Your SlideShare is downloading. ×
Net Gen information behaviour
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Net Gen information behaviour

1,599
views

Published on

Covers Net Gen characteristics, information behaviour of older and younger users, ICT literacy and proficiency, myths and implications. Prepared for the ACT Research Libraries Group.

Covers Net Gen characteristics, information behaviour of older and younger users, ICT literacy and proficiency, myths and implications. Prepared for the ACT Research Libraries Group.


1 Comment
1 Like
Statistics
Notes
No Downloads
Views
Total Views
1,599
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
55
Comments
1
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. NET GEN INFORMATION BEHAVIOUR Megan Poore
  • 2.
    • Web 2.0
    • Statistics and expectations
    • ICT proficiency and literacy
    • Information behaviour
    • Learning needs
    • Moral Panic and Digital Faith
    • Implications
    COVERAGE
  • 3.
    • Web 2.0 is not a software package
    • It is the ‘read-write’ web
    WEB 2.0
  • 4. O’Reilly (2005: online) WEB 2.0 WEB 1.0 WEB 2.0 Ofoto Flickr Mp3.com Napster Britannica Online Wikipedia Personal websites Blogging Publishing Participation Content mgt systs. Wikis Directories (taxonomy) Tagging (‘folksonomy’) Stickiness Syndication Software as package Software as service
  • 5.
    • Social networking
    • Wikis
    • MySpace, Face book
    • Blogs
    • Podcasting
    • Tagging, RSS
    WEB 2.0
  • 6. Lankshear and Knobel (2006: 1) Mindset 1.0 Mindset 2.0 The world is appropriately interpreted, understood and responded to in broadly physical industrial terms. The world cannot adequately be interpreted, understood and responded to in physical-industrial terms only. Value is a function of scarcity Value is a function of dispersion Products as material artifacts Products as enabling services. Tools for producing Tools for mediating and relating Focus on individual intelligence Focus on collective intelligence Expertise and authority ‘located’ in individuals and institutions Expertise and authority are distributed and collective; hybrid experts Space as enclosed and purpose specific Space as open, continuous and fluid Social relations of ‘bookspace’; a stable ‘textual order’ Social relations of emerging ‘digital media space’; texts in change
  • 7.
    • Users add value
    • Some rights reserved
    • Perpetual beta
    • Co-operate , don’t control
    • Constructivism
    O’Reilly (2005: online) WEB 2.0 DESIGN PATTERNS
  • 8.
    • Also called ‘ millennials ’, ‘Digital Natives’
    • In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone
    • Average age of first phone ownership is 8
    Vision (2005: 11) THE NET GENERATION
  • 9.
    • Parallel process and multi-task
    • Have ‘hypertext minds’
    • Have always had Web 2.0 at home
    • Have little patience for step-by-step logic (or reasoning?)
    Prensky (2001) THE NET GENERATION
  • 10.
    • Some evidence that their brain structures are different …
    • I’m a bit sceptical …
    Prensky (2001) THE NET GENERATION
  • 11.
    • Information-rich
    • Non-linear and associative
    • Multi-media ,visual and graphical
    • Immediate /instantaneous
    • Immersive and abundant
    • Relevant and meaningful
    INFORMATION FOR THE NET GEN Pletka (2007)
  • 12.
    • Community-oriented and team-based
    • Collaborative , co-operative, participatory
    • Communication-rich
    • Interactive and dialogical
    • Customised , personalised, individualised
    COMMUNITY, COLLABN, CHOICE Pletka (2007)
  • 13.
    • Are active processors of information
    • Filter info all the time
    • Are used to getting info immediatel y
    • Are used to controlling info flows
    CHARACTERISTICS Veen and Vrakking (2007)
  • 14.
    • Get bored if the information flow is poor or too slow
    • Use non-linear resources
    • Do not complain of information overload!
    Veen and Vrakking (2007) CHARACTERISTICS
  • 15.
    • Absorb discontinuous information and make meaning of it
    • Cope with complexity
    • Increase or decrease their attention levels , depending on need
    COMPLEXITY Veen and Vrakking (2007)
  • 16.
    • Can work with sub-optimal knowledge
    • Make sense of bits
    • Accept uncertainty
    Veen and Vrakking (2007) COMPLEXITY
  • 17.
    • Are effective communicators
    • Prefer communicating through images
    • Use their networks
    • Are used to controlling communication
    • Are collaborative
    COMMUNICATION Veen and Vrakking (2007)
  • 18.
    • ‘ Net Gen’ communication is
      • Multimodal
      • Interactive
      • Creative and interpretive
      • Comes easily to them
    Johnson (2006: 73) COMMUNICATION
  • 19.
    • Are personalised
    • Are visual
    • Have links to the community
    • Are rigorous
    • Use individualised feedback
    LEARNING ENVIRONMENTS Pletka (2007)
  • 20.
    • Trust
    • Openness
    • Access
    VALUES Veen and Vrakking (2007: 47)
  • 21.
    • Speak with an ‘ accent ’ – or a different language entirely!
    • Misunderstand the new ways in which the Net Gen learns
    Prensky (72001) ‘ DIGITAL IMMIGRANTS’
  • 22.
    • We work in a linear fashion
    • We read the instructions first before using
    • We are used to working alone
    • We believe in doing things 'right '
    • We believe in doing things one thing at a time
    Veen and Vrakking (2007: 32 ) ‘ DIGITAL IMMIGRANTS’
  • 23. “ What truly continues to separate the generations is not technological skill but how the generations perceive the digital world” THE DIGITAL WORLD Pletka (2007: 42)
  • 24.
    • Students are feeling as though they are ‘ powering down ’ when they enter the school gates
    Vision (2005: 4) NET GENERATION AT SCHOOL
  • 25. TECHNOLOGY TO WATCH Horizon Report (2007) Horizon Report(2008) 2007 2008 User-created content Grassroots video Social networking Collaboration webs Mobile phones Mobile broadband Virtual worlds Data mashups New scholarship and forms of publication Social operating systems Educational gaming Collective intelligence
  • 26. SOME STATS: Incoming students Access University of Melbourne (2006) Mobile 93% Desktop 90% Broadband 73%
  • 27. SOME STATS: Incoming students Computer use University of Melbourne (2006) Emailing 94% Creating documents 88% Info searching 83%
  • 28. University of Melbourne (2006) Main activities on computers ‘ Overwhelmingly positive’ SOME STATS: Incoming students Study 94% Info Searching 93% Course admin 84% SMS 84% IM 75%
  • 29. University of Melbourne (2006) STUDENT EXPECTATIONS
    • International students use more tech
    • Engineering students more likely to use tech than Arts students
    • Reasons for use: convenience and control – not learning
  • 30. JISC (2007)
    • Preference for using technology
    • Ubiquitous internet is normal
    • Cautious about publishing their work for public scrutiny
    • Tech is not an end in itself
    • Face-to-face is seen as core
    STUDENT EXPECTATIONS
  • 31. JISC (2007)
    • Uncertain about how to map current learning experience onto uni study
    • Cannot see how ICT and learning can work together outside of school
    STUDENT EXPECTATIONS
  • 32.
    • Working with info
    • Creating and sharing info
    • Using ICT responsibly
    MCEETYA (2007) ICT PROFICIENCY
  • 33.
    • Accessing info (identification, retrieval)
    • Managing info (organising, storing)
    • Evaluating info (integrity, relevance, usefulness)
    MCEETYA (2007) ICT LITERACY: KEY PROCESSES
  • 34.
    • New understandings (creating knowledge, authoring)
    • Communicating with others (sharing; creating products)
    • Using ICT appropriately (critical, reflective, strategy, ethics and legals)
    MCEETYA (2007) ICT LITERACY: KEY PROCESSES
  • 35.
    • ‘ Challenging but reasonable ’ expectation
      • Year 6: 49%
      • Year 10: 61%
    ICT PROFICIENCY MCEETYA (2007)
  • 36.
    • Patterns:
      • Low socio-economic bkgnd
      • Indigeneity
      • Remote locality
      • Gender not an issue
    ICT PROFICIENCY MCEETYA (2007)
  • 37.
    • Findings
      • Communication is a frequent use
      • BUT
      • Less use of applications for creating , analysing , transforming information
    MCEETYA (2007) ICT PROFICIENCY
  • 38.
    • Increase in full-phrase searching
    • Satisfied with basic forms of searching
    • Good parallel processing skills, but sequential for reading?
    CIBER(2008) INFORMATION BEHAVIOUR
  • 39.
    • No evidence that information literacy is worse than before
    • Not expert searchers – Youngsters have always had trouble evaluating info
    • Behaviour is now more public
    CIBER(2008) INFORMATION BEHAVIOUR
  • 40.
    • Skills gap between using media to create and how to create meaningful content
    CRITICAL CHALLENGE Horizon Report, EDUCAUSE (2007: 4-5)
  • 41.
    • Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web)
    INFORMATION BEHAVIOUR CIBER(2008)
  • 42.
    • Young people are concerned about the ‘ unmanageable scale ’ of the Web.
    • They find it difficult to prioritse and evaluate search results.
    Green and Hannon (2007: 63) INFORMATION BEHAVIOUR
  • 43.
    • Fit between search engines and student lifestyles is ‘ almost perfect ’
    CIBER(2008) INFORMATION BEHAVIOUR
  • 44.
    • Older users are catching up fast
    • All have increasing intolerance for information delay
    • More people are ‘ powerbrowsing ’
    INFORMATION BEHAVIOUR: ALL CIBER (2008)
  • 45.
    • Individual and personality backgrounds more important than generation
    • Looking for ‘ the answer ’ rather than particular format
    • Lots of pre-publishing (blogs, wikis, websites)
    CIBER (2008) INFORMATION BEHAVIOUR: ALL
  • 46.
    • Age is important regarding engagement re ICTs BUT
    • Attitude and character key to connection (not age, health, income)
    OLDER PEOPLE AND ICTs OFCOM (2006)
  • 47.
    • Tailoring the learning environment is essential to engaging older people
    OFCOM (2006) OLDER PEOPLE AND ICTs
  • 48.
    • Current users: absorbers; self-starters
    • Non-users: rejecters; disengaged
    • Those not connected will become increasingly excluded
    OFCOM (2006) OLDER PEOPLE AND ICTs
  • 49.
    • Social networking
    • Gaming
    INFORMAL LEARNING
  • 50.
    • Facebook, My Space
    • 60% of students talk about education topics online
    • 50 % talk about schoolwork
    SOCIAL NETWORKING NSBA (2007)
  • 51.
    • Strengthens existing relationships
    • Facilitates recognisable social interactions
    • Is a forum for creativity and expression
    Green and Hannon (2007) SOCIAL NETWORKING
  • 52.
    • Younger users are more likely to restrict access or withhold identifying information
    Pew Internet Project 2007 (21-22) SOCIAL NETWORKING
  • 53.
    • Are hard
    • Are about experience , delayed gratification, exploration , teamwork , reward
    • Force you to decide , choose , prioritise (weigh evidence, analyse situations, consult long-term goals, decide)
    GAMES ... Johnson (2006 [2005])
  • 54.
    • Probing as scientific method:
      • Probe the environment
      • Form hypothesis
      • Reprobe and check the effect
      • Rethink based on feedback
    GAMING: PROBING Johnson (2006 [2005]: 45)
  • 55.
    • Means co-ordinating with your ultimate objectives
    • It’s about order and constructing proper hierarchies
    • Means long-term planning and present focus
    GAMING: TELESCOPING Johnson (2006 [2005]: 54-55)
  • 56.
    • It’s not what you’re thinking, but the way you’re thinking that’s important.
    GAMING Johnson (2006 [2005]: 13)
  • 57.
    • Is about access to knowledge, not PCs
    • It needs to be about relationships and networks : not hardware
    THE NEW DIGITAL DIVIDE Green and Hannon (2007: 17, 59-60)
  • 58.
    • The internet is dangerous for children. ( Children self-regulate all the time.)
    • Junk culture is poisoning young people. (Youth culture always challenges the orthodoxy .)
    MYTHS: MORAL PANIC Green and Hannon (2007: 32, 34)
  • 59.
    • No learning happens online. (Broad range of skills and learning that gives confidence to succeed in other contexts . Children better identify beneficial computer games than can adults.)
    Green and Hannon (2007: 35-36) MYTHS: MORAL PANIC
  • 60.
    • There is a plagiarism epidemic in schools. (This shouldn’t be conflated with new ways of accessing information . We need to teach higher-order skills.)
    Green and Hannon (2007: 38) MYTHS: MORAL PANIC
  • 61.
    • Young people are disengaged and disconnected. (Students use ICTs to engage with cultural and political issues , get mentoring.)
    Green and Hannon (2007: 39) MYTHS: MORAL PANIC
  • 62.
    • This generation is one of passive consumers. (No. Media, gaming, networking communities mean large elements of production, creativity, communication .)
    Green and Hannon (2007: 39) MYTHS: MORAL PANIC
  • 63.
    • All gaming is good. (There are different orders of digital activity , and not all activities are equal.)
    MYTHS: DIGITAL FAITH Green and Hannon (2007: 42)
  • 64.
    • All children are cyberkids. (Cannot assume that behaviours from a motivated group with high access is characteristic. There is a gap between ‘everyday communicators’ and ‘digital pioneers’ .)
    Green and Hannon (2007: 42-43) MYTHS: DIGITAL FAITH
  • 65.
    • Facility does not mean ICT literacy
    • Need to be careful about assumptions we make
    IMPLICATIONS MCEETYA (2007)
  • 66.
    • Competent or just confident ?
    • How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context
    • The need to apply problem-solving and critical thinking skills
    Oblinger and Hawkins (2006) IMPLICATIONS
  • 67.
    • Need to build ICT literacy through “ systematic teaching rather than incidental use ”
    • More personalised assessment
    MCEETYA (2007) IMPLICATIONS
  • 68.
    • You need to be ICT literate, too.
    IMPLICATIONS
  • 69. LICENCE

×