User-Friendly Information Accessibility and Deschooling Among Teenagers

User-Friendly Information Accessibility and Deschooling Among Teenagers

Suneeth Ben
Copyright: © 2020 |Pages: 13
DOI: 10.4018/978-1-7998-1482-5.ch007
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Information explosion has reached its zenith and provides the accessibility in a user-friendly manner. Time, space, situation, assistance, facilitation, tutor, conventional, traditional; all these types of information acquisition modes had been reduced to user-friendly pattern of interaction. Deschooling among teenagers has become an inevitable topic of discussion due to the user-friendly information accessibility. Deschooling is the escapism of teenagers from normal, traditional, and systematic style of information as well as knowledge acquisition. This chapter provides the misuse as well as the negative thinking aspects of teenagers in marketing of information services. The chapter ultimately enhances the quality of designing and realistic ethical norms and values in marketing of information services.
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Information is stimuli that have meaning in some context for its receiver. When information is entered into and stored in a computer, it is generally referred to as data. After processing (such as formatting and printing), output data can again be perceived as information. When information is packaged or used for understanding or doing something, it is known as knowledge. Information is any type of pattern that influences the formation or transformation of other patterns. Information is the resolution of uncertainty; it is that which answers the question of “what an entity is” and is thus that which specifies the nature of that entity, as well as the essentiality of its properties. Information is associated with data and knowledge, as data is meaningful information and represents the values attributed to parameters, and knowledge signifies understanding of an abstract or concrete concept. The existence of information could be uncoupled from an observer, which refers to that which accesses information to discern that which it specifies; information exists beyond an event horizon for example. In the case of knowledge, the information itself requires a cognitive observer to be accessed. In terms of communication, information is expressed either as the content of a message or through direct or indirect observation. That which is perceived can be construed as a message in its own right, and in that sense, information is always conveyed as the content of a message.

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