Digital Natives and Virtual Communities: Towards a New Paradigm of Mediated Communication
Anabela Gradim
Universidade da Beira Interior, Portugal
The purpose of this work is to make apparent the link between the new
paradigm of mediated communication, characteristic of digital natives,
and virtual communities. Gen-M is the first generation to live solely
in the new paradigm of mediated communication, characterized by being a
paradigm where information consumption and production have melted into
one figure. Our claim is that they were driven to it through
contemporary modes of socialization, namely by hanging around in a wide
range of virtual communities. Outlining the main characters of the new
emerging paradigm is the other scope of this research.
This paradigm shift we'll intend to characterize was predicted more
than ten years ago by Pierre Lévy, when he wrote, in his well known
book, Cyberculture, that the fate of cyberspace instruments was not
the cloning of existing forms, but to brig about the radically new, in
such a way its evolution would meet forms that soften
the distinction between administrators and the administered, the
separation between teachers and students, and the division amid
information consumers and
producers.
1
The first, dissolution of frontiers between administrators and the
administered, is still a pipe dream. There are some signs of the
establishment of the second, namely the restructuring of university
curricula in Europe according to the outlines of the Bologna treatise,
and which encourage a more active participation of students in the
learning process, self-learning in academy and throughout life, and
the need to take responsibility for one's own academic path, implying
new and more flexible curricula.
But the third form cyberculture would bring about, the blurring of the
distinction between information producers and consumers has already
happened, creating the new mediated communication paradigm this study
intends to describe. Furthermore, our study argues this paradigm shift
is mainly due to the new forms of socialization present on the web,
which are changing and shaping our lives in unforeseen ways.
Although still not clearly bounded, for the purpose of this study
Gen-M is defined as being the first generation in which media play a
central role in their lives, and comprises, roughly, those born after
1982, which are presently in their teens or early twenties. It is the
first generation whose lives have been consistently changed and shaped
by the media, and particularly, new media. For these youngsters, the
digital natives, cyberspace as evolved towards the dissolution of
frontiers between information production and consumption, and every
Gen-M, as this paper will try to show, plays simultaneously both
roles.
Users of digital media, particularly those relying on the internet, are
no longer passive recorders of information, but alternate such
activities with the role of content producers, injecting new
information on the web, and thus raising the volume of circulating
data. The paper argues such interactivity is what characterizes Gen-M
appropriation of the media, an event that is completely new as related
to traditional media, and defends that there is an intimate relation
between these new media usages and the new ways of teen socialization,
namely socialization through CMC (Computer Mediated Communication) in
spaces conventionally designated as virtual communities.
On line, all the time, for everyone, is the distinctive trait
of Generation-M. To illustrate this paradigm change, the paper
analyses the figures of web penetration and usage in Portuguese
households; applies a survey over media consumption and usages to
college students, namely all freshman and senior year students of the
Faculty of Arts & Letters of Universidade da Beira Interior; and
studies the constitution of virtual communities around the comment
boxes of three popular Portuguese blogs.
The survey's purpose was to evaluate if the
web usage profile of these students could account for the turn in a
new, bi-directional communication paradigm, and the results showed
clearly such is the case. Gathered this material, the paper tries to
outline the new paradigm of mediated communication's characteristics,
as opposite to the
old media model, exploring eight distinct
features of new media usages, confirmed by the empiric data available;
and draws conclusions on how new media pervading our lives are changing
and shaping the ways of the future.
A POLITICAL ANIMAL
Aristotle might have been the first to notice that, besides the use of
language, what distinguishes man from other creatures is being a
social, gregarious animal, able to gather in political communities. He
was certain man was naturally made for society, more social than bees
and other animals living in communities, for man only develops in the
realm of the
political.
2
Internet's success, if not its birth altogether, is a direct result of
this social aspect of man, and of his will to communicate. Even in
1968, Licklider and Taylor, who encouraged the establishment of
Arpanet, had recognized the challenge of gathering people through
Computer Mediated Communications (CMC).
The Arpanet (Advanced Research Projects Agency
Network) was a project from the United States Department of Defence,
and started its activity in 1969. The project intended to create a
de-centralized network connecting a small number of super-computers
to some terminals, and initially it only had four
nodes.
3 Soon after, Ray Tomlinson would send the
first e-mail, and two years later, 75% of the traffic at Arpanet
consisted in sending e-mails.
More than the
network's physical structure, our interest is to show that one of the
purposes for which it was created was to allow the sharing of time and
computing power, as well as to gather distant researchers enabling them
to exchange
information.
4 The first applications developed to Arpanet
were
telnet,
ftp, and
talk(similar to e-mail), and this latter would become the web's most
successful one. In retrospect, it is perhaps less
surprising than it was at the time that one of the most widely-used
applications of ARPANET was e-mail - its appeal to users ensured
its success and widespread adoption, making ARPANET a communications
system as much as a computing
system.
5
In this usage of the network - not quite
the one its creators had expected - can be found the strength of
man's social behaviour, and of his tendency - for Aristotle only
natural - to create communities. As Tim Jordan would notice,
the key point about e-mail is that rather than people
using ARPANET to communicate with computers, has the designers had
expected, people used it to communicate with other people. This was
despite the fact that email was not programmed into the system but was
added unofficially in an ad-hoc way. Email emerged spontaneously as
the basic resource provided by
ARPANET
6
Today, the Internet is as much a collection of
communities as of technologies, and its success is
largely attributable to both satisfying basic community needs as well
as utilizing the community in an effective way to push the
infrastructure
forward.
7
What are, then, communities, and what's specific of those born in the
cyberspace, which probably constitute the cornerstone of its success
and widespread usage? What is the link of these communities, often
called
virtual, with the new mediated communication paradigm
shift we've been talking about?
It's not an easy task to define community, wether virtual or not.
Rheingold, more than twelve years ago, made the expression
virtual community popular, when
referring to the
Well,
8 a group of cybernauts from the San Francisco Bay Area in rapid
development. In that work, virtual communities - in one of its best
and most influential definitions - are said to be
social aggregations that emerge from the Net when
enough people carry on those public discussions long enough, with
sufficient human feeling, to form webs of personal relationships in
cyberspace.
9
The possible configurations of virtual communities is vast - from
pre-diluvian MUDs telnet operated, to MUSHes, MUSEs, and MOOs with 3D
graphic interfaces, as well as simpler but no less popular formats as
foruns, newsgroups or mailing-lists, to end up in the blogs boom. As
far as blogs are concerned, they might be said toddlers in the
cyber-worlds galaxy, and around these we've been witnessing the
emergence of real communities having for privileged communication
spaces the comment boxes of those blogs.
With such a wide range of profiles, it is worth to understand what these
characters and associations bear in common, to deserve the name
community; and also, which specific
problems do they pose, merely for being said "virtual".
Community has always been an elusive
concept when it comes to definition. As a first approach to the
concept, community seems to be those who share or have something in
common (physical space, problems, religious beliefs, interests,
ideologies...) - but if that is a necessary condition for
community, it certainly isn't condition enough: a class of individuals
with something in common doesn't make up for a community.
When, then, does a group of individuals with something in common becomes
a community? Precisely when, as Rheingold argues, they start to form
webs of personal relationships between
their members; and those relations can only emerge through rich and
constant communication between those involved. Hence, as Fernback
proposes, community might be understood as process:
Community is both an object of study (an entity, a
manifestation)
and the communicative process of negotiation
and production of a commonality of meaning, atructure and culture. The
terrain of community is mapped through a process of reconciling
interpersonal dynamics, collective dynamics, and
ideologies.
10
Until the mid past century, community would suppose as a necessary
condition the existence of a common physical space, which is only
natural, for historically, human communities were born out of that
condition. But presently, in a deeply mediatised society - of which
CMC are but the last medium acquired - that is not true anymore.
Fernback suggests it's high time to face
community not merely as a physical entity (although it also is one),
but as a symbolic reality, or community of sense; that is, suggests
that the reality of new communities is better grasped when one adopts a
vision that privileges substance over
form.
11 So, besides the physical aspects, a virtual
community is real insofar it is understood like that by its elements,
which attribute it a meaning, and get emotionally involved with the
activities pursued, creating those personal bonds which are the source
of a true community.
For all these reasons, the space where community plays its role,
and the feeling of belonging it imparts cannot be severed from certain
subjective components: the judgment its members make about the
community itself. Therefore, different individuals might judge
differently the status and actions that take place in one and the same
community, and the social contract
that establishes such community, the rules and norms that endow it with
meaning, can at all time be negotiated, adjusted or revised.
Bearing in mind these considerations,
it is now easier to gather a few notes on
the nature of community. This would be
a complex of ideas and feelings
embodying an identity which can transcend physical
boundaries.
12 It is formed through the communication
process between its members, who give it meaning, grant sense to social
norms, and establish rules, hierarchies, and a common history that
constitutes the community's legacy. It doesn't seem overstated to say
that, as a process and symbolic entity, virtual communities are similar
to IRL (In Real Life) ones.
To sum it up, more than a geographical
boundary, the most specific characteristic of a community is to
berelation, communication, emerging from the subjective feeling of
sharing and belonging of each one of its members. It is a fact that
such community exists in a physical space, the process of interaction
and the resulting files are archived in servers and can be recovered at
any time, it is formed by
in
re people, who must have some kind of
physical connection to that agora, etc. But the community doesn't dwell
in any of those things and can't be captured there - it lives in the
spirit of its members, where it is imagined, dreamed, and recreated on
and on. The virtual community has a minimal entitative character
constituted by living in the spirit of those who conceive it, emerging
from the relations they establish with one another. As Steve Jones puts
it, the sense of community is palpable, yet
evanescent.
13
Every Virtual Community relies on a
material body - at least, the servers where it dwells, and the
software it makes it possible - bur you can never, rigorously, mark
the community's physical limits, nor declare its presence, or absence,
in one moment or another. The set of ontological problems VC's entail
is relevant, for they arise from characterizing it as a process of
meaning production, a reality quite unstable and in permanent renewal.
So, what is Cybercommunity? It is an entity and a process that
emerges from the wisdom of our repository of cultural knowledge about
the concept of community, and from observation of its manifestation in
cyberspace. It is an arena in which passions are inflamed, problems are
solved, social bonds are formed, tyranny is exercised, love and death
are braved, legacies are born, factions are splintered, and alliances
dissolved. It is a rich arena for study by scholars,
cybercommunitarians, and the curious
.
14 This new world presents configurations
completely distinct from those that their early creators had foreseen.
As Tom Koch so elegantly puts it, the reality of
contemporary online communication bears only a faint resemblance to
either the computerized searches of fiction, or the promised land
confidently described by experts - a landscape of multimedia
presentations in a 500-channel universe of perpetual shopping,
wrestling, and cinema. Instead, the online universe of conferences,
newsgroups and forums is filled with mute pleas and responses typed to
the world in often execrably spelled and grammatically eccentric
prose.
15
In Portugal the VC phenomena hasn't had such a
powerful impact, and the development of communities occurred in a much
slower and uncharacteristic way. Here, the world wide web became known
to the general public by 1995, but the widespread of personal
computers, and broadband connections, would start much later. So, in
Portugal, it is relatively new the possibility of being
online, all the
time, for everyone. Yet,
despite the traffic jam in forums, mailing-lists, and IRC channels,
the boom of personal relations on the
web only happened after the year 2000, with the emergence of
blogosphere, and the social network it brought about. And that's why,
for the Portuguese reality, I'm considering blog is the medium that
operated the paradigm shift we've been analysing. Blogger's software
was revolutionary in that it allowed for any user - no matter how
computer-dumb - to place contents online; and, as soon became
evident, there were millions longing for it. Those millions of bloggers
became, instantly, not mere information consumers, but assumed
simultaneously the role of producers. The blog itself will intensify
this movement, with the appearance of true virtual communities -
communities of sense and meaning - around the comment boxes of some
of those, causing even those who
don't own a
blog, to produce and inject new information
into the system.
If we accept Rheingold's definition of
VC, which claims there is one when a
dialogue evolves through the net long enough to generate webs of
personal relations among those implied, it is possible to evaluate the
establishment of communities around blogs through the analysis of the
frequency of that kind of contribution.
In the present work, I try to evaluate the
establishment of communities in three popular Portuguese humorous
blogs, which possess comment boxes:
Marretas,
Rititi,
and
Vida de
Casado. I then analyse the profile of new
web users - digital natives, those born in the mid-eighties -
and how their behaviour in using the network fits the institution of a
new paradigm of mediated communication.
BLOGGING AND "HI-FIVING" ON THE WEB
Os
Marretas is a humorous blog, kept by three
university teachers, that has as most active member
Animal, and was born in February of
2003, presenting now a million and 332 thousand visitors, and
counting.
16 Os
Marretas is the kind of blog about which
one can speak of micro-CV on its comment boxes, for most of these
comments, and the relations established between bloggers and those who
comment the posts are clearly personal.
The evolution of commenting in the blog can help to seize this. By
February of 2003, the month it was born, Os Marretas published 25
posts, and received zero comments. The next month, March, 216 posts
generated, again, zero comments. But in 2007, in the same months,
everything was different. In February there were 79 posts and 484
related comments; and by March 73 posts, generating 422 comments: in
both cases, an average of 6 comments per post.
Rititi17 is the blog of Rita Barata Silvério, a
young urban Portuguese woman, living in Madrid. Only accidentally can
Rititibe considered a humorous blog, although it often makes its readers
laugh; but, at least, can be characterized as a young, feminine, urban
blog. The space was born in December of 2003, producing, that month,
nine posts, and zero comments. By March Rititi had published four more
posts, which received, again, zero comments. But in the same period a
few years later, December of 2006, we'll find 21 posts and 165
comments; and in January 2007, 18 posts and 147 comments: an average of
eight comments per post.
Vida de
Casado18 is a humorous blog about family life and
conjugality, authored by a teacher from Cuba, Alentejo, and was born in
June of 2004. In its inaugural month counted five posts and 36
comments, and, the next month, 17 posts and 19 comments. Three years
later, by June 2007, five posts would make up for 136 comments - and
average of 27 comments per post, and far superior to the rates
registered upon its opening.
To the exception of
Marretas,
both
Rittiand
Vida the
Casado have published books with a sort of
best of selected materials from the blog.
It is obvious this analysis, merely
quantitative, can't account for the richness of the interactions generated, but even this simple
examination has the merit of showing how blogs evolved, in the
beginning, from zero external participation, for constant and sustained
comment averages.
Qualitative analysis, in its turn, would show that blogs whose comments
are answered by editors are the most successful. Monitoring those blogs
also showed that a certain familiarity ("personal" relations) is
established between the blog authors and those who elaborate regular
comments; and that friendship and mutual recognition arises even
among comment producers themselves.
As we've been saying, virtual communities have had a significant role in
shifting the paradigm of mediatised communication, operating the merge
between information producers and consumers. Blogs, for their
popularity, and the VC's created around them, contributed decisively to
make the common user of the web an information producer. A simple
comment generated by a post represents new content injected in the
network, producing new information stored and permanently available to
everyone else. Blogs, unadvisedly, have turned readers into writers,
consumers into producers, and this new paradigm, among youngsters,
cannot be reversed.
SOME FIGURES OF THE MERGE
Definitely, information consumption isn't what it used to anymore. Since
the web launched truly bi-directional media - in which information
is truly interactive, and a two-way process - the profile of
information consumers has changed, and almost everyone, in the action
of consuming information, gives something back to the network (creates
some kind of information).
The paradigm
revolution Levy had foreseen a decade ago is consummated, and was
brought about by the emergence of the world wide web, and by a specific
culture that privileges community, "to put in common". Against the
traditional media model of one broadcasting to many - like in radio,
tv, or newspapers - and in which the feed-back, although possible
in theory, was always too bureaucratic and demanding to be engaged in,
the web brought to the contemporary scene a media that, like the phone,
is bi-directional, but adding to it two supreme details: it is a mass
media (the first to achieve bi-directionality), and is allowing for
the convergence of modalities once specific of distinct mass media
(text, from papers; sound, from radio; pictures, from the magazine; and
moving images, from tv), organizing these materials in multimedia
products, and fathering new languages and new modes of communication.
Before characterizing the new paradigm of mediated communication, one of
our initial purposes, one must examine the internet dissemination in
Portuguese households, and the profile of it's users. This done, the
way young college students use the new medium, and how far they
represent the merging and convergence between information consumption
and production, can be analyzed with more detail.
In Portugal, domestic households connected to
the internet have grown from 15% in 2002, to 35% in 2006, with Lisbon
(41%), followed by the autonomous regions
(37 and 38%) leading the charts. In an international comparison,
Portugal stands in one of the last positions, near Poland, Slovakia,
Lithuania and Hungary; but even so, some 13 points above from Greece.
In the other end of he chart, we find northern countries, such as
Finland, with 65%, Luxembourg, with 70%, Sweden, with 77%, Denmark,
with 79%, and the Netherlands, with 80% of households connected to
the Internet.
Portuguese
numbers are disappointing mostly because they're bellow the EU average,
weather measured in terms of 15 member states (in this case it is
54%), or in terms of 25 states (in this case it is
52%).
19
Better signs are showed by the broadband
growth rate, for in 2002 only 8% of Portuguese households had it,
while four years later that number was up to 24%, with Lisbon and the
autonomous regions once again leading the chart, and surpassing the
average. In this indicator Portugal appears next to countries like
Poland (22%), Latvia (23%) and Hungary (22%), but not so far from
the EU's average, either measured at 15 (34%) or 25 states (32%), as
in the last
chart.
20
As to internet users in Portugal, in those
aged between 16 to 76 years old, there are 42%
users, a number which places Portugal above
Greece (38%), and still far distant of countries such as Finland
(80%) or Denmark (86%); as well as from the EU average considered
with 25 member states (61%) or 15 member states
(63%).
21
More interesting, and opening some optimistic perspectives, are the
figures referring to computer use by gender (39% for women, against
46% to men), and by group age: from 16 to 24 years old there are 80%
users, a number that consistently decreases as the age of the sample
rises, coming to 63% in those between 25-34 years, 44% in the group
aged between 35-44, to a scarce 4% among those between 65 and 74
years old.
Education is the
most relevant factor to consider when it comes to computer usage.
Computer users are 27% of those who accomplished 9 years of school.
The group who completed secondary education
(12 years of school) has 87% of users; and among those who completed
college education, rises to 91%.
These figures suggest the gap with northern countries will diminish with
generational renewal, which in Portugal has been significantly tied
with an increase of the school qualification; and can be read even more
optimistically if considered in relation of the subjects condition to
work: by 2006, 9% of retired and inactive people would use personal
computers; while among students computer users were 99% (by 2002 they
amounted only to 88%).
The figures relative to internet usage, with margins slightly inferior
to the previous, reproduce in the whole the trends mentioned above. In
Portugal, in 2002, it was of 19%, and in 2006 had rose to 36% , while
in the EU came to 56%. As to the age profile of users, comprises 75%
on those aged between 16 to 24, 54% on those aged between 25-34, and
falls consistently as the sample's age rises, to attain 3% of those
between 65 and 74.
As to the relation of schooling and web usage,
19% of those who completed nine years in school use
it,
22 against 80% of those with Secondary
Education, and 87% of those who finished a college education. If
considered from the point of view of working condition, among students
web users represent 96%, while, in the opposite end, retired people
represent 6%.
The following chart represents, in
percentage, the main activities developed by Portuguese population when
using the
web:23
2003
2004
2005 |
2006 |
COMMUNICATION |
|
Send and receive e-mails |
78
81
81 |
81 |
Voip and Videoconference |
10
11
10 |
16 |
Developing blogs |
X
X
07 |
10 |
Other communication activities |
40
37
37 |
39 |
INFORMATION RESEARCH AND ONLINE SERVICES |
|
Information research on goods and services |
82
79
81 |
84 |
Playing, game downloads, images and music |
43
45
44 |
46 |
Reading, download online papers/magazines |
49
50
51 |
45 |
Research health information |
25
19
31 |
39 |
Using services related with travel and acomodation |
27
31
33 |
35 |
Listening to radio/ watching TV |
23
27
28 |
30 |
Research information for offline purchasing |
X
X
25 |
29 |
Software download |
27
28
28 |
26 |
Seach/apply for a job |
X
11
12 |
14 |
PURCHASE GOODS & SERVICES, HOMEBANKING |
|
Internet banking |
24
26
26 |
27 |
Purchase/order goods and services |
12
10
12 |
12 |
Selling goods and services |
2
2
2 |
2 |
CONNECTION TO INSTITUTIONS/ PUBLIC SERVICES |
|
Gathering information about public administration |
38
35
37 |
39 |
Public administration portal integrating services |
X
19
30 |
35 |
Download official forms and documents |
21
26
26 |
30 |
Fill/submit online official forms and documents |
20
26
28 |
32 |
Send requests/complaints to public institutions |
X
6
8 |
9 |
Participate in online public consulting |
X
4
5 |
5 |
Participate in discussion forums of public interest subjects |
X
5
5 |
4 |
EDUCATION AND TRAINING |
|
Engage in formal education activities |
23
20
19 |
18 |
Engage in post-formal education activities |
4
4
4 |
3 |
Courses related to job opportunities |
4
4
2 |
2 |
|
Even more interesting are OCDE's conclusions
related to the type of content created by
web users in 2005. In this chart, Portugal, which in most indicators is
far from the EU average, when considered in absolute terms and only
within the web users group, comes in fourth in what concerns content
production (except web pages), only being surpassed by Luxembourg,
Hungary, Poland; and surpassing countries such as Norway, Finland, UK
and Sweden (except in P2P). Also, in this chart, Portugal rests
significantly above the EU average, except when it comes to web page
production.
24
WIRED: USER PROFILE OF UBI STUDENTS
The figures we've been analysing show the figures of internet usage are
very high, in line with the other European partners, and peak among
college students and college degree owners. Our survey, which took the
form of an inquiry, involved the freshmen and senior students of all
graduation courses of Department of Arts and Communication of the
Faculty of Arts and Letters at Beira Interior University (UBI), namely:
Communication Sciences, Philosophy, Multimedia Design, and Cinema. The
aim of this procedure was to shed some light and understand their web
usage profile, evaluating them, specifically, from the point of view of
the new paradigm of mediated communication, the one that merges
information consumers and producers in one and the same character.
The survey was answered by 244 students, 107
freshmen, and 137 seniors, a significant number if we bear in mind the
whole Department amounts to some 500
graduation students, and it was conceived to evaluate their web usage
profile. The research wanted to check if such use would confirm or
infirm the shift towards a new mediated communication paradigm,
specifically one that makes of every consumer also a producer. The
results were unequivocally positive regarding this point.
Among freshmen, the sample involved 40 males, and 67 females, with the
following course distribution: 58 from Communication, 25 from Cinema, 7
from Design, and 9 from Philosophy, while 8 didn't mentioned the
course. Seventy percent of freshmen respondents were aged between 19
and 21 years old; while the eldest respondent was 50 years old. The
remaining were evenly in their mid twenties, thirties or forties.
Their responses showed 57% watch TV once a day, and 37% more than
three times a day; while 50% access the internet more than three times
a day, 27% once a day, and 19% more than once a week. Significantly,
the number of respondents which said didn't used or accessed the world
wide web was zero.
Our intent was to evaluate if these students were, somehow, information
producers in the new medium, and that is the most relevant result of
this research. Among freshmen, 93% practice, when accessing the web,
some kind of activity implying content introduction on the network, and
only 7% (eight persons) claimed never have done so. Moreover, amid
those 93% who do it, the vast majority engages simultaneously in
several activities implying content production.
The activities considered as producing new
contents are diverse and imply different
degrees of skilfulness and interactivity. UBI's freshmen declared in
this survey the following: 24% have a personal web page; 22,4% have a
blog; 20,5% participate in blogs; 27% have contributed to
mailing-lists; 30,8% have already produced content to the web;
59,8% possess active P2P programs; 27% own a page in
MySpace; and 75,5% own a page in
Hi5. Considering the whole sample,
only 7% answered negatively to all the indicators. Our conclusion,
from these data, is that 93% of UBI freshmen have, somehow, elaborated
content to the web, and therefore can stand as information
producers.
25
Senior students, with 137 questionnaires
validated, follow and amplify the trends evaluated with freshmen. The
sample had 96 female elements (70,5%) and 37 male elements (27,2),
while three individuals didn't answered this question. From these,
49,5% watch TV once a day, against 34,5% who do it more than three
times a day. The number of senior students who access the internet more
than three times a day is 16% higher than the freshmen, amounting to
66%; while 27% only do it once a day. Another trend in these answers is that the
frequency of internet usage rises when TV consumption is low; and heavy
TV consumers spend less time on the internet.
When trying to establish if seniors were,
somehow, information producers in new media,
the percentage of those who declare to do so was even higher than among
freshmen: 97% engage in some kind of activity, or several, implying
introducing new contents on the network, and only 2,9% (four
respondents amid 137) claimed never have done so.
A closer look to their
scores shows 19,1% own a web page, 22,5%
own a blog, 36% have participated in a blog, 36,7% have contributed
to a mailing list, 51,4% have created content for the web, 57,3% own
active P2P programs, 13,2% own a page in My
Space, and 80,4% - a figure higher than its
correlate near freshmen - possess a page in
Hi5.
Students of the Faculty of Arts and Letters at UBI are wired, and their
profile doesn't stand very different from the profile of the other
Portuguese college students. The most impressive conclusion these
results show is that an overwhelming majority of students (93 to 97%)
use new media in an interactive way, that is, have transformed
themselves in information producers. Regardless of the quantity, or
quality, obtained, they return that information to the network, and are
operating, definitely, within the new paradigm of mediated
communication, which has as main characteristic the melting of those
two characters - consumer and producer - once so distinctly
apart. On the other side, the survey also shows that higher schooling,
and more time spent in the university, raises the subject's
interventions in the network, to come to an impressive, and hardly
beatable, 97% among seniors.
Footnotes:
1 LéVY,
Pierre (2000),
Cibercultura - Relatório para o Conselho da Europa no quadro do Projecto
Novas tecnologias: cooperação cultural e
comunicação , Lisboa: Instituto Piaget, Col.
Epistemologia e Sociedade, n 138.
2Aristóteles,
Política, 1988, ed. bilingue, col. Ciências Sociais e Políticas, Editorial
Vega, Lisboa, p. 55, and Politics, trans. by Benjamin Jowett, Batoche
Books, 1999, p. 5-6: Now that man is more of a
political animal than bees or any gregarious animals is evident.
Nature, as we often say, makes nothing in vain, and man is the only
animal whom she has endowed with the gift of speech. And whereas mere
voice is but an indication of pleasure or pain, and is therefore found
in other animals (... ) the power of speech is intended to set forth
the expedient and the inexpedient, and therefore likewise the just and
the unjust. And it is a characteristic of man that he alone has any
sense of good and evil, of just and unjust, and the like, and the
association of living beings who have this sense makes a family and a
state .
3Those
nodes connected terminals at UCLA, Stanford, University of California
- Santa Barbara, and at the University of Utah.
4Bell,
David (2001),
An Introduction to
Cybercultures, London: Routledge, pp. 13 e
ss.
5Idem.
6Idem.
7Leiner,
Barry; Cerf, Vinton, & alia, A brief History of the Internet,
http://www.cnri.reston.va.us/leiner/brief_internet_history.html
8The
expresssion became known through the classical
The Virtual
Community, of Howard Rheingold (published
in Portugal by Gradiva), and which has a full downloadble version in
the author's personal web page (www.rheingold.com). The book was first
published in 1993, and the Well (Whole Earth `Lectronic Link) is now in
its early twenties, for it was founded in 1985.
9Idem,
p. 18.
10FERNBACK,
Jan, "There is a There There: Notes Toward a Definition of
Cybercommunity", in Doing Internet Research - Critical Issues and
Methods for Examining the Web, ed. Steve
11Jan
Fernback, op. cit.
12Idem, p. 209.
13JONES,
Steve, "Information, Internet and Community: Notes toward an
understanding of community in the information age",
in Cybersociety: revisiting CMC and
Community, ed. Steve Jones; 1998, Sage
Publications, London.
14FERNBACK,
Jan, "There is a There There: Notes Toward a Definition of
Cybercommunity",
in Doing Internet
Research - Critical Issues and Methods for Examining the
Web, ed. Steve Jones, Sage Publications,
1999, London, p. 217.
15 KOCH,
Tom,
The Message is the
Medium - Online All the Time for
Everyone, 1996, Praeger Publishers, Westport.
16www.marretas.blogspot.com
17http://rititi.com/
18http://vidadecasado.blogs.sapo.pt/
19Data
gathered from
A
Sociedade da Informação em Portugal 2006
/The Information
Society in Portugal
2006,
Chapter II -
Population and TIC,
in http://www.osic.umic.pt/publicacoes/Cap2_Pop_Port_Eng_VF.xls,
and from
A Sociedade de
Informação em Portugal 2006, UMIC e
INE - National Intitute for Statistics, http://www.osic.umic.pt/publicacoes/sociedade_da_informacao.pdf
20Idem.
21Idem.
22In Portugal
these nine years represent the minimum, mandatory school time a citizen
has to accomplish.
23Data
gathered from
A
Sociedade da Informação em Portugal 2006
/ The Information
Society in Portugal
2006, Chapter II -
Population and TIC,
in http://www.osic.umic.pt/publicacoes/Cap2_Pop_Port_Eng_VF.xls
24Chart
found at
A Sociedade de
Informação em Portugal 2006, UMIC
and INE, http://www.osic.umic.pt/publicacoes/sociedade_da_informacao.pdf
25Of
course, the degree of expertise of these users, the sophistication of
activities they engage in, and the relevance of materials produces
varies greatly.