how this serves as a tool of self exploration and also what effect it has on the way in which we connect with others. It is intended that through these discussions an argument will be made which will illustrate the deconstructive nature of this method of self exploration and presentation. It is the initial perception that the internet has provided a platform for masses to be more connected, more expressive and more visually communicative than ever, but I suggest that this is at the expense of what makes us human. To what extent are we in control of what’s online and to what extent are we influenced by it?

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We live in a world full of judgment and competition, inescapably comparing ourselves and being compared to those around us. The types of actions users take and the kinds of information they are adding to their Facebook walls and profiles are a reflection of their identities. You are your Facebook, basically, and despite all its socialness, Facebook is a deeply personal medium. The time spent earlier during a car ride to a daydream, or building fantasies during lunchtime at work, or those small breaks one took to gaze outside the window are now all time to connect with technology, reply to a text, log on to websites and check email or notifications. I feel robbed on my aloneness, to be rather a buzz of constant communication, that hinders my every moment, and there is always someone to reply to. I finalized this topic because I wanted to explore the need of projection of an online identity of one‟s self and if it is the performance and the constant simulation that keeps us stimulated...

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This chapter seeks to show how the society of the digital swarm we live in has changed the way individuals behave to the point that we have become Homo digitalis. These changes occur with information privatization, meaning that not only are we passive consumers, but we are also producers and issuers of digital communication. The overarching argument of this reflection is the disappearance of the “reality principle” in the political, economic, and social spheres. This text highlights that the loss of the reality principle is the effect of microblogging as a digital practice, the uses of which can either impoverish the space of people’s experience to undermine the public space or achieve the mobilization of citizens against of the censorship of the traditional means of communication by authoritarian political regimes, such as the case of the Arab Spring in 2011.

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There are individual and collective influences operating on construction of social self. There are also significant dialectic contradictions at work between constructing and experiencing of social self, be it by individual or collective influences. The human species is able to combine different but related processes for social and instrumental interaction by means of individual input to collective activity. It is, however, a bit of a mystery how the balancing process between activity, consciousness and personality materializes in ICT-contexts, by means of social support and in the shape of virtual agency. This study suggests a way of dealing with the features of collective virtual personality.

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Self-Presentation in the Digital World

Do traditional personality theories predict digital behaviour.

Posted August 31, 2021 | Reviewed by Chloe Williams

• What Is Personality?
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• Personality theories can help explain real-world differences in self-presentation behaviours but they may not apply to online behaviours.
• In the real world, women have higher levels of behavioural inhibition tendencies than men and are more likely to avoid displeasing others.
• Based on this assumption, one would expect women to present themselves less on social media, but women tend to use social media more than men.

Digital technology allows people to construct and vary their self-identity more easily than they can in the real world. This novel digital- personality construction may, or may not, be helpful to that person in the long run, but it is certainly more possible than it is in the real world. Yet how this relates to "personality," as described by traditional personality theories, is not really known. Who will tend to manipulate their personality online, and would traditional personality theories predict these effects? A look at what we do know about gender differences in the real and digital worlds suggests that many aspects of digital behaviour may not conform to the expectations of personality theories developed for the real world.

Half a century ago, Goffman suggested that individuals establish social identities by employing self-presentation tactics and impression management . Self-presentational tactics are techniques for constructing or manipulating others’ impressions of the individual and ultimately help to develop that person’s identity in the eyes of the world. The ways other people react are altered by choosing how to present oneself – that is, self-presentation strategies are used for impression management . Others then uphold, shape, or alter that self-image , depending on how they react to the tactics employed. This implies that self-presentation is a form of social communication, by which people establish, maintain, and alter their social identity.

These self-presentational strategies can be " assertive " or "defensive." 1 Assertive strategies are associated with active control of the person’s self-image; and defensive strategies are associated with protecting a desired identity that is under threat. In the real world, the use of self-presentational tactics has been widely studied and has been found to relate to many behaviours and personalities 2 . Yet, despite the enormous amounts of time spent on social media , the types of self-presentational tactics employed on these platforms have not received a huge amount of study. In fact, social media appears to provide an ideal opportunity for the use of self-presentational tactics, especially assertive strategies aimed at creating an identity in the eyes of others.

Seeking to Experience Different Types of Reward

Social media allows individuals to present themselves in ways that are entirely reliant on their own behaviours – and not on factors largely beyond their ability to instantly control, such as their appearance, gender, etc. That is, the impression that the viewer of the social media post receives is dependent, almost entirely, on how or what another person posts 3,4 . Thus, the digital medium does not present the difficulties for individuals who wish to divorce the newly-presented self from the established self. New personalities or "images" may be difficult to establish in real-world interactions, as others may have known the person beforehand, and their established patterns of interaction. Alternatively, others may not let people get away with "out of character" behaviours, or they may react to their stereotype of the person in front of them, not to their actual behaviours. All of which makes real-life identity construction harder.

Engaging in such impression management may stem from motivations to experience different types of reward 5 . In terms of one personality theory, individuals displaying behavioural approach tendencies (the Behavioural Activation System; BAS) and behavioural inhibition tendencies (the Behavioural Inhibition System; BIS) will differ in terms of self-presentation behaviours. Those with strong BAS seek opportunities to receive or experience reward (approach motivation ); whereas, those with strong BIS attempt to avoid punishment (avoidance motivation). People who need to receive a lot of external praise may actively seek out social interactions and develop a lot of social goals in their lives. Those who are more concerned about not incurring other people’s displeasure may seek to defend against this possibility and tend to withdraw from people. Although this is a well-established view of personality in the real world, it has not received strong attention in terms of digital behaviours.

Real-World Personality Theories May Not Apply Online

One test bed for the application of this theory in the digital domain is predicted gender differences in social media behaviour in relation to self-presentation. Both self-presentation 1 , and BAS and BIS 6 , have been noted to show gender differences. In the real world, women have shown higher levels of BIS than men (at least, to this point in time), although levels of BAS are less clearly differentiated between genders. This view would suggest that, in order to avoid disapproval, women will present themselves less often on social media; and, where they do have a presence, adopt defensive self-presentational strategies.

The first of these hypotheses is demonstrably false – where there are any differences in usage (and there are not that many), women tend to use social media more often than men. What we don’t really know, with any certainty, is how women use social media for self-presentation, and whether this differs from men’s usage. In contrast to the BAS/BIS view of personality, developed for the real world, several studies have suggested that selfie posting can be an assertive, or even aggressive, behaviour for females – used in forming a new personality 3 . In contrast, sometimes selfie posting by males is related to less aggressive, and more defensive, aspects of personality 7 . It may be that women take the opportunity to present very different images of themselves online from their real-world personalities. All of this suggests that theories developed for personality in the real world may not apply online – certainly not in terms of putative gender-related behaviours.

We know that social media allows a new personality to be presented easily, which is not usually seen in real-world interactions, and it may be that real-world gender differences are not repeated in digital contexts. Alternatively, it may suggest that these personality theories are now simply hopelessly anachronistic – based on assumptions that no longer apply. If that were the case, it would certainly rule out any suggestion that such personalities are genetically determined – as we know that structure hasn’t changed dramatically in the last 20 years.

1. Lee, S.J., Quigley, B.M., Nesler, M.S., Corbett, A.B., & Tedeschi, J.T. (1999). Development of a self-presentation tactics scale. Personality and Individual Differences, 26(4), 701-722.

2. Laghi, F., Pallini, S., & Baiocco, R. (2015). Autopresentazione efficace, tattiche difensive e assertive e caratteristiche di personalità in Adolescenza. Rassegna di Psicologia, 32(3), 65-82.

3. Chua, T.H.H., & Chang, L. (2016). Follow me and like my beautiful selfies: Singapore teenage girls’ engagement in self-presentation and peer comparison on social media. Computers in Human Behavior, 55, 190-197.

4. Fox, J., & Rooney, M.C. (2015). The Dark Triad and trait self-objectification as predictors of men’s use and self-presentation behaviors on social networking sites. Personality and Individual Differences, 76, 161-165.

5. Hermann, A.D., Teutemacher, A.M., & Lehtman, M.J. (2015). Revisiting the unmitigated approach model of narcissism: Replication and extension. Journal of Research in Personality, 55, 41-45.

6. Carver, C.S., & White, T.L. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment: the BIS/BAS scales. Journal of Personality and Social Psychology, 67(2), 319.

7. Sorokowski, P., Sorokowska, A., Frackowiak, T., Karwowski, M., Rusicka, I., & Oleszkiewicz, A. (2016). Sex differences in online selfie posting behaviors predict histrionic personality scores among men but not women. Computers in Human Behavior, 59, 368-373.

Phil Reed, Ph.D., is a professor of psychology at Swansea University.

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Essay on Digital Self

Students are often asked to write an essay on Digital Self in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Digital Self

What is a digital self.

A digital self is who we are online. It’s made from the details we share on the internet. This can include names, pictures, and what we like or do. Think of it as an online version of you.

Creating Your Digital Self

When you sign up for websites or social media, you create a digital self. You pick a username, add photos, and share your thoughts. This is how you tell the world about yourself on the internet.

Privacy and Safety

It’s important to keep your digital self safe. Use strong passwords and think before you share personal information. This helps protect you from strangers who might use your details wrongly.

Impact on Real Life

Your digital self can affect your real life. If you are kind and honest online, it can make a good impression. But if you share things you shouldn’t, it could cause problems for you later.

Balance is Key

250 words essay on digital self.

Our digital self is like an online version of who we are. It’s made up of all the things we do on the internet, like posting pictures, chatting with friends, and playing games. Imagine it as a character in a video game, but this character is you in the online world.

Creating Your Online Image

When you make an account on a website or an app, you start to build your digital self. You pick a username, maybe a fun picture, and share things about your life. It’s like putting together a puzzle that shows everyone what you like and how you think.

It’s important to keep your digital self safe. This means being careful about sharing personal information like your home address or phone number. Think of it as keeping your house locked, so only your friends and family can come in, not strangers.

Being Kind Online

Just like in the real world, being kind to others is important for your digital self. Being mean can hurt someone’s feelings, even if you’re just typing words on a screen. Always treat others like you want to be treated.

Lastly, don’t forget to spend time away from the screen. Your digital self is just one part of you. Playing outside, reading books, and talking to people face-to-face are just as important. Balance your online and offline life to be happy and healthy.

500 Words Essay on Digital Self

Building your digital self.

Your Digital Self starts to grow the moment you go online. Each time you play a game, post a picture, or send a message, you add a piece of yourself to the digital world. Think of it like building a Lego house, block by block. Every block is a photo you post, a comment you make, or a profile you create. The more you do online, the bigger and more detailed your Digital Self becomes.

Why Your Digital Self Matters

You might wonder, “Why should I care about my Digital Self?” Well, it’s important because it shows the world who you are, just like how you dress or talk shows people who you are in real life. If you post a lot of pictures of your dog, people will think you love animals. If you talk about books a lot, they’ll think you love to read. Your Digital Self can say a lot about you, sometimes even things you didn’t mean to share.

Keeping Your Digital Self Safe

Changing your digital self.

Your Digital Self can change, just like you do. Maybe you used to like a certain game or TV show and talked about it online a lot, but now you’re interested in something else. It’s okay to change what you post about and show the new things you like. Your Digital Self can grow and change with you.

Connecting Through Your Digital Self

One of the coolest things about having a Digital Self is that it can help you connect with people. You can make friends with someone who lives far away because you both like the same things and talk about them online. Your Digital Self can join groups, play games, and learn from others all over the world.

The Future of Your Digital Self

In conclusion, your Digital Self is a big part of who you are in the online world. It’s made by everything you do on the internet, and it tells a story about you. Keep it safe, let it change as you do, and use it to connect with others. Remember, you are the creator of your Digital Self, so make it a good one!

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/ Second Brain: The Difference Between My Digital And Physical Self

Second Brain: The Difference Between My Digital And Physical Self

My digital self is a genius.

There is almost no question that he can’t find the answer to. There is no topic that he can’t discuss when asked. The digital version of me is always here, politically active, makes donations to charity, funds startup projects and never forgets a birthday.

The physical version of me is … not quite the same guy. Almost the same, but just a little different. For a start, he can’t remember birthdays. And he doesn’t know the answer to everything.

In the last few years, the concept of a digital self versus the actual person has become more ingrained in our day-to-day lives. We all have a digital footprint that provides information to interested parties or creates a life stream that defines us in a virtual sense. For the most part, that is a good thing.

Take Facebook , for example. Our activity allows the social network to tailor what it thinks we want to see or know. Nine times out of 10 that is not a problem. Facebook makes us feel like thoughtful people … irrespective of how we behave in the real world.

According to Mark Rolston, founder and chief creative officer of Texas-based product design company  argodesign , technology has changed humanity to such a level that it can be difficult to separate the digital version from the physical entity. And the key to this evolution is data.

“We know we have our immutable self—a fleshy, defined self—and then we created digital versions of ourselves,” said Rolston, in a recent interview with Applause in San Francisco. “In some ways, it is a highly evolved form of the writer self that we created when we wrote letters back and forth … we didn’t move the ball profoundly forward, we just added a hell of lot more data.”

Understanding that the digital version of a person does not always line up with a physical one is part and parcel of modern life.

So much of our lives is conducted online—either via desktop or smartphone—that it is easy for the digital me to seamlessly sail through life without too much effort. In the digital world, I have my own identity that interacts with other digital entities on a regular basis.

A Digital Self Is Just An Enhanced Human

Think about video games, especially massive online multiplayer experiences that require a gamer to create an alternative version—an avatar.

Unless you are supremely confident in your own appearance, it is a fair bet to assume that the avatar will bear little resemblance to the person that created the avatar. The digital version is often what we want to be, not who we actually are.

“It is expressed in the idea that this is an entity or idea of you that I am encountering,” Rolston said. “A feeling that I know you or had a familiar interaction with you … and that is a modern phenomenon … the digital version of ourselves is good enough, but artificial intelligence helped fill in the gap in the sense that we are looking at a version of ourselves that can learn from and act in our stead.”

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Artificial intelligence can observe how we move, the things we tend to say and the decisions we make, Rolston said. Once AI has that information, it can make decisions based on the data it has collected.

If that sounds somewhat sinister, then we only have to think about the steps that we have taken to improve our core humanity. Human beings are frail creatures, susceptible to sickness and all manner of physical problems. All technology has done is augment our humanity in the same way that we once used basic tools to start a fire or build shelter.

Rolston cites a similarity between the hammer and the smartphone. Both of these are essentially tools that we use to achieve a task. What is important is that the computing ability in the smartphone bestows upon the person using it a level of super powers and knowledge that you can’t get from a hammer … although it is possible (but not recommended) to bang in nails with a smartphone.

“You could argue that the phone has got to the point where it is really you plus the phone,” he said. “If I want to reach you or if you want to know something or access certain data about yourself … all you need to do is reach into your second brain.”

The Physical Entity Needs Digital Tools

The concept of a second brain is a good way to understand why the digital me is important. The data that I generate every day over a variety of channels defines what I am, especially when it comes to finding out the information that I need.

At the same time, the physical me is reliant on digital entities to provide the experiences that make my life easier. Every time I think of a question, I can find out the answer in nano-seconds. If I want to buy a physical product, I am more likely to look for it online first. And while I don’t think that my core humanity has changed, the digital me is (in theory) available on a 24-hour basis.

According to Rolston, this is just the next stage of human evolution. We have not become the Borg from Star Trek, but our willingness to embrace digital tools that offer a seamless experience is just the start.

“It is inevitable. Humanity has shown no willingness to not do anything unless there is a perceived benefit or advantage,” said Rolston. “Even if there is a cost to that benefit that is more than the advantage or is socially competitive, then we will do it … I see no line.”

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Why there isn’t (and never should be) accessibility certification, enhancing the conversational assistant experience: three pitfalls to avoid, serving up digital quality in global qsr launches, optimize digital experience with ux research, testing generative ai: 3 approaches to ensure quality, accuracy and safety.

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Who Is Your Digital Self? – Simple Essay Example

Who is your digital self (essay example).

WHO IS YOUR DIGITAL SELF? – The world has evolved and from our manual self we also have changed into someone that it has become.

For many years now, technology is of top news in society and along with its development are people who are also adapting to it.

Some people managed to stay put as to their actual self but there are some who became affected by this evolution of technology that they also came to change the way they are in the world of its advancement or what it should be called having a digital self.

Social media is the number one technology platform where we engrossed ourselves into and that’s where we discover our digital self. I bet each one of us has at least one social media account.

Social media is the number one technology platform where we engrossed ourselves into and that’s where we discover our digital self. I bet each one of us have at least one social media account.

I tend to be someone I’m not in the real world and that’s something I have discovered about myself. With that being said, I think we have these personalities that we thought we don’t have but when exposed to different situations will surface out.

It’s got its advantages because compared to my real self I am more confident and freer but likewise it has its disadvantages. Being in social media, I tend to be more open thus myself being subject to greater vulnerability.

Having different personalities doesn’t directly imply being a two-faced person but it just shows that you can be more than what you are now. You can be way better from who you are in actual life and that’s a good thing.

The digital world could be the place where you can enhance yourself and be able to apply it in the real world thereafter.

READ ALSO: Do Grades Define Individual Competency? – Essay

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KKR’s ‘apprenticeship culture’ is fueling its ambitions to reach $1 trillion in assets

Good morning. KKR became famous in the 1980s as the leveraged buy-out pioneer that acquired RJR Nabisco—a nail-biting drama chronicled in the book Barbarians at the Gate . Today it’s the world’s third-largest alternative asset manager that, as my Fortune colleague Shawn Tully notes, “boasts the industry’s hottest stock and biggest ambitions.” Tully spoke with co-CEOs Joe Bae and Scott Nuttall about their strategy to move beyond a traditional capital-light, fee-based business to a buy-and-hold model more akin to Warren Buffett’s Berkshire Hathaway . Shawn’s new story, published today, details how they plan to reach $1 trillion in assets by 2030 and become a much more profitable company along the way.  

At their heart, most successful investment firms try to foster what Nuttall calls an “apprenticeship culture” in which leaders teach and test and create a state of constant learning. Bridgewater’s founder Ray Dalio called it “radical transparency;” Berkshire Hathaway’s Charlie Munger talked about being a “learning machine.”  

Another way top leaders encourage learning is by making themselves extremely accessible to up-and-comers. While Ken Chenault learned a lot in his 17 years as CEO of American Express , he embraces the freedom he now has to do deeper dives as chairman and managing director of venture firm General Catalyst. “I loved being CEO of Amex but I was scheduled two or three years out,” Chenault says. “The terrific thing now is that I can spend four or five hours with a founder in a way that would have been really hard before.” 

Mark Sotir, who runs Equity Group Investments, the investment firm founded by the late Sam Zell, told me earlier this summer that “the environment Sam created was one where you have to grow; you don’t run out of things to learn or things to try. You have to experiment.” 

It’s a worthwhile lesson at a time when many are lamenting how to educate the next generation in an age of AI. Some of the greatest insights, of course, come from learning about the experiences of others. We compiled a special digital issue (story links below) that’s out this morning with half a dozen recent and new features that we hope you’ll find instructive.   

More news below. 

Diane Brady [email protected] Follow on LinkedIn

A special digital issue of Fortune

The best stories of July and August from Fortune , including a radical overhaul at a private equity titan, a crisis for the First Family of poultry, and more.

— KKR’s co-CEOs want to reach $1 trillion in assets by 2030. To do so, they’re willing to make big bets and leave the PE firm’s old ways behind. Read more .

— John Randal Tyson was set up to run his family’s $21 billion chicken empire. His erratic behavior could change that. Read more .

— Jeff Bezos’s famed management rules are slowly unraveling inside Amazon. Read more .

— A 25-year-old crypto whiz kid went from intern to president of Jump Trading’s crypto arm. Then he became the fall guy. Read more .

— An inside look at a secretive investment firm that counts some of the wealthiest Americans as clients and some of Silicon Valley’s most powerful figures as advisors. Read more .

— Can you quit Ozempic and stay thin? These startups say you can—but doctors say that’s an unproven claim. Read more .

Elon Musk defends Telegram founder

Elon Musk is calling for the release of Telegram founder Pavel Durov, who was arrested in France over the weekend and is expected to be charged with failing to moderate illegal activity and commerce on the messaging app. The arrest raises questions as to whether Musk could be next.   Fortune

Temu's parent company sinks

The stock of Temu's parent company PDD Holdings fell more than 30% on Monday after the company reported disappointing sales in Q2 and warned that Temu, a discount e-commerce site, could continue to struggle in the future. PDD Holdings officials blamed increased competition from companies like Amazon and scrutiny of Temu's business practices, including safety concerns. Fortune

California considers crackdown on big AI

The California State Senate will vote on a new bill this week that could require AI companies in the U.S. to thoroughly test for safety risks and include a "full shutdown" feature for AI models that cost more than $100 million to train. Silicon Valley-based AI developers like OpenAI say regulation should be controlled on the federal level. Fortune

AROUND THE WATERCOOLER

CEOs are shelling out up to $15,000 for psychedelic mushroom retreats to reinvent their leadership style by Lila MacLellan

Texting your employee after-hours can now get you a nearly $13,000 fine in Australia by Chloe Berger

Donald Trump says Elon Musk can consult for the federal government if he wins reelection by Paolo Confino

Volkswagen adds in-car gaming to certain new models by Chris Morris

More than 40% of full-time U.S. employees aren’t making a living wage by Emma Burleigh

Skepticism and confusion: Inside Elon Musk’s latest promises to X employees by Kali Hays

Luxury footwear CEO took over his first store at just 19 and had to sack all the staff who were stealing. Now he runs $432 million-a-year Kurt Geiger by Orianna Rosa Royle

T his edition of CEO Daily was curated by Joey Abrams.

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Home — Essay Samples — Life — Online Dating — Online Self Vs. Offline Self

Online Self Vs. Offline Self: The Issue of Self-perception

• Categories: Online Dating Self Identity

About this sample

Words: 458 |

Published: Jul 10, 2019

Words: 458 | Page: 1 | 3 min read

Works Cited

• Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
• Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends": Social capital and college students' use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143-1168.
• Fox, J., & Moreland, J. J. (2015). The dark side of social networking sites: An exploration of the relational and psychological stressors associated with Facebook use and affordances. Computers in Human Behavior, 45, 168-176.
• Haimson, O. L., & Hoffmann, A. L. (2016). Constructing and enforcing "authentic" identity online: Facebook, real names, and non-normative identities. First Monday, 21(6). https://doi.org/10.5210/fm.v21i6.6791
• Hall, E. T. (1969). The hidden dimension. Doubleday.
• Joinson, A. N. (2008). 'Looking at', 'looking up' or 'keeping up with' people? Motives and uses of Facebook. In Proceedings of the 26th annual SIGCHI conference on Human factors in computing systems (pp. 1027-1036).
• Marwick, A., & boyd, d. (2014). Networked privacy: How teenagers negotiate context in social media. New Media & Society, 16(7), 1051-1067.
• Turkle, S. (2012). Alone together: Why we expect more from technology and less from each other. Basic Books.
• Utz, S., Muscanell, N., & Khalid, C. (2015). Snapchat elicits more jealousy than Facebook: A comparison of Snapchat and Facebook use. Cyberpsychology, Behavior, and Social Networking, 18(3), 141-146.
• Wang, Q., Chen, W., Liang, Y., & Xue, X. (2018). Online self-disclosure on social networking sites and psychological well-being: A meta-analysis. Cyberpsychology, Behavior, and Social Networking, 21(7), 450-460.

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