Team Team - identity in new media

Team Team: Identity in Virtual Reality
Article: Live in your world, Play in Ours, by Sheila C. Murphy, in Journal of Visual Culture
http://home.utm.utoronto.ca/~adavids/CCT%20300H%20Blog.pdf


Alain:

In the excerpt Leaving Reality Behind: Entering Virtual Space, it states that one focal point of cyberpunk/digital culture is that of leaving the mundane of reality behind and create alternative identities in a virtual world.

Games like Tony Hawk Pro Skater uses an avatar which players control, and actually become virtual representations of them. Even though a player is using Tony Hawk it is their virtual self because they are the ones that are falling and learning to pull off the moves, if it were the actual Tony Hawk they would skate through the game effortlessly pulling off all of his signature moves.

Theories surrounding Identity in virtual spaces are oversimplified and in danger of falling into the same traps as “universal subject” in film studies that did not factor that film can be viewed in various contexts. In forming theories for digital identity is important to understand the deep connection between the actual indentity and the real identity.

Ashley:

Manovich, author of The Language of New Media (2001), criticizes existing research on new media and interactivity, claiming this work mistakes physical interaction for intellectual, thoughtful interaction. He speaks of the old Cartesian mind vs. body trap. Manovich’s text doesn’t really touch on how identification functions in new media, but does declare that “Interactive media ask us to identify with someone else’s mental structure” (page 61).

Data released by the ISDA (Interactive Digital Software Association) showed that 62 percent of PC gamers are male, and 60 percent of them are under 36 years old. They also showed that more and more women are playing ‘interactive games’ (both video and PC games) – 43 percent of players are female. This data is important because it shows that most people who are playing with video game identity are young men. Priorities of gamers and game designers are revealed, when we see how gamers play games and interact with the identities they embody. Control within games and the controllers used to play the game are very crucial factors in facilitating a gamer’s identification with an avatar. It is important in establishing a connection between the gamer’s physical body (in front of the screen) and one’s body and identity within the narrative game world.

Many contemporary video game controllers feature “dual shock” or “vibration feedback motors”. These are used to make the gamer feel repercussions for their actions within the game. When Nintendo introduced this technology in its N64 gaming system in 1997, they said it ‘physically responds to the action in compatible games, immersing you in game play’. If the avatar loses or is hit, the user will also experience the consequences as the controllers vibrates wildly in the gamer’s hands. The article states “lived space is saturated with and changed by the events occurring within a game and to my avatar”. Games don’t leave behind reality, but re-format it. The game’s input devices are essential to allowing users to identify with their avatars. Many players admit to physically “dodging” attacks or bullets in a game. Players are enacting and reacting to these avatars simultaneously.

Trung:

In the virtual game world, gamer have control to create their own world or
environment as they wishes. Gamers have the power to control and manipulate
their character as their preference own identity. Just a symbol click to
the game control button, it allows the gamer to be in control of their
virtual world. New developed games such as Grand Theft Auto 3 and Grand
Theft Auto: Vice City from RocksStar, these game offered enormously
expansive and responsive landscape which is much better than the old shoot
game. In game world, programmers designed to maximize the sensory experience
of the gamer based on upon how much sensory information can be conveyed in
each sensory channel such as visual and sound effect.

AVATAR FUN
www.avatarity.com – a database of tons of avatars
http://avatars.yahoo.com – create avatars and interact with friends
http://www.hotavatars.com/ - an avatar forum
http://icons.deviantart.com/avatars/ - an online avatar gallery

Critical Analysis

Ashley:
As you can see, avatars do affect people’s real lives, and both the hardware and software are designed to do this. People really do start to “become” their avatars. In an article I read about the Psychology of Avatars, there was an Avatar code of conduct (http://www.rider.edu/~suler/psycyber/psyav.html). It outlines how to be courteous while you are “in character”, there were rules included such as:
- No “sleeping”: users leave the game but fail to take the avatar out of the game. Other users are trying to interact with the avatar but it doesn’t respond. This is considered to be rude.
- no “flooding”: people sometimes make constant rapid changes to their avatar, and large avatars can flood the servers, causing a delay in game play or chat rooms
- No “imposters”: it is a no-no to steal someone’s avatar and represent you as that character. The article even goes as far as to say “You are abducting their entire identity”!
This is incredible, it shows there avatars are really a part of users, they represent them, they have a reputation as a certain character, and take pride in their mediated identities.

I do agree with Manovich’s statement about “Interactive media ask us to identify with someone else’s mental structure”. We are bound to the limits of that avatar. In human life, we can express ourselves countless ways, and it’s our bodies and minds that limit us. Avatars work differently. Although we may feel like we are in control of them, they are limited by what they have been programmed to do, there are only so many possibilities an avatar can carry out. The programmer has constructed it to what they deem representative as a character, but cannot possibly represent the wishes of every user out there.

I was also interested in his comment about the mind/body split (Cartesian philosophical theories). If I may have a small philosophical argument about this, I must agree with his claim. The Greeks saw the mind/soul as a complete split from one another. “When a member of the body--an arm or a leg, for example--is cut off, there is no loss of part of the soul as a consequence because the soul is unitary and indivisible. It then occupies what is left of the body.” (http://custance.org/old/mind/ch2m.html). So, if the body is just a tool and is not representative of our minds, then avatars are just as good at representing gamer’s, and can sometimes even perform tasks that we cannot with our real bodies (like flying or having super powers).

Alain:
Everquest aka Evercrack has brought to light the relevance of identity in virtual spaces. There have been two reported suicides related to Evequest and its online community. Sheyla Morrison and Shawn Woolley both became so immersed in their digital identities that when their digital identities were threatened they felt it was necessary to end their lives in reality. In these cases their virtual identities became more important to their real identities, as their actual lives were not to their liking. The video game was their escape and they were able to create an identity in a fantasy virtual world. As video games become more immersive and interactive we need to ask ourselves how will this impact society, and if actions in the virtual world are carrying over to reality then should there not be better policing of these worlds than the “moderators” that are currently in place.

http://jsonline.com/news/state/mar02/32535.asp

http://www.salon.com/tech/feature/2000/11/21/virtual_suicide/






Questions:
Do you believe in the mind/body split theory? Do you believe avatars can represent users as accurately as their bodies?

Do you think some people rely too heavily on their avatars to represent themselves? Does it ever get to a point where it is too much?

How conscious are you of the person that you portray in virtual spaces, and
does it differ from how you behave in reality? Is there a difference between
how you interact with strangers in virtual space and your friends?

Have you participated in any online games even simple games like Yahoo!
Pool? How serious do you take it, are you concerned about your ranking, have
you disconnected in the middle of a game?

As people are becoming fully immersed in these virtual worlds that become
more and more realistic and interactive, how do we ensure the safety of the
gamers, does there need to be some sort of actual policing beyond
moderators?

Video Games

“Savage Kats” – members: Jugdeep Sahota, Umar Akram, Takashi Nakagawa,
Shahid Qureshi

Video Games and Computer Holding Power

Article: “Want to Exercise your mind? Try PlayStation”
By: Steven Johnson of The London Times http://proquest.umi.com/pqdweb?did=839252031&sid=1&Fmt=3&clientld=12520&RQT=309&Vname=PQD>>

Summary

The article “Want to Exercise your mind? Try PlayStation” by Steven Johnson talks about how over time culture has taken on a multifaceted stance. And the mass culture of today has developed into one that is much more demanding and complex. Johnson further continues and points out in the article that reading should not be looked at as the only most beneficial stimuli for the brain that develops cognitive skills. He says many critics of popular culture have seen the past thirty years as a “dumbing down” of society. However, Johnson sees it as a progressive or positive brainwash where popular media are making our brains sharper as we soak in entertainment as he calls the sleeper curve. These media forms of technology include video games, television, the Internet.

The satisfaction that we receive from these is beyond what we traditionally received from basic reading. Video gaming exclusively of all things has triggered a whole new dexterity of the human mind that once was not active by just reading. He does not say reading is not important but rather that reading and video games can be used as a combination to develop skills. Individuals are forced to actively make decisions that will affect the final results. This interactivity does much more then literature, movies or music. These forms force the users to think about and invoke up emotions in one way. However, video games force us to decide, to choose, to prioritize and then we get immediate feedback. This helps us to make snap decisions without hesitation, analyzing situations and considering longer-term effects in a particular situation.

He uses many persuasive examples to get his message across. He argues when algebra is taught, everyone knows that students will probably forget it when they walk out of the class. Algebra is used to strengthen a mental muscle that may come in useful elsewhere. He also says when one goes to the gym they don’t go there to learn how to use the equipment, they go there to use the equipment and have an effect on their body.

He argues that video games can be frustrating to the users because they are challenging. With the use of video games kids learn without realizing it. Using the example of SimCity 2000 saying this teaches the basics of industrial economics, however if they were to learn this in school they would not be as attentive and pick up on the benefits.
He also mentions that the coverage of the benefits of video games does not reach the mainstream, rather the type of coverage that it receives is that video games cause violence, addiction, and mindless escapism.

Further, the article discuses how the Internet has also come to support new environments in which gaming has become popular. The Internet helps support more realistic competition when engaged in multiplayer settings. Lastly it should not be forgotten that PlayStation is a prime example where individuals can play against other people or the computer on which will definitely stir up motivation in the individual.

Critical Analysis

1) Video games have rapidly become a common phenomenon that many do not notice the benefits that they provide. Video games and the computer have been great tools that have been very beneficial to the public. Video games have helped the development of the brain and the way people think. It is definite that video games have helped to develop skills such as decision making, and prioritizing, which is also supported by others.

“Every game has its own interface and controls, so that anyone who has learned to play a handful of games can generally figure out how to operate almost any high-tech device. Games require players to construct hypotheses, solve problems, develop strategies, and learn the rules of the in-game world through trial and error. Gamers must also be able to juggle several different tasks, evaluate risks and make quick decisions” (The Economist).

Even though there are many others like this that agree with the position of Steven Johnson on video games there are many others who disagree and are opposed entirely to video games calling them a evil. Much of the news coverage is about how video games are bad, they are a drain on society. However, this cannot be true when a reasonable amount of research has not been done to conclude these assumptions. Most of the critics of gaming are forty and older. When it comes to the issue of violence caused by video games the blame must be placed on the individuals and not the games. Whatever happened to taking responsibilities for your actions?

There is one opinion that I feel Steven Johnson has failed to mention. I believe video games can be helpful in developing valuable skills, however it can only be sustained with a moderated use of video games. Most games do provide some kind of benefit, however too much of something is not good either.

2) From my personal experience, I agree with that playing video games is not totally mindless activity, and it may enhance our cognitive ability. Comparing with watching TV or listening to music, video games require much more active engagement. Video games resemble “work”, to which people expect rewards instead of their engagement. As Johnson mentioned, rewarding system is what the game attracts the player. Rewards in the game world are worthless; in the real world however, enhancement of cognitive ability is real reward for our real life. So video games are good! Are they really good? In terms of what? I think Johnson’s argument is one-sided, since he brought his value judgement, “what is good.”

What games attract people is not only virtual rewarding system. Popular games are not all like “SIM CITY”. Some are like “Final Fantasy” and some are “Gran Tourismo”, and others are like “Biohazard”. Are they all good? Vincent Mathews’s experiment had an interesting result. Using MRI, brain activity levels of game players were measured. The examinees played with a violent gun shooting game and a non-violent car racing game. When playing the gun shooting game, examinees’ brain activity level decrease more that when playing the car racing game. With this fact, we cannot conclude that thus violent video game is “bad”, but it proved that even though both are action games, violent and non-violent game do not have same effect on our brain.

I would not object to the idea “videogames enhance cognitive ability”. However, to get rewards, firstly players have to invest something, such as money, time, physical work and so on. But we don’t really know what kind of brain activities or abilities are invested while we are playing videogame. Videogames probably enhance cognitive ability; however, in the same time they may decrease other important mental abilities. Cognitive ability is not one and only important mental ability. There is possibilities that we decrease other important mental abilities instead of increasing cognitive ability. It might end up in too much\r\n investment for little profit. For this reason, such assumption, “videgames are good, because thay enhance cognitive ability”, is problematic.

Reference The Schiller Institute Websitehttp://www.schillerinstitute.org/new_viol/videos_brain.html

Discussion Questions:

1) Do you believe that video games are beneficial in developing skills of the users as Steven Johnson mentions? Give examples of games that do this.

2) Others argue that video games are merely a downside to society and are not beneficial. Do you agree? Explain.

3) Why do think video games appeal to so many people?

4) Do you believe video games are responsible for the violence seen in society?

Bibliography

Johnson, Steven. “Want to exercise your mind? Try PlayStation.” The London Times.
May 13, 2005. URL:<http://proquest.umi.com/pqdweb?did=839252031&sid=1&Fmt=3&clientld=12520&RQT=309&Vname=PQD>

No Author. “Leaders; Breeding Evil?; Defending Video Games.” The Economist.
August 6, 2005. URL: <http://proquest.umi.com.myaccess.library.utoronto.ca/pqdweb?did=878183681&sid=1&Fmt=3&clientId=12520&RQT=309&VName=PQD>

Phau, Don. “Studies Show Violent Videos Damage Brain.” Schiller Institute. December 27, 2002. URL: <http://www.schillerinstitute.org/new_viol/videos_brain.html>

*** The links are through U of T libraries and may require a login screen

Group Project Proposal: "Savage Kats"

Group Members: Jugdeep Sahota, Umar Akram, Takashi Nakagawa, Shahid Qureshi


Problem Description

Every night millions of people sit down and turn on their televisions trying to find out what happened in the world on any given day. The news is supposed to be a place where people can turn to and get all their information and then form their opinions. The problem is major news media corporations attempt to control the content that is shown to the public. In this age of twenty-four hour news stations, the news is always available for us. However, this news coverage is not always reliable. The reporters do not ask the tough questions to politicians, all opinions are not shared with the public and people rely more on comedic shows for in depth reports rather than the big news stations.

News organizations are supposed to send out their reports to find the truth and share this truth with the public. When it comes to politics the truth seems to get lost. The news is supposed to be unbiased and deliver the truth; instead there is a fear about offending the government.

A journalist is only as good as the contacts he can provide. So, if one was to uncover the truth about a government official or ask the "tough questions" they may be placed on the "blacklist." This means they will lose contacts for themselves. If one cannot provide stories first they will subsequently lose their job to someone who can provide stories first. Journalists who share their opinions and are against the powers will be punished.

At MSNBC two well-known liberal hosts, Keith Olbermann and Phil Donahue were let go by the network. The bosses were upset that Keith Olbermann had two liberals on his show in three days and the network cancelled his show. The network said they wanted unbiased television and by having two liberals on in three days it was portraying biased television. However, now on MSNBC there are no liberal anchors, only right wing conservatives, is this not biased television?

It is really clear that a problem exists in news coverage when people turn to comedic programs as their news source. For example, the Emmy winner, "The Daily Show" has proven itself to be a more investigative source in its half hour time slot compared to national broadcasts and even the twenty-four hour news stations.

Key Determining Forces

Economic: For-profit corporations own much of the news media that reaches the audience. These corporations are legally obliged to put the profits of their investors before all other considerations. As result the goal of maximizing profits conflicts with responsible journalism. There is also becoming a concentration of ownership with media outlets. The larger outlets are absorbing their rivals. This leads to less diversity and gives the power to just a few companies.


Environment: Technology all around us has had a major influence on the way we receive information. Unlike the past where there was only printed word to transmit information to the masses. Now there is the radio, television and Internet. These all have significantly impacted the environment in which media is conversed. Huge media corporations have also developed over the past century. They are able to choose what is heard by the public. In return this has a great impact on what people hear and think. Technology further influences this problem mainly because it has made it much easier for large corporation to portray data in the desired form. They are able to take smaller competitors out and make sure only their message is heard. The Environment is interrelated strongly with the media. As mentioned above the radio, television and the Internet are the main mediums through which "media" exist.


Cultural: The Media plays a huge role in influencing the opinions of people; therefore shaping and influencing culture. It is able to mould and manipulate the ideas and thoughts of individuals by only conveying specific information that they want the public to hear. It omits information that could change the choices and the opinions of people. Media in a sense has made everyone in certain parts of the world become one monoculture (different sub-groups) by only presenting certain facts. For example most people in the Eastern Part of the world depict the West, especially the US to be a bad influence on their culture. Therefore most large television broadcasters have omitted American content. For example, "The Simpsons" is now being shown in Arab communities but with major changes, such as no beer for Homer Simpson, he doesn’t say "Do’h" and many others. Individual’s capacity to act autonomously is also a question. Media has strongly shape culture in today’s society. It is safe to say people no longer think for themselves but follow what they see on television or read in the media.


Political: Political forces play a major role in determining what the public hears. Political forces apply pressure to media outlets to stay quiet. For example, they will withhold information as a form of punishment because of tough questions that were asked at the last press conference. "Despite the claims that the press has an adversarial relationship with the government, in truth U.S. media generally follow Washington's official line" (Fair.org). Powerful media companies routinely make large contributions to both major political parties, while receiving millions of dollars in return in the form of payments for running political ads.


Applied Analysis

The obvious solution to this problem would be to have alternative forms of media available. However, the problems with the alternative sources are a lack of resources and funding.

This is where the Internet has become so important but there is still a lot of untapped potential. Yes, the Internet has been used by people to put their opinions out there and alternative sources of news are made available for relatively cheap. The problem is getting the public to start reading and looking for these articles and forums on the Internet. Many times people do not turn to these alternative sources and instead turn to the mainstream news websites like "CNN.com." International broadcasts have proven to be more investigative of United States political procedures then those in the United States. If the people in the country were exposed to outsider opinions then they may see the truth or at least more information to form their opinions. For example, a British journalist was the first to report of bombs dropping on innocent people in Iraq. When people got a hold of this then it was being exposed to the American people.


Project Format

The essay is about how news media is being dominated by the corporations and the truth or at least all opinions are not being shared with the general public. People currently have to turn to independent sources and the Internet for a different point of view.

A website is very important because it represents the alternative form that is not present in mainstream news coverage. The website will also be available for many years and open to anyone who comes across it. This web site will include our essay, our video, a link to other sources and a link to a forum. It is important to have a forum so the people who visit the website can comment and share their opinions as well.

A short video approximately 5 minutes long will consist of clips from mainstream news agencies and clips from truly investigative programs such as the daily show. The clips will be shown in a comparison format to show how some news agencies are investigative while others are not and the truth does not get reported to the public.


Research Plan

Group members have been consulting many sources, which include, class texts and theories, established websites of major media corporations such as NBC, CNN among others. We have also viewed websites and articles from independent agencies whose goal is to eliminate control in the news.

We plan on finding appropriate clips from the daily show where they investigate and make humour about political circumstances but it must be factual. And also finding clips from the news broadcasts and documentaries about how the news coverage does not to an appropriate job. There are also many books that have relevant information on the subject which include:


"Creating reality: how TV news distorts events"
"Inventing reality: the politics of news media"
"Tainted Truth: the manipulation of fact in America"


Provisional Timeline and Work Breakdown

All group members are expected to research and find information on the topic. This includes articles, Internet sources, books, and movie or television clips for the video. One member is in control of the website this includes posting all content which includes the essay, Reason for the website, video, forum, and all other properties of the web site. Other group members will continue to provide help for the website as required. Two people will in charge of putting together and editing the short video. This includes gathering all the video clips, shortening the clips and all other requirements. One member will work on the essay. All members are required to gather the information, even though one person is formally writing the essay. All group members are also required to make sure the information is reliable and backed up by credible sources. The website should be up and running very quickly and then additions can be made as they are complete this will allow for the website creator to assist in other areas and simply just post it on the website.


Sources Viewed

Murray, Sue. "Phil Donahue" The Museum of Broadcast Communication url: http://www.museum.tv/archives/etv/D/htmlD/donahuephil/donahuephil.htm

"Mass Media Influences" http://www.lcc.gatech.edu/~herrington/gcp/Ethnology/media_ethn.htm

"What’s wrong with the news" FAIR.org URL: http://www.fair.org/index.php?page=101

"Mass media and public opinion" Wikipedia: the free Encyclopedia url: http://en.wikipedia.org/wiki/Mass_media_and_public_opinion

"Too Many Liberals" FAIR.org. 10/27/05. url:http://www.fair.org/index.php?page=2707

Final Project Proposal - Team "Team"

CCT300 Group Proposal
Team “Team”

Problem Description:

The problem our group will be investigating is a broad one – the mass media spreads popular culture, and through this we learn norms and values. Through media coverage we learn (or rather are told) what is important and what is not. Advertising tells us we are not happy until we consume these products, and we spend money trying to achieve this impossible ideal. This problem is of interest to us as CCIT students, because in our studies we thoroughly examine visual culture and communications all over the world (and especially in Western culture). This should be interesting to others because it is something that affects everybody, and how they live their lives, make their decisions, and spend their hard earned money. Our group (being CCIT students) feel that we have a more critical approach to tearing down these ideologies, and would like to try to expose them for what they really are, teaching audiences to be more aware.

Key Determining Forces:

There are many forces that influence and reinforce this behavior, most of which is learned through the media. Culturally, even something as simple as a shopping mall creates ideas of what is popular and valued in society. Our literature, such as magazines and newspapers, give attention to celebrities that look and dress a certain way, reinforcing the idea that this is what society wants to read about and see. Economically, we are a society of spenders; we work hard and spend hard. North America has a huge consumer culture, and since we keep buying, retailers will continue to pump out new products to sell to us. The idea of “If you make it, they will buy it”.

Applied Analysis:

It is hard to really come up with an alternative to this situation. It has saturated our lives for so long, and the media is really a huge enemy to go up against. Those in control have lots of money, and use it to make sure they stay in charge, and to control the spread of information. The old saying “If you can’t beat ‘em, join ‘em” comes to mind. Obviously it would be impossible to try and make a new method in society of teaching values and culture that would be as large-scale and influential as the mass media. Therefore, we have decided to use their medium against them. Our group will culture jam by making spoofs of major well-known advertisements, as well as critically alter some other major media outlets (such as reality tv programming), to show that there are alternate views as oppose to just the ones that are presented to us. We don’t want audiences to just sit back and absorb, we want them to be critically involved and aware of what is going on around them.




Project Format:

As mentioned before, our group will produce spoofs of advertisements, and other media forms in order to gain attention to make audiences wake up and be more aware. This will take place in the form of Photoshop documents, possibly a PowerPoint slideshow or a website to share the results. One idea our group has is to have a social intervention component to the project, not just producing the items, but also helping to spread these messages to the public. We can print posters or stickers of our work, and distribute it in public places, especially where it directly clashes with its environment (for example: spoof ads of Burger King, posted outside the restaurant, in their bathrooms, and on their drive-through screen). We will then be hitting the audience at critical moments, and hopefully we can document some of this (through film, photographs, interviews, or surveys) and see if our work has any effect. We made this decision by talking to the group members about what their strengths are, and what they would be interested in creating. Some specific ideas we had are:
- Making ads that inform how media monopolies such as CanWest Global produce, distribute and control much of our media. If we don’t always believe something we hear from one person, why should we let all of our news sources come from one centralized company?
- Another is to make a spoof on the Mazda ads that say “Zoom Zoom Zoom”. We will make ads and the “Zoom Zoom Zoom” will relate to the rising gas prices and our helplessness as consumers
- As mentioned earlier, we will attack some fast food giants such as McDonalds, making spoof ads that take a spin off of their slogan and say, (for example) “I’m LOVIN IT that one in four children are obese.”

Research Plan:

So far we have looked at one of the main culture-jamming sources: Adbusters magazine. We are looking for some ideas and it is helping us to brainstorm potential tasks for us to try to do. On the Adbusters website, there are also other campaigns we are looking at to see their techniques in trying to create counter-culture (like the Blackspot Sneaker campaign, and Buy Nothing Day). By looking at how they got started, their strengths and weaknesses, we are getting a better idea of what might be a successful approach to this project. We have also been looking at some books such as Naomi Klein’s No Logo, The Rebel Sell by Joseph Heath, and Fast Food Nation by Eric Schlosser. We can see ourselves looking at some documentaries on culture, such as Bowling for Columbine, The Corporation, SuperSize Me, and more. We could also research some techniques that advertisers use, in order to expose them, or use them in our own campaigns.

Provisional Timeline/Work Breakdown:

Since we all have different areas of interest, we could all work on a spoof or expose that particularly interests us. Then we can explore that area in detail, and we will each come up with a really great idea. We will meet periodically to show each other what we have done so far, whether it be research wise or the actually production of the piece. This way, we can edit and constructively criticize each other’s works. Using everyone’s ideas will also help to unify the project, so that it is something we are all proud of. We should probably meet about every 7-10 days, and then about 2 weeks before the final project is due, we will all have our individual pieces done. This way, we have lots of time to fix any errors, put everything together (on the web or in print copies). Also, if we decide to do the social intervention part, we will meet up outside of school to execute and document this plan. Clearly if we do decide to do this, we will need to finish up our individual pieces earlier, to make time for this part.

New Media Has Problems!!

With the worldwide phenomenon that has been coined 'New Media,' there is the expected result of positive as well as negative consequences to such a worldwide movement. Here, we have listed some of the major problems that are presented by the new media and the Internet. One of the specific problems which immediately began to take flight was an issue now known as the Digital Divide.

Digital Divide
*************************

A leading IT Encyclopedia defined Digital Divide as “...the fact that the world can be divided into people who do and people who don't have access to - and the capability to use - modern information technology, such as the telephone, television, or the Internet. The digital divide exists between those in cities and those in rural areas.” An interesting aspect to this statement of Digital Divide is that is applicable to those both within rural and urban population centers.(Whatis, 1999) The Digital Divide has come to categorize people into one of two main groups: the information rich and the information poor.

This poses problems for the millions of people faced by problems such as illiteracy, lack of technological access and much more. Within the Digital Divide there is even further breakdown into three categorical aspects of problems surrounding global access to technology. Pippa Norris, a political scientist who researches the politics to communication issues is responsible for theorizing these points.
The first aspect is the 'Global Divide' which encompasses the quantity of internet access that is available to developing countries as supposed to industrialized ones. The second, Social Divide, depicts the gap between those of the information rich or poor gap. Lastly, the Democratic Divide addresses the difference between those who choose to access technological resources for their personal resource. (Lynch, 2002)
The main idea behind the Digital Divide is the popularized theory called the “Knowledge Gap Hypothesis” which was instituted by Philip J. Tichenor. This proposes that the gap in terms of the information rich and poor only tends to grow as soon as new and more technologically advanced mediums are introduced into society.

QUESTION: HOW DO YOU THINK DIGITAL DIVIDE APPLIES TO THOSE WITHIN URBAN POPULATIONS SURROUNDED BY MASS MEDIA AND INTERNET ALL AROUND THEM?

QUESTION: WHAT SOLUTIONS DO YOU THINK COULD BE PROPOSED IN ORDER TO BRIDGE THE GAP OF THE DIGITAL DIVIDE? IF SUCH STEPS WERE TAKEN, WHO DO YOU FEEL WOULD BE RESPONSIBLE FOR DOING SO?

Black, Jane. “Information Rich, Information Poor.” BBC NEWS. October 14, 1999.
Online at: http://news.bbc.co.uk/1/hi/special_report/1999/10/99/information_rich_info rmation_poor/467899.stm

This in depth article focuses on a study conducted in four countries surrounding the effects of Digital Divide among the citizens of the nation. The case study focusing on Morocco provides the reader with a story of a woman who defied the traditional routine for men and women. Thanks to the internet she was able to interact on a global basis selling her merchandise. An interesting read in the document was finding that within the United States there still exists a vast majority of those in which would be deemed the 'information poor'. The article is an eye opener as a means of a global outlook on the embracing of technology rather than focusing solely within our continent.

Pinkett, Randal D. “Redefining the Digital Divide.” The Digital Divide. Vol 1 No 2, Spring 2001. Online at: http://tcla.gseis.ucla.edu/divide/politics/pinkett.html

This article attempts to update what may now be the outdated definition to the terminology of the Digital Divide. Pinkett speaks of how owning a computer within the home is not enough in order to advance one's ability within the information rich society. He made it evident that the internet, an email address and the ability to provide one's own information on the internet. This article was interesting as it truly defined what exactly defined what is an 'information rich' individual rather than relying on hearsay. The closing of the article speaks of three models which address solutions to closing the digital divide. These three models include community networks (providing technological access at a low fare for consumers), Consumer Computing Centers (public access rooms for those who cannot afford their own computers), and lastly, Community Content (dealing with the availability of information to specific demographic groups). The article in summation was an interesting read on the Digital Divide and shed some new light on the evolving matter.

Negative Social Impacts on Children
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One of the much talked about debates regarding the Internet, is the social impact it is having on children. As the Internet grows in popularity around the world, we are seeing children spend more time online. It is evident when we look down our neighborhood streets, one can notice there are less kids playing outside than there were perhaps five to ten years ago. Where have all these kids gone? Well, they have dispersed to the online world, isolating them in a sense from reality. Children are engaging in fewer social events, less time interacting in person, and more time in online (O'Toole, 2000). This electronic socializing is coming at the expense of real world interaction. It is not totally the children's fault however, with the endless amount of resources available there is always a new person to meet, or new blog to read. Before they can realize it, they have built a wall around themselves separating them from the real world.

This social isolation can lead to other problems. For one, health concerns are being raised. Children are not getting the required physical activity they should be, this can lead to obesity. Health concerns are being raised by many critics of the media, urging parents to get their kids involved in physical activities and not to let them spend all day on MSN, or ICQ (Neiman, 1999). Another growing concern is children's ability to communicate properly and effectively. The more they are exposed to terms such as “LOL” “kewl” and “ttyl”, the more they think it is the proper way to communicate (Sohn, 2005). As chat rooms and instant messaging grow in popularity, the distinction between what in is online terminology and proper grammar is diminishing. This is turning the next generation into poor communicators and causing them difficultly to perform even the simplest of social tasks (i.e. face to face communication).

Due to the addicting nature of the Internet, it is hard for kids to draw themselves away from it. It is also difficult for parents to monitor their children as computers are usually placed in bedrooms and study rooms. So for parents to know when their children are studying versus when they are chatting is a complicated task itself. As a result children are staying up at night later than ever, chatting and playing games (Shriner, 2000). This is causing them to develop poor sleeping habits which can cause them to be less attentive in school. This presents a greater problem because the Net not only takes children away from the real world (in terms of isolating them), but it is depriving them of learning opportunities even when they present in the 'real world'

Even though the Internet is a great resource, and children are being encouraged to use, it is coming at cost. The vast amount of information and entertainment that is available can be addicted for children, and this is where the problems begin. Greater emphasis needs to be stressed by educators about the hazards of the Internet, otherwise future generations will be turn out to be a group of isolated, obese children with poor communication skills.

Inappropriate Content
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It is fair to assume there is a vast increase in the number of adolescents logging on to the Internet every day. Although the Internet as a new form of media is a great tool for the collection of useful information used constantly by the given demographic; there are also dangers involved with browsing the World Wide Web. These dangers can very from learning how to create a bomb, to the very common exposure to pornography. Study's show that 25 percent of kids 10 to 17 years of age received unwanted pornographic material in the year 2000 (Ransohoff, 2005).

The Internet allows users to be completely anonymous when on various websites, thus, it is very easy for a 16-year-old boy to alter their date of birth and access pornographic material illegally. Also Sometimes even small typos in Web addresses or what you enter into a search engine can also lead you to inappropriate sites or material. The problem lies in the fact there's very little to no regulation on the content being displayed on the web.

In addition, in many situations someone who claims to be a 16-year-old boy may in fact be a 50-year-old man pretending to be a teen for inappropriate reasons, such as to lure teens into unsafe situations. As a result, agreeing to meet in person with someone you met over the Internet is extremely dangerous, as this can result in sexual assault or even murder. This is often found in many chat rooms, and can be particularly dangerous. Even when chat rooms are specifically aimed for adolescence, participants are not necessarily all teens. Someone you meet in the chat room may actually be an adult "predator" who has made up a false alias to hide their age.

Another common problem on the Internet is finding Web sites with credible information. One must recall that the information being accessed is in many cases ones personal opinion, thus the spread of “propaganda” and other biased/inappropriate information is very common throughout the net. When accessing a website one should look for the author as well as a creditable organization and a recent date.

A major problem lies in the fact that people under the age of 18 also referred to as minors have a very broad span developmental range. What one person may find developmentally inappropriate for another might find it fairly appropriate. An example of this would be the study for the human reproduction system. Developmental considerations are thus critical when determining how the Internet may be associated with both the risks and the opportunities among adolescents. Further the controls on exposure to certain types of material that operate at school for example maybe completely opposite to ones home that has unrestricted access to this superhighway of information.

It leaves one to question whether the Internet was the greatest invention within the last 50 years or weather it is just a nuisance causing damage to the innocent. Schools are taking precaution to the fact that there is questionable information readily available over the Internet by blocking out all inappropriate websites. It is up to the guardians of the children to maintain this solidarity at home by monitoring what this new form of media has to very there children.

Protection of Intellectual Property
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“The Internet, ... is seen by many as a double-edged sword. While it provides an unlimited opportunity to create and distribute one's own creative works, it also provides the opportunity to copy and distribute the works of others without permission.” (Olson, 197)

Digital technology has brought new challenges in protecting intellectual property. To fully understand this we need to establish what copyright is. Copyright is a property right given to producers of any creative expression. Copyrights cannot protest ideas or facts but they can protect music, movies, photography, software, sound recordings, drama, and works of literature. Copyright gives the producer of the work exclusive rights to reproduce, prepare derivative works, distribute copies and perform or display the work.

Although the same laws that exist in the physical world apply to digital works, protecting of intellectual property in the digital world has proven to be more difficult. This can be attributed to two factors. First, it is easier to infringe copyright laws in new media. With the fast spread of new digital technologies it is very easy and cheap to produce perfect copies of digital works. Second, it is very hard to enforce the copyright laws in the cyberspace because it is virtually impossible to identify the infringers. So this has 'caused many copyright owners fight back using their own technologies such as encryption and other security measures to lock up their intellectual property and control its use. They have also lobbied for new copyright legislation to add legal force to these controls. This has led to new laws to be passed that protect intellectual property in the digital world.

The Digital Millennium Copyright Act passed in 1998 is one such law. DMCA makes it a crime to gain unauthorized access to a copyrighted work by circumventing anti-piracy protections built into the work. Based on this law it is also illegal to manufacture, provide or traffic a technology, product or service that can be used to circumvent copy protection measures taken by the author(s) of the work. However, laws like these are not without criticism. Critics believe that rather than build upon the copyright laws that already exist, these laws give the owners of the copyright too much control over digital works and undermine important principles such as fair use. Fair use doctrine “allows works to be used without permission for purposes of scholarship, teaching, news reporting, or comment and criticism, including parody.” (Olson, 196)

The critics might be right since in most cases that have appeared in front of the court after the passing of such laws have favored the copyright owners, even in cases where the supposed infringing was done in accordance with the fair use doctrine. An example of this can be the case of Jon Johansen, who developed a program that circumvented the anti-copying measures on DVDs for the purpose of making them compatible with his computer's Linux operating system. His software also allowed users to copy portions of a movie for comment and criticism or for educational or research purposes. Even though he received a prestigious national prize for this invention, he was indicted for criminal trespass.

Contributors: Krystin Lee, Mandeep Manak, Anug Chaudhry & Ali Fard

Bibliography

Lynch, Beverly P. “The Digital Divide or the Digital Connection: A U.S. Perspective.” First Monday. September 19, 2002. Online at: http://www.firstmonday.org/issues/issue7_10/lynch/

“Digital Divide. Whatis?.Com. (1999). Online at: http://whatis.techtarget.com/definition/0,,sid9_gci214062,00.html

O'Toole: http://www.stanford.edu/group/siqss/Press_Release/press_release.html

Neiman: http://www.dltk-kids.com/articles/childhood_obesity.htm

Sohn: http://www.sciencenewsforkids.org/articles/20050330/Feature1.asp

Shriner: http://ohioline.osu.edu/flm02/FS12.html

http://www.pamf.org/teen/life/risktaking/internet.html

http://www.ntia.doc.gov/ntiahome/ntiageneral/cipa2003/CIPAreport_08142003.htm

http://www7.nationalacademies.org/itas/Project_Description.html

Olson, Kathleen K. "Web Studies." Copyright In Cyberspace: Protecting Intellectual Property Online. Comp. David Gauntlett and Ross Horsley. London: Arnold, 2004. 195-203.

Welcome to the CCIT 300 Lab 1 Blog

Welcome to the Lab 1 blog for Critical Analysis of Media, a course in Communication, Culture and Information Technology, a joint program offered by University of Toronto-Mississauga and Sheridan College.

This course is designed to provide students the opportunity to engage issues of critical analysis of media, framed here as analyzing media forms within larger social, economic, cultural, environmental and political contexts.

This collaboratively written, student-led blog encourages discussion and debate among students on issues pertaining to the course. For the next few weeks, student groups will summarize and analyze texts of their own choosing and facilitate discussion and debate. Students will also shortly be posting their plans for group projects in critical analysis.

If you're reading this from outside CCIT 300, welcome. You are invited to participate in the discussion and share ideas of interest with students here. We simply ask that your participation remain civil - we reserve the right to edit or eliminate comments that are not constructive or overtly hostile.