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 People act and learn together for a rich mixture of reasons. The current story that most of us tell ourselves about how humans get things done is focused on the well-known flavors of self-interest, which make for great drama−survival, power, wealth, sex, glory. People also do things together for fun, for the love of a challenge, and because we sometimes enjoy working together to make something beneficial to everybody. If I had to reduce the essence of Homo sapiens to five words, “people do 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 sociality−and I propose that the Web is an existence proof that these capabilities can be amplified, as well. Indeed, our species’ social inventiveness is central to what it is to be human. The parts of the human brain that evolved most recently, and which are connected to what we consider to be our “higher” faculties of reason and forethought, are also essential to social life. The neural information-processing required for recognizing people, remembering their reputations, learning the rituals that remove boundaries of mistrust and bind groups together, from bands to communities to civilizations, may have been enabled by (and may have driven the rapid evolution of) that uniquely human brain sociality and the amplification of collective action. Like all of the that Internet social media have made possible. And like the other role in my experiences of the possibilities of life online. Friends and Enthusiasts however, there is plenty of data. One particularly useful affordance of online sociality is that a great deal of public behavior is recorded and structured in a way that makes it suitable for systematic study. One effect of the digital Panopticon another effect is a rich body of data about online behavior. Every one digital socializing be mitigated or eliminated by better media design? In what ways does the design of social media enable or prevent heartfelt communitas, organized collective action, social capital, cultural and economic production? I’ve continued to make a direct experience of my mean and the ways in which online communication media influence and are shaped by social forces. The Values of Volunteers One of the first questions that arose from my earliest experiences online was the question of why people in online communities should spend activity−”commons based peer production,” technically made possible by a 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 cooperate with strangers to voluntarily create public goods, the new story seems to be that people will indeed create significant common value voluntarily, if it is easy enough for anybody to add what they want, whenever they want to add it (“self election”). There is plenty of evidence to support the hypothesis that what used to be considered 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 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 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 sapiens has used to introduce systems and tools to other humans, to train each other to partake of and contribute to culture, and to humanize the use of instruments that might otherwise enable 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 governance and collective knowledge creation. The Internet did not cause open source production, Wikipedia or emergent collective responses to natural disasters, but it made it possible for people to act together in new ways, with people they weren’t able to organize action with before, 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 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 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, different media share three common, interrelated characteristics: Many-to-many media now make it possible for every person connected 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 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 to take advantage of this potential, is particularly salient. Like Yochai Benkler and Henry Jenkins, I believe that a 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 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 resisting enclosure. The more people who know how to use participatory media to learn, inform, persuade, investigate, reveal, advocate and encourage liberty and participation. Such literacy can only make action possible, however−it is not in the technology, or even in the knowledge of how to use it, but in the ways people use knowledge and technology to create wealth, secure freedom, resist tyranny.

<question>:
Which of the following is NOT a characteristic of participatory media?

<options>:
A Symmetry between broadcaster and audience
B Easy organization
C Loss of individual identity
D Participation determines value

<answer>:

C