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, 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 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 But I didn’t start out by thinking about the evolutionary dynamics of sociality and the amplification of collective action. Like all of the others in this book, I started out by experiencing the new ways of being that Internet social media have made possible. And like the other To me, direct experience of what I later came to call virtual communities preceded theories about the ways people do things together online. I met Joi Ito in the 1980s as part of what we called “the Electronic Networking Association,” a small group of make connections in many different parts of the world. The fun of talking, planning, debating and helping each other online came before the notion that our tiny subculture might grow into a worldwide, many-to-many, multimedia network of a billion people.  We started to dream about future cybersocial possibilities only after personally experiencing something new, moving and authentic in our webs of budding friendship and collaboration. In recent years, cyberculture studies has grown into a discipline−more properly, an interdiscipline involving 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 a form of community, there was no body of empirical evidence to serve as online was the question of why people in online communities should spend so much time answering each other’s questions, solving each other’s problems, without financial compensation. I first encountered Yochai Benkler in pursuit of my curiosity about the reason people would work together with strangers, without pay, to create something nobody owns−free and open source software. First in Coase’s Penguin, and then in The Wealth of Networks, Benkler contributed to important 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 that makes domain names work, to the Apache webserver that powers a sizable chunk of the world’s websites, to the cheap Linux servers that Google stacks into its global datacloud, was created by volunteers who gave their creations away to make possible something larger−the Web as we know it. exactly what it is about the web that makes Wikipedia, Linux, FightAIDS@Home, the Gutenberg Project and Creative Commons possible? And if so, can this theoretical knowledge be put to practical use? I am struck by a phrase of Benkler’s from his essay in this book: “We must now turn our attention to building systems that support human sociality.” That sounds right. But how would it be done? It’s easy to 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 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 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 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, 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 Engagement, I wrote: 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 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 information and capital−is still unsettled. As legislative and regulatory battles, business competition, and social institutions vie 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. 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 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 knows what to do with the tools at hand stands a better chance of 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 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>:
What does the title of the article mean?

<options>:
A It is simply a clever use of alliteration
B Reading is important
C We need to learn from the article
D We teach and learn collaboratively

<answer>:

D