Original Article: http://eprints.lse.ac.uk/4257/
In the paper on Internet Literacy we are given a very personal view into the research from Livingstone as she recounts experiences with three individual learners and their personal environments in conjunction with research done in the UK Children Go Online Project.
Livingstone gives us a lot of practical examples and data into what is described as the inflated perception of the internet-savvy teenager. There are three key points discussed in this paper. Firstly that there is a widespread lack of understanding about the meaning of literacy regards digital media, secondly that with a clearer understanding that different approaches to define literacy are necessary, and finally that when we consider these first two points that the common perception of a highly literate internet generation is not as true a perspective as people may think.
The author firstly tries to clarify what literacy can mean an that we can no longer define it in terms of reading and writing, even saying that culturally we would face challenges to define what is literacy as it is an English speaking concept. Livingstone provides us with a broader definition of literacy as knowledge with clear continuity across communicative forms and knowledge that bridges individual skill and social practices.
Livingstone then explains that to assure digital literacy new skills need to be taught, from the UK Children Go Online Project a massive 40% believed everything they read online. Standard literacy is no longer enough according to Livingstone, the skills of information searching, navigation, sorting, assessing relevance, evaluating sources, judging reliability and identifying bias are now essential tools to ensure the correct usage of internet information. Livingstone supports this by recalling an observational session where with three family members over a ten minute period a thirteen year old could not access a site required for school.
Finally the Author discusses the perceived notion of younger generations being more naturally gifted with technology and opposes this view with examples showing how and avid eighteen year old college user still struggles with effect search techniques and key words. Yet contrast this with a twelve year old who uses a quite restrictive piece of educational writing software but when given a blank page can produce highly literate materials. This is a major point of the article as it is demonstrated that information literacy is not just a skill, but a combination of a skilled user with an appropriately designed interface.
I found this to be an excellent article, well balanced as Livingstone will tell us about enthusiastic users that can be demonstrated but contrast it to how some users do not engage in the environments as some others do, showing us some of the limitations to these tools. I did find the conclusion a bit contradictory as Livingstone agrees with the need for regulations but finds that it can be restrictive, also stating that the burden of responsibility is shifted from the provider to the consumer, meaning that policy may not be needed as much as consumer education.