AD3DFD: Digital for Development: Transformation or Tyranny?

Module code: AD3DFD

Module provider: School of Agriculture, Policy and Development

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Dr Amanda Caine, email: amanda.caine@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

The spread of the use of smartphones, computers and tools such as social media provides a significant opportunity to bring about transformational change in the way that individuals and communities in the “Global South” improve their own lives through increased access to information and the enhanced ability to communicate. These advances could enhance the capability of states to improve the lives of their citizens. There is also the potential of using this technology to tackle some of the global challenges that we face including climate change, food insecurity, and pandemics. However, at the same time, the benefits of digitalisation are not available to all; the unaffordability of devices, the lack of connectivity, electricity and digital skills have created a digital divide which is leading to a deepening digital inequality within the “Global South” and between “Global North” and “Global South”. Furthermore, the centralisation and extraction of digital data allows for the possibility of increased surveillance, control and repression by those who own or have control over these technologies and platforms. Moreover, the democratisation of information and knowledge provides the potential for malevolent forces to manipulate those in society who are less able to evaluate the truth of this information. This module seeks to explore the contradictory aspects of digitalisation for development, drawing upon debates about the digital divide, communication power, data justice, and digital sustainability.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Describe the current debates about digital for development from different conceptual perspectives
2. Assess the successes and failures of digitalisation for development within different contexts and debate the future implications of AI on development within the “Global South”
3. Understand the digital divides, such as the digital gender divide, within the “Global North” and between the “Global North” and the “Global South”
4. Evaluate the implications of data justice and digital sustainability
5. Critically assess the change in power dynamics brought about by the increasing use of digital information and communications technologies and social media platforms and assess its implications in terms of political stability, governance and security

Module content

The following content is indicative only and may be subject to minor changes.

• The module will discuss the major debates concerning the merits and drawbacks of “digital for development” from a conceptual perspective
• It will use case studies to illustrate examples of how the introduction of digital ICTs has helped or hindered progress in terms of development in thematic areas such as agriculture, livelihoods and civil society
• The digital divide will be analysed from a wide range of perspectives such as the gender and rural/urban digital divides
• Data justice will be considered from the perspective of data access and inclusion, informed consent and surveillance capitalism
• Digital sustainability and justice is explored in terms of extraction of the raw materials required in digital devices, the electricity required to power the devices and the associated networks and the limited scope for expansion of digitalisation in both the “Global North and South”, thus questioning future digitalisation trajectories
• Finally, the changes in power dynamics brought about by the increased use of digital ICTs and social media will be evaluated from, on the one hand, the perspective of increased democratisation of online knowledge and access to information and on the other hand, the potential for surveillance, control, repression and the increased manipulation

Structure

Teaching and learning methods

This module will be taught through a combination of interactive lectures and seminars. Seminars will be focused on guided student-led discussion and group activities.

Study hours

At least 44 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs