Net Gen Life, Learning and Literacy

NET GEN LIFE, LEARNING and LITERACY Megan Poore

Web 2.0
Statistics and expectations
ICT proficiency and literacy
Information behaviour
Learning needs
Moral Panic and Digital Faith
Implications
COVERAGE

Web 2.0 is not a software package
It is the ‘read-write’ web
WEB 2.0

WEB 2.0 O’Reilly, Tim. 2005. What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html . Accessed 10 October 2007. 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

Social networking
Wikis
MySpace, Face book
Blogs
Podcasting
Tagging, RSS
WEB 2.0

Lankshear, Colin and Michele Knobel. 2006. Blogging as participation: the active sociality of a new literacy. http://www.geocities.com/c.lankshear/bloggingparticipation.pdf. Accessed 10 October 2007 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

Users add value
Some rights reserved
Perpetual beta
Co-operate , don’t control
Constructivism
WEB 2.0 DESIGN PATTERNS O’Reilly, Tim. 2005. What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html . Accessed 10 October 2007.

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
THE NET GENERATION Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007.

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?)
THE NET GENERATION Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6.

Some evidence that their brain structures are different …
THE NET GENERATION Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6.

Some false assumptions
‘ Net Gen’ are those born post-1980 (no! that’s too old to describe people who were ‘brought up’ with Web 2.0
All young people are ‘Net Gen’
THE NET GENERATION

Instead, let’s think of a ‘generation’ as describing a set of behaviours, rather than an age-specific demographic THE NET GENERATION

Characteristics
Values
THE NET GENERATION

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, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press.

Community-oriented and team-based
Collaborative , co-operative, participatory
Communication-rich
Interactive and dialogical
Customised , personalised, individualised
COMMUNITY, COLLABN, CHOICE Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press.

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, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Get bored if the information flow is poor or too slow
Use non-linear resources
Do not complain of information overload!
CHARACTERISTICS Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Absorb discontinuous information and make meaning of it
Cope with complexity
Increase or decrease their attention levels , depending on need
COMPLEXITY Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Can work with sub-optimal knowledge
Make sense of bits
Accept uncertainty
COMPLEXITY Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Are effective communicators
Prefer communicating through images
Use their networks
Are used to controlling communication
Are collaborative
COMMUNICATION Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

‘ Net Gen’ communication is
Multimodal
Interactive
Creative and interpretive
Comes easily to them
COMMUNICATION Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007

Are personalised
Are visual
Have links to the community
Are rigorous
Use individualised feedback
LEARNING ENVIRONMENTS Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press.

Trust
Openness
Access
VALUES Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum. p. 47

Speak with an ‘ accent ’ – or a different language entirely!
Misunderstand the new ways in which the Net Gen learns
‘ DIGITAL IMMIGRANTS’ Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6.

Work in a linear fashion
Read the instructions first before using
Are used to working alone
Believe in doing things 'right '
Believe in doing things one thing at a time
‘ DIGITAL IMMIGRANTS’ Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum. p. 32

“ What truly continues to separate the generations is not technological skill but how the generations perceive the digital world” THE DIGITAL WORLD Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press. p. 42

Students are feeling as though they are ‘ powering down ’ when they enter the school gates
NET GENERATION AT SCHOOL Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007.

TECHNOLOGY TO WATCH EDUCAUSE. 2008. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. www.nmc.org/pdf/2008-Horizon-Report.pdf . Accessed 21 October 2008 . Smart objects Collective intelligence Educational gaming Semantic-aware applications Social operating systems New scholarship and forms of publication Personal web Data mashups Virtual worlds Geo-everything Mobile broadband Mobile phones Cloud computing Collaboration webs Social networking Mobiles Grassroots video User-created content 2009 2008 2007

SOME STATS: Access
Broadband, 2006-7
1/2 - 2/3 of all internet connections are broadband
Australian Bureau of Statistics. 2008. Internet access at home. Available at http ://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Chapter10002008 . Accessed on 7 Feb 2009.

SOME STATS: Access
Broadband, 2008
79%
Broadband is linked with increased internet use
Ewing, Scott, Julain Thomas and Julianne Schiessl. 2008. The Internet in Australia. Available at http://cci.edu.au/publications/digital-futures . Accessed on 7 Feb 2009. p. 1.

SOME STATS: Online
Use by age
18 - 24: 95.1%
24 - 24: 90.6%
35 - 49: 83.7%
50 - 64: 66.1%
64+:29.8%
Ewing, Scott, Julain Thomas and Julianne Schiessl. 2008. The Internet in Australia. Available at http://cci.edu.au/publications/digital-futures . Accessed on 7 Feb 2009. p. 2.

SOME STATS: Online activities

Expectations
Experiences
ICT proficiency and literacy
Information behaviour
THE NET GENERATION

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
University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008.

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 JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx . Accessed 12 February 2008.

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 JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx . Accessed 12 February 2008.

COMFORT LEVELS FAMILIARITY

COMFORT LEVELS

STUDENT EXPERIENCES
ICT is seen either as a platform for admin or content delivery
Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 24, p. 28.

STUDENT EXPERIENCES
Students struggle to understand how some technologies can be used in the educational environment
Perceived level of usefulness of ICT increases with frequency of use
Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 7.

STUDENT EXPERIENCES
67% of students assume they can use their own equipment at university
80% are satisfied with the level of internet access provided
Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . pp. 7-8.

STUDENT EXPERIENCES
25% rate guidance on using ICT in their studies as neutral, or poor.
This is higher amongst arts students.
57% look for new technologies to support their learning

STUDENT EXPERIENCES
Most students will ask their friends first when solving a problem (mostly for convenience).
Students are neutral about use of ICT in teaching: the key is to use it well.
Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 10, p. 24.

STUDENT EXPERIENCES
There is still an assumption that teaching is about conveying knowledge; this leads to assumptions about the type of tech that is appropriate for the teacher to use.

STUDENT EXPERIENCES
Social networking that emerges organically works better than that put in place by the teacher.
ICT that is driven by students themselves (and not ‘fake’) is successful.
Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 10, 31-2.

SOME STATS: Incoming students Access University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008. Mobile 93% Desktop 90% Broadband 73%

SOME STATS: Incoming students Computer use University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008. Emailing 94% Creating documents 88% Info searching 83%

Main activities on computers ‘ Overwhelmingly positive’ SOME STATS: Incoming students University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008. Study 94% Info Searching 93% Course admin 84% SMS 84% IM 75%

Working with info
Creating and sharing info
Using ICT responsibly
ICT PROFICIENCY MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Accessing info (identification, retrieval)
Managing info (organising, storing)
Evaluating info (integrity, relevance, usefulness)
ICT LITERACY: KEY PROCESSES MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

New understandings (creating knowledge, authoring)
Communicating with others (sharing; creating products)
Using ICT appropriately (critical, reflective, strategy, ethics and legals)
ICT LITERACY: KEY PROCESSES MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

‘ Challenging but reasonable ’ expectation
Year 6: 49%
Year 10: 61%

Patterns:
Low socio-economic bkgnd
Indigeneity
Remote locality
Gender not an issue

Findings
Communication is a frequent use
BUT
Less use of applications for creating , analysing , transforming information

Younger users
Older people and ICTs
INFORMATION BEHAVIOUR

Increase in full-phrase searching
Satisfied with basic forms of searching
Good parallel processing skills, but sequential for reading?
INFORMATION BEHAVIOUR CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

No evidence that information literacy is worse than before
Not expert searchers – Youngsters have always had trouble evaluating info
Behaviour is now more public

Skills gap between using media to create and how to create meaningful content
CRITICAL CHALLENGE EDUCAUSE. 2007. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007 . pp 4-5

Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web)

Young people are concerned about the ‘ unmanageable scale ’ of the Web.
They find it difficult to prioritse and evaluate search results.
INFORMATION BEHAVIOUR Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008.

Fit between search engines and student lifestyles is ‘ almost perfect ’

Older users are catching up fast
All have increasing intolerance for information delay
More people are ‘ powerbrowsing ’
INFORMATION BEHAVIOUR: ALL CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Individual and personality backgrounds more important than generation
Looking for ‘ the answer ’ rather than particular format
Lots of pre-publishing (blogs, wikis, websites)
INFORMATION BEHAVIOUR: ALL CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Age is important regarding engagement re ICTs BUT
Attitude and character key to connection (not age, health, income)
OLDER PEOPLE AND ICTs OFCOM. 2006. Older people and communications technology. An attitudinal study into older people and their engagement with communications technology. Available at http://www.ofcomconsumerpanel.org.uk/information/research-policy.htm . Accessed 21 October 2008.

Tailoring the learning environment is essential to engaging older people

Current users: absorbers; self-starters
Non-users: rejecters; disengaged
Those not connected will become increasingly excluded

Social networking
Gaming
INFORMAL LEARNING

Facebook, My Space
60% of students talk about education topics online
50 % talk about schoolwork
SOCIAL NETWORKING NSBA. 2007. Creating and Connecting. Research and Guidelines on Online Social — and Educational — Networking. Available at www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx . Accessed 21 October 2008.

Strengthens existing relationships
Facilitates recognisable social interactions
Is a forum for creativity and expression
SOCIAL NETWORKING Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008.

Younger users are more likely to restrict access or withhold identifying information
SOCIAL NETWORKING Madden, Mary, Susannah Fox, Aaron Smith, and Jessica Vitak. 2007. Online identity management and search in the age of transparency. Available at http://www.pewinternet.org/PPF/r/229/report_display.asp . Accessed 21 October 2008.

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, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007

Probing as scientific method:
Probe the environment
Form hypothesis
Reprobe and check the effect
Rethink based on feedback
GAMING: PROBING Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007

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, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007. pp. 54-5

It’s not what you’re thinking, but the way you’re thinking that’s important.
GAMING Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007. P. 15

The new digital divide
Myths: moral panic and digital faith
Implications and points for consideration
GETTING PERSPECTIVE

Is about access to knowledge, not PCs
It needs to be about relationships and networks : not hardware
THE NEW DIGITAL DIVIDE Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. pp. 59-60.

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, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. pp. 32, 34.

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.)
MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. pp. 35-6.

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.)
MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 38.

Young people are disengaged and disconnected. (Students use ICTs to engage with cultural and political issues , get mentoring.)

This generation is one of passive consumers. (No. Media, gaming, networking communities mean large elements of production, creativity, communication .)

All gaming is good. (There are different orders of digital activity , and not all activities are equal.)
MYTHS: DIGITAL FAITH Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 42.

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’ .)
MYTHS: DIGITAL FAITH Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 42-3.

Facility does not mean ICT literacy
Need to be careful about assumptions we make
IMPLICATIONS MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

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
IMPLICATIONS Oblinger, Diana G. and Brian L. Hawkins. 2006. The myth about student competency: Our students are technically competent. EDUCAUSE Review 41(2): 12-13. Available at http://connect.educause.edu/Library/EDUCAUSE+Review/TheMythAboutStudentCompet/40622 . Accessed on 7 February 2009.

Need to build ICT literacy through “ systematic teaching rather than incidental use ”
More personalised assessment
IMPLICATIONS MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

You need to be ICT literate, too.
IMPLICATIONS

“ [T]he mindset of central network planners and administrators is often at odds with the increasingly user-centric nature of Internet applications and tools, limiting innovation.” POINTS FOR CONSIDERATION STUDENT EXPERIENCES Johnson, Laurence F., Rachel Smith and Alan Levine. 2008. 2008 Horizon Report. Australia-New Zealand Edition. Available at http://connect.educause.edu/Library/Abstract/TakingtheHorizonProjectDo/47984 . Accessed on 7 Feb 2009 .

POINTS FOR CONSIDERATION “ Universities could benefit from delivering training which highlights the way students think about information , rather than the way they use technology itself.” Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 12.

POINTS FOR CONSIDERATION “ [U]niversities are not currently perceived to be leading the way in developing new ways people can learn .” Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 42.

POINTS FOR CONSIDERATION The main point is to seize the opportunity to use this technology in the service of education.

LICENCE

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Net Gen Life, Learning and Literacy

by Megan Poore on Feb 12, 2009

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