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Beware the hype, but prepare students for the Information AgeFrank WebsterProfessor and Head of the Department of Sociology - City University, London It accompanies just about every technological breakthrough, this insistence that we become literate if we are to cope with our changing world. A generation ago there was much heady talk about the need to become computer literate my then employer even insisted I went on a course to get knowledge of programming in Fortran and Basic. Currently theres much pressure to become media literate, the argument being that if we cant handle the world of the internet, twitter and social network sites, then we are falling behind. Since Ive made something of a career out of such initiatives, youll not get me opposing them, but I would offer some cautionary advice. First, I recommend that we lay off the literacy metaphor. Its a word that intimidates, even bullies, people into conformity. To be illiterate in this day and age is a dreadful handicap, an assurance that one will be poor and socially excluded. The assertion is that digital technologies are so fundamental that someone ill at ease with them will be forever disadvantaged. But hey, food is essential to everyday life, yet I dont hear many calls that we come food literate, even if lack of knowledge and attention to diet has demonstrably horrible consequences (record obesity rates, premature deaths, deep unhappiness about personal appearance). Moreover, the ability to read and write is a profoundly important competence that needs to be achieved in early childhood in order for cognitive development to proceed. Learning about a range of ICTs is much less vital and a radically different accomplishment (though it is being suggested that too much time on the internet can distort areas of the brain). Media Literacy is most commonly defined a matter of learning technical skills, but I would relegate these as priorities. Its easy enough to run short courses on how to use a spreadsheet, to blog or to adopt particular packages as people require. More seriously, the reasoning behind technical instruction is flawed. There appears to be a belief that if people dont learn about the new technologies they might cede power to experts who are technically able. But it cant be said loud enough that technical skills do not translate into power. The fact is that we live in an era when we are all dependent on expertise of one sort or another (and every expert in one domain is reliant on experts in other think how else would we get potable water, electricity, or palatable food?). We cant be expected to acquaint ourselves with every expertise going (and frankly I dont want to know much about sewerage or abattoir organization). We have to trust those experts who must also rely on others in their turn. It is hard to see anything exceptional about ICTs in this regard. These technologies are, let me add, indispensible to life today, but as Max Weber observed when writing about slavery in Ancient Greece, we ought not to confuse indispensability with power. Further, it is increasingly the case that the more advanced the technology, the easier it is for the user. Think of the iPhone or iPad and youll appreciate that the most advanced technologies are the most transparent to users, requiring little technical instruction to get started. Once one knows how to log on, then with most ICTs one is away. 5

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The fact is that how to use digital technologies is much less important than what the information accessed is for and what might be done with it. For this one needs critical information skills the sort provided by librarians and teachers. Here educationalists might warn of risks with regard to attention and attentiveness, especially amongst the digitally native young. There is hard evidence that most folk are superficial skimmers in the era of Google, clicking hyperlinks and changing pages after a perfunctory glance. Some enthuse about this as a novel non-linear practice (readily ignoring how readers actually use books), but many others are concerned about risks to logic and reasoning that can accompany a trend that succours facile and immediate gratification. As one 17-year-old said about YouTube, you can get a whole story in six minutes. A book takes so long. We need to encourage close reading and the capacity to concentrate over lengthy and accumulating stretches of time, something that is jeopardized by the instantaneity and ease of the internet. A recent government report commented on the decline of reading stamina amongst schoolchildren, observing that Oliver Twist, at about five hundred pages, was too demanding of 14-year-olds. When such a novel, written when the author was not long out of his own teens, is deemed inappropriate for early adolescents, then we have cause for concern, just as we do about reports that 40% of Americans under the age of 44 did not read a single book over the course of a year. We need to regain the confidence to insist that to gain intellectual competence requires hard work and that we need to convey to the young especially that such diligence demands time, effort and application. Such professions might also alert us to the growing problem of information overload and a major dilemma it poses nowadays. This is that, while filtering is essential to coping with this excess, there is a temptation to admit only that which is comfortable and self-confirmatory, which contradictions the need to remain open to new ideas and debate in order to learn. We can all recognize what Cass Sunstein has termed cocooning, wrapping oneself in an information blanket that receives messages only from people like oneself. Without some cocooning we would be hard pressed to get through the day, but we need to remain alert enough to admit information that is unfamiliar but important. The only way in which this balance might be achieved is education in the analysis and evaluation of information. We can access so much more than hitherto, which is of advantage, but we need to combine openness and skepticism towards what is available on the internet. We need to inculcate in students what veteran internet instructor Howard Rheingold calls crap detector tools basic capabilities that users develop the ability to check authorities (Who own the site? How reliable is the domain name? Which sites are most trustworthy? What is the affiliation of the author? Does he/she cite sources that are checkable?). We should also encourage users to develop appropriate filtering mechanisms. In this regard Twitter has considerable potential, since it allows one to select via tested sources, as well as to investigate through its search facilities as well as through ones own tweets that can call on a wide network to advise and comment. Twitter has been compared, with justice, to blogs as the adult as opposed to the childish resource because it helps one select, criticize and evaluate. 6

Finally, I urge that people do use the internet: the interactive facilities of Web 2 mean that we can send tweets, produce wikis and participate in discussions. These can stimulate and aid learning as well as provide opportunities to represent oneself and interests. None of this requires us to embrace spurious media literacy programmes, but they can cultivate critical thinking, the one essential ingredient to survive and prosper in the Information Age.

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Abbot, R. (1999) The World as Information, Exeter, Intellect Books. Buckingham, D. (2007) : , , 6, 13-30. Brown, . (1998), Media Literacy Perspectives, Journal of Communication, 48(1), 4457. Davou, B. & Nika, V. (2007) Implementation and Evaluation of a Media Literacy Training Programme for Greek Elementary School Teachers, Communicar: La Educacion en Medios en Europa, 28, 75-82 Entwistle, . (1981) Styles of Learning and Teaching, London: J.Wiley & Sons Ltd. Entwistle, ., Hanley, M. & Ratcliffe, G. (1979) Approaches to Learning and Levels of Understanding, British Educational Research, 5, 99-114. Eriksen, T.H. (2005) : , , . Glaser, R. (1984) Education and Thinking: The Role of Knowledge, American Psychologist, 39, 93-104. Hobbs, R. (1998) The Seven Great Debates in the Media Literacy Movement, Journal of Communication, 48(1), 16-32. 12

Hobbs, R. (2007) , , 6, 59-72. Marton, F. & Saljo, R. (1976()), On Qualitative Differences in Learning I: Outcome and Processes, British Journal of Educational Psychology, 46, 4-11. Marton, F. & Saljo, R. (1976()) On Qualitative Differences in Learning II: Outcome as a Function of the Learners Conception of the Task, British Journal of Educational Psychology, 46, 115-127. , . & , . (2007), : , , 6, 88102. N, . (2007) , , 6, 43-68. . & , . (2008) , , 152, 82-95. , . (2000) : , , . , . (2005) : , , . , . (2007) : , , 6, 5-12. Rivoltella, P. C. (2007) , : , , 6, 73-87. Sjoberg, U. (2002) Screen Rites: A Study of Swedish Young Peoples Use and Meaning-making of Screen-based Media in Everyday Life, Lund Studies in Media and Communication 5. Sjoberg, U. (2007) : , , 6, 103-123. Wilden . (1980) System and Structure: Essays in Communication and Exchange, 2nd Edition, London, Tavistock Publications.

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