Social informatics and Accessibility

What is social informatics?

Social informatics is a body of research that examines the social aspects of computerization and emerging technologies (Kling, 1999). In particular, it pertains to information technology use and social change in all social settings (Kling, 1999).

Social informatics is neither a theory nor a method; it is a problem orientated perspective on the ‘real world’ design, uses and consequences of information technologies, taking into account their interaction with institutional and cultural contexts.

The study of social informatics has become increasingly relevant in a 21^st Century digital society. The most important social trend this century is the transition from an industrial to an information society, in which the main targets and results for the population are information products and services. (Kolin, Konstantin). Computerization and the so-called ‘PC revolution’ have shaped our society in numerous ways, profoundly impacting our way of life. According to Time magazine, the personal computer was “the machine that made the revolution.” It has estimated that computing power has increased a hundred millionfold since the 1950s (George Gilder, Wired Magazine, Jan 1998). Today, newer computer and telecommunications systems may offer many advantages over traditional media. The era of the Internet – in particular, public access to the internet – explores society’s perpetual access to information, impacting communication, entertainment, business and scientific fields in previously unheard of ways.

One key idea of social informatics research is that the "social context" of information technology development and use plays a significant role in influencing the ways that people use information and technologies, and thus influences their consequences for work, organizations, and other social relationships. Social context refers to a specific matrix of social relationships, characterized by particular incentive systems for using, organizing, and sharing information at work (Kling, 1999).

Ursul (1990) proposed a conceptual approach to defining the basic goals and tasks of social informatics, linking them with the global problem of the informatisation of society, in which “socialization” was the most important achievement. In his works, he showed that the process of the informatization of society must be socially-oriented in its very essence. This means informatics and information technology function only as tools that serve a man so that he can better master the information and use it for social progress.

The main objectives of studying the problems of social informatics should be the identification and analysis of new opportunities for human development and society in the new reality of information, as well as new threats and risks to their livelihoods, which already exist or may arise in the future.

What is accessibility?

Accessibility is the degree to which a product, device, service, or environment is available to as many people as possible. Pirie (1979) goes on to describes accessibility as: ‘the simplicity with which activities in society can be reached, including needs of citizens, trade, industries and public services.’ Accessibility can be viewed as the ability to access and benefit from some system or entity. The concept is often used to focus on people with disabilities or special needs (such as the Convention on the Rights of Persons with Disabilities) and their right of access to entities, often through use of assistive technology.

Today, accessibility is considered a basic human right. The fifth standard rule on the Equalization of Opportunities for Persons with Disabilities as prescribed by the UN (date) states: ‘States should recognise the overall importance of accessibility in the process of equalization of opportunities in all spheres of society.’

Accessibility places a huge emphasis on person-environmental relationships. (Stahl, Iwarsson). Most models view accessibility as a relation between a person’s functional capacity and the design and demands of the physical environment (Craddock, 2003). 

Accessibility can be considered in the following three steps:

1. The personal component – comprises of the functional capacity of the individual, based on knowledge of human functioning.
2. The environment component – comprises of barriers in the environment in relation to norms and standards available.
3. An analysis – juxtaposes the personal component and the environmental component.

Universal design

Accessibility is strongly related to ‘universal design’. Universal design is an approach to design that incorporates products as well as building features which, to the greatest extent possible, can be used by everyone (Mace). It based on the principle that there is only one population comprised of individuals representing diverse characteristics and abilities. Like an accessible environment, universal design must match the abilities of any individual or a group (Alexander, ft note 18). Both universal design and accessibility are constantly being applied to the design of technology, instruction, services, and other products and environments (Iwarsson, Stahl).

Universal design measures social inclusion. Ostroff states that:

Universal design is about democracy – about design for everyone; children and adults, elderly people, men and women, people of different nationalities, and so on. A better synonym to universal design is ‘design for all’.

Accessibility in relation to social informatics

Technological accessibility and universal design has become increasingly relevant in our digital society. Emerging technologies like the Internet have the potential to revolutionise society, transcend national boundaries and facilitate global communication (Russell, 2003). Technological developments have fuelled globalisation through the process recognised as time-space compression (Harvey, D. 1989), where original barriers to communication such as nation states or cultures, can be lifted.

Despite this unparalleled communications revolution, the law has often struggled to encompass its ever-broadening boundaries and technological advancements. While there is a vast amount of interest in relation to regulation and the harnessing of any commercial interests, little attention has been paid to widening access. A so-called ‘digital divide’ has been recognised; the phenomenon of certain groups being left behind as new technology progresses (Russell, 2003).

The term ‘digital divide’ describes the socially divisive nature of unequal access to technology. A move towards an envisaged ‘Information Society’ (footnote 3, Russell 2003) can only be achieved if all citizens are given the opportunity to participate and reap the benefits of technological developments equally (Russell, 2003). 

It has been recognised that certain parts of society, particularly those which could benefit from the possibilities presented by access to technology, for example, ethnic minorities (Beazley and Smith, 1999), women (Women Connect, 1999), white males from manual backgrounds (Shaddock, 1999), are often ‘falling through the net’4 and are failing to harness it to its full potential. This could be for whatever reason, lack of interest, lack of training, or difficulties in accessing available services. Another group of society who could reap the benefits of technological advances but are hindered in recognising this are the disabled5. The use of tailored software and adaptive hardware, and the community-building nature of the Internet can, if desired and made accessible, greatly enrich the life of the disabled user.

The social and cultural benefits of technology could transform the experience and status of a group of society which otherwise has the potential to be marginalised. With the correct technology, an individual can be connected to, not only vast swathes of information, be it erroneous or otherwise, but also a massive international network of enabled ‘netizens’, ready to communicate, interact and share ideas. In support of this proposition, Microsoft has even stated that: ‘Accessibility enables people of all abilities to realise their full potential. [Technology] should be accessible to people around the world – of all ages and abilities.’

My focuses

For this project, I will focus on three dimensions of accessibility in relation to emerging technologies (Iwarsson and Stahl):

1. Accessibility to the physical environment – for example, prosthetic limbs, assistive robots like self-driving cars, voice synthesis, etc.
2. Accessibility to information – for example, the emergence of the Internet and the use of search-engines like Google
3. Accessibility to societal activities and services – for example, social networking sites like Facebook, twitter and LinkedIn.