Tag Archives: Marshall McLuhan

Thought Streams about Online Literacy

Interestingly enough, in the last several days, at least five unrelated items of online content have made me think about what I’d call “online literacy.” Not too surprising a co-occurrence, given the feeds I follow, but I think still interesting. Especially because different perspectives were behind these items and the ways I was led to them.

Here are the five items I most directly connect with my streams of thought about online literacy, during the past few days.

Several items in my streams of thoughts on online literacy have found their way into a Moodle Lounge thread where they were mostly connected with the future of textbooks.

My notion of “online literacy” might be idiosyncratic. The concept, to me, relates to “media literacy” which (as far as I can tell) refers to the efficient use of a set of conceptual tools meant to help in approaching media items from the perspective of critical thinking and intellectual engagement. “Online literacy” would be the same thing applied to the Internet in general. One element specific to online literacy, I would argue, is that some basic principles of the Internet (including its decentralized character) make the critical/engaged approach very prominent. Simply put, the way the ‘Net is set up almost forces people to apply critical thinking to what they read, view, watch, or listen to, online. In something of a “cool medium” sense, the ‘Net also encourages active engagement in the material (though for reasons different from McLuhan’s description of medium coolness).

Furthermore, I tend to associate “book literacy” with modernity while “online literacy” seems quite compatible with orality which is itself typical of both post- and pre-modernity. I’m guessing this last point seems exceedingly weird to a number of people, but it really seems to fit in a larger scheme.

There are ways to discuss these issues which are more tech-friendly or geeky. Synchronous communication, many-to-many relationships, peer-to-peer (file) sharing, distributed processing… But as I think out loud, these concepts are mostly in the background.

My basic claim in all of this is that, regardless of how positive we think the move toward online content and away from mass-produced books, it’s important to train ourselves (and others) to gain a level of savviness in the online world. This form of online literacy is especially important with students because of their active engagement in the construction of knowledge.


One Cellphone Per Child? Ethnographic Insight and Individualism

Lots to mull over.

Haven’t read this report by Daniel Miller and Heather Horst (PDF) yet, but it does sound quite insightful:

The whole report is full of examples for ethnography’s ability to check (and often disprove) common-sense beliefs concerning the benefits of new technologies

Rich ethnographic reports about the uses of ICT in low-income communities « Culture Matters

Especially interesting to me is the discussion of the potential implications of cellphone use in “highly individualistic” Jamaica:

One promising way would be to provide limited internet access through the (highly popular) cell phone.

Rich ethnographic reports about the uses of ICT in low-income communities « Culture Matters

In some cases, Internet access through cellphones sounds more appropriate than Nicholas Negroponte‘s well-publicized brainchild, the One Laptop Per Child project. Like many others, I have been thinking about the implications of the OLPC project. And about the fact that cellphones might be a better tool than laptops in several of those contexts in which Euro-American technocrats try to empower others through technology.

On a Radio Open Source episode on the OLPC, cellphones were very briefly mentioned as an alternative to laptops. I really wish they had discussed the issue a tiny bit more.

After all, cellphones may be The Globalisation technology. And it can be very local. So “glocal” is the ugly but appropriate name.

One thing which makes me think cellphones may be more appropriate than laptops is the rate of penetration for cellphones in many parts of the world. Even in West Africa, where computer networks tend to be rather slow, cellphones seem quite appropriate.

A few months ago, I was discussing cellphone use in Africa with a Ghanaian professor of economics who made me realise that, contrary to what I thought, cellphones are quite compatible with African sociability. Yes, a cellphone can be the prototypical “individualistic device” but it can also be a way to integrate technology in social networks.

One problem with cellphones is the perception people may have of the technology, especially in educational contexts. Some school districts have banned the use of cellphones and such bans have led to intriguing discussions. Some people see cellphones as disruptive in learning environments but at least one teacher, Don Hinkelman, has found ways to use cellphones in the classroom. It seems relevant to point out that Don teaches in Japan, where cellphone technology seems to be “embedded in the social fabric” in ways which are quite distinct from the ways cellphones are used in North America.

Fellow anthropologist Mizuko Ito and others have published on cellphone use in Japan (see Savage Minds). Haven’t read the book but it sounds fascinating. Also interesting to note is the fact that books recommended by Amazon.com in relation to Ito’s Personal, Portable, Pedestrian mostly have to do with cellphone technology’s impact on social life. Yet anthropologists are typically anti-determinists, contrary to McLuhan followers.

Now, to loop this all back… Another book recommended for readers of Ito et al. is The Cell Phone: An Anthropology of Communication, written by Heather Horst and Daniel Miller. Yes, the authors of the article which sparked my interest.

Turns out, I should really learn more about what fellow anthropologists are saying about cellphones.

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