Michael D. Moberly
People deal variously about what information to trust and how much they want to learn. Some are interested and engaged with information; others are wary and disinterested.
For a percentage of people, when they engage and consider information and facts, numerous variables come into play insofar as drawing conclusions and/or serving as preludes to learning, i.e., personal interest in the subject matter and/or how various information sources are perceived relative to one’s professional and/or political interests.
The level of trust (believability, acceptance, etc.) one attaches to a particular-information (fact) source, a late 2016 Pew Research Center survey reports, is likely to be (variously) related to…
• how it is connected to the topic or question which one may have developed a perspective and presumably now is seeking additional insight.
• what other aspects of the subject matter (information) are competing for attention in one’s life and thoughts?
• one’s ability to pursue (access) necessary information.
• one’s receptivity – eagerness to consider – learn something new.
• recognizing that one’s current knowledge base and/or perspective warrants new-additional information.
The data collected for this Pew Research Center survey titled, ‘How People Approach Facts and Information’ occurred between September 29 – November 6, 2016. The survey’s findings sparked my interest in large part due to challenges that I and colleagues not infrequently encounter when articulating the intangible asset sides of business to business persons, i.e. seminars, public speaking, consults, published papers, interviews, etc.
This Pew Survey explored how people engage information and cast them in five dimensions (see below). The survey found that some elements stand out, often relative to one’s enthusiasm for and interest in learning, presumably, something new, in this instance, digital skills. It turns out there are times when…
• these factors align – that is, when people trust information sources and they are eager to learn, or
• when people distrust sources, and have less interest in learning.
Too, there are other times when either of the above factors may push in opposite directions, i.e.,
• people may be leery of certain information sources, however convey enthusiasm for learning.
Combining people’s views toward new information and their appetites for it – allowed Pew to create ‘information-engagement typologies’ that highlight various ways American respondents (to the survey) deal with these cross pressures.
The (Pew) typology has five groups that fall along a spectrum. Typologies, in this instance, Pew deemed useful because they add to any insight gleaned from conventional analysis using demographics, i.e., gender, race, class, age and education. A key takeaway (from the typology analysis) is that there is not a ‘typical’ information consumer, instead, there are factors-variables which shape and influence why, how, and perceptions people hold about information sources they may engage. There are however, clear variations regarding peoples’…
• interest in information.
• trust in various sources. = intangibles.
• eagerness to gain further skills dealing with information.
This Pew Survey found that people’s information-engagement spectrum included the…
1. Eager and Willing – 22% of U.S. adults
2. Confident – 16% of adults
3. Cautious and Curious – 13% of adults = intangibles.
4. Doubtful – 24% of adults
5. Wary – 25% of adults
(Adapted by Michael D. Moberly from the excellent work of John B. Horrigan, Pew Research Center.)
…the person who elects not to read has little or no advantage over the person who cannot read! (Variously attributed to Samuel Clemens, adapted by Michael D. Moberly.)
September 19, 2017 email@example.com ‘A blog where attention span really matters’!