To recognize differences among types of information and protect yourself from being misled or harmed. Background: ? It is important to understand the differe

Issues and Trends

By 1994, the promise of the “information superhighway” had become so potent that it was given its own summit on the University of California Los Angeles campus. The country was quickly realizing that the spread of the web could be harnessed for educational purposes; more than just the diversion of computer hobbyists, this new vision of the web would be a constant learning resource that anyone could use.

The American video artist pioneer Nam June Paik takes credit for the term  information superhighway, which he used during a study for the Rockefeller Foundation in 1974, long before the existence of Usenet. In 2001, he said, “If you create a highway, then people are going to invent cars. That’s dialectics. If you create electronic highways, something has to happen.”“Video and the Information Superhighway: An Artist’s Perspective,”  The Biz Media, May 3, 2010,  http://blog.thebizmedia.com/video-and-the-information-superhighway/ . Paik’s prediction proved to be startlingly prescient.

Al Gore’s use of the term in the House of Representatives (and later as vice president) had a slightly different meaning and context. To Gore, the promise of the Interstate Highway System during the Eisenhower era was that the government would work to allow communication across natural barriers, and that citizens could then utilize these channels to conduct business and communicate with one another. Gore saw the government as playing an essential role in maintaining the pathways of electronic communication. Allowing business interests to get involved would compromise what he saw as a necessarily neutral purpose; a freeway doesn’t judge or demand tolls—it is a public service—and neither should the Internet. During his 2000 presidential campaign, Gore was wrongly ridiculed for supposedly saying that he “invented the Internet,” but in reality his work in the House of Representatives played a crucial part in developing the infrastructure required for Internet access.

Figure 11.10

Although Al Gore did not invent the Internet, he did popularize the term information superhighway in an effort to build support for Internet infrastructure and neutrality.

However, a certain amount of money was necessary to get connected to the web. In this respect, AOL was like the Model T of the Internet—it put access to the information superhighway within reach of the average person. But despite the affordability of AOL and the services that succeeded it, certain demographics continued to go without access to the Internet, a problem known as the “digital divide,” which you will learn more about in this section.

From speed of transportation, to credibility of information (don’t trust the stranger at the roadside diner), to security of information (keep the car doors locked), to net neutrality (toll-free roads), to the possibility of piracy, the metaphor of the information superhighway has proved to be remarkably apt. All of these issues have played out in different ways, both positive and negative, and they continue to develop to this day.

Information Access Like Never Before

In December 2002, a survey by the Pew Internet & American Life Project found that 84 percent of Americans believed that they could find information on health care, government, news, or shopping on the Internet.Anick Jesdanun, “High Expectations for the Internet,” December 30, 2002,  http://www.crn.com/it-channel/18822182;jsessionid=3Z2ILJNFKM1FZQE1GHPCKH4ATMY32JVN . This belief in a decade-old system of interconnected web pages would in itself be remarkable, but taking into account that 37 percent of respondents were not even connected to the Internet, it becomes even more fantastic. In other words, of the percentage of Americans without Internet connections, 64 percent still believed that it could be a source of information about these crucial topics. In addition, of those who expect to find such information, at least 70 percent of them succeed; news and shopping were the most successful topics, government was the least. This survey shows that most Americans believed that the Internet was indeed an effective source of information. Again, the role of the Internet in education was heralded as a new future, and technology was seen to level the playing field for all students.

Nowhere was this more apparent than in the Bush administration’s 2004 report, “Toward a New Golden Age in Education: How the Internet, the Law, and Today’s Students Are Revolutionizing Expectations.” By this time, the term  digital divide was already widely used and the goal of “bridging” it took everything from putting computers in classrooms to giving personal computers to some high-need students to use at home.

The report stated that an “explosive growth” in sectors such as e-learning and virtual schools allowed each student “individual online instruction.”U.S. Department of Education,  Toward a New Golden Age in American Education: How the Internet, the Law and Today’s Students Are Revolutionizing Expectations, National Education Technology Plan, 2004,  http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-intro.html . More than just being able to find information online, people expected the Internet to provide virtually unlimited access to educational opportunities. To make this expectation a reality, one of the main investments that the paper called for was increased broadband Internet access. As Nam June Paik predicted, stringing fiber optics around the world would allow for seamless video communication, a development that the Department of Education saw as integral to its vision of educating through technology. The report called for broadband access “24 hours a day, seven days a week, 365 days a year,” saying that it could “help teachers and students realize the full potential of this technology.”U.S. Department of Education,  Toward a New Golden Age in American Education: How the Internet, the Law and Today’s Students Are Revolutionizing Expectations, National Education Technology Plan, 2004,  http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-intro.html .

Rural Areas and Access to Information

One of the founding principles of many public library systems is to allow for free and open access to information. Historically, one of the major roadblocks to achieving this goal has been a simple one: location. Those living in rural areas or those with limited access to transportation simply could not get to a library. But with the spread of the Internet, the hope was that a global library would be created—an essential prospect for rural areas.

One of the most remarkable educational success stories in the Department of Education’s study is that of the Chugach School District in Alaska. In 1994, this district was the lowest performing in the state: over 50 percent staff turnover, the lowest standardized test scores, and only one student in 26 years graduating from college.U.S. Department of Education,  Toward a New Golden Age in American Education: How the Internet, the Law and Today’s Students Are Revolutionizing Expectations, National Education Technology Plan, 2004,  http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-intro.html . The school board instituted drastic measures, amounting to a complete overhaul of the system. They abolished grade levels, focusing instead on achievement, and by 2001 had increased Internet usage from 5 percent to 93 percent.

The Department of Education study emphasizes these numbers, and with good reason: The standardized test percentile scores rose from the 1920s to the 1970s in a period of 4 years, in both math and language arts. Yet these advances were not exclusive to low-performing rural students. In Florida, the Florida Virtual School system allowed rural school districts to offer advanced-placement coursework. Students excelling in rural areas could now study topics that were previously limited to districts that could fill (and fund) an entire classroom. Just as the Interstate Highway System commercially connected the most remote rural communities to large cities, the Internet has brought rural areas even further into the global world, especially in regard to the sharing of information and knowledge.

The Cloud: Instant Updates, Instant Access

As technology has improved, it has become possible to provide software to users as a service that resides entirely online, rather than on a person’s personal computer. Since people can now be connected to the Internet constantly, they can use online programs to do all of their computing. It is no longer absolutely necessary to have, for example, a program like Microsoft Word to compose documents; this can be done through an online service like Google Docs or Zoho Writer.

“Cloud computing” is the process of outsourcing common computing tasks to a remote server. The actual work is not done by the computer attached to the user’s monitor, but by other (maybe many other) computers in the “cloud.” As a result, the computer itself does not actually need that much processing power; instead of calculating “1 + 1 = 2,” the user’s computer asks the cloud, “What does 1 + 1 equal?” and receives the answer. Meanwhile, the system resources that a computer would normally devote to completing these tasks are freed up to be used for other things. An additional advantage of cloud computing is that data can be stored in the cloud and retrieved from any computer, making a user’s files more conveniently portable and less vulnerable to hardware failures like a hard drive crash. Of course, it can require quite a bit of bandwidth to send these messages back and forth to a remote server in the cloud, and in the absence of a reliable, always-on Internet connection, the usefulness of these services can be somewhat limited.

Figure 11.11

Cloud computing allows a computer to contain very little actual information. Many of the programs used by the now-popular “netbooks” are stored online.

The concept of the cloud takes into account all the applications that are hosted on external machines and viewed on a user’s computer. Google Docs, which provides word processors, spreadsheets, and other tools, and Microsoft’s Hotmail, which provides email access, both constitute aspects of the “cloud.” These services are becoming even more popular with the onset of mobile applications and netbooks, which are small laptops with relatively little processing power and storage space that rely on cloud computing. A netbook does not need the processing power required to run Microsoft Word; as long as it has a web browser, it can run the Google Docs word processor and leave (almost) all of the processing to the cloud. Because of this evolution of the Internet, computers can be built less like stand-alone machines and more like interfaces for interacting with the larger system in the cloud.

One result of cloud computing has been the rise in web applications for mobile devices, such as the iPhone, BlackBerry, and devices that use Google’s Android operating system. 3G networks, which are cell phone networks capable of high-speed data transfer, can augment the computing power of phones just by giving the phones the ability to send data somewhere else to be processed. For example, a Google Maps application does not actually calculate the shortest route between two places (taking into account how highways are quicker than side roads, and numerous other computational difficulties) but rather just asks Google to do the calculation and send over the result. 3G networks have made this possible in large part because the speed of data transfer has now surpassed the speed of cell phones’ calculation abilities. As cellular transmission technology continues to improve with the rollout of the next-generation 4G networks (the successors to 3G networks), connectivity speeds will further increase and allow for a focus on ever-more-comprehensive provisions for multimedia.

Credibility Issues: (Dis)information Superhighway?

The Internet has undoubtedly been a boon for researchers and writers everywhere. Online services range from up-to-date news and media to vast archives of past writing and scholarship. However, since the Internet is open to any user, anyone with a few dollars can set up a credible-sounding website and begin to disseminate false information.

This is not necessarily a problem with the Internet specifically; any traditional medium can—knowingly or unknowingly—publish unreliable or outright false information. But the explosion of available sources on the Internet has caused a bit of a dilemma for information seekers. The difference is that much of the information on the Internet is not the work of professional authors, but of amateurs who have questionable expertise. On the Internet, anyone can self-publish, so the vetting that usually occurs in a traditional medium—for example, by a magazine’s editorial department—rarely happens online.

That said, if an author who is recognizable from elsewhere writes something online, it may point to more reliable information.Elizabeth E. Kirk, “Evaluating Information Found on the Internet,” Sheridan Libraries, Johns Hopkins University, 1996,  http://www.library.jhu.edu/researchhelp/general/evaluating/ . In addition, looking for a trusted name on the website could lead to more assurance of reliability. For example, the site  krugmanonline.com , the official site of Princeton economist Paul Krugman, does not have any authorial data. Even statements like “Nobel Prize Winner and Op-Ed Columnist for  The New York Times” do not actually say anything about the author of the website. Much of the content is aggregated from the web as well. However, the bottom-left corner of the page has the mark “© 2009 W. W. Norton & Company, Inc.” (Krugman’s publisher). Therefore, a visitor might decide to pick and choose which information to trust. The author is clearly concerned with selling Krugman’s books, so the glowing reviews may need to be verified elsewhere; on the other hand, the author biography is probably fairly accurate, since the publishing company has direct access to Krugman, and Krugman himself probably looked it over to make sure it was valid. Taking the authorship of a site into account is a necessary step when judging information; more than just hunting down untrue statements, it can give insight into subtle bias that may arise and point to further research that needs to be done.

Just Trust Me: Bias on the Web

One noticeable thing on Paul Krugman’s site is that all of his book reviews are positive. Although these are probably real reviews, they may not be representative of his critical reception at large. Mainstream journalistic sources usually attempt to achieve some sort of balance in their reporting; given reasonable access, they will interview opposing viewpoints and reserve judgment for the editorial page. Corporate sources, like on Krugman’s site, will instead tilt the information toward their product.

Often, the web is viewed as a source of entertainment, even in its informational capacity. Because of this, sites that rely on advertising may choose to publish something more inflammatory that will be linked to and forwarded more for its entertainment value than for its informational qualities.

On the other hand, a website might attempt to present itself as a credible source of information about a particular product or topic, with the end goal of selling something. A website that gives advice on how to protect against bedbugs that includes a direct link to its product may not be the best source of information on the topic. While so much on the web is free, it is worthwhile looking into how websites actually maintain their services. If a website is giving something away for free, the information might be biased, because it must be getting its money from somewhere. The online archive of  Consumer Reports requires a subscription to access it. Ostensibly, this subscription revenue allows the service to exist as an impartial judge, serving the users rather than the advertisers.

Occasionally, corporations may set up “credible” fronts to disseminate information. Because sources may look reliable, it is always important to investigate further. Global warming is a contentious topic, and websites about the issue often represent the bias of their owners. For example, the Cato Institute publishes anti-global-warming theory columns in many newspapers, including well-respected ones such as the  Washington Times. Patrick Basham, an adjunct scholar at the Cato Institute, published the article “Live Earth’s Inconvenient Truths” in the  Washington Times on July 11, 2007. Basham writes, “Using normal scientific standards, there is no proof we are causing the Earth to warm, let alone that such warming will cause an environmental catastrophe.”Patrick Basham, “Live Earth’s Inconvenient Truths,” Cato Institute, July 11, 2007,  http://www.cato.org/pub_display.php?pub_id=8497 .

However, the website  ExxposeExxon.com  states that the Cato Institute received $125,000 from the oil giant ExxonMobil, possibly tainting its data with bias.Exxpose Exxon, “Global Warming Deniers and ExxonMobil,” 2006,  http://www.exxposeexxon.com/facts/gwdeniers.html . In addition,  ExxposeExxon.com  is run as a side project of the international environmental nonprofit Greenpeace, which may have its own reasons for producing this particular report. The document available on Greenpeace’s site (a scanned version of Exxon’s printout) states that in 2006, the corporation gave $20,000 to the Cato InstituteGreenpeace,  ExxonMobil 2006 Contributions and Community Investments, October 5, 2007,  http://research.greenpeaceusa.org/?a=view&d=4381 . (the other $105,000 was given over the previous decade).

This back-and-forth highlights the difficulty of finding credible information online, especially when money is at stake. In addition, it shows how conflicting sources may go to great lengths—sorting through a company’s corporate financial reports—in order to expose what they see as falsehoods. What is the upside to all of this required fact-checking and cross-examination? Before the Internet, this probably would have required multiple telephone calls and plenty of time waiting on hold. While the Internet has made false information more widely available, it has also made checking that information incredibly easy.

Wikipedia: The Internet’s Precocious Problem Child

Nowhere has this cross-examination and cross-listing of sources been more widespread than with Wikipedia. Information free and available to all? That sounds like a dream come true—a dream that Wikipedia founder Jimmy Wales was ready to pursue. Since the site began in 2001, the Wikimedia Foundation (which hosts all of the Wikipedia pages) has become the sixth-most-visited site on the web, barely behind eBay in terms of its unique page views.

Table 11.3 Top 10 Global Web Parent Companies, Home and Work

Source: The Nielsen Company

Organizations had long been trying to develop factual content for the web but Wikipedia went for something else: verifiability. The guidelines for editing Wikipedia state, “What counts is whether readers can verify that material added to Wikipedia has already been published by a reliable source, not whether editors think it is true.” Wikipedia, s.v. “Wikipedia:Neutral point of view,”  http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view . The benchmark for inclusion on Wikipedia includes outside citations for any content “likely to be challenged” and for “all quotations.”

While this may seem like it’s a step ahead of many other sources on the Internet, there is a catch: Anyone can edit Wikipedia. This has a positive and negative side—though anyone can vandalize the site, anyone can also fix it. In addition, calling a particularly contentious page to attention can result in one of the site’s administrators placing a warning at the top of the page stating that the information is not necessarily verified. Other warnings include notices on articles about living persons, which are given special attention, and articles that may violate Wikipedia’s neutrality policy. This neutrality policy is a way to mitigate the extreme views that may be posted on a page with open access, allowing the community to decide what constitutes a “significant” view that should be represented. Wikipedia, s.v. “Wikipedia:Verifiability,”  http://en.wikipedia.org/wiki/Wikipedia:Verifiability .

As long as users do not take the facts on Wikipedia at face value and make sure to follow up on the relevant sources linked in the articles they read, the site is an extremely useful reference tool that gives users quick access to a wide range of subjects. However, articles on esoteric subjects can be especially prone to vandalism or poorly researched information. Since every reader is a potential editor, a lack of readers can lead to a poorly edited page because errors, whether deliberate or not, go uncorrected. In short, the lack of authorial credit can lead to problems with judging bias and relevance of information, so the same precautions must be taken with Wikipedia as with any other online source, primarily in checking references. The advantage of Wikipedia is its openness and freedom—if you find a problem, you can either fix it (with your own verifiable sources) or flag it on the message boards. Culturally, there has been a shift from valuing a few reliable sources to valuing a multiplicity of competing sources. However, weighing these sources against one another has become easier than ever before.

Security of Information on the Internet

As the Internet has grown in scope and the amount of personal information online has proliferated, securing this information has become a major issue. The Internet now houses everything from online banking systems to highly personal email messages, and even though security is constantly improving, this information is not invulnerable.

An example of this vulnera

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.