UCSD Report on Americans’ Consumption of Information

Full Report by the University of California, San Diego (UCSD) Global Information Industry Center (GIIC):

How Much Information? 2009 Report on American Consumers

Executive Summary
In 2008, Americans consumed information for about 1.3 trillion hours, an average of almost 12 hours per day. Consumption totaled 3.6 zettabytes and 10,845 trillion words, corresponding to 100,500 words and 34 gigabytes for an average person on an average day. A zettabyte is 10 to the 21st power bytes, a million million gigabytes. These estimates are from an analysis of more than 20 different sources of information, from very old (newspapers and books) to very new (portable computer games, satellite radio, and Internet video). Information at work is not included.

We defined “information” as flows of data delivered to people and we measured the bytes, words, and hours of consumer information. Video sources (moving pictures) dominate bytes of information, with 1.3 zettabytes from television and approximately 2 zettabytes of computer games. If hours or words are used as the measurement, information sources are more widely distributed, with substantial amounts from radio, Internet browsing, and others. All of our results are estimates.

Previous studies of information have reported much lower quantities. Two previous How Much Information? studies, by Peter Lyman and Hal Varian in 2000 and 2003, analyzed the quantity of original content created, rather than what was consumed. A more recent study measured consumption, but estimated that only .3 zettabytes were consumed worldwide in 2007.

Hours of information consumption grew at 2.6 percent per year from 1980 to 2008, due to a combination of population growth and increasing hours per capita, from 7.4 to 11.8. More surprising is that information consumption in bytes increased at only 5.4 percent per year. Yet the capacity to process data has been driven by Moore’s Law, rising at least 30 percent per year. One reason for the slow growth in bytes is that color TV changed little over that period. High-definition TV is increasing the number of bytes in TV programs, but slowly.

The traditional media of radio and TV still dominate our consumption per day, with a total of 60 percent of the hours. In total, more than three-quarters of U.S. households’ information time is spent with non-computer sources.

Despite this, computers have had major effects on some aspects of information consumption. In the past, information consumption was overwhelmingly passive, with telephone being the only interactive medium. Thanks to computers, a full third of words and more than half of bytes are now received interactively.Reading, which was in decline due to the growth of television, tripled from 1980 to 2008, because it is the overwhelmingly preferred way to receive words on the Internet.

Cross-posted on Law Library Blog.

Celebrating Legal “Rebels” — Carl Malamud

Carl Malamud, our friend and technologist, author, and public domain advocate — currently perhaps best known for his foundation Public.Resource.org — is featured in the December 2009 ABA Journal piece Legal Rebels: Paper Tiger.

“Teaching Legal Research Online”

Teaching Legal Research Online

by Susan Herrick, University of Maryland – Thurgood Marshall Law Library
and
Sara Kelley Burriesci, Georgetown University – Law Center, Edward Bennett Williams Law Library

Legal Reference Services Quarterly, Vol. 28, pp. 239-270, 2009
U of Maryland Legal Studies Research Paper No. 2009-51

Abstract:
Online instruction has great potential for accommodating the learning styles and preferences of Millennial law students, as well as for the effective teaching of legal research in the digital age. While integrating instructional technology into a face-to-face classroom legal research course is highly desirable and relatively easy, designing and teaching a purely distance or hybrid distance course provides some unique challenges as well as some distinct benefits for both instructors and students. This article will first evaluate individual instructional technologies independently of each other, since any of them could be used to supplement traditional face-to-face research instruction, whether formal or informal. Consideration will then be given to special problems of teaching a graded legal research course entirely or predominantly online. Legal research instruction presents some opportunities for experimentation and innovation with online learning techniques that may serve students better, accommodate the librarian’s technology skills and abilities and her time constraints, and inspire others at our law schools to follow suit.

Source: LEGAL INFORMATION & TECHNOLOGY ABSTRACTS, Vol. 1, No. 37: Dec 09, 2009

“Introducing and Integrating Free Legal Research Resources into Classroom”

“Introducing and Integrating Free Internet Legal Research Resources into Classroom”

by Jootaek Lee
University of Miami Law Library

June 10, 2009

Abstract:
The Global financial crisis has been discouraging legal researchers and practitioners from accessing high-cost databases such as Westlaw and Lexis. On the other hand, internet legal research provides great benefits to researchers in that it is free or less expensive than Westlaw and Lexis. The necessity of teaching law students internet legal research skills is imminent.

The cons and pros of internet legal research will be discussed along with the effective ways of approaching and evaluating internet legal resources in terms of coverage, currency, accuracy, authority, appropriateness, perspective, presentation and usability, and cost. Additionally, a garden variety of authoritative internet legal resources for different primary and secondary sources will be introduced.

Source: Cyberspace Law Abstracts, Vol. 14, No. 75: Dec 09, 2009