in Visual Culture
Today’s digital colonialism creates value on the basis of historical exploitation. Besides deriving profit from data, the creation of digital infrastructures also involves mining raw materials and asserting mastery over nature, the effect of which is to accentuate injustice. Images play a key role in this, albeit an ambiguous one.
By Katrin Köppert
In the Infinite Loop
Social networking services cost nothing at first sight. However, they trade on our clicks, likes and shares: in a word, on our attention. How can we avoid being sucked in? A conversation with Safa Ghnaim from Tactical Tech.
By Giulia Bernardi
What the Fake!?
ages 12–20 / 90 min.
We often consume news online and information circulates at a frantic pace on social media – including hoaxes. Photographs play a key role here. How can we identify manipulated image content? The workshop focuses on tips to help you develop a critical eye for images in the context of fake news.
SECONDARY LEVELS I AND II / AGES 13–19
The teaching material is designed for classes at secondary levels I and II (ages 12–20). It includes interactive worksheets for students as well as teacher preparation material and a planning grid for three double lessons.
Visual Fakes in the Digital Realm
Images and videos are important tools for disseminating fake news – and this is by no means a recent phenomenon dating back just a few years. Unfortunately, although most fakes are produced at low cost, they are nonetheless effective.
By Karolin Schwarz
BYE, BYE NORMS, HELLO EMPOWERMENT!
Norms and stereotypes play a delimiting role yet can be found everywhere. Even in the realm of digital self-presentation. When people who break the norms gain visibility, what effect does this have? An insightful look at the discussion on self-enactment and empowerment.
By Maria Rutschke
My Networked Images
The unit My Networked Images tackles the production, distribution and consumption of images that circulate online on a daily basis, and is dedicated to questions of (self-)presentation, amongst others.
The Internet in Your Hand
Ages 15–20 / 90 min. / in your classroom
Images that we share and consume online are a great deal more than just immaterial data in the cloud. Looking at the way social platforms work, we can see that images draw us in and are a marketable commodity – they are also a source of CO2 emissions. The workshop provides critical insights into the material structure of the internet and encourages people to be creative in how they use images online.
Visual Protest on the Web
WITH ULLA AUTENRIETH, DANIELA BRUGGER UND NOHA MOKHTAR
This panel discusses visual protest cultures on social media and how such protests are an important form of communication for young people.
Tracking My Data
ages 12–20 / 90 Min.
The moment we start surfing online, our data is collected, stored and processed. When we interact with digital images, what kind of data trail do we leave and what is it used for? The students discover new options to allow them to use the internet autonomously, creatively and more securely.
Copy & Pose
ages 12–20 / 90 Min.
The realm of social media is a playground for self-presentation. How do images of influencers affect our self-image and the way we see things? And what kinds of opportunities does media (self )enactment hold out? Using examples from art, pop culture and everyday life, students acquire strategies for dealing critically with the images they encounter on the internet.
secondary levels I and II / ages 13–19
What can machines read in our faces and what is this information used for? Comprehensive teaching material including extensive preparation material for teachers, background information, videos and worksheets that can be worked on digitally or printed out. Download now for free!
When Beauty Is Standardised
With just a few clicks you can fundamentally change your appearance on social media and elsewhere – using beauty filters. The filters that are used operate according to very strict patterns. Does this produce standardised ideals of beauty? And what does all this have to do with privacy?
By Sophie-Charlotte Opitz
Technology between Support and Suppression
Facial recognition is a procedure that can help in the (timely) detection and solving of crimes, identity verification and various forms of surveillance. Why are cameras used to automatically capture pictures of people’s faces, what are these images then used for and what does this mean in terms of data protection?