A Re-Conceptualisation of Information in Accordance with New Social Media Contexts.

Agneta Lantz Linköping University, SE-581 83 Linköping, SWEDEN [email protected]

and

Christina Brage Linköping University, SE-581 83 Linköping, SWEDEN [email protected]

ABSTRACT Social media has altered the information landscape by expanding the flow of information The aim of this article is to review the need for a tremendously and has changed the way people re-conceptualisation of in find, use, and experience information. The accordance with the development of new social interactivity of the new technology has in many media contexts. A review of the literature indicates ways transformed the way we live. It has changed that there is need to take the concept of the ways we communicate and share information Transliteracy into consideration. Some major and we now tend to produce and communicate challenges like the new information world, digital through multiple modalities. Social media risky behaviours, democratic challenges and environments are collaborative and free-flowing, educational challenges will be discussed. requiring a comprehensive understanding of information in order to critically evaluate, share, Keywords: and produce content in multiple forms. Social Information Literacy, Transliteracy, Social Media, E- media is creating entirely new types of information Democracy, Curriculum Development. resources and new approaches to information practices as well as new user expectations which challenge traditional definitions of Information 1. INTRODUCTION Literacy. Information literacy instruction needs to focus on When we talk about social media we normally talk helping people develop skills that will benefit them about networked such as Facebook, in answering questions and to conduct informed Twitter, blogs, and wikis. Social media enables decision-making throughout their lives within the people to socialise, organise, learn, play, inform, new and changing information discourse. This persuade, and influence the beliefs of others and indicates that there’s a need for a re- also to engage in commerce. In doing so, people conceptualisation of the traditional view of move from participation to collaboration and the Information Literacy education, generally technologies that we possess today are powerful understood within the field of library and engines for participation. When you participate, information science, as well as a need for you become an active citizen rather than simply a curriculum development. One way to do this is to passive consumer of what you see in adverts, what incorporate and extend Information Literacy with you learn and what your government wants you to Transliteracy, meaning to be able to read, write believe. In doing so you become what is described and interact across a range of platforms, tools and as a “Produser” which is a combination of producer media recognised as life skills for the digital age. and user. The produser produce and use at the Transliteracy should be seen as a response to the same time [1]. ongoing and emerging changes within the

Information and Communication Technology But it is crucial to understand the rhetoric’s of sector. participation and the nature of technical and social

networks. Therefore we need well educated

citizens who freely can access information and who 2. SOCIAL MEDIA DEVELOPMENTS knows how to communicate in concert with other and when interacting in digital environments. It’s a citizens in a productive and legal manner; people life skill for the digital age. who are information literate or transliterate, meaning being able to communicate and interact Since the start of the Internet there has been a with multiple platforms. Furthermore we must debate where some emphasised the potential for emphasise the skills needed in order to become a empowerment while others suggested that the critical consumer of information and recognise that Internet is the great destructor of civilization. After critical evaluation rests on a substantial body of the introduction of new social media technologies knowledge. Unfortunately young people are the debate has moved on and now stresses the seldom taught this and they often lack contextual worry regarding risky behaviours. There has been a knowledge and critical evaluation skills according concern about the safety of these online spaces to Livingstone and Bovill [2]. and especially the risky behaviors in which youth engage.

3. CHALLENGES OF THE NEW INFORMATION Research [3; 4; 5] into risky behaviors and online WORLD safety makes clear that there are youth who face risks and are harmed in connection to their Producing, sharing and evaluating information are participation online. Especially sexual online critical activities in participatory Web 2.0 behaviours have been considered particularly environments and we need a critical awareness of alarming according to Liau [3]. Some suggest that the handling, organisation and utilisation of adolescents who appear to engage in risky online information from various contexts. We have to behaviours try to compensate for minimal social make sure that the students are able to keep interactions in their everyday lives. They may abreast with the cutting edge of emerging trends nourish a hope while interacting with strangers behind the innovations of social media as well as online that they will find new friends and new understanding the variety of ethical and juridical social connections. Therefore, they are more issues associated with social media willing to take the risks associated with communication. They also need to become communicating with strangers and even independent learners and they need to understand sometimes place their personal and contact the process of learning e.g. the metacognitive information online. Sheldon [6] on the other hand aspect of learning. It involves students being able suggest that the Internet primarily benefits to articulate the expectations of a new information extraverted people who have strong social skills context, and also being able to reflect on their own and who use Internet as another setting to interact learning. We need to help students develop with friends. strategies for dealing with new knowledge, and to understand how arguments are put together. 5. DEMOCRATIC CHALLENGES The concept of Information Literacy has assumed new meanings and a new literacy is required. A The Internet has more and more become a means literacy that stress the ability to understand what for including citizens in government policy making we see, to interpret what we experience, to and administrative processes [7; 8; 9]. E- analyse what we are exposed to, and to evaluate Government for instance is seen as a balanced what we conclude against criteria that support combination of electronic services and forms of critical thinking. electronic participation in order to improve the political dialogue in society. However, online

dialogues, using for example social media, still 4. DIGITAL RISKY BEHAVIOURS seems to be inhibited not only by internet access

but also in terms of skills, abilities and motivation. The participatory nature of digital environments Within the field of the digital divide research, requires skills such as being able to locate access is seen as a first level divide while divide in appropriate material in social media streams as appropriate skills and motivation constitute a well as being able to determine the validity of second level divide [10]. information. The communication and participatory aspects of the Internet requires a comprehensive There is still more research focusing on access to understanding of the flow and shifting nature of internet resources than on the second level divide information. Furthermore there is an increased [11; 12]. Some studies have however examined the need of being able to recognise potential personal effects of motivation to the use of internet safety and privacy risks when using the Internet resources e.g. [11; 13]. Skills and motivation are the personal realm, in the workplace and for central in the conceptualisation of the digital divide inclusion in the new information environment. according to Norris [14]. There are also some psychological studies examining Internet self- According to Johnson [19] social media, mobile efficacy [15; 16] a field related to motivation and spaces and gaming are expected to influence the skills. DiMaggio, Hargittai, Celeste and Shafer [17] future of education and it is essential to articulated the need for research on digital experiment in these spaces to prepare for the inequalities. The concept of E-Democracy is still in future. In order to acknowledge the full impact of its infancy and so is E-Democracy research. There is networked and digital media we must recognise need for interdisciplinary studies with focus, not that the educational sector needs a whole new only on the ICT aspects but also on the social and way of looking at learning and teaching. Social behavioural dimensions of E-Democracy to learn media must therefore be considered as a vital for the improvement of future E-Democratic component in any information literacy curriculum. processes. This because of the fact that we cannot underestimate the huge impact of social When considering the prospects for E-Democracy networking sites, blogs and wikis. We have to inequality should be taken into account. Different admit that social media technologies and studies indicate that there is still a digital divide, already shape the cognitive, social, and cultural inequalities created by new information environments of the 21st century. The more social technologies in society [11; 12]. A participation gap media technologies become central in everyday exists that could lead to a political gap in society. life, the more it is imperative to identify, and to According to Weber and Murray [18, p. 104] there manage the development of the skills and abilities is an indication that “the inequalities of education, required to use them. In everyday life, whether at income, race, and gender that are present in home or university, our students are engaged in political participation among nonusers are learning, collaboration and content creation. They reflected in political participation among Internet are increasingly relying on mobile devices, flexible users. In short, with regard to politics, the digital delivery of services and 24/7 access. As divide remains”. information literacy instructors we must recognise the need to be proactive in meeting the changing st E-Democracy centered education in the 21 needs of our patrons. We need to move toward a century needs a curriculum that directs students to more social approach in order to understand master social media in order to become conscious information seeking behaviour, and to embrace citizens fully able to act and react in new societal that there is a growing consensus that Information arenas. An educated citizenry is acknowledged as Literacy is a social practice embedded in contexts crucial to informed participation in a well- where shared meanings are constructed. functioning democracy. Empowering citizens by enhancing their information literacy skills altered Already Prensky [20] among others, argued that into a new kind of literacy is without doubt of great today’s students no longer are the people our importance in bridging the barrier of the second- educational systems were designed to teach. level digital gap in order to improve E-Democracy Therefore there might be a need for lecturers to and the interactive dialogue in society. Our tailor their teaching to match the new skills, the democratic way of life depends more and more on new learning styles, the experiences and producing learners who know how to think and expectations of the students now entering the how to solve problems within a diversified universities. Philip [21] strongly emphasised that information and communication world. technology will be an important part of the Net Generation’s education and learning.

6. EDUCATIONAL CHALLENGES The Net Generation is a label used to describe today’s young adults born between 1980/1982, Social media offers a potential for educators to (some authors even say 1977) and 1994, a empower students to learn, lead and create with generation shaped by their experiences of having technology, preparing them with skills and grown up surrounded by all the “toys and tools of competencies to support a cohesive framework for the digital age” [20, p.1]. This generation’s future academic and career success. The landscape of childhood is often connected to that importance of these new skills requires a of Google and Facebook and other similar social refinement of existing competencies in order to media. meet future demands in academic situations, in Crittenden [22] argues that this wired generation is literacies? In many countries traditional more interested to participate in learning activities information literacy standards are in place, but are that promote social interactions. As Oblinger and these good enough to support the way people Oblinger [23] point out, interaction is a key currently communicate across various media, how element of learning. They also described the they produce information in different formats, and essential differences in the way that the Net how they establish rapidly expanding social Generation learns and they stated that the Net networks? Traditional definitions of Information Generation is more comfortable with Literacy do not consider collaborative media environments that are rich in multimedia images production and the impact on learning, which is [23]. These interactions are not only face to face why we need an expanded model with an but are supplemented by the use of a range of ICT. emphasis on active production and sharing of new They are avid users of technology but recently knowledge through technology. In our mind we research has noted that they want more than have to move towards Transliteracy and a re- technology as a method to help them to learn [24]. conceptualisation of the concept Information If the classroom does not provide opportunities for Literacy. these kinds of interactions, it could happen that the Net Generation will not come to class. To meet Understanding social media should form an the above demands of these new students, important part of Information Literacy as universities might have to rethink how they mentioned above, but the term Transliteracy may operate. The Net Generation, who now is entering be more appropriate for understanding the full the universities, probably has learning range of media. Transliteracy refers to a set of expectations, learning styles, and learning needs literacies needed to function in the Internet age different from past students, something that we due to ubiquitous media, mobile devices and social might call a new learning paradigm. networking. According to Thomas et al [26] Transliteracy is defined as "the ability to read, write The use of social media could be a way of engaging and interact across a range of platforms, tools and students who normally are uninterested in learning media from signing and through the skills of information literacy and to teach them handwriting, print, TV, radio and film... ". to be discerning and critical of their sources. Jones Transliteracy calls for a change of perspective away [25] explored the potential for using social from print media towards a more unifying concept technology to support Information Literacy and she that is relevant to , , interaction and argues that “online social technologies such as culture in the digital age. The essential idea here is Weblogs, wikis and social bookmarking can be that Transliteracy is concerned with mapping used to build fluency in the skills required to be meaning across different media and not with information literate.” particular literacies about various media.

A new curriculum should be holistic so that In the report from 2007, The Future of Learning students understand the complexity of the Agents [27], the researchers stated that research process and approaches to learning in “transliterating social and creative life implies new higher education. The structure of a new social and political understandings as new relations curriculum should be a departure from previous of creative production emerge. Collective teaching approaches in the library field, which are authorship and collective intelligence are modes of often not embedded, holistic or even responsive to active learning and discovery that present new students’ needs. It should be focusing on habits of dynamics between individuals and groups with mind, developing appropriate attitudes and respect to knowledge.” behaviour in addition to skills. Transliteracy is unique in combining democratizing communication formats, questioning authority and

7. MOVING ON FROM TRADITIONAL devaluating hierarchical structures for INFORMATION LITERACY TOWARDS disseminating information, expressing no TRANSLITERACY preference of one over the other, bridging the digital divide and emphasizing the social The more ICT-skills become vital in order for construction of meaning via diverse media. individuals to be able to participate in modern society the more it is crucial to identify the issues In order to accomplish the above we have to figure at stake. One important question out of many is to out how to provide learning experiences that figure out if we are dealing with one, many or new provide students with more ownership and increased participation in conversation for Transliteracy is an inclusive concept which bridges learning. There is need to move towards and connects past, present and future modalities connectivism that is the process of creating and changes with the invention of each new connections and developing a network. In the media-type [26]. Through the re-conceptualisation literature according to Dunaway [28] Transliteracy of Information Literacy into Transliteracy we articulates pedagogical practices that reflect a transfer the concept into the 21 st century including connectivist approach to Information Literacy all aspects relevant to reading, writing, interaction education. and culture. In other words all relevant literacies are embedded. Connectivism is to be seen as a learning theory for the digital age, where thinking and emotions influence each other. Learning is the process of connecting specialized information sources, and 9. REFERENCES rests in a diversity of opinions. Currency is the intent of all connectivist learning and learning is a [1] A. Bruns, A. Produsage and Producerism , 2007, knowledge creation process – not only knowledge http://www.P2pfoundation.net . consumption [29].

[2] S. Livingstone & M. Bovill (Eds.), Children and 8. CONCLUSIONS their Changing Media Environment: A European Comparative Study , Hillsdale, N.J.: Lawrence What is clear is that technology is evidently a Erlbaum, 2001. factor that has changed the way we live, communicate and share information and must be [3] A.K. Liau, A. Khoo & P.H. Ang, “Factors integral to the development of a new curriculum influencing adolescents' engagement in risky for information literacy education. As academic Internet behavior”, CyberPsychology & Behaviour , librarians we must be aware of the developments Vol. 8, No. 2, 2005, pp. 513 - 520. in this new field of Transliteracy to continually assess and understand what impact it may have on [4] S. Livingstone & L. Haddon, EU Kids Online: the ways we assist and interact with our patrons Final report , London: London School of Economics, and each other. 2009.

At the moment Transliteracy in its initial form lacks [5] S. Livingstone & E.J. Helsper, “Taking risks when a pedagogical imperative probably because of the communicating on the Internet: The role of offline newness and holistic nature of the concept. Still no social-psychological factors in young people's one, as far as we know, has managed to define the vulnerability to online risks”, Information, necessary skills included in the concept maybe Communication and Society Vol. 10, No. 5, 2007, because of the fact that the terminology is new pp. 619-644. and the study of Transliteracy is still in the early stages, but a definition is likely to evolve. Already [6] P. Sheldon, “The relationship between some librarians have tried to promote Transliteracy unwillingness-to-communicate and students’ but more work needs to be done to formalise what Facebook use ”, Journal of Media Psychology , Vol. relationship libraries will have with Transliteracy 20, 2008, pp. 67-75 according to Andretta [30]. Andretta [30] also states that “the lack of familiarity with the [7] B. Bimber, “Information and Political terminology does not mean that Transliteracy is Engagement in America: The Search for Effects of not integrated in the practice of information Information Technology at the Individual Level”, professionals.” Political Research Quarterly , Vol. 54, No. 1, 2001, pp. 53-67. As more research is created in the field, librarians can incorporate these new ideas into the ways [8] L. Dahlberg, The Internet and Democratic they assist patrons with accessing, understanding, Discourse: Exploring the Prospects of Online and producing information. The social aspects of Deliberative Forums Extending the Public Sphere, Transliteracy can enhance the workplace by Information, Communication and Society , Vol. 4, creating robust systems of knowledge sharing and No. 4, 2001, pp. 615-633. can enhance user experience by granting them a role in the construction of information. [9] C. Weare, “The Internet and Democracy: The [20] M. Prensky, “Digital Natives, Digital Causal Links Between Technology and Politics”, Immigrants,” On the Horizon, Vol 9, No. 5, 2001. International Journal of Public Administration , Vol. 25, 2002, pp. 659-692. [21] D. Philip, “The Knowledge Building Paradigm: A Model of Learning for Net Generation Students,” [10] E. Hargittai, “Second Level Digital Divide in Innovate, Vol 3, No. 5, 2007. Internet Use: Mapping Differences I People’s Online Skills”, First Monday , Vol. 7, No 4, 2002. [22] S. Crittenden, “Silicon Daydreams: Digital Pastimes of the Wired Generation”, Virginia.edu, [11] P. Muhlberger, “Access, Skill, and Motivation Vol 1, No. 2, 2002. in Online Political Discussion: Testing Cyberrealism”, In: Shane, P.M. (Ed.), Democracy [23] D.G. Oblinger & J.L. Oblinger (Eds.), Educating Online: Prospects for Political Renewal through the Net Generation , Washington, D.C.: Educause, the Internet . London: Routledge, 2004, pp. 225- 2005. 237. [12] P. Muhlberger, “Human Agency and the [24] G. Roberts, “Technology and Learning Revitalization of the Public Sphere”, Political Experiences of the Net Generation, In: D.G. Communication Vol. 22, No. 2, 2005, pp. 163–178 . Oblinger & J.L. Oblinger (Eds.), Educating the Net Generation , Washington, D.C.: Educause, 2005. [13] J.E. Katz, R.E. Rice & P. Aspden, “The Internet, 1995-2000: Access, Civic Involvement, and Social [25] K. Jones, “Connecting Social Technologies with Interaction”, American Behavioral Scientist , Vol. Information Literacy,” Journal of Web 45, No. 3, 2001, pp. 405-419. Librarianship, Vol, 1, No. 4, 2007, pp. 67–80.

[14] P. Norris, Digital Divide: Civic Engagement, [26] S. Thomas & C. Joseph, & J. Laccetti, Information Poverty, and the Internet Worldwide. Transliteracy: Crossing Divides, First Monday , Vol. Cambridge, NY: Cambridge University Press, 2001. 12, No. 12, 2007.

[15] M.S. Eastin & R. LaRose, “Internet Self-Efficacy [27] A. Saveri & M. Chwierut, The Future of and the Psychology of the Digital Divide”, Journal Learning Agents and Disruptive Innovation , The of Computer-Mediated Communication, Vol. 6, 1, Institute of the Future, California, 2007. 2000. [28] M.K. Dunaway, “Connectivism: Learning [16] G. Torkzadeh, & T.P. Van Dyke, Development Theory and Pedagogical Practice for Networked and Validation of an Internet Self-Efficacy Scale . Information Landscapes, Reference Services Behaviour & Information Technology , Vol. 20, No. Review , Vol 39, No. 4, 2011, pp. 675-685. 4, 2001, pp. 275-280. [29] G. Siemens, “Connectivism: A Learning Theory [17] P. DiMaggio, E. Hargittai, C. Celeste & S. for the Digital Age, International Journal of Shafer, “Digital inequality: From Unequal Access to Instructional Technology and Distance Learning , Differentiated Use”, In: Neckerman, K.M. (Ed.), Vol. 2 No. 1, 2005. Social Inequality , New York: Russel Sage, 2004. [30] S. Andretta, “Transliteracy: take a walk on the [18] L. Weber, & S. Murray, “Interactivity, equality, wild side”, IFLA General Conference "Libraries and the Prospects for Electronic Democracy: A create futures: Building on cultural heritage" , Review”, In: Shane, P.M. (Ed.), Democracy Online: Italy, 2009. Prospects for Political Renewal through the Internet . London: Routledge, 2004.

[19] M. Johnson, “User Involvement, Social Media, rd and Service Evolution”, In : Proceedings of the 43 Hawaii International Conference on System Sciences, 2010. (HICSS-43 2010), 5-8 January 2010, Koloa, HI, IEEE Computer Society, 2010.