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Add English DGB 4 translation

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{{DISPLAYTITLE:DGB 4: Normativity, Filter Bubbles and Stereotypes}}
← [[DGB 4. Klasse/en|Digital Literacy – Year 4]]

Digital technologies are not completely neutral. Defaults, recommendation systems,
categories, interface design and media representations can make certain choices or identities
appear normal while others remain less visible. Students analyse these patterns and learn how
to widen perspectives rather than accepting them unnoticed.

== Curriculum reference ==

{| class="wikitable"
! Area !! Classification
|-
| '''Competence area''' || Orientation
|-
| '''Perspectives''' || G, I
|-
| '''Focus''' || Normativity of digital technologies and media content
|-
| '''Competence''' || Explain how technologies and media convey norms, identify filter bubbles and stereotypes, and creatively broaden perspectives.
|}

== Learning objectives ==

Students can:

* explain normativity in the context of technology and media;
* describe how defaults, categories and recommendation systems can shape choices;
* explain filter bubbles, personalisation and possible narrowing of perspectives;
* recognise stereotypes, clichés and simplified role images in media content;
* analyse possible effects on perception, judgement and participation;
* distinguish repeated representation from factual reality;
* actively seek alternative sources and perspectives;
* create media products that deliberately challenge narrow or stereotypical patterns.

== Learning content ==

=== What normativity means ===

Normativity concerns ideas about what is considered normal, desirable or expected. In digital
systems these ideas may appear in design decisions, categories, defaults and ranking mechanisms.
In media they may appear through repeated roles, visual conventions and language.

=== Normativity in digital technologies ===

A platform may make one option prominent and hide another, require users to fit predefined
categories or optimise for goals chosen by the provider. These design choices influence behaviour
even when they are not intended as explicit instructions.

=== Filter bubbles, personalisation and narrowing of perspectives ===

Personalised feeds and searches can repeatedly prioritise similar content. This can be useful,
but it may reduce exposure to alternative viewpoints. A filter bubble is therefore best treated as
a possible effect to investigate, not as an automatic condition affecting everyone equally.

=== Stereotypes, clichés and role images ===

Media often simplify people and groups to make stories quick to understand. Repeated
stereotypes can shape expectations even when individual examples are fictional or humorous.

=== Consequences for perception and participation ===

If some experiences are continually visible while others remain absent, people may develop
distorted ideas about who belongs, what is normal and which options seem possible. This can
affect self-image, judgement and social participation.

=== Creatively breaking patterns ===

Users and creators can broaden sources, question recommendations, vary search terms and
design content that includes more complex perspectives. Deliberate diversity is not the same as
forcing every viewpoint to be treated as equally well supported by evidence.

== Classroom activities ==

=== Compare feeds ===

Analyse two simulated feeds and identify where ranking and personalisation could narrow perspectives.

'''Expected outcome:''' A comparison sheet.

=== Vary search terms ===

Change wording, language or source types and observe how results and perspectives change.

'''Expected outcome:''' A search experiment.

=== Analyse stereotypes in advertising ===

Identify repeated roles, visual codes and assumptions in prepared examples.

'''Expected outcome:''' A stereotype analysis.

=== Create counter-advertising ===

Redesign an advertisement to challenge an oversimplified role image.

'''Expected outcome:''' A revised media product.

=== Compare roles in media ===

Compare how similar characters or groups are presented in series, games or clips.

'''Expected outcome:''' A representation table.

=== Perspective switch ===

Rewrite or re-stage a short scene from another credible perspective.

'''Expected outcome:''' An alternative version.

=== Reflect on recommendation logic ===

Map how past clicks could influence future recommendations.

'''Expected outcome:''' A simple feedback-loop diagram.

=== Make diversity visible ===

Create a media product that represents a topic through several distinct perspectives.

'''Expected outcome:''' A multi-perspective product.

=== Run a norm check ===

Use a checklist to identify defaults, hidden assumptions and missing perspectives.

'''Expected outcome:''' A completed norm check.

== Self-check ==

* I can explain how technology design can carry assumptions and norms.
* I can describe filter bubbles without exaggerating what they prove.
* I can recognise stereotypes and clichés.
* I can deliberately broaden sources and perspectives.
* I can create media that challenges narrow representations.

== See also ==

[[DGB 4: Technologie- und Medienwandel/en|Technology Enthusiasm and Cultural Pessimism]]
[[DGB 4: Medienrealitaet und Manipulation/en|Media Reality, Information Analysis and Manipulation]]
[[DGB 4: Social Media Welt- und Selbstbild/en|Social Media, Business Interests and Self-Image]]

[[Kategorie:Digitale Grundbildung]]
[[Kategorie:DGB 4]]

DGB 4: Normativitaet digitaler Technologien und Medieninhalte/en - Versionsgeschichte

Administrator: Add English DGB 4 translation