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Velkommen til antologien “Studier af relevante og tidstypiske digitale udfordringer i en dansk/nordisk kontekst.” Antologien er rettet til ledere og ansvarlige for digitaliseringsaktiviteter i danske virksomheder ogorganisationer, som er nysgerrige på den forskning, der foregår på IT-universitetets institut ”Business IT”. Vi har samlet en række artikler som viser et bredt udsnit af den forskning som foregår på instituttet Business IT - i daglig tale kaldet BIT. BIT har et større antal forskere, der til dagligt forsker og underviser ide mange aspekter og bevægelser, som digitalisering afføder i samfundet og i offentlige som private virksomheder. Oftest er vores artikler på engelsk. Mange af forskerne er internationale og kommer fra forskellige regioner i verdenen. Sammen deltager vi på konferencer i udlandet og udgiver i engelsksprogede tidsskrifter. Med denne udgivelse har vi valgt at gøre noget ved den engelsksprogede formidlingstradition, idet vi som et eksperiment har fået oversat otte artikler til dansk af bureauet Hurtigoversætter. Vi mener de otte artikler er relevante og aktuelle i en dansk kontekst, og så dækker de bredt over hvad BIT-forskerne interesserer sig for og forsker i. Studierne spænder bredt i både deres tilgang inden for forskningsområderne: Informationssystemer (IS),Computer Supported Cooperative Work (CSCW) og Science and Technology Studies (STS). Ligeledes er der anvendt forskellige dataindsamlingsmetoder såsom etnografiske studier, casestudier og kvantitative undersøgelser. I samlingen finder du således studier om anvendelse af digitalisering på samfundsplan samt på organisationsplan i såvel private som offentlige virksomheder. Nogle studier har fokus på implementering af bestemte platformsteknologier eller teknologier som blockchain, AI eller fænomener som e-valg. Andre handler om ledelsesopgaven i relation til digitaliseringsstrategier og innovation, ledelse af medarbejdere under Covid-19 eller udfordringer med teknostress i forbindelse med den stigende digitalisering.

During the recent pandemic, new risk-related understandings of 'distance' have emerged and been embedded in the contextual configurations of shared, public spaces (Katila et al. 2020; Mondada et al. 2020). Indeed, across the world, various creative and culturally anchored measurement systems (see Sacks 1992) have been implemented to indicate a safe distance, e.g., one or two meters, the length of a kangaroo, a cow, a baby elephant, etc. (see Barry and Keane 2021 for more examples). Though, these new standards, including general confusion about whether they are guidelines, rules, directives, or something else, give rise to questions about how members, then, go about making their embodied practices "visible-and-reportable-for-all-practical-purposes", as those of a competent member without drawing attention to such membership competencies as anything out of the ordinary (Garfinkel 1967; Sacks 1984). The paper reports on the ongoing qualitative research project Travelling Together (2021-2023), and our data excerpts are from a 360-degree video collection of observable and reportable, pandemic-specific practices of people riding intercity trains in Northern Jutland, Denmark. It uses ethnomethodology and conversation analysis to explore in detail the specifics of how public transport users make sense of the strangeness of COVID-19 mobilities by adapting ad hoc new courses of (inter)action to their already existing, taken-for-granted travelling practices. We draw on insights from Foucault's (2010/1082-1983) studies of governmentality as we approach risk governance as constituted, maintained, and challenged in and through passengers’ work of establishing their train travelling practices as reasonable and appropriate for all practical purposes.The aim of this paper is then not to check if public transport users comply with pandemic-specific risk communication or not, but to consider 1) what 'appropriate distance' consist of as it is continually articulated and sustained as a materially and socially contexed members' phenomenon, and 2) how we can study the lived orderliness of risk governance practices as these become "progressively witnessable-and-discourse-able" (Garfinkel et al. 1981)?

Nedlukningen af samfundet og risikoen for at blive smittet pga. COVID-19 pandemien betød, at mange ældre borgere blev socialt isolerede i store dele af 2020-2021. Men hvordan oplevede de ældre borgere selv den tvungne isolation og fysisk distancering? Artiklen baserer sig på et forskningsprojekt, der i 2020- 2021 gennemførte interviews med 20 alene-boende ældre borgere omkring deres hverdag under nedlukningen, oplevelsen af social isolation samt deres brug af digitale teknologier før og under nedlukningen. Historierne fra interviewene blandt ældre borgere giver et komplekst billede af deres oplevelse og kreativitet i forhold til at opretholde en hverdag under pande- mien. Derudover bidrager historierne til en mere nuanceret forståelse af spørgsmålet om, hvad socialitet er og kan være.

The paper considers risk communication in Denmark during the COVID19 pandemic. It investigates the expression hold afstand (‘keep distance’) as it is used by a regional transportation company. Considering both grammar, semantics and pragmatics, it points out that where- as the grammar and semantics of the expression are somewhat ambiguous, the actual use of it suggests that its meaning gets settled for all practical purposes relative to the context of use. The paper argues that the ambiguity of the expression affords an openness considering appropriate interpretations of it. As such, hold afstand appears to be a well-chosen expression in a situation in which the transport company has to balance the silver lining of guiding anxious passengers while simultaneously mobilising potentially resisting passengers through a certain space for interpretation.

Sustainable democracy in digital society. Young Danes, information, and democratic engagementAs far as I know things do not work in countries without democracy. Someone always fucks up things. So. I am simply for democracy. (Woman, 24)The argument in this paper triangulates three points: young citizens must be seen as bearers of future sustainable democracy (Mascheroni & Murri 2017; Cammaerts et al., 2014); informed citizenship continues to establish a vital element in the foundation of sustainable democracy (Bennett 2008); sustainable democracy depends on the collective ability to allow new forms of information and informed citizenship, and to support young generation to develop democratic self-efficacy (Cortesei et al, 2020). To support the argument this paper analyses the discrepancy between young Danes’ own perception of their informed-citizen level, and their reflections on democracy. The paper draws on 16 interviews with 15-24-year-old Danes and a questionnaire with 256 respondents. Both were conducted during spring 2021 in relation to the project Youth, Trust, Information, and Democracy. The study focused on questions about perceptions of information and democratic literacy, including consequences of the Covid-19 lockdown. These findings are supported by results from three representative surveys conducted among Danes from 15 years (Democracy & Citizenship in Digital Society (DECIDIS), 2015, 2016, 2017).The term Sustainable Democracy is used to describe development of new democracies by learning from established democracies or an actual connection between sustainability goals and democratic ambition. In the context of this paper, however, the term is used to frame the challenge of sustaining democracy while also innovating the idea, foundations, and practices of democracy in alignment with societal development and the experiences and life-practices of young people. Our informants believe in democracy and claim Denmark to be the best possible democracy, but almost all feel underinformed, without influence – and they are apologetic about it. At the first encounter most of our informants claim that they know little about politics and democracy and that they ‘only’ get their news and information, casually, by algorithmic default, through social media (Schofield Clark & Marci, 2017; Stald, 2020). It is as if they know what you are interested in because they can see what you like and then it pops up on my screen. So, if I am not interested, I am not informed. (Woman, 24)When we deep into the data, however, even the least confident informants demonstrate knowledge and opinions about a relatively large pool of international, national, and local topics and issues. The pivotal point is the prominent perception of politics and democracy as something that takes place elsewhere, with/among someone who know more, who have more authority. But, in many cases the informants talk themselves into a realization that politics and democracy is also relatable for them, in their everyday life. This is a vital element in sustaining the foundations of democracy.To be self-assured, daring to stand up for yourself and, well, do something about what you stand for. If you want to change something you must do something instead of watching from the sideline. (Woman, 24)

lle danskere over 50 år og særligt sårbare kan per 1. oktober få et boosterstik med coronavaccinen. Det er et led i Sundhedsstyrelsens nye vaccinationsplan for efteråret, som jeg skrev om forleden.Men hvilke vacciner bliver vi vaccineret med? Er de tilpasset, så de dækker de seneste mutationer af coronavirussen? Hvordan får vaccineproducenterne en ny vaccine godkendt? Og ikke mindst – hvor tit skal vi vaccineres mod COVID-19?Jeg er professor i vaccinedesign og vil efter bedste evne forsøge at besvare disse spørgsmål i denne artikel.

Er du over 50 år eller særligt sårbar, kan du få en booster-vaccination mod COVID-19 1. oktober. Er du over 85 år eller plejehjemsbeboer, kan du få stikket her allerede fra 15. september.

I dette notat fokuserer vi på tre centrale samfundsinstitutioners læring fra Corona:daginstitutioner, skoler og plejecentre. Fokus er på, hvad de lærte, som de ønsker at tage med videre, og hvorvidt dette er muligt indenfor deres eksisterende (fysiske) rammer. Denne læring kan relatere sig til både praksis indenfor de fysiske rammer, brugen af de fysiske rammer, indretningen af de fysiske rammer og endelig selve de overordnede fysiske rammer dvs. bygninger og udemiljø. Vi vil således fokusere både på praksis i institutionerne, deres brug af det eksisterende fysiske miljø, deres ønsker til anderledes indretning og endelig deres ønsker til andre fysiske strukturer, til et anderledes bygget miljø.

The past two years have been dominated by COVID-19, the treatment of this virus, vaccination, and complications due to infection. Not all effects of the virus have yet been described. We present a case report in which the patient suffered from Stevens-Johnson syndrome caused by COVID-19. The patient was treated with prednisolone and recovered within a few days. Since SARS-CoV-2 is a fairly new virus it is important to have knowledge about the different outcomes and distinguish these from outcomes caused by other reasons. This could in the long term improve the treatment.

This report is based on findings from a cross-national qualitative study investigating young people’s digital skills practices in non-formal learning contexts in Belgium, Denmark, and Italy.The goal of this study was to gain better knowledge about how to foster digital skills acquisition and practices in non-formal learning contexts.This study combined 16 observations of digital skills workshops (i.c. programming and robotics workshops), 11 interviews with organisers and moderators of such activities, and 4 subsequent co-design activities with the collaboration of children, organisers, moderators, and researchers.The research activities took place in non-formal learning contexts, such as public libraries, youth clubs, and school spaces used for extra-curricular activities (i.e., outside the formal curriculum). Due to different COVID-19 restrictions across Belgium, Denmark and Italy, flexibility with the research protocol was needed.The main aim of the observations and interviews was to first map existing situated experiences of digital skills workshops across countries, investigate their structure and teaching philosophies, and inform co-design activities. Then, with the co-design activities, we aimed to gain knowledge about potential future trajectories, drawing insights from best practices and formulating recommendations, with Italy focusing on teaching style, Denmark on technology and tools, and Belgium on policy.Our work allowed us to address several research questions, investigating three main areas to be understood as broader thematic units.As a first thematic unit concerned with teaching, we questioned how the philosophies that drive the digital skills workshops ran by moderators and organisers have an impact on the workshop organisation in terms of their formality, activities chosen, teaching styles, imaginaries and values. Indeed, we argue that these matters should not go unnoticed, as part of a hidden curriculum (Gordon, 1982), as these are likely to impact children’s and young people's digital skills acquisition and practices.Secondly, as for the theme of learning, we investigated whether and how the formality and structure of the non-formal digital skills workshops may have influenced children’s digital skills practices and learning, what types of learning strategies were promoted by moderators, and what practices were enacted by the children themselves.As a third theme sensitive to including, we aimed to understand who participates in digital skills workshops and who is excluded, and why, questioning for instance potential sociocultural or material barriers (or absence thereof) shaping the democratisation and distribution of the learning opportunities.Key takeaways Digital skills workshops in non-formal learning context are designed and run with the mission of promoting children’s collaboration and active participation, moving beyond the normative and asymmetrical logic typical of formal education. In this context, across countries, moderators emphasised that they are not to be seen as teachers, but rather as facilitators, framing participants as the main actors of their educational experiences, echoing previous research studying digital skills practices in non-formal learning contexts (Livingstone & Blum-Ross, 2020).6 Although collaboration and active participation are key words in moderators’ and organisers’ imaginaries, most of the times the structure of the learning activities, the affordances of the digital learning environment, and the choices of the children themselves, promoted individualistic practices, where each child worked on their own to achieve their own personal goals. We hereby acknowledge that any educational activity is characterised by, at least partially, asymmetrical relationships, where adults are the ones who are likely to make choices for children. In this sense, the choice of activities, software and, generally, the organisation of the workshop itself, comes down to adults. To counteract this tendency, in implementing teaching strategies, social goals and learning goals should be put forward during the non-formal learning activity. The spatial organisation of the workshops including the features of the technologies and tools can both hinder or facilitate collaboration and learning practices. It is important to align these to the intention and orchestration of moderators so that the room, the physical materials, and the technologies contribute to the overall goals. Also, to design situationally appropriate learning technologies and activities that integrate with current practices, it is important to understand the implicit and explicit social and material structures that constitute the activities and interactions with technologies. Our study further challenges the myth of the digital native, showing that children need appropriate and meaningful external support, individual effort, and motivation to become digitally skilled. Even if informed by a narrow understanding of programming skills as an individual achievement, digital skills workshops are promising for children to train digital practices and acquire new digital skills. A “free” and “open door” approach to the organisation of digital skills workshops does not necessarily mean that it is inclusive, not even when all materials are provided for free by the organisation. Apart from initiatives specifically tailored for usually under-represented groups (including girls, children from lower socio-economic status (SES) households, ethnic minorities), digital skills workshops are mainly attended by upper- or middle-class boys, showing how organisers and moderators struggle in attracting a diverse range of participants. The degree to which parents value programming as beneficial for their children’s future achievements turns out to be one of the main incentives to participate in digital skills workshops, together with the child’s genuine interest in the topic. To foster inclusivity, our findings suggest that workshops should allow a certain degree of open-endedness and freedom, so that children can adjust and embed the projects into their own lived experiences and future-oriented imaginaries. This also means adapting the educational proposals to suit the interests, needs and competences of a wide variety of children with different backgrounds and aspirations. This way the activities can be meaningful for participants to be able to express themselves using technology, while taking into consideration external factors such as the influence of parents and schools which contribute to the opportunities and attendance by participants. Finally, the organisation of digital skills workshops and initiatives should become embedded in the social fabric of the city and/or youth work, conceiving of them as a communitarian effort. This means that an active dialogue between policymakers, organisers and moderators, researchers, parents, and, of course, children themselves from different backgrounds is needed. Participatory co-design among these actors can be a key strategy to promote child-centred approaches that move beyond individualistic accounts of learning, towards the creation of more collaborative, and more inclusive digital skill activities through a systemic and holistic approach.