Digital Natives Presentation
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Digital Natives Presentation



Presentation by Brianna Anderson, Debbie Larsen, Kari Stevenson, and Andrea Varry

Presentation by Brianna Anderson, Debbie Larsen, Kari Stevenson, and Andrea Varry



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    Digital Natives Presentation Digital Natives Presentation Presentation Transcript

      Serving youth and teens in a digital worldLIS 768 April 2010
    • So easy a 2-year old can do it!
      This video shows a young girl using an iPad
      It seems like kids today are practically born knowing how to use the computer.
    • Digital Natives
      People born after 1980 are known as “Digital Natives”
      They only know a world that is digital
      First generation to live cradle to grave in the digital era
      • They spend a large amount of time using digital technology
      • They are multitaskers
      • They don’t distinguish between their online and offline identities.
      Digital Natives feel as comfortable in online spaces as they do in offline spaces
    • They use social networking
      Digital Natives use digital technologies to express themselves and relate to others by using sites such as Facebook, Twitter and Myspace.
    • They use technology to express themselves creatively
    • They use information as something to be downloaded and changed to fit their needs
      Information can be changed
    • Education is key
      More than ever, children need guidance and education from adults regarding how to function in this digital environment.
    • How do we help them protect their digital identities and privacy?
    • How do we keep them safe from cyberbullying and violence?
      How do we keep them safe from cyberbullying and violence?
    • How do we help them learn about copyright and piracy?
    • How do we keep them from getting overwhelmed by too much information?
    • How do we help young people navigate this digital world without getting lost in it?
    • What is a Digital Dossier?
      Do your students
      have one?
    • Your digital dossier is anything in a digital format regarding "you" - a compilation of your digital tracks.
      And YES, Your Students Have One!!
    • From the time a child of today is in their mother's womb their dossier has begun to form.
    • Not only has it formed, but they have no control over it. 
      "Individuals are losing control of this information because the data-collection practices of corporations, among others, are changing at a rate that is faster than the rate of change for society's methods of protecting the data." (Palfrey & Gasser)
    • Digital dossiers contain not only information you  yourself have shared, but information others create about you as well.
    • So what happens when our teens loose control of their dossiers? What happens to their identity? Can they damage their public persona for prospective colleges and employers?
      "Most young people are extremely likely to leave something behind in cyberspace that will become a lot like a tattoo - something connected to them that they cannot get rid of later in life, even if they want to, without a great deal of difficulty." (Palfrey & Gasser)
    • We must teach our teens the concept of this "digital tattoo.” That what you put online can be permanent and damaging.
    • It is our job, as educators and parents to teach our students about their dossier and protect them from the negative effects it can have on their identities.
    • We need to show them how to protect themselves by protecting their
    • Due to the digital age, privacy may never be the same again
      • No single solution to protect privacy
      • Involves the efforts of
      • Digital Native
      • Parents & Teachers
      • Companies
      • State & Government agencies
    • Digital Natives must get smart about controlling what they can about themselves online.
    • In this period of transformation, parents and teachers need to take on greater responsibility for helping Digital Natives make the right choices about their privacy.
    • Today’s youth must also protect themselves from each other. Bullying has always been a issue faced by children and today’s online environment makes it even easier. And now kids must also face being bullied anonymously.
    • Cyberbullying has become a big issue for digital natives in recent years.
      Cyberbullies use email, IM, texting, social networking sites and even online gaming to harass their victims.
    • What is Cyberbullying?
      Outing & Trickery
      Exclusion/ Ostracism
      Just one incident can have a lasting impact as the text or images get passed around over and over.
    • Who is a Cyberbully?
      4 types according to Parry Aftab:
      The Vengeful Angel
      The Power Hungry Bully
      Mean Girls (or Boys)
      The Inadvertent Cyberbully
      Older girls are more likely to be cyberbullies and victims.
    • Phoebe Prince
      • Freshman at South Hadley High School in MA
      • Moved to USA from Ireland summer/fall 2009
      • Bullied at school and via texting and social networking sites after dating a popular boy
      • Committed suicide January 14, 2010 (15 years old)
    • What Can Parents Do?
      Only 35% of teens told parents about cyberbullying1
      51% of preteens told
      Look for victim warning signs:
      Upset after being online or viewing a text message
      Withdraws from social interaction with peers
      Possible drop in academic performance
      Visibly upset/withdrawn after using the computer
      1Fight Crime: Invest in Kids Survey, 2006:
    • What Can Parents Do?
      Kids worry they will be punished for being bullied
      DON’T take away or restrict Internet privileges
      Next time something happens, you probably won’t hear about it
      Be proactive! Educate!
    • What Can Parents Do?
      Save the evidence: print or save IMs or websites
      “Warn” or block bullies on IM software
      Report harassment to site creators
      May violate TOS on MySpace, Facebook, etc.
      Create guidelines for responsible use
      View your child’s profile occasionally
    • AOL Instant Messenger offers numerous privacy settings to help prevent unwanted contact.
    • Facebook’s Help Center helps users stay in control of privacy settings.
    • The Safety Center provides tips for parents, teens, educators, and even law enforcement. It also offers a way to report abuse.
    • What About Schools?
      Create awareness about cyberbullying
      Incorporate cyberbullying into school policies
      Include protocols for reporting it
      Come up with a definition
      Talk about it in the classroom!
      Conduct a needs assessment
      What’s happening with your students?
    • What About Schools?
      What are the school’s legal obligations?
      Did the incident cause/threaten to cause disruption at school?
      Did some bullying (traditional or not) take place on school grounds?
      School counseling services are always available
      We may not be able to put a complete stop to bullying, but we can still teach them ways to cope and how to control the situation
    • Information Overload
      How much information is too much?
      In 2008, U.S. households consumed approximately 3.6 zettabytes of information.
      Every year, the amount of digital information grows more rapidly than the year before.
    • Information overload occurs when the amount of information available exceeds a person’s ability to process it.
    • Digital Natives experience information overload.
      They also contribute to it
      by the amount
      of information
      they produce.
    • A survey of elementary school students showed that at least 80 percent of fourth-grade and eighth-grade students have experienced information overload.
    • Negative effects of information overload:
      • Confusion
      • Frustration
      • Anger
      • Stress
      • Anxiety
      • Depression
      • Low motivation
      • Panic
    • Digital communications and multitasking are convenient, but can strain family relationships if they undercut family time.
    • Kids learn better when they pay full attention to things they want to remember.
    • Too much information can make it
      for anyone
      to make
      good decisions.
    • Digital Natives need to learn skills and gain tools that will help them cope with information overload.
    • Search Engines
      Allow users to locate content based on self-defined search terms
      Help determine relevance of information without reading the whole page
    • RSS Feeds
      Users subscribe to news, blogs, or social networking sites for updates all on one page
      Eliminates need to continually check favorite sites for new information and updates
    • Recommendation Systems
      Use collaborative filtering to recommend information based on previous selections
      Save time because users don’t have to look through millions of options to find what they like
    • Filtering
      Spam filters in email, within search engines, and within RSS readers help eliminate irrelevant or unwanted information
      Saves user the time they’d have to spend going through things they don’t want or need to see
    • Tagging
      Lets users put customized virtual labels on sites
      Helps manage information and prevent overload by keeping information organized
    • Education is key in helping Digital Natives cope with information overload.
    • What can parents do to help?
      Raise kids’ awareness of information overload so they can learn tools and strategies to avoid it
      Help kids’ distinguish when multitasking might be harmful to learning
      Pay attention to kids’ online behavior – talk to them about where they go and what they’re looking for
      Lead by example: show how kids how you deal with information overload
    • What can educators do?
      Raise awareness about overload among children and their parents
      Teach tools and techniques to prevent overload as part of their classroom lessons
      Teach students how to skim information and prioritize
    • Information overload is not the biggest problem Digital Natives will face, but it will be a persistent challenge throughout their lives.
    • The Internet can be a scary place but there are a lot of positive learning opportunities and chances to connect in new ways.
    • References
      “2 Students Reportedly Expelled From Mass. High School After Cyber Bullying Sucide.” 24 Feb. 2010. Web. 20 Mar. 2010.
      Bazelton, Emily. “Could Anyone Have Saved Phoebe Prince?” Slate. 8 Feb. 2010. Web. 28 Feb. 2010.
      Feinberg, Ted and Nicole Robey. “Cyberbullying.” Principal Leadership. 9.1 (2008): 10-14.
      “Generation M2: Media in the Lives of 8- to 18-Year-Olds” by the Kaiser Family Foundation, January 2010.
      Ito, Mizuko. Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge, MA: MIT, 2010.
      Kowalski, Robin M., Susan P. Limber, and Patricia W. Agatston. Cyber Bullying. Malden, MA: Blackwell Publishing, 2008.
      Lynch, Donal. “Bullied to death.” 14 Mar. 2010. Web. 20 Mar. 2010.
      Palfrey, John and Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives. New York: Basic Books, 2008.
      “Social Media and Young Adults” by Amanda Lenhart, Kristen Purcell, Aaron Smith and Kathryn Zickuhr. Pew Internet & American Life Project, 3 Feb. 2010.
      Sutton, Susan. “School Solutions for Cyberbullying.” Principal Leadership. 9.6 (2009): 39-42.
      Tapscott, Don. Grown Up Digital. New York: McGraw-Hill, 2009.
      Willard, Nancy. “Cyberbullying: Q&A with Nancy Willard.” The Prevention Researcher. 14, supplement (2007): 13-15.