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Chapter 5
Social Informatics and the Dynamic of Contemporary
Society
Ionuţ-Constantin Manole and Eugen Petac
Additional information is available at the end of the chapter
http://dx.doi.org/10.5772/65416
Abstract
As the main engine of social development, education must adapt its new technological
advancements to the benefit of the citizens and their needs by taking into account the
building of a modern society that is based on knowledge. Computer technology becomes
the most appropriate technical support, given the new challenges of the knowledge soci‐
ety. Within this context, the social informatics takes on new dimensions. Nowadays, in‐
formation security is strongly connected to the investigation area of social informatics.
Knowledge society and social informatics are being addressed in the paper in the first
two parts. Information security in the contemporary society, within the context of build‐
ing the knowledge society, is addressed in part three. In the fourth part, we propose the
creation of an educational framework for the safe use of online virtual environment. Its
purpose is primarily the awareness of the importance of security systems, taking into
consideration the new challenges of social informatics in the modern society.
Keywords: Social informatics, knowledge society, information and communications tech‐
nologies, information security
1. Introduction
Knowledge society is a strategic term, such as post-modern society, post-industrial society, experience
society, consumer society, risk society, media society or the information society, and similar terms;
they tend to focus attention on certain aspects. Issues such as knowledge and education are
particularly highlighted by the term knowledge society [1].
Knowledge society is identified as a society based on the creation, dissemination and use of
information and knowledge [1]. It is a society with an economy in which knowledge is
acquired, created, disseminated and applied to strengthen economic and social development.
© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons
Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution,
and reproduction in any medium, provided the original work is properly cited.
82 Proceedings of the International Conference on Interdisciplinary Studies (ICIS 2016) - Interdisciplinarity and Creativity
in the Knowledge Society
What we call the information society in the last decades is marked by increased globalization
process, both economically as well as geopolitically. The new economy is promoting a new
characteristic attribute, knowledge, empowering them to be integrated into the knowledge
society.
Information society emphasizes the amount of information available and accessible. It focuses
on technology. Knowledge-based societies are identified as societies that use and apply
information in various areas of learning and development.
Manuel Castells [2] argues that ‘dominant functions and processes in the information age are
increasingly organized around the concept of networking’. According to Castells [3], ‘infor‐
mation society is the new mode of human existence, in which the production, recording,
processing and retrieval of information in organized networks play a central role’.
Reflected by the thesis: ‘Knowledge is information with meaning, and information that acts,’
the two characteristics of knowledge, Drăgănescu concludes ‘Therefore knowledge society is
possible only grafted on information society and cannot be separated from it’ [4]. The infor‐
mation society provides knowledge to a higher level. The main features of the knowledge
society are emphasized. The truth about existence is discovered through scientific knowledge
that is extended and deepened through the society. Existing knowledge must be managed as
technological and organizational knowledge. Innovation brings new technological knowl‐
edge. The new means, Internet, e-book and using the electronic methods of learning (e-
learning), facilitates unprecedented spread of knowledge to everyone on the planet. Referring
to the developmental effects of educational paradigm, the author points out that among the
operating directions of the knowledge society it is necessary that the education system is based
on the knowledge and information society methods (e-learning).
The term informatics is broadly defined as an area covering artificial intelligence, cognitive
science, computer science, information science (processing, management and retrieval of
information), social sciences and information technology (research, design, development,
implementation, support or management of computer-based systems) [5].
Developed after a serious effort to review the specific indicators and of careful reflecting
realities of contemporary society, Report to UNESCO [6] of an international commission on
education in the twenty-first century, led by Jacques Delors, addressing sore topics joint to
educational systems in modern society, seen through the need to adapt to the society of
tomorrow. We present below the most relevant topics addressed for our paper:
• Education: a required utopia (a look to the future, tensions that must be overcome, design
and build of our common future, lifelong learning—the engine of the society, stages and
education connections proper assimilation of reform strategies, expanding international
cooperation in the global village).
• Perspectives: from the local community towards a global society, from social cohesion to
democratic participation, from economic growth to human development.
This shows that education, the society engine, must adapt the new technological advancements
to the citizens and their needs.
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2. Social informatics—A broad definition
Social informatics is an area of research that examines social aspects of computerization. A
more formal definition would be ‘inter-disciplinary study of the design, use and consequences
of information technology in interdependence with institutional and cultural environments’
[7]. According to Kling, social informatics is a field that is defined by its content (and funda‐
mental questions on it) rather than by a set of techniques and methods very similar to urban
studies or gerontology. Social informatics is a research object with systematic, analytical and
critical character, helping to ‘develop theories that are relevant to the design, development and
operation of information systems, including intranets, electronic forums, virtual libraries and
electronic publications’ [7].
Grabbing the spotlight is the concept of ‘computer information systems as socio-technical
systems’ [7]. Kling’s idea to achieve ‘missing link’ between human environment and the given
attribute of simple tools given to the information technologies, can be considered beneficial to
the online environment today.
Complex, interdependent, social and technical systems include the following:
• People in different roles and relationships between each other and with other system
elements
• Hardware (computers, workstations, peripherals, telecommunication equipment)
• Software (operating systems, utilities and applications)
• Technical (scientific management models, schemes of voting)
• Support resources (training/support/help)
• IT structures (content, those content providers, rules and regulations, such as those that
authorize people to use systems and information in specific ways, access control)
‘These are not simply a static list, but are interconnected within a matrix of social and technical
dependencies’ [7]. So, it has been made the connection between the components of the system.
Today, we can see the effects of this mind set adopted by many designers of computer systems,
namely, proximity to the human element and its folding needs, along with a security structure
of the combined system.
Although there are minor variations that are shown between the different definitions, but most
experts agreed that social informatics is an inter-disciplinary field of study and research,
diverse, comprehensive and highly dynamic regarding the changes caused by information
technology and communications in social life. Another landmark is the harmonization of the
society with and through the information and communications technology (ICT).
Social informatics area of investigation is extremely broad, including [8] the following:
• Studies and analysis on the impact of introducing information technology in society
• The importance of social context in computer networks (socio-technical networks)
84 Proceedings of the International Conference on Interdisciplinary Studies (ICIS 2016) - Interdisciplinarity and Creativity
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• Computer-mediated communication (C.M.C.)
• Organizational changes resulting from the use of ICT (work, communication, structures,
power relations)
• The relationship between technology and social change
• ICT and changes in education (distance learning, e-learning, etc.)
• Privacy and social control through ICT
• Project management with ICT support
• The impact on privacy and individual development
• Dynamics and trajectory ICT—policies and guidelines
• Public access to the Internet, etc.
Research information systems have the ability to draw attention to developing new technol‐
ogies. Benamati [9] said that ‘changing technologies obliges our discipline to change more
quickly than others’. Web 2.0 phenomenon has captured the attention of industry technology
and informatics, media and other professions and disciplines.
The Internet is in the fifth stage of its development. First stage, starting from its appearance in
the 1960s until the late 1980s, ARPANET [10] has been a well-kept secret, used by government
scientists and researchers. The second phase, between 1987 and 1992, has made open the
Internet to the public. In the third stage, 1992–1996, began with the realization of the HTTP [11]
protocol, on which was created the World Wide Web (WWW) [12] and search engines. The
global network has become an information service accessible from 1991 and, as described by
Berners-Lee [13] (1991), ‘the WWW project combines techniques of finding information and
hypertext to create an easy to use global information system, but powerful at the same time’.
In the fourth stage of development, the Internet becomes a place where people are organizing
communities that collaborate, cooperate and sometimes compete. Some favourite digital tools
and services at this stage include social networking sites, collaborative writing tools, network
services, file exchange between customers/users (peer-to-peer) and more. O'Reilly and
Daugherty describe this stage in the evolution of the network as a ‘Web 2.0’, O'Reilly [14], a
term introduced and officially registered in 2004. O'Reilly offered a clearer definition of the
term thereof as the (2006) [15]: ‘revolution in computer industry caused by the move towards
using the Internet as a platform, and to understand the rules for success on that new platform.
The most important of these rules is this: Build applications that use the network effects to
attract more people to use them’.
In the fifth stage since 2010, it begins Web 3.0—that is sometimes used as a synonym for
Semantic Web, representing a ‘web of data’ that enables computers to understand the meaning
of information on the WWW that means total dynamic web pages by including vector graphics
and the introduction of ‘Semantic Web’ [16] as a tool of computing systems to observe
information in texts and generate new information based on them.
Social Informatics and the Dynamic of Contemporary Society 85
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Regarding the Web 3.0,1 we can say that enhances existing network resources on the Internet
that can be read by users. This is done by adding extensions, called metadata, to existing
documents, allowing data to be processed automatically by computers through the concept of
similarity.
3. Information security in contemporary society
The introduction of computers in almost every dimension of the society has changed the way
people and organizations obtain or use information, or doing business: greater efficiency is
achieved, control of operations is increased and there is better access to information. Along
with many benefits, computers and connecting them to the network presents negative aspects,
such as the emergence of new types of offenses (distribution of computer virus), and the
possibility of committing traditional crimes through new technologies (such as fraud or
forgery).
With the spread of technology, more powerful and available at increasingly smaller prices,
and massive expansion of inter-connectivity, offered to the potential attackers the possibility
to create quick attacks without geographical barriers, often with serious consequences for the
victims and with little chance of detection or incrimination. Because electronic attacks against
information systems can make a lot of negative consequences of financial, operational, legal
or strategic type—at the individual level, organization or national, the risks for electronic
attacks must be well understood to be reduced or even eliminated.
Cybercrime is a real phenomenon these days, which is frequently reflected in the media. Fear
of informatics attacks exceeds on intensity then that of ordinary theft or fraud. Criminological
research on crimes carried out through computer systems aim to change the classic way that
are seen as offenses in the criminal justice systems.
In the PhD study ‘The legal aspects of cybercrime in the information society’ (study COM‐
CRIM) [17] realized for the European Commission by Ulrich Sieber, from the University of
Wurzburg, Germany, the following categories and sub-categories of computer crimes are
shown:
• Violations of privacy
• Economic offenses:
◦ Penetration of computer systems in order to overcome technical security difficulties
(‘hacking’)
◦ Cyber espionage
1 The term is conceptually formulated for the first time in 2006 by Tim Berners-Lee, creator of the World Wide Web and
director of the World Wide Web Consortium: ‘People ask me what is Web 3.0. I think if you add vector graphics, and all
content being dynamic, interactive and attractive, over Web 2.0, and also provide access to semantic web over an
enormous data space, you get access to an incredible data resource’[18].Also, he defines the Semantic Web as ‘a component
of Web 3.0, a data network that can be processed directly and indirectly by computers’[18].
86 Proceedings of the International Conference on Interdisciplinary Studies (ICIS 2016) - Interdisciplinarity and Creativity
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◦ Piracy of computer programs
◦ Computer sabotage
◦ Computer fraud
◦ Distribution of pieces of information that is illegal or injurious (racist propaganda,
dissemination of pornographic materials, etc.)
• Other crimes:
◦ Crimes against life
◦ Offenses related to organized crime
◦ Electronic warfare
4. Effective use of educational framework to prepare society awareness on
cyber security
The educational system has to be folded on the educational needs of current and future
generations regarding electronic information security and safe usage of online environment.
Therefore, an educational plan should be considered that combines both what has been
achieved so far in social informatics, especially the safety information, and also the require‐
ments and needs of their future. The emergence of Internet of Things (IoT) and the Internet of
Everything (IoE) must provide to the educational environment the issue of future threats
analysis or problems that may occur if future generations are not aware of them. As a result,
the need for such a debate and planning is more than necessary.
Category 2014 2015 2016 2020
Consumer 2277 3023 4024 13,509
Business: Cross-industry 632 815 1092 4408
Business: Vertical-specific 898 1065 1276 2880
Grand total 3807 4902 6392 20,797
Source: Gartner, Stamford, Conn., November 10, 2015; Web:http://www.gartner.com/newsroom/id/3165317).
Table 1. Internet of Things—basic devices installed by category (Millions of units)
IoT is increasingly becoming a topic of conversation, in more formal (companies, organiza‐
tions) and informal (in the family setting and occasionally in everyday people’s relations)
contexts. It is a growing concept that has not only the potential to influence the way we live
or will we live, but also the way we work.
After the broadband Internet became widely available, the connection costs are falling, many
devices are created with Wi-Fi capabilities and contain built-in sensors; technology costs
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decrease and use of smart phones has become overwhelming. All these things lead to creating
a perfect setting for IoT.
To the question: ‘What is the Internet of Things?’ We can answer in a simple and effective way
that is the concept of connecting devices, virtually any device with a ‘Open’ and ‘Closed’
switch, can connect to the Internet. This includes everything from mobile phones, washing
machines, coffee makers, lamps, wearable devices and almost anything else. It also applies to
machine components, for example, an engine of a car or boat or drilling equipment.
A more general definition is given by ITU [19]: ‘Internet of Things (IoT) is the network of
physical objects—devices, vehicles, buildings and other elements—in electronics, software,
sensors and network connectivity, integrated, allowing these items to collect and exchange
data’.
Analysis firm Gartner says that [20] by 2020 there will be over 26 billion connected devices. It
is a large number of connections (some even estimate this number to be much higher than 100
billion). IoT is a huge network that connects ‘things’ (which also includes people-implanted
medical devices for monitoring or survival, like pacemakers). The relationship will be between
people-people, people-things and things-things.
Regarding Internet of Everything (IoE) [21], ‘is a term with expanded meaning that focuses on
devices and consumer products connected to the Internet and equipped with expanded digital
features. It is a philosophy in which the future of technology is composed of several different
types of devices and elements who are connected to the Internet worldwide. The term is
somewhat synonymous with the Internet of Things (IoT)’.
The new rules for the future will be, ‘anything that can be connected will be connected’. It is
not difficult to see how and why it is such an important topic today; certainly it opens the door
to a lot of opportunities but also to more challenges. Security is a big problem, which is often
brought to the fore. With billions of devices connected together, what can people do to ensure
that their information will be safe? Will anyone be able to enter the device and thus get access
to the whole network? Also, IoT opens worldwide companies to more security threats. Then
there is the issue of privacy and personal data sharing. This is a sensitive topic even today, so
one can only imagine how that conversation will evolve and concerns when talking about
many billions of connected devices. Another problem that many companies will face is on the
massive amounts of data that these devices will produce. Companies will have to find a way
to store, track, analyse and cope with the large volume of data that will be generated. There
are numerous websites that promote online safety, but the way they are working is not
interactive and productive.
Pedagogical context provides a mean through which the student is educated in the online
environment and not just informed. It is necessary to use some pedagogical tools in the
propagation of the elements of social informatics. It is also necessary to emphasize from the
pedagogical point of view, the use of information security services. Specific teaching methods
such as systematic exposing of knowledge, conversation method, questioning method and
others must be in the spotlight. It must be used in a specific way of organizing individual
security services lessons, and also methods for evaluating school performance results.
88 Proceedings of the International Conference on Interdisciplinary Studies (ICIS 2016) - Interdisciplinarity and Creativity
in the Knowledge Society
We propose the creation of an information system to accommodate the needs and cognitive
characteristics, reported on a number of indicators (such as age, sex, concerns, needs, etc.).
The need to create an educational platform for security services lies in the connection between
real and virtual environment. Security services are a key point in the future society. The making
of an interactive platform to create a centralized computerized system has a role in educating
students for the safe use of virtual online environment.
The platform should be of interactive portal-/cloud-like architecture, having integrated basic
computer security services.
User guidance will be made depending on the area of interest: security banking application,
electronic information security (online and offline, on various kinds of media), guide for
Internet browsing, social security, protection of the person in the virtual environment, etc.
It will be taken into account: security policies, creating and managing passwords, user types
(standard user/system administrator), security of physical connections, network vulnerability,
Internet services security, firewall, handling security incidents, viruses, resources on cyber
security, etc. It will be used in modern solutions to create an interactive information system
between user and informational database.
The database will contain information structured on interest category. Various parameters will
be taken into account to guide the platform’s user in finding and assimilating required
information. Specific teaching methods will allow a greater degree of efficiency of the educa‐
tional platform. What should be considered when creating such a platform is the way of
interaction with users; thus, current technologies offer new ways of interaction. For example,
the user can create a more detailed profile, when entering the platform. Profile that should be
done on the basis of questions addressed effectively. The profile can contain not only infor‐
mation related to general data, but can be customized, but not to be understood as custom
(which could affect privacy). The application can guess what the user wants to obtain. On the
basis of collected information, a security - Strengths, Weaknesses, Opportunities, Threats
SWOT analysis of the user profile may be done. From the pedagogical point of view, infor‐
mation collection can be performed using programmed instruction and computer-assisted
learning. Through this training method, the subject learns paced, the educational material is
divided into small sequences of study, followed by tests, the subject and instructor (the
education platform here) can observe the progress of the training immediately.
The SWOT analysis can be dynamic, thus making step-by-step improvements on the level of
education in information security services, to the one who is accessing the platform. Finally,
and also intermediate, the user can see his minuses, what has he learned and how is he
progressing in his educational path. The information system cannot take the place of a teacher,
but it can replace and improve it by offering numerous benefits, being an adjuvant to the lack
of time, distance and availability of many users who would like to improve their knowledge
of security information services in the knowledge society we live in nowadays.
Conversations about IoT will continue to be done all over the world, while we seek to
understand the way this will impact our lives. Also, we try to understand how these many
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opportunities and challenges will arise in the context that more and more devices start to join
IoT. The Internet offers to the children great opportunities to discover, create and connect, but
can also become a dangerous factor in the education and maturation of a child. For now, the
best thing we can do is that the current and future generations to be educated about what is
IoT and the potential impact that can be observed on the way we work and live.
5. Conclusions
The way how society is developing nowadays, by relying on knowledge, has been leading to
the need for ever-faster expansion of the concept of network inter-connection, in a word:
communication. This communication is created without borders of any kind, such as cultural,
economic or territorial. The flow of information is becoming bigger, and the areas of interest
are more and more diverse. Informatics is becoming the technical support that is the most
conducive to this new challenge. But like any support, how we use this base becomes the focus
of discussion.
Concluding on our study, we could say that information technology is neither good nor bad,
referring to its usage. The way technology is used gives its moral coordinates. Thus, if the
society will not be trained to use these emerging technologies from the development of
computer networks (such as Internet banking, online communication, brought to new levels
today, large data transfer, increased power expression, in different contexts and for almost any
topic of debate, creating virtual personalities, etc.), it is likely to witness an unwanted event,
generally speaking, the obsolescence of the online environment.
Offenses made by computer systems influences real life more powerfully nowadays. In the
coming years we will face a technological assault increased from Internet of Everything, when
we will see the most types of devices existing today connected into networks. The benefits will
be enormous, and threats will be more than troubling.
In order to control many different devices in our common life, both personal and collective, it
must pose a problem to the pedagogical context in which this has the solution: moral and
preventive education in the online environment through effective teaching tools. In moral
education users must be educated to use responsibly and consciously the resources of
information technology and communications, and in preventive education they must be
educated to know the dangers they are exposed to and take action to mitigate them. In this
context we can discuss about new challenges such as artificial intelligence, virtual reality, cloud
computing, network virtualization, software-defined networks (SDN), big data, intelligent
vehicular ad hoc networks and information security.
The more the society gets translated into the online environment, the more everyone living in
modern society may suffer. How society understands new technologies and their strength
becomes a deciding factor in the future development. Kling’s idea to bring into attention
‘interconnected matrix of social and technical dependencies’ must be developed through the
pedagogical factor. Educating the general public should be made gradually and in close
relation, as far as possible, with age and its particular characteristics.
90 Proceedings of the International Conference on Interdisciplinary Studies (ICIS 2016) - Interdisciplinarity and Creativity
in the Knowledge Society
Computers are using within Web 3.0, semantic understanding of the data. This is an oppor‐
tunity to generate new training methods. Information security should not be introduced and
presented separately to the society from the users’ online experiences. It should be used as a
satellite through the users’ online journey. Something like a permanent assistant, who is
dynamic and friendly with the participants in the web system, and also provides information
on every step of online browsing. Today, it can be guessed by developing artificial intelligence,
various features of the human personality. Nowadays there is an opportunity, that was only
a dream a few decades ago, to automate various processes by creating a virtual model that
meets in users training, pedagogical features.
Thus, the online environment will enjoy a greater receptiveness and openness to the general
public of all ages. Will fulfill in this way what expressed O'Reilly through the words: ‘to
understand the rules for success’[15] in the Internet platform, by using ‘the networks effect’[15]
in building applications to attract more people to use them. This will result in bringing a greater
efficiency and safety in the interconnected computer networks and thus in people’s lives.
Author details
Ionuţ-Constantin Manole1* and Eugen Petac2
1 “Ion Creangă” State Pedagogical University, Department of Education Sciences, Chişinău,
Moldova
2 “Ovidius” University of Constanța, Department of Mathematics and Computer Science,
Constanța, Romania
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