Adaptation and adoption of immature emergent technologies for instruction fails to account for the challenge to, and creation of, new concepts of self, identity and community both in real and virtual spaces. New insight is necessary to develop social policy responses, including those of educational systems and institutions, to the consequences of these new conceptualisations. This chapter presents an original theoretical model which aims to assist in the interpretation of existing theory, exploring the interrelated dimensions of values, virtuality and veracity disturbed by the adaptation of emergent technologies. It invites an exploration of existing theoretical and methodological instruments available within the broader Social Sciences to examine emerging notions of identity. The emergent theoretical model visualizes a set of complex assumptions within the concepts of the “real-virtual” interface created by emergent technologies; the 3V model represents one means of explore internal structure to this liminal space and invites further empirical study.
Burden, K., & Atkinson, S. (2011). Using the 3V model to explore virtuality, veracity and values in liminal spaces. In S. D'Agustino (Ed.), Adaption, resistance and access to instructional technologies: assessing future trends in education (199-215). The University of Hull. https://doi.org/10.4018/978-1-61692-854-4