Digital Identity & Presence Plan – Initial Draft

The first version of my digital presence and identity plan has been crafted around three core questions: Who do I want to be online? Who do I want to attract? What do I need to do based on my responses to one and two?

My ultimate goal is to build a digital identity and presence that reflects my values, those of openness, curiosity, and meaningful conversation. In a digital world, writing represents both my voice and my footprint. For about a year now, I have been slowly building my confidence on LinkedIn and finding my voice. It has involved risk tasking and discomfort at times because of the vulnerability required to put my ideas out into the public forum knowing that I cannot control what happens afterwards.

I still find myself pausing before I click “post”, in the full awareness that there is a level of personal and professional risk associated with my digital activities.  I have also realized that my digital identity is directly tied to what I consume and share online. Rheingold (2010), identified critical consumption as a social media literacy requirement and I really could not agree more with the importance of being skeptical and thoughtful about digital consumption.

It is my intention to manage my digital participation in a manner that consistently highlights my personal style, while reinforcing my values (Beetham, 2015). Each time that I share content or engage in a conversation (e.g. make a comment), I will question whether my activity reflects my values and aligns with how I want to show up.  To some degree, success will be measured qualitatively by the audience that responds to my activity, and the quality of the interactions and conversations that occur both in and outside of my digital space.

For the purpose of my WordPress blog, I intend to create a welcome landing page that provides an introduction to me, describes what to expect from my blog, and encourages a deeper level of participation that extends beyond transactional comments. There will also be an element of boundary setting. My intention is not to present myself as a subject matter expert, but rather to encourage shared learning and knowledge building across both my visible and invisible audiences (Boyd, 2011). 

I am aware that my technical knowledge is lacking. As I encounter skills and knowledge gaps through my course work, I will determine how best to address them on a case-by-case basis. A way to identify initial gaps on an ongoing basis is to review peer blogs to understand the format, functionality, and options that exist. Once gaps are identified, I will then reach out to peers, conduct my own research, or try to figure it out through other resources and supports. The best way to reveal what I do not know, is to read, research, and increase my exposure and interaction with others in the same space, with the same goals and problems. 

Presence and participation can be very challenging to measure, as discussed by Dron & Anderson (2014); my initial approach will be to measure quality over quantity. Traffic, positive or negative, is not my primary concern. Measurement will become more sophisticated over time as I build my digital literacy.

*On April 29, I completed a skills mapping exercise to assess my current state versus my desired future state, based on Nielsen Norman Group’s 5 point scale.


*Blog post updated on April 29, 2021 to include skills mapping.


Beetham, H. (2015, Nov 10). Building capability for new digital leadership, pedagogy and efficiency [blog post]

Boyd, D. (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), A Networked Self (pp. 39–58). New York, NY: Rutledge.

Dron, J, & Anderson, T. (2014). Teaching Crowds. Athabasca University Press.  

Nielsen Norman Group Skill Mapping Template © By Rachel Krause, 

Rheingold, H. (2010). Attention, and other 21st-century social media literacies. Educause Review, 45(5), 14.

5 thoughts on “Digital Identity & Presence Plan – Initial Draft”

  1. Hi Lisa,
    Beautifully written and your blog background is so peaceful. Honestly, I think your technical skills are pretty good! I have work to do on mine! I agree with your comment about “for about a year now, I have been slowly building my confidence on LinkedIn and finding my voice.” I equally feels the same way and struggle to project my real me online vs the professional facade. I guess the pandemic forced us to get out of our shelf and find the courage to develop our presence online. I will connect with you on Linkedin and will be happy to read your post.

  2. Hi Lisa,
    I really enjoyed reading your digital literacy plan and comparing the maps of your “current state” to your desired “future state”. Although you mentioned a need to work on your technical knowledge (which, I agree with Stephanie, appears to look good), is there one particular literacy that you are most interested in improving?

  3. Hi Maria,
    Thank you kindly for your question, it is actually one that I have been struggling to answer; I appreciate the prompt! At this point, I feel a bit daunted by everything I do not know. As I observe classmates using different tools to complete assignments, I have a growing sense that my self-assessed ‘average’ technical skills are in fact less than average. My exposure to new tools in the course of my work has been quite limited and I had no idea so many options existed. It would likely be helpful for me to commit to learning a new tool each course, thereby increasing my proficiency as I work through this program. Thank you.

  4. Lisa, thank you for this. I think you’ve created a very welcoming landing page here and I’ve been very intrigued by your thoughts on LinkedIn. I read the article you linked recently and the post you wrote to go with it about force-feeding learning. That’s been my experience as well, both as a facilitator and a worker. Too often, we train workers in response to regulatory requirements or post-incident and it’s like a punishment for learners/workers. Jarche’s statement that, “People need to take control of their learning in a world where they are simultaneously connected, mobile, and global; while conversely contractual, part-time, and local” really spoke to me. How can we get workers to take control (which we know means greater information retention), and still be able to measure learning so we can prove we’ve met requirements? Mentoring? OTJ training? LMS isn’t the answer anymore – was it ever though?

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