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Information and Communication Overload in the Digital Age
Abstract
Advances in communication technologies have created an overabundance of available information and knowledge to people in contemporary society. Consequently, it has become pivotal to develop new approaches for information processing and understanding.
Information and Communication Overload in the Digital Age is a comprehensive reference source for the latest scholarly material on the increased amount of information created by evolving technologies, examining creative methods for improved control of information overload. Focusing on theoretical and experimental topics, such as media consumption, media literacy, and business applications, this book is ideally designed for researchers, practitioners, academics, graduate students, and professionals seeking emerging perspectives on information and communication management.
http://www.igi-global.com/book/information-communication-overload-digital-age/171689
If you're interested, please visit the page of the book project:
https://www.researchgate.net/project/Information-and-Communication-Overload-in-the-Digital-Age
... With a theoretical understanding reviewed, this paper recommends active responses to overload during information seeking, along with lines of further study. The European Commission's Digital Competence Framework (DigComp 2.0) [1] outlines basic skills to describe citizens' levels of information literacy (see Lucas & Moreira's discussion in chapter 7 of Marques & Batista) [2]. Information overload is often discussed as a symptom possibly related to a lack of digital or information literacy [3][4][5] and applying chosen competencies to modes of information seeking provides insight into active responses to overload. ...
... The rest of Marques & Batista's aggregated study of this subject framed in the digital age [2] guides this review. Most chapters of this book address relevant subject matter and are best summarized in their front matter and overview chapter. ...
... The book offers "a triad of individual, organizational, and societal perspectives of this issue. Another triad is also used, namely the causes, the symptoms and solutions for this problem" [2]. Because this paper is not a book, a focus on the individual is selected, but organizational and societal perspectives are left for better-suited inquiry. ...
In this study, information overload is viewed through the lenses of Library & Information Science and Communication Theory in order to offer recommended solutions for individuals experiencing overload. The purpose of this research was to apply LIS and COMM theories to the pathologies and symptoms of information overload as experienced by individuals in an increasingly digital world. Extant survey work was reviewed and updated with literature collected through limited keyword searches. The authors framed active responses to information overload through dimensions selected from the European Commission’s Digital Competence Framework as applied to Al-Shboul & Abrizah’s (2016) Modes of Information Seeking. Further study should focus on international perspectives and addressing disparities in access to information.
... Our view of critical literacy takes into account the reality of information overload in this digital age. People are increasingly getting access to multiple sources of information in a variety of domains such as health and environment (Bawden & Robinson, 2020;Marques & Batista, 2017). Along with this access comes the necessity to critically analyse the credibility of sources (see Garcia et al., 2015;Polizzi, 2020) while identifying the purpose of and potential bias in the message. ...
Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom.
... Researchers believe that artificial intelligence may develop into something like a big platform driving numerous sectors in 2020 as a consequence of rapid set of advancements in the AI industry (Müller & Bostrom, 2016). The major cause behind this fast growth of digital data, that is expected to reach 400 billion gigabytes per year by 2020 (Batista & Marques 2017). Towards this massive data and disciplined AI companies, 4th Industrial Revolution (4.0 IR) use creative methods for solving current issues in many areas. ...
... Information overload, or simply "receiving too much information," produces cognitive biases as the human brain will routinely resort to heuristics in order to make decisions, which increase the likelihood of systematic errors in judgement [84]. The concept-sometimes discussed as cognitive overload [87], knowledge overload [39], or communication overload [7]-has been applied to a variety of contexts, but predominantly in the field of economics and management [23,72]. More recently, the concept has been used to describe the challenges of online deliberation in democratic contexts [69] and digital citizen participation in law-and policy-making [6,18,38,51]. ...
The development of democratic systems is a crucial task as confirmed by its selection as one of the Millennium Sustainable Development Goals by the United Nations. In this article, we report on the progress of a project that aims to address barriers, one of which is information overload, to achieving effective direct citizen participation in democratic decision-making processes. The main objectives are to explore if the application of Natural Language Processing ( NLP ) and machine learning can improve citizens’ experience of digital citizen participation platforms. Taking as a case study the “Decide Madrid” Consul platform, which enables citizens to post proposals for policies they would like to see adopted by the city council, we used NLP and machine learning to provide new ways to (a) suggest to citizens proposals they might wish to support; (b) group citizens by interests so that they can more easily interact with each other; (c) summarise comments posted in response to proposals; and (d) assist citizens in aggregating and developing proposals. Evaluation of the results confirms that NLP and machine learning have a role to play in addressing some of the barriers users of platforms such as Consul currently experience.
CCS concepts: • Human-centred computing→Collaborative and social computing • Computing methodologies→Artificial intelligence→Natural language processing
... Ever since the recent set of innovations in AI industry has been sky rocketing, experts and scientists predict the AI could grow into a massive technology fueling various industries in 2020 [73]. The main reason for this is the digital data which is growing rapidly and by 2020 the annual rate of data created will reach 44 trillion gigabytes [8]. With this massive data intact with trainable AI startups, 4th Industrial Revolution (4.0 IR) is on its way through innovative ways to tackle with existing problems in various fields. ...
Emerging technologies such as computer vision and Artificial Intelligence (AI) are estimated to leverage the accessibility of big data for active training and yielding operational real time smart machines and predictable models. This phenomenon of applying vision and learning methods for the improvement of food industry is termed as computer vision and AI driven food industry. This review contributes to provide an insight into state-of-the-art AI and computer vision technologies that can assist farmers in agriculture and food processing. This paper investigates various scenarios and use cases of machine learning, machine vision and deep learning in global perspective with the lens of sustainability. It explains the increasing demand towards the AgTech industry using computer vision and AI which might be a path towards sustainable food production to feed the future. Also, this review tosses some implications regarding challenges and recommendations in inclusion of technologies in real time farming, substantial global policies and investments. Finally, the paper discusses the possibility of using Fourth Industrial Revolution [4.0 IR] technologies such as deep learning and computer vision robotics as a key for sustainable food production.
... In our opinion, one aspect that is often overlooked and that has significant impact for MPARS adoption is Information overload [21] [25]. This aspect can be improved by considering contextualawareness as a necessary input filter to better adjust feedback provided to the user via a MPARS solution. ...
After presenting a brief evolution of augmented reality applications from mobile systems (MARS) into mobile pervasive augmented reality systems (MPARS), this work addresses the reasons and aspects required to boost acceptance and use of mobile pervasive augmented reality systems for outdoor applications. The need to develop context-aware close-to-real-time feedback mechanisms that take into consideration a continuous measurement of Quality of Experience is also discussed. For this purpose, we delve into how can user preferences be integrated in context-aware feedback systems and propose a theoretical model for measuring Quality of Experience in MPARS. The model is derived from an analysis of previous technology adoption models and incorporates the knowledge of user preferences extracted from data gathered from a public questionnaire deployment. The how and why can such a model be integrated into future MPARS solutions is also addressed, concerning in particular the systems applicability in the context of outdoor activities.
Artificial Intelligence is a set of systems that enable computers with
subfields such as evolutionary computing, deep learning, and machine
learning to think like humans. Artificial intelligence is used in many
fields such as voice recognition, image processing, natural language
processing, cyber security, health, agriculture and architecture.
Advances in technology have enabled artificial intelligence
applications to become ordinary computer functions. It is quite
exciting when a machine can emulate human intelligence and
automatically interpret complex systems. Being indifferent to this
situation and following technology behind is a great loss in terms of
personal development.
Artificial intelligence technology can be applied to every sector such
as accurate and fast medical diagnosis, safe autonomous vehicles,
unmanned aerial vehicles, social media, food industry, shopping.
Today, the general applications of artificial intelligence are machine
learning and deep learning-oriented studies. Although it seems nice
that algorithms are entering people's lives so much, this situation may
be reversed in the coming years. For this reason, it is very important to
have information about the applications and studies made in the field
of Artificial Intelligence.
In this book, examples of work done in the field of Artificial
Intelligence, machine learning algorithms, food industry, agriculture
and engineering applications are included.
This paper presents part of a research project on the use of information technology by students and teachers to communicate with each other in online community contexts of higher education institutions. The part of this project which investigated whether the number of messages exchanged, and the effort required to process them are a source of communication overload is the focus of the paper. The research was conducted at a Portuguese university, was supported by an analysis model, and data were collected through an online questionnaire. Descriptive statistics and inference tests were used to analyse a validated data sample of n = 570 students and n = 172 teachers. The results show that students and teachers generally perceive communication overload when using communication technologies to communicate with each other. This perception is particularly relevant when using email, and inference tests show that it is higher for teachers than for students
Mobile instant messaging (MIM) applications have an exceptionally large number of users worldwide. Businesses and organizations are attracted to their capabilities, making them the apps of choice for the formation of virtual groups and communities. While this development is plausible, there are possibly some overlooked disadvantages. One of them is technostress, a phenomenon caused by employees who are unable to cope with the use of communication and information technologies for work management. Unfortunately, the existing knowledge on technostress is ill-equipped to tackle this phenomenon because it is more occupied with information compared to communication overload; the latter is more relevant to MIM applications. No scale has been specifically developed to measure communication overload, especially in the context of MIM. This article develops such a scale, comprised of 19 items in five dimensions. The scale was validated based on expert reviews and refined through feedback in a survey of 200 MBA student respondents. The scale enables academics to link communication overload to mental health concepts and allows practitioners to measure employees' communication overload. The latter measurement would enable appropriate interventions and appropriate policies to be developed. These interventions and policies could be useful to manage technostress in the workplace.
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.
ResearchGate has not been able to resolve any references for this publication.