NET GEN INFORMATION BEHAVIOUR Megan Poore
<ul><li>Web 2.0  </li></ul><ul><li>Statistics and expectations </li></ul><ul><li>ICT proficiency and literacy </li></ul><u...
<ul><li>Web 2.0 is not a software package </li></ul><ul><li>It is the  ‘read-write’ web </li></ul>WEB 2.0
O’Reilly (2005: online) WEB 2.0 WEB 1.0 WEB 2.0 Ofoto Flickr Mp3.com Napster Britannica Online Wikipedia Personal websites...
<ul><li>Social networking </li></ul><ul><li>Wikis </li></ul><ul><li>MySpace, Face book </li></ul><ul><li>Blogs </li></ul><...
Lankshear and Knobel (2006: 1) Mindset 1.0 Mindset 2.0 The world is appropriately interpreted, understood and responded to...
<ul><li>Users  add value </li></ul><ul><li>Some rights reserved </li></ul><ul><li>Perpetual  beta </li></ul><ul><li>Co-ope...
<ul><li>Also called ‘ millennials ’, ‘Digital Natives’ </li></ul><ul><li>In the UK, 1 in 3 children aged between 5 and 9 o...
<ul><li>Parallel process  and multi-task  </li></ul><ul><li>Have  ‘hypertext minds’  </li></ul><ul><li>Have  always  had W...
<ul><li>Some evidence that their brain structures are different …  </li></ul><ul><li>I’m a bit sceptical … </li></ul>Prens...
<ul><li>Information-rich </li></ul><ul><li>Non-linear  and  associative </li></ul><ul><li>Multi-media ,visual and graphica...
<ul><li>Community-oriented  and  team-based </li></ul><ul><li>Collaborative , co-operative, participatory </li></ul><ul><l...
<ul><li>Are  active processors  of information </li></ul><ul><li>Filter  info all the time </li></ul><ul><li>Are used to  ...
<ul><li>Get   bored  if the information flow is poor or too slow </li></ul><ul><li>Use  non-linear resources </li></ul><ul...
<ul><li>Absorb discontinuous information  and make meaning of it </li></ul><ul><li>Cope with  complexity </li></ul><ul><li...
<ul><li>Can work with  sub-optimal knowledge </li></ul><ul><li>Make sense of  bits </li></ul><ul><li>Accept  uncertainty <...
<ul><li>Are effective communicators </li></ul><ul><li>Prefer  communicating through images </li></ul><ul><li>Use their  ne...
<ul><li>‘ Net Gen’ communication is </li></ul><ul><ul><li>Multimodal </li></ul></ul><ul><ul><li>Interactive </li></ul></ul...
<ul><li>Are  personalised </li></ul><ul><li>Are  visual </li></ul><ul><li>Have links to the  community </li></ul><ul><li>A...
<ul><li>Trust </li></ul><ul><li>Openness </li></ul><ul><li>Access </li></ul>VALUES Veen and Vrakking (2007: 47)
<ul><li>Speak with an ‘ accent ’ – or a different language entirely! </li></ul><ul><li>Misunderstand  the new ways in whic...
<ul><li>We work in a  linear  fashion </li></ul><ul><li>We read the  instructions  first before using </li></ul><ul><li>We...
“ What truly continues to separate the generations is not technological skill but how the generations perceive the digital...
<ul><li>Students are feeling as though they are ‘ powering down ’ when they enter the school gates </li></ul>Vision (2005:...
TECHNOLOGY  TO WATCH Horizon Report (2007) Horizon Report(2008) 2007 2008 User-created content Grassroots video Social net...
SOME STATS:  Incoming students Access University of Melbourne (2006) Mobile 93% Desktop 90% Broadband 73%
SOME STATS:  Incoming students Computer use University of Melbourne (2006) Emailing 94% Creating documents 88% Info search...
University of Melbourne (2006) Main activities on computers ‘ Overwhelmingly positive’ SOME STATS:  Incoming students Stud...
University of Melbourne (2006) STUDENT  EXPECTATIONS <ul><li>International students  use more tech </li></ul><ul><li>Engin...
JISC (2007) <ul><li>Preference  for using technology </li></ul><ul><li>Ubiquitous  internet is normal </li></ul><ul><li>Ca...
JISC (2007) <ul><li>Uncertain about how to map  current learning experience  onto uni study </li></ul><ul><li>Cannot see h...
<ul><li>Working  with info </li></ul><ul><li>Creating  and sharing info </li></ul><ul><li>Using ICT  responsibly </li></ul...
<ul><li>Accessing  info (identification, retrieval) </li></ul><ul><li>Managing  info (organising, storing) </li></ul><ul><...
<ul><li>New understandings  (creating knowledge, authoring) </li></ul><ul><li>Communicating  with others (sharing; creatin...
<ul><li>‘ Challenging but reasonable ’ expectation </li></ul><ul><ul><li>Year 6: 49% </li></ul></ul><ul><ul><li>Year 10: 6...
<ul><li>Patterns: </li></ul><ul><ul><li>Low socio-economic  bkgnd </li></ul></ul><ul><ul><li>Indigeneity </li></ul></ul><u...
<ul><li>Findings </li></ul><ul><ul><li>Communication  is a frequent use </li></ul></ul><ul><ul><li>BUT </li></ul></ul><ul>...
<ul><li>Increase in  full-phrase searching </li></ul><ul><li>Satisfied with  basic forms of searching </li></ul><ul><li>Go...
<ul><li>No evidence that information literacy is worse than before </li></ul><ul><li>Not expert searchers  – Youngsters ha...
<ul><li>Skills gap  between using media to create and how to create  meaningful  content </li></ul>CRITICAL  CHALLENGE Hor...
<ul><li>Spend  little time evaluating for accuracy, relevance, authority  (but this is also pre-web) </li></ul>INFORMATION...
<ul><li>Young people are concerned about the ‘ unmanageable scale ’ of the Web. </li></ul><ul><li>They find it  difficult ...
<ul><li>Fit between search engines and student lifestyles is ‘ almost perfect ’ </li></ul>CIBER(2008) INFORMATION  BEHAVIOUR
<ul><li>Older users are  catching up  fast </li></ul><ul><li>All have  increasing intolerance for information delay </li><...
<ul><li>Individual and personality  backgrounds more important than generation </li></ul><ul><li>Looking for ‘ the answer ...
<ul><li>Age  is important regarding  engagement  re ICTs BUT </li></ul><ul><li>Attitude and character  key to connection (...
<ul><li>Tailoring the learning environment is essential to engaging older people </li></ul>OFCOM (2006) OLDER PEOPLE  AND ...
<ul><li>Current users:  absorbers; self-starters </li></ul><ul><li>Non-users:  rejecters; disengaged </li></ul><ul><li>Tho...
<ul><li>Social networking </li></ul><ul><li>Gaming </li></ul>INFORMAL  LEARNING
<ul><li>Facebook, My Space </li></ul><ul><li>60% of students talk about education topics online </li></ul><ul><li>50 % tal...
<ul><li>Strengthens existing relationships </li></ul><ul><li>Facilitates  recognisable social interactions </li></ul><ul><...
<ul><li>Younger users are  more likely to restrict access  or withhold identifying information </li></ul>Pew Internet Proj...
<ul><li>Are  hard   </li></ul><ul><li>Are about  experience , delayed gratification,  exploration ,  teamwork ,  reward </...
<ul><li>Probing as scientific method: </li></ul><ul><ul><li>Probe  the environment </li></ul></ul><ul><ul><li>Form  hypoth...
<ul><li>Means co-ordinating with your  ultimate objectives </li></ul><ul><li>It’s about order and constructing  proper hie...
<ul><li>It’s not  what  you’re thinking, but  the way  you’re thinking that’s important. </li></ul>GAMING Johnson (2006 [2...
<ul><li>Is about  access to knowledge, not PCs </li></ul><ul><li>It needs to be about  relationships and networks : not ha...
<ul><li>The internet is dangerous for children. ( Children self-regulate  all the time.) </li></ul><ul><li>Junk culture is...
<ul><li>No learning happens online. (Broad range of skills and learning that gives  confidence to succeed in other context...
<ul><li>There is a plagiarism epidemic in schools. (This shouldn’t be conflated with  new ways of accessing information . ...
<ul><li>Young people are disengaged and disconnected. (Students use ICTs to  engage with cultural and political issues , g...
<ul><li>This generation is one of passive consumers. (No. Media, gaming, networking communities mean  large elements of pr...
<ul><li>All gaming is good. (There are  different orders of digital activity , and not all activities are equal.) </li></u...
<ul><li>All children are cyberkids. (Cannot assume that behaviours from a motivated group with high access is characterist...
<ul><li>Facility  does not mean ICT literacy </li></ul><ul><li>Need to be careful about  assumptions  we make </li></ul>IM...
<ul><li>Competent or just  confident ? </li></ul><ul><li>How to find the  right  info, then assess, validate, interpret, a...
<ul><li>Need to build ICT literacy through “ systematic teaching  rather than  incidental   use ” </li></ul><ul><li>More  ...
<ul><li>You  need to be ICT literate, too. </li></ul>IMPLICATIONS
LICENCE
Upcoming SlideShare
Loading in …5
×

Net Gen information behaviour

1,821 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.

1 Comment
1 Like
Statistics
Notes
No Downloads
Views
Total views
1,821
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
57
Comments
1
Likes
1
Embeds 0
No embeds

No notes for slide

Net Gen information behaviour

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

×