Internformat: Information-Seeking 2.0

Information-Seeking 2.0

This article begins to shed light on how informational advantage affects the use of new media for information-acquisition and assessment. Drawing on material culled from one-on-one and small-group interviews with high school students in an agricultural region of California, the article examines high...

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Veröffentlicht in:	URI:https://journals.openedition.org/reset,
1. Verfasser:	Robinson, Laura
Format:	Article ou chapitre numérique
Sprache:	Anglais
Veröffentlicht:	RESET 2014
Schlagworte:	recherche d'information inégalités numériques habitus handicap éducation information seeking digital inequality disadvantage education
Online Zugang:	Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM

id	openedition-oai:revues.org:reset_135
record_format	openedition
spelling	openedition-oai:revues.org:reset_135 https://doi.org/10.4000/reset.135 urn:doi:10.4000/reset.135 en https://journals.openedition.org/reset/135 2014-07-22T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/jvr8 All rights reserved Information-Seeking 2.0 RESET Association Recherches en sciences sociales sur Internet info:eu-repo/semantics/reference/issn/2264-6221 URI:https://journals.openedition.org/reset Robinson, Laura recherche d'information inégalités numériques habitus handicap éducation information seeking digital inequality habitus disadvantage education This article begins to shed light on how informational advantage affects the use of new media for information-acquisition and assessment. Drawing on material culled from one-on-one and small-group interviews with high school students in an agricultural region of California, the article examines high achievers committed to academic excellence in preparation for college. However, while they share the same educational goals, not all of these students have access to the same informational resources. Informationally advantaged students’ access to new media, traditional media, and social networks distinguishes them from their informationally disadvantaged counterparts who lack access to both online and offline resources. Examination reveals how these disparities in access to informational resources have consequences for the students’ capacity to assess information relevant to schoolwork as well as college planning. Students with plentiful media resources adopt autonomous strategies vis-à-vis the assessment of information for both schoolwork and college searches. By contrast, students without informational resources are forced by necessity to rely on others, ultimately leading them to develop a dependence on trusted opinions in order to assess information. In relating informational environments to these assessment strategies, the article reveals the repercussions of informational advantage for schoolwork and college planning activities increasingly dominated by online resources. Cet article vise à montrer les effets d'un avantage informationnel sur les usages des nouveaux médias liés à l'acquisition et à la vérification d'informations. Il se concentre sur les meilleurs élèves, ceux qui s'orientent vers un parcours universitaire long et qui entendent y exceller, à partir d'une enquête par entretiens en face-à-face et par petits groupes, avec des lycéens d'une région rurale de Californie. Quoi qu'ils partagent le même objectif, tous ces lycéens ne bénéficient pas des mêmes ressources informationnelles. Les plus dotés disposent d'accès aux médias, nouveaux comme traditionnels, et à des réseaux sociaux qui les distinguent des plus défavorisés, qui manquent, eux, de ressources en ligne comme hors ligne. L'analyse révèle que ces inégalités d'accès aux ressources ont des conséquences sur la capacité des étudiants à juger de la pertinence des informations auxquelles ils ont accès, pour le travail scolaire comme pour la préparation du travail universitaire. Les élèves les mieux dotés peuvent adopter des stratégies de vérification autonome de l'information. A l'inverse, les moins dotés se voient forcés de s'appuyer sur des opinions tierces, et deviennent dès lors dépendantes de ces dernières pour vérifier l'information. La description de ces environnements informationnels montre les répercussions de cet avantage informationnel pour les activités scolaires, et de préparation du travail universitaire, qui s'appuient toutes deux largement sur les ressources disponibles en ligne.
collection	OpenEdition Journal
language	Anglais
format	Article ou chapitre numérique
building	0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/
topic	recherche d'information inégalités numériques habitus handicap éducation information seeking digital inequality habitus disadvantage education
spellingShingle	recherche d'information inégalités numériques habitus handicap éducation information seeking digital inequality habitus disadvantage education Robinson, Laura Information-Seeking 2.0
description	This article begins to shed light on how informational advantage affects the use of new media for information-acquisition and assessment. Drawing on material culled from one-on-one and small-group interviews with high school students in an agricultural region of California, the article examines high achievers committed to academic excellence in preparation for college. However, while they share the same educational goals, not all of these students have access to the same informational resources. Informationally advantaged students’ access to new media, traditional media, and social networks distinguishes them from their informationally disadvantaged counterparts who lack access to both online and offline resources. Examination reveals how these disparities in access to informational resources have consequences for the students’ capacity to assess information relevant to schoolwork as well as college planning. Students with plentiful media resources adopt autonomous strategies vis-à-vis the assessment of information for both schoolwork and college searches. By contrast, students without informational resources are forced by necessity to rely on others, ultimately leading them to develop a dependence on trusted opinions in order to assess information. In relating informational environments to these assessment strategies, the article reveals the repercussions of informational advantage for schoolwork and college planning activities increasingly dominated by online resources.
author	Robinson, Laura
author_facet	Robinson, Laura
author_sort	Robinson, Laura
title	Information-Seeking 2.0
title_short	Information-Seeking 2.0
title_full	Information-Seeking 2.0
title_fullStr	Information-Seeking 2.0
title_full_unstemmed	Information-Seeking 2.0
title_sort	information-seeking 2.0
publisher	RESET
publishDate	2014
container_title	URI:https://journals.openedition.org/reset
url	https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/reset.135 https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/reset/135
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Information-Seeking 2.0

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