2. The Shift Toward
Increased Information
Self-Sufficiency
Able to provide for oneself
without the help of others;
independent.
Having undue confidence
3. There is a little
doubt that in the
US and other
developed
countries, citizens
are increasingly • 73% US adults are
relying on the internet users
internet to gather • 42% have
information. broadband
connections
• 29% in January
2005
4. • 87% of youth in US
Lenhart, ages 12-17 are
Madden, and Internet users
Hitlin… • 51% say that they
use Internet on
daily basis
• Half of children in
grades 1-5 are
online
• 80% high school
students
5. Increasing
Internet reliance
is also evidenced
by the dramatic
increase of self-
service options
Online booking
available to of airline
Internet users. tickets
Reservation of
tickets for
upcoming
events
6.
7.
8. Youth in As early as 2001,
particular are Lenhart, Simon,
increasingly and Graziano…
dependant upon
online systems 71% of online teens
and support. say that they used
the Internet as the
major source for
their most recent
major school
project or report.
9. Presumably, the
chief advantage
to customers of
online
information self-
sufficiency is
greater control However, this
and satisfaction. may not be the
reality…
10. ServiceXRG
found that of
the…
60% of customers who
used Web self-service,
only 23% reported
that they found what
they were looking for
online.
11. The shift to digital over physical
media…
Response to citizen
demand for increased
self-service
Economic pressure to
minimize cost by
eliminating expenses
Direct access and
control of information
12. Information
Self-
Affects how products Sufficiency
are marketed Impact…
How organizations
manage information
How courts assess
liability
How current and future
workforce is trained
14. Credibility…
- believability or Online buying of
trustworthiness books
(price, author,
shipping terms,
reviews)
Online buying of
house and car
15. In particular, for any
online transaction that
involves delivery of some
physical item, a central
means of determining
credibility---physical
examination and testing-
--is gone, or at least
greatly diminished.
17. This is the great paradox of
information self-sufficiency on the
internet:
End users are becoming more
responsible for making information
determinations, but because they
have fewer physical cues to work
with, they are becoming more
dependent on the information
provided to them by others.
18. Lankes /
Eisenberg This architecture
Architecture… divides the Internet,
by extension, digital
networks into four
distinct layers.
Each can manipulate
information in a way
that is completely
transparent to the
recipient.
19. Infrastructure
It can easily
block traffic to
Composed of
and from its
destinations to
hardware used
move information
invisible to users.
from one place to
another on the
Internet.
20.
21.
22. Applications
Consists of software that
allows information to be
exchanged between different
actors on the network.
Include Web browsers and
instant messaging clients, as
well as high-level protocols
such as HTTP that transfer
Web pages.
23.
24.
25.
26. Spam filters are
excellent examples of
technology affecting
credibility in a nearly
invisible way.
It is used in many
schools, discarding
numerous e-mail
messages before human
eyes ever see them.
27. Harris and
Weingarten
Blocking young people’s exposure to
information that may be credible is
probably not the best strategy for
teaching students to identify and
defend themselves against such
information, which they will almost
certainly encounter at some point in
their lives.
28. Organizations used Information
to meet users’ services
informational needs
on the Internet.
Determine the Selects which
Web sites to
quality and
display and the
relevance of sites order in which to
using a “link- display them on
popularity” metric. the search
results page
29.
30.
31. User layer
Composed of
individuals and
groups who
primarily seek and
consume
information on the
Internet to meet
their own
informational need.
36. Most people use
the term
authority to
refer to a single
entity, or small
set of entities.
a thing existing
independently
from other
things.
37. Authoritarian is the
Authoritative is
enforcement of an
authority granted on
authority: in essence, the
the basis of
removal of choice by force
perceptions of trust
of law, policy, structure,
and expertise.
or some other means.
38. Many want the library to
become a preferred provider
of information, yet the
concept of “preferred” only
works in an authoritarian
view when someone who
can make others prefer or
select something over
something else.
39. The decentralization of authority
has turned out to be particularly
attractive for teenagers.
Technology allows greater
opportunity for young people to
themselves become authoritative
experts in many areas.
40. Many adults feel it is a problem
that teens may not look to
vetted and traditional sources
of “valid” information.
The concept of multiple
authorities existed prior to the
internet.
41. As users take it upon
themselves to become
authorities by directly other
With the Internet and
evaluating, synthesizing,of
digital media, the range and
possible authorities has
even producing informations
expanded greatly.
themselves, the notion of a
singular authority ends, and
reliability becomes the
predominant form of
credibility assessment.
44. Authority and
reliability approaches
are often used in
conjunction in both the
physical and digital
world.
Perhaps the most
common way to become
an authority, however,
is through reliability.
45. Authority and reliability
also have “halo effects,”
meaning that a person
who is seen as an
authority in one area
may be presumed to be
an authority in other
domains as well, even
without proven
performance.
46. Ultimately, reliability and
authority anchor the
endpoints of a continuum of
approaches to credibility.
With authority, preexisting
agreements are in place and
assumed: conversation is over.
With reliability, the
conversation is open and
ongoing.
48. Recent trends in digital media
facilitate the shift to a reliability
approach of credibility assessment.
The guiding technical protocol of the
Internet, Transmission Control
Protocol/Internet Protocol (TCP/IP),
simply breaks data into packets and
makes sure these packets get to the
proper destination with fidelity.
49. As a result, even higher-level
Internet functions are not
defined or controlled by the
Internet itself.
The Internet is, in a very real
sense, an agreement, and an
ongoing conversation where
organizations and individuals
share informations.
50. This open architecture and
decentralized control provide
enormous capacity for
participation, which
contributes to accurate
credibility assessment through
reliability among multiple
shared perspectives and
experiences.
51. Indeed, involvement and
participation have led
many Internet software
designers to view the very
process of software
development as a means
toward credibility.
52. Open source software
While anyone with
Open source
sufficient whencan
software is skill the
use the open source
developer of a piece
software, if they
of software makes
improve or expand
the underlying
the original code,
source code of the
they must give the
software available to
additions back to the
the public.
open source
community.
53.
54. Open source
software and
the associated
credible tools are
movement
ones that are built
propose a new
in the open, where
concept of
a conversation on
credibility in
the merits and
terms of tools:
structure of
infrastructure can
be debated and
tested.
55. In the traditional
This organization
approach to some
would have
software in the
standing
development,
community, good
credibilityand a
practices is
defined track
proven by the
organization that
record of quality
produced (i.e.,
products the
software.
authority).
56. It is also proffered in
terms of security.
A system is “secure” if
few have access to its
inner workings, and if
the few programmers
who put it together used
a common quality
process.
57. The open source
approach takes
an opposite
stance: To be
secure, software
must be
transparent and
then tested by
others (i.e.,
reliability).
58.
59. The openness goes a long
way toward addressing the
information self-sufficiency
paradox among youth, but
only for those with sufficient
technology skills and
education.
60. The ability of
skilled users
fluent in the
technologies of
the Internet has
important
implications for
youth and
education.
61. Furthermore, if schools and
other institutions prevent youth
from participating in the
underlying infrastructure, they
are limiting youths’ ability to
resolve the information self-
sufficiency paradox and, by
extension, limiting youths’
ability to learn about and act
upon credibility.
63. To be effective both in
constructing reliability-based
credibility assessments and in
working collaboratively to build
innovative technical tools,
youth must be able to engage in
appropriate conversations with
appropriate others via the
Internet.
64. Accordingly, Nielsen/NetRatings
indicates that teens’ usage of digital
media is shifting.
While the top sites for
youth ages 12 to 17 used
to be those offering a
selection of instant
messaging buddy icons, in
the last 3 years the most
popular sites have shifted
to social networking sites.
65.
66. In 2001, Lenhart, Raine, and
Lewis found that extremely
popular uses of the Internet
among teens included e-mail,
instant messaging, and visiting
chat rooms.
67. Teens’ desire for social Internet
experiences also shows up in
institutional education settings,
where Simon, Graziano, and
Lenhart found that a large
percentage of teens “say they use
e-mail and instant messaging to
contact teachers or classmates
about schoolwork.
68. Conversation theory
proposes that learning
and knowledge are
gained through the
interaction of agents
around ideas as they
go back and forth
describing an idea.
69. This interaction can
then be used to
develop new
understandings and
new knowledge
through a process that
contemporary learning
theorists call
scaffolding.
One idea
building upon
another
70. Learning
conversations can
take place between
two individuals (a
teacher and pupil),
two organizations
(negotiating a set of
academic standards),
or even two societies
(debating over the
best way to educate
youth).
71. Educational
organizations are now
beginning to understand
that the true power of
the Internet for learning
is not simply wide-scale
and one-way
distribution of
information, but instead
is getting closer to what
is happening inside
users’ brains.
72. The advent of services that
allow greater user involvement,
such as blogs, social networks,
and recommender, rating, or
commenting in e-commerce
and other sites, has led to
increased demand by youth
and other users for
involvement in Internet
services of all types.
73. The need to highlight
credibility in conversations has
implications for educational
policy makers as well.
Harries identifies such
“conservative attitudes” as a
structural challenge that must
be overcome.
74. What policy makers must
understand is that, as
Weingarten and Harris argue,
the unintended consequence of
creating “safe” learning
environment is an
environment that limits
learning about credibility.
