From Wikipedia, the free encyclopedia
An online identity is a social
identity that network users establish in online communities. Although some people prefer to use
their real names online, most Internet users prefer to identify
themselves by means of pseudonyms, which reveal varying amounts of personally identifiable
information.
In some online contexts,
including Internet forums, MUDs, instant messaging, and massively multiplayer online games,
users can represent themselves visually by choosing an avatar, an icon-sized graphic image. As other users
interact with an established online identity, it acquires a reputation,
which enables them to decide whether the identity is worthy of trust.
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Reputation management
Given the malleability of online identities, economists have expressed
surprise that flourishing trading sites (such as eBay) have developed on the
Internet[citation needed]. When two
pseudonymous identities propose to enter into an online transaction, they are
faced with the Prisoner's dilemma: the deal can succeed only if
the parties are willing to trust each other, but they have no rational basis
for doing so. But successful Internet trading sites have developed reputation management systems, such as eBay's
feedback
system, which record transactions and provide the technical means by which
users can rate each others' trustworthiness.
Online identities and the market
An online identity that has acquired an excellent reputation is valuable for
two reasons: first, one or more persons invested a great deal of time and
effort to build the identity's reputation; and second, other users look to the
identity's reputation as they try to decide whether it is sufficiently
trustworthy. It is therefore unsurprising that online identities have been put
up for sale at online auction sites. However, conflicts arise over the
ownership of online identities. Recently, a user of a massively multiplayer online game
called Everquest, which is owned by Sony Online Entertainment,
Inc., attempted to sell his Everquest identity on eBay. Sony objected,
asserting that the character is Sony's intellectual property, and demanded the removal of
the auction; under the terms of the U.S. Digital Millennium Copyright Act (DMCA),
eBay could have become a party to a copyright infringement lawsuit if it failed to
comply. Left unresolved is a fundamental question: Who owns an online identity
created at a commercial Web site? Does an online identity belong to the person
who created it, or to the company that owns the software used to create the
identity?
Online identities and the law
As the previous section suggests, online identities raise numerous
unresolved legal questions: Is the creation of an online identity an act of
speech, and therefore subject to protection under laws guaranteeing freedom of
expression? Can the identity be protected by right of publicity or trademark law?
Does it have rights (independent of the person or persons who created it?) Can
it be defamed?
Online identity and identity management
infrastructures
A problem facing anyone who hopes to build a positive online reputation is
that reputations are site-specific; for example, one's reputation on eBay cannot be transferred
to Slashdot.
Multiple proposals have been made[citation needed] to build an
identity management infrastructure into the Web
protocols. All of them require an effective
public key infrastructure so that the identity
of two separate manifestations of an online identity (say, one on Wikipedia and
another on Kuro5hin) are probably one and the same.
Online identity and user's rights
The future of online anonymity depends on how an identity management infrastructure is developed.
Law enforcement officials often express their opposition
to online anonymity and pseudonymity, which they view as an open invitation to
criminals who wish to disguise their identities. Therefore, they call for an
identity management infrastructure that would irrevocably tie online identity
to a person's legal identity; in most such proposals, the system would
be developed in tandem with a secure national identity document. Online civil rights advocates, in
contrast, argue that there is no need for a privacy-invasive system because
technological solutions, such as reputation management systems, are already
sufficient and are expected to grow in their sophistication and utility.
Online identity and the concept of the
mask
Dorian Wiszniewski and Richard Coyne in their contribution to the book
Building Virtual Communities explore online identity, with emphasis on
the concept of “masking” identity. They point out that whenever an individual
interacts in a social sphere they portray a mask of their identity. This is no
different online and in fact becomes even more pronounced due to the decisions
an online contributor must make concerning his or her online profile. He or she
must answer specific questions about age, gender, address, username and so
forth. Furthermore, as a person publishes to the web he or she adds more and
more to his or her mask in the style of writing, vocabulary and topics. Though
the chapter is very philosophical in nature, it spurs the thinking that online
identity is a complex business and still in the process of being
understood.
First of all, does the mask truly hide identity? The kind of mask one
chooses reveals at least something of the subject behind the mask. One might
call this the “metaphor” of the mask. The online mask does not reveal the
actual identity of a person. It, however, does reveal an example of what lies
behind the mask, for instance, if a person choose to act like a rock star on
line, this metaphor reveals an interest in rock music. Even if a person chooses
to hide behind a totally false identity, this says something about the fear and
lack of self-esteem behind the false mask.
Second, are masks necessary for online interaction? Because of many
emotional and psychological dynamics, people can be reluctant to interact
online. By evoking a mask of identity a person can create a safety net. One of
the great fears of online identity is having one's identity stolen or abused.
This fear keeps people from sharing who they are. Some are so fearful of
identity theft or abuse that they will not even reveal information already
known about them in public listings. By making the mask available, people can
interact with some degree of confidence without fear.
Third, do masks help with education? Wiszniewski and Coyne state “Education
can be seen as the change process by which identity is realized, how one finds
one’s place. Education implicates the transformation of identity. Education,
among other things, is a process of building up a sense of identity,
generalized as a process of edification.” By students interacting in an online
community they must reveal something about themselves and have others respond
to this contribution. In this manner, the mask is constantly being formulated
in dialogue with others and thereby students will gain a richer and deeper
sense of who they are. There will be a process of edification that will help
students come to understand their strengths and weaknesses.[1]
Sexuality and Online Identity
Sexual Identity Online
A widely discussed topic regarding online identity is the exploration of
gender and sexual identities. Despite growing tolerance for and acceptance of
different sexualities in our society, prejudices are still very present in real
life. In the online world users have the opportunity to enter the popular world
of MUDs (Multi-User Dimensions) as typified by games such as Final Fantasy 11, World of Warcraft, or Second Life.
It is in online communities where the opportunity to redefine sexual and gender
identity are particularly prevalent, with a large portion of interaction
dedicated towards relationship building.
A commonly discussed positive aspect of virtuality and the presence of
online communities is that people can now present themselves without fear of
persecution. Whether it be the portrayal of personality traits or behaviors
that they are curious about, or if it is the announcement of a real world
identity component that has never before been announced, the Internet allows
users to become less inhibited and fearless.
This freedom results in new opportunities for society as a whole. Of note is
the ability for people to explore the roles of gender and sexuality in a manner
that can be harmless, yet interesting and helpful to those undertaking the
change. Online identity has given people the opportunity to feel comfortable in
wide ranging roles, some of which may be underlying aspects of the user's life,
but which are not yet able to be portrayed in the real world.
A prime example of these opportunities is the establishment of many
communities welcoming gay and lesbian teens who are dealing with their
sexuality. These communities allow teens to share their experiences with one
another and older gay and lesbian people, and they also provide a space that is
both non-threatening and non-judgmental. In a review of such a community,
Silberman (in Holeton, 1998, p. 118) quotes an information technology worker,
Tom Reilly, as stating "The wonderful thing about online services is that they
are an intrinsically decentralized resource. Kids can challenge what adults
have to say and make the news." If teen organizers are successful anywhere,
news of it is readily available. The internet is arguably the most powerful
tool that young people with alternative sexualites have ever had.
The online world provides users with a choice to determine which sex,
sexuality preference and sexual characteristics they would like to embody. In
each online encounter, a user essentially has the opportunity to interchange
which identity they would like to portray. As McRae argues in Surkan (2000),
"The lack of physical presence and the infinite malleability of bodies
complicates sexual interaction in a singular way: because the choice of gender
is an option rather than a strictly reified social construct, the entire
concept of gender as a primary marker of identity becomes partially
subverted."
This issue of gender and sexual resignification raises the notion of
disembodiment and its associated implications. "Disembodiment" is the idea that
once the user is online, the need for the body is no longer required, and the
user can participate separately from it. This ultimately alludes to a sense of
detachment from the identity defined by the physical body. In cyberspace, many
aspects of sexual identity become blurred and are only defined by the user.
Herein again questions of truth are raised, particularly in reference to online
dating and virtual sex. As McRae (1997, p. 75) states, "Virtual sex allows for
a certain freedom of expression, of physical presentation and of
experimentation beyond one’s own real-life limits." At its best, it not only
complicates but drastically unsettles the division between mind, body and self
in a manner only possible though the construction of an online identity.
Ultimately online identity cannot be completely free from the social
constraints that are imposed in the real world. As Westfall (2000, p.160)
discusses, "the idea of truly departing from social hierarchy and restriction
does not occur on the Internet (as perhaps suggested by earlier research into
the possibilities presented by the Internet) with identity construction still
shaped by others. Westfall raises the important, yet rarely discussed, issue of
the effects of literacy and communication skills of the online user." Indeed,
these skills or the lack thereof have the capacity to shape one's online
perception as they shape one's perception through a physical body in the "real
world."
Concerns
Primarily, concerns regarding virtual identity revolve around the areas of
misrepresentation and the effects between on and offline existence. Sexuality
and sexual behavior online provide some of the most controversial debate with
many concerned about the predatory nature of some users. This is particularly
in reference to concerns about child pornography and the ability of pedophiles to
obscure their identity. Additionally, the idea of each and every user’s ability
to portray themselves has resulted in much discussion about the validity of
online relations.
Finally, the concerns regarding the connection between on and offline lives
are challenging the notions of what constitutes as real experiences. In
reference to gender, sexuality and sexual behaviour, the ability to play with
these ideas has resulted in a questioning of how virtual experience may affect
one's offline emotions. As McRae (in Porter, 1997, p. 75) states, At its best,
it [virtual sex] not only complicates but drastically unsettles the division
between mind, body, and self that has become a comfortable truism in Western
metaphysics. When projected into virtuality, mind, body and self all become
consciously manufactured constructs through which individuals interact with
each other.
Sources and further reading
Online Classes v. Traditional Classroom: Online
Identity
-
Communication
Online identity in classrooms forces people to rethink what they think and
feel about classroom environments. With the invention of online classes,
classrooms have changed and no longer have the traditional face-to-face
communications; these communications have been replaced with a computer screen.
Students are no longer defined by visual characteristics unless they make them
known. There are pros and cons to each side, in a traditional classroom
students were able to visually connect with a teacher who was standing in the
same room. While going through class if questions arise, clarification can in
most cases be given at the same time the question arose. Students have the
access to create face-to-face connections with other students, which can help
the student identity the person if they were to meet outside of the classroom.
However, if students are timid or feel uncomfortable speaking in front of
others the appeal may reside in online courses, where it is through a computer
screen that communications are made. There are many outlets to communication
via the internet that are commonly used in online classes such as email,
discussion boards and chat rooms. Through these methods of communications
students communicate without the knowledge of visual cues. People do not have
an initial impression based upon what the person looks like or how a person
talks but only upon the information that the person presents. This is a way in
which some students feel more comfortable with since the intimidation of public
speaking is removed. Students who do not feel comfortable stating their ideas
in class can take time to sit down and think through exactly what they wish to
say. Communication via written media may lead students to take more time to
think through their ideas since their words are in a more permanent setting
(online) than most conversations carried on during class (Smith).
Are Online Classes Worth It?
Arguments are made in both directions however, it seems to be moving towards
the middle grounds that online classes are better for certain students. Those
who feel more comfortable with a computer screen in between them and the class
allows for participation from their comfort level. Online classes have been
questioned as simply a fad, but the numbers point to this trend making itself a
permanent part of the educational system. ”In 2001, online higher education for
adults (not counting the millions of K-12 students) was a $4.5 billion market.
In 2005, it grew to $11 billion. And that's just in the United
States.”(Dean).
Perception of Professor
It is important for the professor to have an identity within the classroom
as well. The students should feel that their professor is ready to help
whenever they may need it. Although students can not meet in person, emails and
correspondence between student and professors should occur in a timely manner.
Without this students tend to the drop online classes since it seems that they
are wandering through a course without professor to guide them (Smith).[2] [3] [4]
Online Identity: Blogs
Blogging, short for Weblogging, is generally thought to have begun
“officially” with the first release of Xanga in 1996. It was preceded by the
ability of an individual to express his or her views online as an entry in a
discussion forum (as part of a thread), to which others could respond. Today,
blogging has become a very popular form of online journaling, letting one,
easily and inexpensively, create a public forum for expressing ideas; posting
images, videos or audio files; linking to other URLs; and inviting the comments
of their blog's readers. Creating a blog is as easy as visiting one of the free
(or nominally priced) service sites and creating an account. Popular sites
include: Livejournal, Blogger (service), and Xanga. After creating an
account, one is free to post whatever he/she wishes (within the guidelines of
the service provider). A blog is an excellent way to create an online identity.
You can use your real name or craft a persona that expresses your imagination.
Online, you can be whomever you want to be. Bloggers often choose to use
pseudonyms to protect personal information and allow them more editorial
freedom to express ideas that might be unpopular with their family, employers,
etc. People anywhere in the world can happen upon their musings, and that
information might be used for nefarious purposes. As John Grohol points
out, use of a pseudonym (and a judicious approach to revealing personal
information) can allow a person to protect their "real" identities, but still
build a reputation online using the assumed name. However, people often use
blogs as an online diary, without realizing through their revelations
they make themselves (or people they discuss) vulnerable, by posting a
sufficient amount of personal information that makes them identifiable even
with the pseudonym, so keep that in mind.
Online Identity: MySpace &
Facebook
The creation of MySpace and Facebook allows people to create a social network while
maintaining an online identity for themselves. One can post their personal
profile telling as much about themselves as they would like in the given space.
Both MySpace and Facebook are available to everyone, though until recently
Facebook was only open to people with email addresses corresponding to various
institutions, such as colleges, high schools, and companies. These friend
networks allow one to search and add people to their friends list whether they
know them or not. So what is the thrill of these two social networks? Some may
say, including danah boyd, it is the identity one creates for themselves. Users
can manage their pages and make it fit their personality. Also, on both
networks friends can leave comments on their friends’ walls, some note that the
more comments one has on their page, the more popular they are. The attention
one gets as a result of their page also makes signing onto the networks daily
even more addicting. Unlike registering for a blog an individual using these
two networks must make their identity known, no pseudonyms are allowed. In
fact, most people include pictures of themselves on these networks. Myspace
users have the capability to maintain blogs on their page so their friends can
keep up with what they are up to unlike facebook. The drawback to this is those
who are not your friend can view your page as long as they are a registered
user, but there is the option to make your profile private. On Facebook the
only people who can see your profile are those at your school and those friends
you have listed, no one else has access. What is the point of creating an
account if you do not want people to view your profile though especially in the
case of Myspace where access is much easier than on Facebook? It is all a
matter of preference and a privacy issue, one that user’s control. They can
choose what kind of online identity they have, either very open and revealing
or keeping personal information to a minimum. [5] [6]
Online Predators
-
An online predator is an Internet user who exploits vulnerable people for
sexual or financial purposes. It is easy to create an online identity that
attracts people that would not normally be involved with the predator, and
there are few means to ascertain that a person who you haven't met face-to-face
is what they say they are. Many trust things such as the way someone writes,
the photographs someone sends or the online presence someone has on a social
networking site such as MySpace, but these can easily be forged. Long-term
Internet relationships are not a sufficient guarantee of identity either.
The most commonly discussed risk group is young children. “Over time—perhaps
weeks or even months—the stranger, having obtained as much personal information
as possible, grooms the child, gaining his or her trust through compliments,
positive statements, and other forms of flattery to build an emotional bond”
(Net Safe Kids). The victims may not suspect anything, if the other party
misleads them to believe that they are of similar age. There have also been
cases where men have been frank with their identities and intentions, using the
Internet only for its easy access.
The show Dateline on NBC has conducted three investigations of
online predators. They had adults, posing online as teenage juveniles, engage
in sexually explicit conversations with other adults and arrange to meet them
in person. Instead of meeting a teenager, the unsuspecting adult was confronted
by Chris Hansen, an NBC News correspondent, arrested and shown on nationwide
television. Dateline held investigations in five different locations
apprehending about 129 men in all.[7]
New laws have been created in order to control online predators in the U.S.
Federal laws have been passed that are supposed to help and protect children
from online predators. There are also federal laws that allow wiretapping so
that online offenders can be caught before something bad happens to a
child.[8] In California, where one “Dateline” investigation took place,
it is a misdemeanor for someone to have those conversations with a child online
and the men who came to the house were charged with a felony because their
intent was obvious.
References
- Dictionary.com (2004) Retrieved September 5, 2004, from [7], Jordan, T.
- (1999) Cyberpower-The Culture and Politics of Cyberspace and the Internet,
London:Routledge., McRae, S.
- (1997) "Flesh Made Word: Sex, Text and the Virtual Body", in D. Porter
(ed.)Internet Culture, New York: Routledge., Surkan, K.
- (2000) "The New Technology of Electronic Text: Hypertext and CMC in Virtual
Environments", retrieved September 2, 2004, from [8], Westfall, J.
- (2000) "What is cyberwoman?:The Second Sexin cyberspace", Ethics and
Information Technology, no.2, pp.159-166. Judge, P.
- (1997) "Is the Net Redefining Our Identity; Sociologist Sherry Turkle
argues that online encounters are reshaping human relations," Business
Week, iss. 3256, retrieved August 10, 2004, from [9], McRae, S.
- (1996) “Flesh Made Word: Sex, Text and the Virtual Body,” in D. Porter
(ed.) Internet Culture , New York: Routledge, pp. 73-86. ISBN 0-415-91684-4 (Paperback) Silberman, S.
- (1994) “We’re Teen, We’re Queer, and We’ve Got Email,” in R. Holeton (ed.)
Composing Cyberspace: Identity, Community and Knowledge in the Electronic Age,
Boston: McGraw Hill, pp. 116-120. ISBN 0-07-029548-4
References
- ^ Wiszniewski, Dorian. , & Richard Coyne (2002), Mask and
Identity: The Hermeneutics of Self-Construction in the Information Age. In K.
Ann Renninger & Wesley Shumar (Ed.) Building Virtual Communities (pp.
191-214). New York, New York: Cambridge Press.
- ^ Chamberlin, W. Sean. "Face-to-Face vs. Cyberspace: Finding
the Middle Ground." Campus Technology. 1 December 2001. 18 July 2006.
[1]
- ^ Dean. "Online Education is Not a Fad." Dean's World. 18 July
2006. [2]
- ^ Smith, Glenn Gordon, David Ferguson, Mieke Caris. "Teaching
College Courses Online vs Face-to-Face." CareerOneStop. April 2001. 18 July
2006. [3]
- ^ boyd, danah. "Identity Production in a Networked Culture: Why
Youth Heart Myspace." American Association for the Advancement of Science. 19
February 2006. 17 July 2006. [4]
- ^ Grohol, John."Anonymity and Online Community: Identity
Matters." 4 April 2006. 17 July 2006.
[http:alistapart.com/articles/identitymatters].
- ^ Hansen, Chris. "'To Catch A Predator' III." NBC News 04 Feb
2006 17 July 2006 [5].
- ^ "Internet Laws." Net Safe Kids. 2003. National Academy of
Sciences. 17 Jul 2006 [6].
See also
