College of Information Studies

Permanent URI for this communityhttp://hdl.handle.net/1903/1631

The collections in this community comprise faculty research works, as well as graduate theses and dissertations.

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Subject: search.filters.subject.contextual integrity

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    Creepy or Cool? An Exploration of Non-Malicious Deepfakes Through Analysis of Two Case Studies
    (2022) Cleveland, Keaunna; Shilton, Katie; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Several studies have examined the harms associated with the development of deepfake technology and its use by malicious actors, but less research has been devoted to deepfakes created by non-malicious creators and the ways people react to deepfakes developed without malicious intent. This study attempts to close this research gap through the exploration of two case studies that demonstrate non-malicious deepfake use on Instagram and Twitter. Using sensemaking, privacy as contextual integrity, and audience theory to guide the analysis of publicly available posts, tweets, and records, this study examines how people interact with and react to non-malicious deepfakes online. Building on these findings, this thesis suggests how social media platforms might integrate signifiers in their design that afford sensemaking for those interacting with deepfake technology and discusses how ethical frameworks and practices from values-oriented design and value-based engineering in design may help guide creators as they develop deepfake technology videos and applications for non-malicious purposes.
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    Strengthening Children’s Privacy Literacy through Contextual Integrity
    (Cogitatio, 2020-11-10) Kumar, Priya C.; Subramaniam, Mega; Vitak, Jessica; Clegg, Tamara L.; Chetty, Marshini
    Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules.