Read the following passage and questions, then choose the right answer from options, the answer should be one of A, B, C, D.

<passage>:
Participative Pedagogy for a Literacy of Literacies complicated things together” would do. Online social networks can be powerful amplifiers of collective action precisely because they augment and extend the power of ever-complexifying human sociality. To be sure, gossip, conflict, slander, fraud, greed and bigotry are part of human sociality, and those parts of human behavior can be amplified, too. But altruism, fun, community and curiosity are also parts of human sociologists, anthropologists, historians, psychologists, economists, programmers and political scientists. Back when people online argued in 1200 baud text about whether one could properly call what we were doing deal of public behavior is recorded and structured in a way that makes it suitable for systematic study. One effect of the digital Panopticon is the loss of privacy and the threat of tyrannical social control another effect is a rich body of data about online behavior. Every one billions of Usenet messages. Patterns are beginning to emerge. We’re beginning to know something about what works and what doesn’t work with people online, and why. communitas, organized collective action, social capital, cultural and economic production? I’ve continued to make a direct experience of my around the world I’ve come to know, because online media made it possible to connect with people who shared my interests, even if I had never heard of them before, even if they lived on the other side of the world. But in parallel with my direct experience of the blogosphere, vlogosphere, twitterverse and other realms of digital discourse, I’ve continued to track new research and theory about what cyberculture might mean and the ways in which online communication media influence and are activity−”commons based peer production,” technically made possible by a billion PCs and Internet connections−as a new form of organizing economic production, together with the market and the firm. If Benkler is right, the new story about how humans get things done includes an important corollary−if tools like the PC and the Internet make it easy enough, people are willing to work together for non-market incentives to create software, encyclopedias and archives of public domain literature. While the old story is that people are highly unlikely to cooperate with strangers to voluntarily create public goods, the new want, whenever they want to add it (“self election”). There is plenty of evidence to support the hypothesis that what used to be considered altruism is now a byproduct of daily life online. So much of what we sizable chunk of the world’s websites, to the cheap Linux servers that say and not as easy to see the ways in which social codes and power structures mold the design of communication media. We must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life. A Participative Pedagogy To accomplish this attention-turning, we must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life in the 21st century. Literacies are where the human brain, human sociality and communication technologies meet. We’re accustomed to thinking about the tangible parts of communication media−the devices and networks−but the less visible social practices and social affordances, from the alphabet to TCP/IP, are where human social genius can meet the augmenting power of technological networks. Literacy is the most important method Homo commodification, mechanization and dehumanization. By literacy, I mean, following on Neil Postman and others, the set of skills that enable individuals to encode and decode knowledge and power via speech, writing, printing and collective action, and which, when learned, introduce the individual to a community. Literacy links technology and sociality. The alphabet did not cause the Roman Empire, but made it possible. Printing did not cause democracy or science, but literate populations, enabled by the printing press, devised systems for citizen governance and collective knowledge creation. The Internet did not cause open source production, Wikipedia or emergent collective responses to in places and at paces for which collective action had never been possible. Literacies are the prerequisite for the human agency that used alphabets, presses and digital networks to create wealth, alleviate suffering and invent new institutions. If the humans currently alive are to take advantage of digital technologies to address the most severe problems that face our species and the biosphere, computers, telephones and digital networks are not enough. We need new literacies around participatory media, the dynamics of cooperation and collective action, the effective deployment of attention and the relatively rational and critical discourse necessary for a healthy public sphere. Media Literacies In Using Participatory Media and Public Voice to Encourage Civic If print culture shaped the environment in which the Enlightenment blossomed and set the scene for the Industrial Revolution, participatory media might similarly shape the cognitive and social environments in which twenty first century life will take place (a shift in the way our culture operates). For this reason, participatory media literacy is not another subject to be shoehorned into the curriculum as job training for knowledge workers. Participatory media include (but aren’t limited to) blogs, wikis, RSS, tagging and social bookmarking, music-photo-video sharing, mashups, podcasts, digital storytelling, virtual communities, social network services, virtual environments, and videoblogs. These distinctly different media share three common, interrelated characteristics: Many-to-many media now make it possible for every person connected to the network to broadcast as well as receive text, images, audio, video, software, data, discussions, transactions, computations, tags, or links to and from every other person. The asymmetry between broadcaster and audience that was dictated by the structure of pre-digital technologies has changed radically. This is a technical- structural characteristic. Participatory media are social media whose value and power derives from the active participation of many people. Value derives not just from the size of the audience, but from their power to link to each other, to form a public as well as a market. This is a psychological and social characteristic. Social networks, when amplified by information and communication networks, enable broader, faster, and lower cost coordination of activities. This is an economic and political characteristic. Like the early days of print, radio, and television, the present structure of the participatory media regime−the political, economic, social and cultural institutions that constrain and empower the way the new medium can be used, and which impose structures on flows of information and capital−is still unsettled. As legislative and regulatory battles, business competition, and social institutions vie to control the new regime, a potentially decisive and presently unknown variable is the degree and kind of public participation. Because the unique power of the new media regime is precisely its participatory potential, the number of people who participate in using it during its formative years, and the skill with which they attempt participatory culture in which most of the population see themselves as creators as well as consumers of culture is far more likely to generate freedom and wealth for more people than one in which a small portion of the population produces culture that the majority passively consume. The technological infrastructure for participatory media has grown rapidly, piggybacking on Moore’s Law, globalization, the telecom bubble and the innovations of Swiss physicists and computer science students. Increasingly, access to that infrastructure−the ability to upload a Macaca video or uncover a threat to democracy−has become economically accessible. Literacy−access to the codes and communities of vernacular video, microblogging, social bookmarking, wiki collaboration−is what is required to use that infrastructure to create a participatory culture. A population with broadband infrastructure and ubiquitous computing could be a captive audience for a cultural monopoly, given enough bad laws and judicial rulings. A population that resisting enclosure. The more people who know how to use participatory media to learn, inform, persuade, investigate, reveal, advocate and organize, the more likely the future infosphere will allow, enable and encourage liberty and participation. Such literacy can only make action

<question>:
How does the author define participatory media?

<options>:
A When the media allows for audience response
B When the media consumers are also content creators
C When the media is broadcast by a small group of people for a large group
D Print, radio, and television

<answer>:

B