Desktoptwo was a free Webtop (whose URL was desktoptwo.com and which is now a parked domain) developed by Sapotek (whose URL was sapotek.com, which also is now a parked domain). It's also been called a WebOS although Sapotek stated on its website that the term is premature and presumptuous. It mimics the look, feel and functionality of the desktop environment of an operating system. The software only reached beta stage. It had a Spanish version called Computadora.de. Desktoptwo was web-based and required Adobe Flash Player to operate. The web applications' found on Desktoptwo were built on PHP in the back end. Features included drag-and-drop functionality. Sapotek had liberated all the web applications found on Desktoptwo through Sapodesk on an AGPL license. Desktoptwo belonged to a category of services that intended to turn the Web into a full-fledged platform by using web services as a foundation along with presentation technologies that replicated the experience of desktop applications for users. In a "Cloud OS" the functionality of a server was granularized and abstracted as Web services that Web developers used to create composite applications similar to how desktop software developers use several APIs of the OS to create their applications. Sites like Facebook attempt to create a similar effect by exposing their APIs and allowing developers to create applications upon these. Some of the features found on Desktoptwo were: File sharing, Webmail, Blog creator, Instant messenger, Address book, Calendar, RSS Reader and Office productivity applications. Desktoptwo.com and the Sapotek website no longer operate.
Token maxxing
Token Maxxing or Token Maxing is a metric used in an attempt to track productivity in the workplace especially for those using Artificial Intelligence (AI) based services. AI services charge for each token which represent units of effort expended by an AI service to solve a problem. Some believe that token consumption equates to productivity and thus can be used as a metric to monitor an employee's work. Supporters believe that higher token usage indicates higher productivity and higher utilization of powerful AI services. This also suggests that those not consuming enough tokens may be less productive and underutilizing powerful AI services. This belief might lead to an environment that incentivizes higher token usage to predict increased productivity. Critics of token maxxing as a metric claim that prudent workers will maximize any metric that management wants increased to gain a workplace advantage. For example: Engineers in the tech industries pressed to consume as many tokens as possible might run several AI agents in tandem, enter longer input prompts, or automate their tasks to maximize their token consumption. To management, this higher token usage may indicate potential productivity, but in reality may cause additional token costs, worker burnout, or actually create more bloated code of lower quality. Another claim is AI service companies potentially benefit from such an emphasis on token consumption and actively encourage the trend. Some developers have publicly advocated the practice. Developer Sigrid Jin, who said he used 50 billion tokens in a single year, has argued that maximizing token consumption is the best way to understand the value of AI, advising others to spend as much on AI usage as they pay in rent to obtain a return on investment. == See Also == Goodhart's law Perverse incentive Jevons Paradox
Holographic algorithm
In computer science, a holographic algorithm is an algorithm that uses a holographic reduction. A holographic reduction is a constant-time reduction that maps solution fragments many-to-many such that the sum of the solution fragments remains unchanged. These concepts were introduced by Leslie Valiant, who called them holographic because "their effect can be viewed as that of producing interference patterns among the solution fragments". The algorithms are unrelated to laser holography, except metaphorically. Their power comes from the mutual cancellation of many contributions to a sum, analogous to the interference patterns in a hologram. Holographic algorithms have been used to find polynomial-time solutions to problems without such previously known solutions for special cases of satisfiability, vertex cover, and other graph problems. They have received notable coverage due to speculation that they are relevant to the P versus NP problem and their impact on computational complexity theory. Although some of the general problems are #P-hard problems, the special cases solved are not themselves #P-hard, and thus do not prove FP = #P. Holographic algorithms have some similarities with quantum computation, but are completely classical. == Holant problems == Holographic algorithms exist in the context of Holant problems, which generalize counting constraint satisfaction problems (#CSP). A #CSP instance is a hypergraph G=(V,E) called the constraint graph. Each hyperedge represents a variable and each vertex v {\displaystyle v} is assigned a constraint f v . {\displaystyle f_{v}.} A vertex is connected to an hyperedge if the constraint on the vertex involves the variable on the hyperedge. The counting problem is to compute ∑ σ : E → { 0 , 1 } ∏ v ∈ V f v ( σ | E ( v ) ) , ( 1 ) {\displaystyle \sum _{\sigma :E\to \{0,1\}}\prod _{v\in V}f_{v}(\sigma |_{E(v)}),~~~~~~~~~~(1)} which is a sum over all variable assignments, the product of every constraint, where the inputs to the constraint f v {\displaystyle f_{v}} are the variables on the incident hyperedges of v {\displaystyle v} . A Holant problem is like a #CSP except the input must be a graph, not a hypergraph. Restricting the class of input graphs in this way is indeed a generalization. Given a #CSP instance, replace each hyperedge e of size s with a vertex v of degree s with edges incident to the vertices contained in e. The constraint on v is the equality function of arity s. This identifies all of the variables on the edges incident to v, which is the same effect as the single variable on the hyperedge e. In the context of Holant problems, the expression in (1) is called the Holant after a related exponential sum introduced by Valiant. == Holographic reduction == A standard technique in complexity theory is a many-one reduction, where an instance of one problem is reduced to an instance of another (hopefully simpler) problem. However, holographic reductions between two computational problems preserve the sum of solutions without necessarily preserving correspondences between solutions. For instance, the total number of solutions in both sets can be preserved, even though individual problems do not have matching solutions. The sum can also be weighted, rather than simply counting the number of solutions, using linear basis vectors. === General example === It is convenient to consider holographic reductions on bipartite graphs. A general graph can always be transformed it into a bipartite graph while preserving the Holant value. This is done by replacing each edge in the graph by a path of length 2, which is also known as the 2-stretch of the graph. To keep the same Holant value, each new vertex is assigned the binary equality constraint. Consider a bipartite graph G=(U,V,E) where the constraint assigned to every vertex u ∈ U {\displaystyle u\in U} is f u {\displaystyle f_{u}} and the constraint assigned to every vertex v ∈ V {\displaystyle v\in V} is f v {\displaystyle f_{v}} . Denote this counting problem by Holant ( G , f u , f v ) . {\displaystyle {\text{Holant}}(G,f_{u},f_{v}).} If the vertices in U are viewed as one large vertex of degree |E|, then the constraint of this vertex is the tensor product of f u {\displaystyle f_{u}} with itself |U| times, which is denoted by f u ⊗ | U | . {\displaystyle f_{u}^{\otimes |U|}.} Likewise, if the vertices in V are viewed as one large vertex of degree |E|, then the constraint of this vertex is f v ⊗ | V | . {\displaystyle f_{v}^{\otimes |V|}.} Let the constraint f u {\displaystyle f_{u}} be represented by its weighted truth table as a row vector and the constraint f v {\displaystyle f_{v}} be represented by its weighted truth table as a column vector. Then the Holant of this constraint graph is simply f u ⊗ | U | f v ⊗ | V | . {\displaystyle f_{u}^{\otimes |U|}f_{v}^{\otimes |V|}.} Now for any complex 2-by-2 invertible matrix T (the columns of which are the linear basis vectors mentioned above), there is a holographic reduction between Holant ( G , f u , f v ) {\displaystyle {\text{Holant}}(G,f_{u},f_{v})} and Holant ( G , f u T ⊗ ( deg u ) , ( T − 1 ) ⊗ ( deg v ) f v ) . {\displaystyle {\text{Holant}}(G,f_{u}T^{\otimes (\deg u)},(T^{-1})^{\otimes (\deg v)}f_{v}).} To see this, insert the identity matrix T ⊗ | E | ( T − 1 ) ⊗ | E | {\displaystyle T^{\otimes |E|}(T^{-1})^{\otimes |E|}} in between f u ⊗ | U | f v ⊗ | V | {\displaystyle f_{u}^{\otimes |U|}f_{v}^{\otimes |V|}} to get f u ⊗ | U | f v ⊗ | V | {\displaystyle f_{u}^{\otimes |U|}f_{v}^{\otimes |V|}} = f u ⊗ | U | T ⊗ | E | ( T − 1 ) ⊗ | E | f v ⊗ | V | {\displaystyle =f_{u}^{\otimes |U|}T^{\otimes |E|}(T^{-1})^{\otimes |E|}f_{v}^{\otimes |V|}} = ( f u T ⊗ ( deg u ) ) ⊗ | U | ( f v ( T − 1 ) ⊗ ( deg v ) ) ⊗ | V | . {\displaystyle =\left(f_{u}T^{\otimes (\deg u)}\right)^{\otimes |U|}\left(f_{v}(T^{-1})^{\otimes (\deg v)}\right)^{\otimes |V|}.} Thus, Holant ( G , f u , f v ) {\displaystyle {\text{Holant}}(G,f_{u},f_{v})} and Holant ( G , f u T ⊗ ( deg u ) , ( T − 1 ) ⊗ ( deg v ) f v ) {\displaystyle {\text{Holant}}(G,f_{u}T^{\otimes (\deg u)},(T^{-1})^{\otimes (\deg v)}f_{v})} have exactly the same Holant value for every constraint graph. They essentially define the same counting problem. === Specific examples === ==== Vertex covers and independent sets ==== Let G be a graph. There is a 1-to-1 correspondence between the vertex covers of G and the independent sets of G. For any set S of vertices of G, S is a vertex cover in G if and only if the complement of S is an independent set in G. Thus, the number of vertex covers in G is exactly the same as the number of independent sets in G. The equivalence of these two counting problems can also be proved using a holographic reduction. For simplicity, let G be a 3-regular graph. The 2-stretch of G gives a bipartite graph H=(U,V,E), where U corresponds to the edges in G and V corresponds to the vertices in G. The Holant problem that naturally corresponds to counting the number of vertex covers in G is Holant ( H , OR 2 , EQUAL 3 ) . {\displaystyle {\text{Holant}}(H,{\text{OR}}_{2},{\text{EQUAL}}_{3}).} The truth table of OR2 as a row vector is (0,1,1,1). The truth table of EQUAL3 as a column vector is ( 1 , 0 , 0 , 0 , 0 , 0 , 0 , 1 ) T = [ 1 0 ] ⊗ 3 + [ 0 1 ] ⊗ 3 {\displaystyle (1,0,0,0,0,0,0,1)^{T}={\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}} . Then under a holographic transformation by [ 0 1 1 0 ] , {\displaystyle {\begin{bmatrix}0&1\\1&0\end{bmatrix}},} OR 2 ⊗ | U | EQUAL 3 ⊗ | V | {\displaystyle {\text{OR}}_{2}^{\otimes |U|}{\text{EQUAL}}_{3}^{\otimes |V|}} = ( 0 , 1 , 1 , 1 ) ⊗ | U | ( [ 1 0 ] ⊗ 3 + [ 0 1 ] ⊗ 3 ) ⊗ | V | {\displaystyle =(0,1,1,1)^{\otimes |U|}\left({\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}\right)^{\otimes |V|}} = ( 0 , 1 , 1 , 1 ) ⊗ | U | [ 0 1 1 0 ] ⊗ | E | [ 0 1 1 0 ] ⊗ | E | ( [ 1 0 ] ⊗ 3 + [ 0 1 ] ⊗ 3 ) ⊗ | V | {\displaystyle =(0,1,1,1)^{\otimes |U|}{\begin{bmatrix}0&1\\1&0\end{bmatrix}}^{\otimes |E|}{\begin{bmatrix}0&1\\1&0\end{bmatrix}}^{\otimes |E|}\left({\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}\right)^{\otimes |V|}} = ( ( 0 , 1 , 1 , 1 ) [ 0 1 1 0 ] ⊗ 2 ) ⊗ | U | ( ( [ 0 1 1 0 ] [ 1 0 ] ) ⊗ 3 + ( [ 0 1 1 0 ] [ 0 1 ] ) ⊗ 3 ) ⊗ | V | {\displaystyle =\left((0,1,1,1){\begin{bmatrix}0&1\\1&0\end{bmatrix}}^{\otimes 2}\right)^{\otimes |U|}\left(\left({\begin{bmatrix}0&1\\1&0\end{bmatrix}}{\begin{bmatrix}1\\0\end{bmatrix}}\right)^{\otimes 3}+\left({\begin{bmatrix}0&1\\1&0\end{bmatrix}}{\begin{bmatrix}0\\1\end{bmatrix}}\right)^{\otimes 3}\right)^{\otimes |V|}} = ( 1 , 1 , 1 , 0 ) ⊗ | U | ( [ 0 1 ] ⊗ 3 + [ 1 0 ] ⊗ 3 ) ⊗ | V | {\displaystyle =(1,1,1,0)^{\otimes |U|}\left({\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}\right)^{\otimes |V|}} = NAND 2 ⊗ | U | EQUAL 3 ⊗ | V | , {\displaystyle ={\text{NAND}}_{2}^{\otim
Magic state distillation
Magic state distillation is a method for creating more accurate quantum states from multiple noisy ones, which is important for building fault tolerant quantum computers. It has also been linked to quantum contextuality, a concept thought to contribute to quantum computers' power. The technique was first proposed by Emanuel Knill in 2004, and further analyzed by Sergey Bravyi and Alexei Kitaev the same year. Thanks to the Gottesman–Knill theorem, it is known that some quantum operations (operations in the Clifford group) can be perfectly simulated in polynomial time on a classical computer. In order to achieve universal quantum computation, a quantum computer must be able to perform operations outside this set. Magic state distillation achieves this, in principle, by concentrating the usefulness of imperfect resources, represented by mixed states, into states that are conducive for performing operations that are difficult to simulate classically. A variety of qubit magic state distillation routines and distillation routines for qubits with various advantages have been proposed. == Stabilizer formalism == The Clifford group consists of a set of n {\displaystyle n} -qubit operations generated by the gates {H, S, CNOT} (where H is Hadamard and S is [ 1 0 0 i ] {\displaystyle {\begin{bmatrix}1&0\\0&i\end{bmatrix}}} ) called Clifford gates. The Clifford group generates stabilizer states which can be efficiently simulated classically, as shown by the Gottesman–Knill theorem. This set of gates with a non-Clifford operation is universal for quantum computation. == Magic states == Magic states are purified from n {\displaystyle n} copies of a mixed state ρ {\displaystyle \rho } . These states are typically provided via an ancilla to the circuit. A magic state for the π / 6 {\displaystyle \pi /6} rotation operator is | M ⟩ = cos ( β / 2 ) | 0 ⟩ + e i π 4 sin ( β / 2 ) | 1 ⟩ {\displaystyle |M\rangle =\cos(\beta /2)|0\rangle +e^{i{\frac {\pi }{4}}}\sin(\beta /2)|1\rangle } where β = arccos ( 1 3 ) {\displaystyle \beta =\arccos \left({\frac {1}{\sqrt {3}}}\right)} . A non-Clifford gate can be generated by combining (copies of) magic states with Clifford gates. Since a set of Clifford gates combined with a non-Clifford gate is universal for quantum computation, magic states combined with Clifford gates are also universal. == Purification algorithm for distilling |M〉 == The first magic state distillation algorithm, invented by Sergey Bravyi and Alexei Kitaev, is as follows. Input: Prepare 5 imperfect states. Output: An almost pure state having a small error probability. repeat Apply the decoding operation of the five-qubit error correcting code and measure the syndrome. If the measured syndrome is | 0000 ⟩ {\displaystyle |0000\rangle } , the distillation attempt is successful. else Get rid of the resulting state and restart the algorithm. until The states have been distilled to the desired purity.
Algorism
Algorism is the technique of performing basic arithmetic by writing numbers in place value form and applying a set of memorized rules and facts to the digits. One who practices algorism is known as an algorist. This positional notation system has largely superseded earlier calculation systems that used a different set of symbols for each numerical magnitude, such as Roman numerals, and in some cases required a device such as an abacus. == Etymology == The word algorism comes from the name Al-Khwārizmī (c. 780–850), a Persian mathematician, astronomer, geographer and scholar in the House of Wisdom in Baghdad, whose name means "the native of Khwarezm", which is now in modern-day Uzbekistan. He wrote a treatise in Arabic language in the 9th century, which was translated into Latin in the 12th century under the title Algoritmi de numero Indorum. This title means "Algoritmi on the numbers of the Indians", where "Algoritmi" was the translator's Latinization of Al-Khwarizmi's name. Al-Khwarizmi was the most widely read mathematician in Europe in the late Middle Ages, primarily through his other book, the Algebra. In late medieval Latin, algorismus, the corruption of his name, simply meant the "decimal number system" that is still the meaning of modern English algorism. During the 17th century, the French form for the word – but not its meaning – was changed to algorithm, following the model of the word logarithm, this form alluding to the ancient Greek arithmos = number. English adopted the French very soon afterwards, but it wasn't until the late 19th century that "algorithm" took on the meaning that it has in modern English. In English, it was first used about 1230 and then by Chaucer in 1391. Another early use of the word is from 1240, in a manual titled Carmen de Algorismo composed by Alexandre de Villedieu. It begins thus: Haec algorismus ars praesens dicitur, in qua / Talibus Indorum fruimur bis quinque figuris. which translates as: This present art, in which we use those twice five Indian figures, is called algorismus. The word algorithm also derives from algorism, a generalization of the meaning to any set of rules specifying a computational procedure. Occasionally algorism is also used in this generalized meaning, especially in older texts. == History == Starting with the integer arithmetic developed in India using base 10 notation, Al-Khwārizmī along with other mathematicians in medieval Islam, documented new arithmetic methods and made many other contributions to decimal arithmetic (see the articles linked below). These included the concept of the decimal fractions as an extension of the notation, which in turn led to the notion of the decimal point. This system was popularized in Europe by Leonardo of Pisa, now known as Fibonacci.
StatCrunch
StatCrunch is a web-based statistical software application from Pearson Education. StatCrunch was originally created for use in college statistics courses. As a full-featured statistics package, it is now also used for research and for other statistical analysis purposes. == History == American statistics professor Webster West created StatCrunch in 1997. Over the next 19 years West assisted by others added many more statistical procedures and graphing capabilities, and made user interface improvements. In 2005, West received two awards for StatCrunch: the CAUSEweb Resource of the Year Award and the MERLOT Classics Award. In 2013, the StatCrunch Java code was rewritten in JavaScript in order to avoid Java browser security problems, and so that it would run on iOS and Android. In 2015, new ways of importing data were added, including importing multi-page data directly from Wikipedia tables and other Web sources, and also importing with drag-and-drop for various data formats. In 2016, StatCrunch was acquired by Pearson Education, which had already been serving as the primary distributor of StatCrunch for several years. == Software == A StatCrunch license is included with many of Pearson's statistical textbooks. Because StatCrunch is a web application, it works on multiple platforms, including Windows, macOS, iOS, and Android. Data in StatCrunch is represented in a "data table" view, which is similar to a spreadsheet view, but unlike spreadsheets, the cells in a data table can only contain numbers or text. Formulas cannot be stored in these cells. There are many ways to import data into StatCrunch. Data can be typed directly into cells in the data table. Entire blocks of data may be cut-and-pasted into the data table. Text files (.csv, .txt, etc.) and Microsoft Excel files (.xls and .xlsx) can be drag-and-dropped into the data table. Data can be pulled into StatCrunch directly from Wikipedia tables or other Web tables, including multi-page tables. Data can be loaded directly from Google Drive and Dropbox. Shared data sets saved by other StatCrunch community users can be searched for by title or keyword and opened in a data table. Graphs, results, and reports created by StatCrunch can be shared with other users, in addition to the sharing of data sets. StatCrunch has a library of data transformation functions. StatCrunch can also recode and reorganize data. All data is stored in memory, and all processing happens on the client, so response is fast, even with large data sets. StatCrunch can interact with multiple graphs simultaneously. If a user selects a data point on one graph, then that same data point is highlighted on all other displayed graphs. In addition to standard statistical and graphing procedures, StatCrunch has a collection of about forty "applets" which illustrate statistical concepts interactively.
Information and media literacy
Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.