worldview offered by environment
3.4 Communication and the new media
Tapscott (1998, 56) along with several other writers are arguing new media is more neutral than the old one when talking about values. The reason for this is the interactivity. Even though this argument sounds very seductive, it is important to take an attitude and think over it. Why would new media be value free only because it is interactive? The illusion of neutrality can arise from the unwillingness to adopt a certain attitude towards moral and ethical choices among Net users. They say everything is political. When an individual doesn’t take an attitude, that is political, too. As a matter of fact very rare thing in the world can be value free.
Hypertextuality has always been combined with the computer media. This means the associative and linkage based on analogies. Hypertextuality is at the moment still partly untrue utopia, but it could have potentiality to change the structure of our worldview noticeably (Ylä-Kotola, M. 1999) From the postmodern point of view the concept of identity has became more and more unstable. Due to the fact that the hurry, expanse and complexity of the development of the modern society has been greater (Kellner 1998, 264). This can lead up to that the individual subject construed by itself and made in the society of modern individuals, has been disappearing and collapsing. From the technical point of view, one of the most interesting areas of development is called convergence. Several devices say television, computer, mobile phone, camera, video and mobile network communication, are going to or already are combined in the same device. It gives possibilities for a media machine, which is a metaphor for a metahybrid, enabled by the development of the digital technology (Eerikäinen 1995,77).
According Fornäs (2000, 38) interactivity implies merely relationship between media and the user. The media itself can not be interactive. Computer- mediated communication offers so many different potential operating procedures, that they cannot be categorized as interactive across the board. The thing is that different technology includes altered ways of interactivity potential. The same way as individuals have different ways of being inclined to interactivity when using media textures. Different contexts have calls of a different grade to these interactive processes. The border between interactive and uninteractive use of the media is blurred. This is the cause that the difference between producing and receiving media grow dimmer. In spite of the fact that in some more traditional genres of the media they make very explicit deal between receiving and producing. The two main courses in media of today are communication and mediation (Tella 1998).
Mediation forces customers to make more choices. It makes necessary to use other media along using others and among other activities (Fornäs 2000, 40). When media assimilates with the routines of the everyday life, firm determination of boundaries between mediated and direct communication is going to be relative. With the term mediated often refers to those human forms of communication, which are using those transitional or combining inside the communal
institutional technologically produced systems ( Fornäs 2000, 41). When making choices the user gives every time a value to his selection. But before the product is in the hands of a customer, there has already been made several choices when producing media (Masterman, 1991, 93).
Especially the youth is using media more often estranged or absent minded. Them media is forming uninterrupted audiovisual landscape. They can not live without it, because it would be just like being without the clothes or other visible evidence of their reference group. To get stimulation from the constant flow of the media time after time, it seems to be important for youth and children to observe media casually or intentionally.
4. Conclusion
A child lives in a media intensive world. Environment gives lots of stimulus to a child and big part of it comes from new media. To selecting things and interpreting them is characteristic to observation. Around us there is a huge amount of information but the capacity of human data processing has its limits. One has to read and interpret media actively. The weaker the ability to understand media messages is the bigger grows the possibility that media has significant role in the content of the child’s worldview.
The worldview media offers is real from the medias point of view. Media can underline or be silent about things they choose. Media can have strong influence on worldview. New media is actively building and performing reality. Because new media messages are produced, it does not always mean media content is reflected from reality. In the democratic world we can demand responsibility and different tasks from new media in addition to commercial rights it already has.
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Time children spend with new media is in all probability increasing. Because of that it is especially significant to a child to have possibility to form his own worldview filtering through his nearby people. So the picture of the world surrounding children is not too oppressive.
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