Teens are highly engaged with technology and spend much of their time online. Research shows that 93% of teens ages 12-17 use the internet, 97% play games, and 73% use social media sites like Facebook. Teens also avidly use their cell phones, sending an average of 111 texts per day. While technology provides opportunities to engage and connect with teens, its use also raises concerns about privacy, equity of access, and legal issues that libraries must navigate. Effective strategies for reaching teens involve meeting them online through the channels and tools they already use.
At the 29th Annual ACT Enrollment Planners Conference, Director Lee Rainie will highlight 13 things everyone should know about how today's teens use technology. With data from the Pew Research Internet Project's national surveys of teens and parents, Lee will highlight some critical ways digital tools are changing not only how teens communicate, but also how they gather information about the world and present themselves to others.
Data in this report is mostly from the November 2011 Pew Internet report Teens, Kindness and Cruelty on Social Network Sites, but some of the mobile phone data is from the 2010 Teens and Mobile Phones report. More: pewinternet.org
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres.
4/25/08
Amanda Lenhart spoke at the National Academies “Health, Safety & Well-Being of Young Adults” Symposium on May 7th in Washington, DC http://www.iom.edu/Activities/Children/ImprovingYoungAdultHealth/2013-MAY-07.aspx. Amanda discussed how young adults ages 18-29 use mobile phones and social media and they ways in which this has changed how young people make the transition from childhood to adulthood today
The document discusses how digital technologies and the internet are shifting the landscape of learning. Broadband facilitates networked learning through links and multimedia. Social media aids peer-to-peer learning as people share content and expertise online. Mobile connectivity alters learning venues and expectations as people access information anywhere through their phones. These changes are giving rise to new kinds of learners who are more self-directed, collaborative, and oriented towards producing knowledge.
In the opening keynote, “Networked Learners,” Lee Rainie discusses the latest findings of the Pew Research Center's Internet & American Life Project about how teenagers and young adults have embraced technology of all kinds — including broadband, cell phones, gaming devices and MP3 players. He describes how technology has affected the way “digital natives” search for, gather and act on information.
Learn more at: http://pewinternet.org/Presentations/2009/52-Networked-Learners.aspx
This talk explores commonly held assumptions about how teens and young adults use technology. Do teens really send that many text messages a day? Is Twitter the next big thing among young adults? Are landlines obsolete? More: http://pewinternet.org/Presentations/2011/Apr/From-Texting-to-Twitter.aspx
This document discusses various topics related to technology integration in education including:
- Statistics on app and mobile device usage
- Skills students need for the 21st century like accessing media, project management, and intellectual property
- Pedagogical approaches that can support skill development like digital storytelling
- Ensuring technology supports instructional processes and increases student achievement rather than being the focus
- The need to identify skills, assess learning and effectiveness, and remain relevant through continual reflection
At the 29th Annual ACT Enrollment Planners Conference, Director Lee Rainie will highlight 13 things everyone should know about how today's teens use technology. With data from the Pew Research Internet Project's national surveys of teens and parents, Lee will highlight some critical ways digital tools are changing not only how teens communicate, but also how they gather information about the world and present themselves to others.
Data in this report is mostly from the November 2011 Pew Internet report Teens, Kindness and Cruelty on Social Network Sites, but some of the mobile phone data is from the 2010 Teens and Mobile Phones report. More: pewinternet.org
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres.
4/25/08
Amanda Lenhart spoke at the National Academies “Health, Safety & Well-Being of Young Adults” Symposium on May 7th in Washington, DC http://www.iom.edu/Activities/Children/ImprovingYoungAdultHealth/2013-MAY-07.aspx. Amanda discussed how young adults ages 18-29 use mobile phones and social media and they ways in which this has changed how young people make the transition from childhood to adulthood today
The document discusses how digital technologies and the internet are shifting the landscape of learning. Broadband facilitates networked learning through links and multimedia. Social media aids peer-to-peer learning as people share content and expertise online. Mobile connectivity alters learning venues and expectations as people access information anywhere through their phones. These changes are giving rise to new kinds of learners who are more self-directed, collaborative, and oriented towards producing knowledge.
In the opening keynote, “Networked Learners,” Lee Rainie discusses the latest findings of the Pew Research Center's Internet & American Life Project about how teenagers and young adults have embraced technology of all kinds — including broadband, cell phones, gaming devices and MP3 players. He describes how technology has affected the way “digital natives” search for, gather and act on information.
Learn more at: http://pewinternet.org/Presentations/2009/52-Networked-Learners.aspx
This talk explores commonly held assumptions about how teens and young adults use technology. Do teens really send that many text messages a day? Is Twitter the next big thing among young adults? Are landlines obsolete? More: http://pewinternet.org/Presentations/2011/Apr/From-Texting-to-Twitter.aspx
This document discusses various topics related to technology integration in education including:
- Statistics on app and mobile device usage
- Skills students need for the 21st century like accessing media, project management, and intellectual property
- Pedagogical approaches that can support skill development like digital storytelling
- Ensuring technology supports instructional processes and increases student achievement rather than being the focus
- The need to identify skills, assess learning and effectiveness, and remain relevant through continual reflection
Amanda Lenhart presented the Pew Research Center’s most recent data that looks at how teens ages 12 to 17 use the internet, social media and mobile phones.
The document discusses tips and recommendations for keeping children safe online. It provides statistics on children's technology use, such as spending an average of 7.5 hours per day on devices. It recommends that parents limit screen time to no more than 1-2 hours per day for children over age 2. The document also addresses online privacy, cyberbullying, and the importance of modeling good digital citizenship for children.
: Lee Rainie, Director of the Pew Research Center’s Internet & American Life Project, will discuss the Project’s most recent findings about Americans use the internet and their mobile devices to learn, share, and create information. He will discuss how the changed media environment is affecting learners’ expectations about the availability of information and the ways in which learning takes place. In this new environment, the traditional boundaries between home and school, teacher and pupil, public and private are breaking down and that is affecting the way learning occurs. Lee will describe how Pew Internet has looked at these subjects and the ways in which schools and families are responding to them.
Lee Rainie, Director of the Pew Research Center’s Internet & American Life Project, spoke about “As learning goes mobile” at the Educause 2011 annual conference. More: http://pewinternet.org/Presentations/2011/Oct/Educase-2011.aspx
In this wide-ranging new talk that was given as a part of Dartmouth College’s Strategic Planning process and their “Leading Voices in Higher Education Speaker Series http://strategicplanning.dartmouth.edu/aspire/leading-voices-in-higher-education-speaker-series, Amanda Lenhart talked about the technological milieu of today’s teens and college students as they grew from children to young adults and the ways in which each major new technological development disrupted our previous communication strategies. The talk also explored the ways that social media is changing campus culture as well as how digital tools are changing where learning happens – MOOCs and mixed classes, flipped classrooms – as well as how it occurs for K-12 as well as within higher education.
To view all 71 minutes of the talk and Q &A, as well as shorter video on the future of the university, please visit: http://strategicplanning.dartmouth.edu/aspire/amanda-lenhart
Kristen Purcell presented key findings from the Pew Research Center about how teens use technology. She found that most teens now have smartphones, and spend much of their time online via mobile devices. While teens are highly engaged with social media, they also care about privacy and manage their online image. Teachers note that digital tools can both aid learning through research but may also encourage poor writing habits. However, a digital divide remains, as teachers of low-income students have fewer resources and support for technology integration.
This document from iKeepSafe provides information and resources for families about online safety. It discusses iKeepSafe's history of providing internet safety education. It links to a video called "What Kids Do Online" and provides quick tip videos on cyberbullying and sexting. The document presents facts and statistics about bullying, cyberbullying, and the online abuse of professionals. It concludes with contact information for iKeepSafe and a note about questions.
2011 92311 Teensreadingwritingresearching Schoollibraryjournal 110923101758 P...Don Dea
At the School Library Journal\'s Leadership Summit 2011, Director Lee Rainie looked at the “state of reading” in the digital age by going through Pew Internet data about how teens use the internet, smartphones, and social networking sites. He argued that reading is now 1) raw material for further creation; 2) real-time in the mobile age; 3) a “social contact sport” as teens share reading and other media and learn from them.
The document outlines programs and services from iKeepSafe to help schools and communities address digital citizenship issues. It includes assessments to measure digital practices, curriculum and programs to teach digital skills to students, and resources like an incident response plan and privacy roadmap to help schools respond to issues and establish policies. The goal is to bring multiple stakeholders together and take a comprehensive, public health approach to promoting thriving and safe digital environments.
This document discusses educational technology and emerging technologies. It covers the following topics in 3 paragraphs:
Globally, regionally, and locally, forces are shaping the world and how educational technology is developing and being used. Emerging technologies being examined include social networking tools, productivity tools, personal communication tools, graphics, and hardware. Concerns about how students spend their time with technology and the paradoxes this creates for learning are discussed.
Specific emerging technologies that could be used in education are presented, including social networking, productivity, communication, and information tools. The document cautions that the tools we create also shape us and discusses fears, obstacles, and best uses of educational technology, as well as when every child may
The document discusses research into whether the internet makes children smarter today. It describes conducting a survey of 30 parents about their children's internet use. The results show that most parents allow their children to use the internet, which 80% agree helps children perform better educationally and enjoy learning. However, 90% also feel it can make children lazy. Overall, 70% of parents believe the internet is making children smarter today by providing educational resources and interactions online from a young age. The researcher concludes the hypothesis that the internet improves children's intelligence is proven true. Some recommendations include parents spending more time online with children and setting reasonable limits on internet use.
The 6 Pillars of Digital Citizenship Successemilyensign
The document discusses the 6 pillars of digital citizenship and wellness according to the Internet Keep Safe Coalition. The coalition was established in 2005 and aims to educate people worldwide on safely using technology and the internet through research and partnerships. The objective is to promote ethical, responsible and resilient digital citizenship. The document also provides questions about screen time recommendations, cyberbullying, digital piracy, and online privacy and their impact on youth.
Findings from Shared Intelligence / ASCEL libraries, children and digital res...Ben Lee
Presentation by Shared Intelligence about the findings of their research for ASCEL into children's use of digital technology and the implications for public libraries
The digital divide refers to the gap between those who have access to computers and the Internet versus those who do not, as well as the gap between those who are computer literate and those who are not. The digital divide creates disparities in society's ability to teach people equally and effectively. While connectivity does not necessarily mean productivity, studies show that students from lower-income families who rely on smartphones for Internet access are less likely to complete writing assignments. However, lack of connectivity has not beaten creativity, as students have still created presentations using smartphone apps. The digital divide is an expression of differences in levels of connectivity, but it is not an indicator of intelligence, creativity, or dedication to education.
This document discusses building a foundation for success through the appropriate use of technology in classrooms. It outlines the iKeepSafe organization's mission to ensure children's safe use of technology. It recommends schools implement comprehensive student data privacy programs that identify risks, have clear and updated policies, create incident response plans, train employees, and educate students and parents. Specific policies around data sharing, technology use, and civil liberties are also discussed. The document provides resources for schools to download a roadmap and contact iKeepSafe for additional support and guidance.
This document provides an overview of how children use the internet and tips for parents on guiding them safely. It discusses common internet activities like social media, games, communication and risks like cyberbullying, predators and pornography. It emphasizes that open communication and setting clear expectations are important for internet safety. Parents should be involved in their child's online activities while also trusting their parenting instincts.
The document discusses the needs of 21st century students and how education must adapt. It notes that today's students are digital natives who are used to collaboration, feedback, and having technology available at all times. It argues that schools need to shift from teacher-centered models to student-centered models where technology enables personalized and collaborative learning.
Supporting Inclusive Learning Environments Through TechnologyAlberta Education
The document summarizes a presentation given at the ZONE 4/5 Summer Conference on supporting inclusive learning environments through technology. The presentation provided context on initiatives to support students with diverse needs, an overview of current and emerging technologies, and resources for inclusive education and assistive technologies. It discussed using technology to advance learning for all students and addressed questions from attendees about implementing and supporting technology for inclusion.
Top 10 Trends in Student Learning with TechnologyJulie Evans
The document summarizes the key topics and presenters of a webinar on the top 10 trends in student learning with technology based on the annual Speak Up survey. The webinar highlights findings such as students wanting interactive online textbooks, being mobile learners who adapt emerging technologies, having interest in online learning, and continuing to face obstacles using technology in school. School and district leaders are encouraged to be aware of these trends to better support 21st century student learning.
The document discusses how social software can be used in education. It defines social software as tools that allow online communication, collaboration, and community building. Examples of social software discussed include blogs, wikis, social networking sites, podcasts, and screencasting. Specific educational uses are provided for each type, such as using blogs for student reflection, wikis for group projects, and podcasts for recording lectures. The document concludes by providing considerations for educational use of social software, such as avoiding "technolust" and ensuring technologies are sustainable.
More presentations from the NCVO Annual conference: http://www.ncvo-vol.org.uk/networking-discussions/blogs/20591
Social media is much more than an opportunity for you to share your messages and reach new audiences. It is a gold mine of experts and peers you can learn from in real time. This session will explore how social media channels bring new opportunities for learning and collaboration to your desktop or smart phone. You will hear how to use social media for your own professional development as well as find new ways to work together and share information more effectively.
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
Amanda Lenhart presented the Pew Research Center’s most recent data that looks at how teens ages 12 to 17 use the internet, social media and mobile phones.
The document discusses tips and recommendations for keeping children safe online. It provides statistics on children's technology use, such as spending an average of 7.5 hours per day on devices. It recommends that parents limit screen time to no more than 1-2 hours per day for children over age 2. The document also addresses online privacy, cyberbullying, and the importance of modeling good digital citizenship for children.
: Lee Rainie, Director of the Pew Research Center’s Internet & American Life Project, will discuss the Project’s most recent findings about Americans use the internet and their mobile devices to learn, share, and create information. He will discuss how the changed media environment is affecting learners’ expectations about the availability of information and the ways in which learning takes place. In this new environment, the traditional boundaries between home and school, teacher and pupil, public and private are breaking down and that is affecting the way learning occurs. Lee will describe how Pew Internet has looked at these subjects and the ways in which schools and families are responding to them.
Lee Rainie, Director of the Pew Research Center’s Internet & American Life Project, spoke about “As learning goes mobile” at the Educause 2011 annual conference. More: http://pewinternet.org/Presentations/2011/Oct/Educase-2011.aspx
In this wide-ranging new talk that was given as a part of Dartmouth College’s Strategic Planning process and their “Leading Voices in Higher Education Speaker Series http://strategicplanning.dartmouth.edu/aspire/leading-voices-in-higher-education-speaker-series, Amanda Lenhart talked about the technological milieu of today’s teens and college students as they grew from children to young adults and the ways in which each major new technological development disrupted our previous communication strategies. The talk also explored the ways that social media is changing campus culture as well as how digital tools are changing where learning happens – MOOCs and mixed classes, flipped classrooms – as well as how it occurs for K-12 as well as within higher education.
To view all 71 minutes of the talk and Q &A, as well as shorter video on the future of the university, please visit: http://strategicplanning.dartmouth.edu/aspire/amanda-lenhart
Kristen Purcell presented key findings from the Pew Research Center about how teens use technology. She found that most teens now have smartphones, and spend much of their time online via mobile devices. While teens are highly engaged with social media, they also care about privacy and manage their online image. Teachers note that digital tools can both aid learning through research but may also encourage poor writing habits. However, a digital divide remains, as teachers of low-income students have fewer resources and support for technology integration.
This document from iKeepSafe provides information and resources for families about online safety. It discusses iKeepSafe's history of providing internet safety education. It links to a video called "What Kids Do Online" and provides quick tip videos on cyberbullying and sexting. The document presents facts and statistics about bullying, cyberbullying, and the online abuse of professionals. It concludes with contact information for iKeepSafe and a note about questions.
2011 92311 Teensreadingwritingresearching Schoollibraryjournal 110923101758 P...Don Dea
At the School Library Journal\'s Leadership Summit 2011, Director Lee Rainie looked at the “state of reading” in the digital age by going through Pew Internet data about how teens use the internet, smartphones, and social networking sites. He argued that reading is now 1) raw material for further creation; 2) real-time in the mobile age; 3) a “social contact sport” as teens share reading and other media and learn from them.
The document outlines programs and services from iKeepSafe to help schools and communities address digital citizenship issues. It includes assessments to measure digital practices, curriculum and programs to teach digital skills to students, and resources like an incident response plan and privacy roadmap to help schools respond to issues and establish policies. The goal is to bring multiple stakeholders together and take a comprehensive, public health approach to promoting thriving and safe digital environments.
This document discusses educational technology and emerging technologies. It covers the following topics in 3 paragraphs:
Globally, regionally, and locally, forces are shaping the world and how educational technology is developing and being used. Emerging technologies being examined include social networking tools, productivity tools, personal communication tools, graphics, and hardware. Concerns about how students spend their time with technology and the paradoxes this creates for learning are discussed.
Specific emerging technologies that could be used in education are presented, including social networking, productivity, communication, and information tools. The document cautions that the tools we create also shape us and discusses fears, obstacles, and best uses of educational technology, as well as when every child may
The document discusses research into whether the internet makes children smarter today. It describes conducting a survey of 30 parents about their children's internet use. The results show that most parents allow their children to use the internet, which 80% agree helps children perform better educationally and enjoy learning. However, 90% also feel it can make children lazy. Overall, 70% of parents believe the internet is making children smarter today by providing educational resources and interactions online from a young age. The researcher concludes the hypothesis that the internet improves children's intelligence is proven true. Some recommendations include parents spending more time online with children and setting reasonable limits on internet use.
The 6 Pillars of Digital Citizenship Successemilyensign
The document discusses the 6 pillars of digital citizenship and wellness according to the Internet Keep Safe Coalition. The coalition was established in 2005 and aims to educate people worldwide on safely using technology and the internet through research and partnerships. The objective is to promote ethical, responsible and resilient digital citizenship. The document also provides questions about screen time recommendations, cyberbullying, digital piracy, and online privacy and their impact on youth.
Findings from Shared Intelligence / ASCEL libraries, children and digital res...Ben Lee
Presentation by Shared Intelligence about the findings of their research for ASCEL into children's use of digital technology and the implications for public libraries
The digital divide refers to the gap between those who have access to computers and the Internet versus those who do not, as well as the gap between those who are computer literate and those who are not. The digital divide creates disparities in society's ability to teach people equally and effectively. While connectivity does not necessarily mean productivity, studies show that students from lower-income families who rely on smartphones for Internet access are less likely to complete writing assignments. However, lack of connectivity has not beaten creativity, as students have still created presentations using smartphone apps. The digital divide is an expression of differences in levels of connectivity, but it is not an indicator of intelligence, creativity, or dedication to education.
This document discusses building a foundation for success through the appropriate use of technology in classrooms. It outlines the iKeepSafe organization's mission to ensure children's safe use of technology. It recommends schools implement comprehensive student data privacy programs that identify risks, have clear and updated policies, create incident response plans, train employees, and educate students and parents. Specific policies around data sharing, technology use, and civil liberties are also discussed. The document provides resources for schools to download a roadmap and contact iKeepSafe for additional support and guidance.
This document provides an overview of how children use the internet and tips for parents on guiding them safely. It discusses common internet activities like social media, games, communication and risks like cyberbullying, predators and pornography. It emphasizes that open communication and setting clear expectations are important for internet safety. Parents should be involved in their child's online activities while also trusting their parenting instincts.
The document discusses the needs of 21st century students and how education must adapt. It notes that today's students are digital natives who are used to collaboration, feedback, and having technology available at all times. It argues that schools need to shift from teacher-centered models to student-centered models where technology enables personalized and collaborative learning.
Supporting Inclusive Learning Environments Through TechnologyAlberta Education
The document summarizes a presentation given at the ZONE 4/5 Summer Conference on supporting inclusive learning environments through technology. The presentation provided context on initiatives to support students with diverse needs, an overview of current and emerging technologies, and resources for inclusive education and assistive technologies. It discussed using technology to advance learning for all students and addressed questions from attendees about implementing and supporting technology for inclusion.
Top 10 Trends in Student Learning with TechnologyJulie Evans
The document summarizes the key topics and presenters of a webinar on the top 10 trends in student learning with technology based on the annual Speak Up survey. The webinar highlights findings such as students wanting interactive online textbooks, being mobile learners who adapt emerging technologies, having interest in online learning, and continuing to face obstacles using technology in school. School and district leaders are encouraged to be aware of these trends to better support 21st century student learning.
The document discusses how social software can be used in education. It defines social software as tools that allow online communication, collaboration, and community building. Examples of social software discussed include blogs, wikis, social networking sites, podcasts, and screencasting. Specific educational uses are provided for each type, such as using blogs for student reflection, wikis for group projects, and podcasts for recording lectures. The document concludes by providing considerations for educational use of social software, such as avoiding "technolust" and ensuring technologies are sustainable.
More presentations from the NCVO Annual conference: http://www.ncvo-vol.org.uk/networking-discussions/blogs/20591
Social media is much more than an opportunity for you to share your messages and reach new audiences. It is a gold mine of experts and peers you can learn from in real time. This session will explore how social media channels bring new opportunities for learning and collaboration to your desktop or smart phone. You will hear how to use social media for your own professional development as well as find new ways to work together and share information more effectively.
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
Digital Citizenship: Educating 21st Century LearnersMister Norris
The document discusses the philosophy and goals of a school media department for educating 21st century learners. It emphasizes the importance of digital literacy, critical thinking, problem solving, communication, collaboration and developing higher-order thinking skills over simply recalling facts. Specific lessons and examples are provided for teaching these skills through presentations, image manipulation, research, movie production, digital portfolios and reinforcing responsible online behavior and safety.
This document summarizes a presentation about incorporating digital tools and activities to promote digital literacy skills in students. It discusses how today's students are constantly connected multi-taskers and how educators can engage them using social media and mobile apps. It provides examples of apps like QR code scanners and ZeeMaps that can be used for activities. It also discusses the importance of digital literacy skills like creating and sharing content, and how students can demonstrate these skills through projects like TalkTech where they collaborate internationally on multimedia projects about technology topics.
This document discusses strategies for marketing, advertising, and promoting to teens using virtual channels. It begins by defining the key terms and exploring what research says about teen behaviors online and with mobile phones. Common virtual tools for connecting with teens are examined, including websites, social media, videos and texting. The document addresses concerns with virtual marketing but emphasizes that these channels are effective because teens spend much of their time online. It concludes that staying current on new technologies and engaging teens where they are virtually is important for meeting their needs.
Reaching young people online young people and youth workers in online commu...Verke
This document discusses how youth workers can effectively engage and support young people in their online communities. It begins by introducing Verke, the National Centre of Expertise on Digital Youth Work in Finland. Verke aims to increase knowledge and adoption of digital media in youth work through training, resources, research, and networking. The document emphasizes that digital skills are now essential citizenship skills for young people, and that youth workers must understand how and where young people communicate online through platforms like WhatsApp, Instagram, Snapchat, and online games to effectively support them. It provides examples of online communities created by youth organizations and encourages youth workers to participate in the spaces where young people already engage to remain relevant.
This workshop aimed to explore how grant holders can effectively use new technologies like social media and mobile phones to promote their work. The agenda included defining terms, demonstrations of social media platforms, and discussions of how different audiences like youth and adults engage with technology. Presenters from organizations like Youthlife and NIACRO shared their experiences using social media. VOYPIC also presented on their virtual library which aims to provide online resources for young people in care. The workshop evaluated how new technologies can benefit organizations while managing risks for different groups.
Teachers of Students with Visual Impairments (TVIs) often teach in itinerant settings with limited access to resources and ongoing training. Use of communities of practice provide the missing link to access essential tools and information for professional development.
This document discusses 21st century learners and learning environments. It notes that today's learners are digital natives who are technology dependent and prefer learning that is meaningful and relevant. It identifies the key attributes of 21st century learners as being curious, critical thinkers, communicators, collaborators, and creative thinkers. The document also discusses the structures, tools, and communities needed to support 21st century learning, including flexible learning spaces, access to digital tools, and communities that foster collaboration. It emphasizes teaching 21st century skills like critical thinking, communication, and media literacy to help students learn and succeed.
Eynon, R (2009) Mapping young people’s use of new technologies for learning. Implications for policy and practice, BERA, September 2009, Manchester, UK.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
Lydia's BEaPRO Digital Literacy (Citizenship) Family Workshop PresentationLydia Smith-Davis
A collaborative effort by Verizon, iKeepSafe, and the California School Library Association--BEaPRO: Connect with Confidence is a family workshop on the Digital Literacy (Citizenship) concepts of balance, ethical use, privacy, relationships, reputation and online security.
The goal of this presentation is to increase your knowledge about social media and create a sense of awareness about social networking trends including cyber-dangers: sexting, bullying, stalking. Share social networking and media best practices and ultimately, start a conversation about a values-based approach to social networking.
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
Understanding and capitalizing on the social media revolutionMamoun Matar
Social media can help organizations communicate more quickly, reach wider audiences, deepen engagement through online communities, generate conversations to drive change, and bring together groups working towards similar goals. To benefit, organizations need a plan that establishes goals, identifies target audiences, and determines the right social media tools and message. Social media works best when organizations engage in conversations, monitor impacts, and adjust their approach over time.
Overview of Woekpor Digital Literacy InitiativeGameli
Woekpor (meaning try it and see in the Ewe language) is an initiative of the Global Shapers Ho Hub. The project seeks to inculcate digital literacy and problem-solving skills in basic school students and teachers. The presentation gives an overview of what the project is about.
This document contains information from a digital citizenship presentation or discussion at Maraetai Beach School, including:
1) Definitions of key terms like digital citizen and how the school supports students in becoming responsible digital citizens through an approach of learning, guiding, and protecting students.
2) Ways the school educates students about digital citizenship at appropriate age levels and models responsible technology use.
3) Suggestions for how parents can support their children's safe technology use such as understanding user agreements, visiting the Netsafe website, having open discussions, and learning about apps and sites their children use.
4) There was an opportunity for questions and answers at the end of the presentation or discussion.
Engaging Youth & Young Adults in Social MediaBrittany Smith
Social media continues to be an important tool for youth and young adults to connect with the world and with each other. Get the latest research and statistics on how youth and young adults are using social media, and how your organization can strategically use social media to engage with youth and young adults. Learn what platforms youth and young adults are using and how you can create a simple social media strategy to more effectively reach this audience.
This document discusses holding a comic con event at two Connecticut libraries, the Avon Library and Ridgefield Library. It provides details on the populations and budgets of the two libraries. It then discusses why the libraries would want to host a comic con, how to get started planning one, and potential funding sources for the first few years of the events. The document also covers promotion strategies and logistical details to consider when planning a comic con at a public library.
The Ridgefield Library is hosting a Mobile Maker Space program where patrons can visit the Dayton Program Room and use a Maker Cart full of materials and tools for crafts and hands-on projects. Visitors are welcome to see what types of items patrons are creating with the materials provided in the Maker Cart at the library.
Play Presentation Henderson RHS November 2015GeriDiorio
Plays are intended to be performed and watched, not just read. If seeing a live performance isn't possible, the document recommends reading the play aloud and imagining yourself as the different characters. It then lists some famous playwrights from Greece and England like Sophocles, Aristophanes, Shakespeare, as well as more modern American playwrights such as Arthur Miller, Eugene O'Neill, and Tennessee Williams. The document concludes by encouraging visiting the library to check out DVDs of plays to watch performances and fully experience the work.
Graphic novels ERMS book talk November 2015GeriDiorio
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the Ridgefield Library. In 3 sentences or less, the Ridgefield Library is a public library located in Ridgefield, Connecticut that has served the community for over 100 years. It provides resources and services for residents of all ages, including books, DVDs, programs, museum passes, and meeting spaces.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The Ridgefield Library is hosting an Hour of Code Celebration for teens to introduce them to computer science and coding. The event will allow teens to try different coding activities and games to learn the basics of coding. It aims to show teens that computer science is creative, collaborative, and accessible for people of all backgrounds.
The Ridgefield Library Teen Center provides books, magazines, computers, audiobooks, a Wii, comfortable chairs, games, and research resources for teens to use.
The Ridgefield Library Teen Center provides resources for teens including books, magazines, computers, audiobooks, and games as well as a Wii and comfortable chairs for research.
The Ridgefield Library Teen Center provides resources for teens including books, magazines, computers, audiobooks, and games as well as a Wii and comfortable chairs for research.
The Ridgefield Library Teen Center provides resources for teens including books, magazines, computers, audiobooks, and games as well as a Wii and comfortable chairs for research.
The document lists various programs and services offered by a library to help students with projects and assignments, including class visits, after school programs, and book clubs focused on popular fiction series. It encourages contacting the library for assistance and lists special event programs celebrating popular books and authors.
The document outlines the summer reading program at the Ridgefield Library for grades 6 and higher. Students can earn prizes such as pizza, ice cream, and gift cards for reading a certain number of books. They will receive raffle tickets for every 5 books read, with weekly raffle prizes. The grand prize is a limo ride to school. Students can also participate in book discussions and programs on topics like spelunking and a scavenger hunt. The goal is to get students to read over the summer and engage with the library.
The Ridgefield Library is currently located in a temporary location across the street from Veteran's Park school while their main building undergoes construction. The library holds a YA Critics meeting every other Tuesday from 4-5pm which includes snacks and books, sometimes advanced reader copies or galleys. The library can also be found on social media.
The Ridgefield Library used to be located on Main Street across from Ballard Park but has moved to a new location on Governor Street where Balducci's used to be across from The Barn. The document provides a brief history of the relocation of the Ridgefield Library from its original location to its current new site.
The Ridgefield Library is temporarily located at 21 Governor Street where Balducci's used to be. The library offers a YA Critics group that meets alternate Tuesdays from 4 to 5pm where teens snack, discuss books, and judge books by their covers. The Ridgefield Library Teen Services can be liked on Facebook.
The Ridgefield Library is temporarily located at 21 Governor Street where Balducci's used to be. The library offers a YA Critics group that meets alternate Tuesdays from 4 to 5pm where teens snack, discuss books, and judge books by their covers. The Ridgefield Library Teen Services can be liked on Facebook.
The Ridgefield Library in Ridgefield, Connecticut used to be located on Main Street across from Ballard Park. It is now located on Governor Street in the space that was previously occupied by Balducci's, across the street from The Barn. The document provides a brief history of the relocation of the Ridgefield Library from its original location on Main Street to its current site on Governor Street.
This document lists various genres of fiction and non-fiction books available for teens at The Ridgefield Library, including fantasy, historical fiction, horror, science fiction, non-fiction, humor, romance, realistic fiction, sports, mystery, and graphic novels. The genres are listed without descriptions to provide a high-level overview of the broad categories of materials available.
3. What the Research Says About
Teens Online
Teens and the Internet
• 93% of teens ages 12-17 use the internet
• 87% of online teens use email
• 97% of teens play video or computer games
• 73% of online teens use social network sites
– (PEW, 2010)
3
4. • 75% of online teen view videos on video-
sharing sites
• 68% of teens use instant messaging
• 14 % of online teens blog
• 55% of teens use Wikipedia
– (PEW, 2010)
4
What the Research Says About
Teens Online
5. 5
•8% of teens use Twitter
•8 % of teens use virtual worlds
•Facebook is the SNS of choice
– (PEW, 2010)
What the Research Says About
Teens Online
6. 6
• 75% of teens have a cell phone
• Teens without computers use their phones to
go online
• 111 texts per day (6 per hour)
• After texting, taking and sharing photos is the
next most popular cell phone use
– (PEW, Nielsen, 2010)
What the Research Says About
Teens and Cell Phones
8. Marketing Strategies
• Deliver service to teens
• Create customer satisfaction
• Use available channels (on ground and online)
• Stay within budget
• Appeal to local audience/preferences
• Measure outcomes/outputs
8
9. Which Tech Tools?
• Use what fits in daily practice– for you/for
your teens
• Use what you have – the tools at hand
• What works?
• Make strategic decisions about advertising
and promotion based on your marketing
strategy.
9
11. • How do you know what fits?
• How to understand/use/be
effective with new tools?
• Who has the time?
11
12. Why does tech
fit teens??
• Existing channel
• That’s where the teens are
• Budget friendly
• Easily tailored to local needs
• Potential for engagement
• Meets teen needs (40 assets)
12
14. Evaluating Outcomes
• Outputs vs. outcomes
• Are you meeting goals?
• Core Values/Developmental Assets
• Measurable evidence
14
15. 40 Developmental Assets for
Adolescents
• Provided by the Search Institute
15
Image from Microsoft clip art
16. Core Competencies in Social
Networking for YA Librarians
•Uses Web tools and social networking communities to
engage with and provide services to young adults
•Understands and articulates the particular importance of
engaging with young adults in nontraditional ways that
extend beyond the physical library
•Involves young adults in the investigation and evaluation of
tools to identify those most applicable to the library’s young
adult services
•Explores the potential of social networking to connect and
interact with young adults and meet their information
needs
17. Technology competencies
related to social networking
•Understands and uses common social networking and
online collaboration tools
•Locates and reads blogs and listens to podcasts;
demonstrates familiarity with micro-blogging (Twitter)
•Demonstrates familiarity with instant messaging tools
(Meebo, Skype), social networking sites (MySpace,
Facebook, LinkedIn, Ning) and social bookmarking
(Delicious, Diigo)
•Demonstrates familiarity with photo-sharing (Flickr,
ShutterFly), music-sharing (Last.fm, Pandora, iTunes) and
video-sharing (YouTube)
•Locates and follows information sources to stay informed
of new technologies and social tools
Webjunction
18. More support
• ALA Resources for Librarians About Online
Social Networking
Including Toolkits and Advocacy Guides
• Supporting Information Literacy and 21st
Century Learners
AASL Standards for the 21st Century Learner
National Educational Technology Standards
• Copyright in the Digital Age
Center for Social Media
• Online Safety
Center for Safe and Responsible Internet Use
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19. Suggested Reading
• danah boyd – smart, articulate researcher
who is teen-centric & teen friendly
• Tame The Web – especially this post about
using social media to connect with teens
• Kevin Kelly on techno-literacy
19
21. Conclusions
“The single most important thing (you) can do in
today’s digital world is to stay grounded in the
rapidly changing digital landscape, stay
abreast of the research and best practices,
read the blogs, join the electronic discussion
lists, attend the conferences, and engage
others in the profession in conversations about
where they are doing in their libraries to meet
teens where they are: online and out in the
virtual world.” (Suellentropp and Gorman, 2009)
22. References
• Rainie, Lee. 2009. “Teens and the Internet.”
PowerPoint Presentation. January 9, 2009. Pew
Internet & American Life project.
• Lenhart, Purcell, Smith, Zickuhr. 2010. “Social Media
and Young Adults.” Report. February 3, 2010. Pew
Internet & American Life project.
• Wesch, Michael. “A Vision of Students Today.” Video.
Spring 2007
http://www.youtube.com/watch?v=dGCJ46vyR9o
• Hoenke, Justin. “Using Social Media to Connect With
Teens.” Blog article. Tame the Web. March 17, 2010.
22
Editor's Notes
Now that we have seen some great ways you can use tech to connect with your teens, I’d like to give you some support systems to give you back up in case people think you shouldn’t be doing all that “social networking stuff” at work.
When people talk about teens, they say teens are…READ THE SLIDE
What are your teens like? Get them to offer examples of their teens…
Never forget: Reality is important.
Maybe teens are also thoughtful, bookish, creative, loud, quiet, eager, silly…
It is not what people think teens are like or what they think teens want, but what teens are really like and what they really want & use & do & need.
SO let’s look at some hard numbers about what teens are really like.
The PEW Internet Project is a wonderful source for information. (Click on link to show them the site.)
They conduct studies and polls and give a clear snapshot of our times. They present their findings in very understandable form and are happy to share.
This is what they have to say about teens and the online or virtual world. (These numbers are from earlier this year)
Look at slide and read and comment
Does this line up with what you have seen in your teens?
Yes? No? Your examples, please!
I’d also like to touch on cell phone usage in teens.
About 3/4’s of all teens have a cell phone.
Teens from low income homes, who may not have computers at home, are likely to have a cell phone and use it this way.
From a recent Nielsen study: Texts: If that is the average, imagine how high the number must go – 200 or so…
Other forms of communication have remained stable (calls, e-mail, SNS, IM) but texting has grown.
Does this line up with your experience with your teens?
So those are the hard numbers. I’d like to show you this great snapshot of teens put together by a professor of anthropology at Kansas State University.
It also gives you hard numbers, but literally puts a face on them,
To explain to your administration, or any other doubters why you are doing all this “tech stuff” the first step is a marketing strategy. And it is called a strategy for a reason --- saves time and allows for a focus of resources. In other words, it is a plan.
To make your strategy, look at how your kids use your library.
Go where your kids are.
Look at what you have & can use.
Learn new things.
Do not be afraid to try new things.
Chart your progress 1. To learn how it’s going and 2. To show proof of how well it works to any doubters
Don’t be afraid to discard things that don’t work for you - what works in one community may not work in another.
You have seen many good tech ideas today - but keep in mind YOUR library’s reality.
Here are the ways you’ve seen today to use tech with your teens. They are some of the best ways, for now, to reach out to your kids - and the research backs you up on this!
By the way, I saw FOR NOW because things change; sometimes rapidly.
So if you try things - how do you know what to try? How do you make the most out of these ideas you got today?
You could make a K - W –L Chart It is used in classrooms, teachers ask students what they already Know; then students set goals specifying what they Want to learn; and after a time, students discuss what they have Learned. Use this for yourself! It’s handy!
Build on what you know - you already have iPods, cell phones, computers - you know how to use these tools - you can build on your knowledge from wherever your starting point it.
Sometimes you get to attend workshops/meetings like this! Or you could attend classes - YALSA offers some online ones every semester. Check with the State Library - they offer classes and workshops for continuing education at little cost.
MOST OF ALL, I WANT TO STRESS THE VALUE OF PLAYING AND NOT BEING AFRAID - try things. You can’t break your computer or the Internet.
As we spoke about earlier – the research shows and your own experience shows, the teens are online – let’s meet them there.
There is justification in this. You are not randomly “playing” online.
It even meets their needs. We’ll get to the 40 assets in a moment.
With the press about online bullying, I know some people are hesitant to embrace social networking in a library environment, but the benefits outweigh the risks and it is important to meet kids where they are and perhaps teach them something about safe and productive online use.
Legit concerns, but libraries & librarians must grow & adapt. There’s the old saw about videos and then DVDs making their way into the library - did they belong? No one would argue now, but it is true!
Not every teen has a computer/smart phone - it’s not treating them with equity, That is not correct. Teens are wiley when it comes to getting online. School (Lana IMming me from class - kids texting me from class), the library (kids going onto FB after school at the Library), their friends computers, the numbers of cell phones are on the rise) - it is a legitimate way to reach this population of patrons.
No, books are not going away, but Reference databases on online now - we don’t spend as much of our budget on paper ref books as on online DBs. Cell phones are everywhere and teens and adults are texting like mad, TextALibrarian at Ridgefield… Joe Murphy at Yale – go where the students are – colleges are starting to offer texting reference advisory.
You could keep your professional online self separate from your personal one if you like, but I think it’s easier to simply not e-mail, text, or post on FB anything you wouldn’t write on a post-card. Be honest and smart.
Still you may get resistance, here’s how to counter/deal
Dealing with administration
Hopefully they are behind you, but if you need to make a case…and even if you don’t need to make a case, it’s good to know how you stand.
Track circ stats
Track program attendance stats
Track reference question stats
Give them hard numbers to show how you are reaching your patrons.
Working virtually helps you supply your teens with important developmental assets.
These are shown to be what teenagers need. And libraries can meet these needs. Especially by meeting the teens where they are - online. And by helping them establish a solid footing in how to be a responsible, smart person online.
As Linda Williams pointed out last month:
WebJunction has aggregated and synthesized competency definitions from a number of library organizations, subjected them to “vigorous subject matter expert review,” and published them as the Competency Index for the Library Fieldwhich you can get online as a PDF.
But here are some highlights that concern Social Networking.
Furthermore, they’ve included some technological competencies relating to social networking. These are vetted competencies. They are worth taking seriously.
But beyond collecting personal evidence, there is support for you through ALA/YALSA and other professional organizations.
If you need more back-up, you can turn to some of these organizations.
To keep up to date & informed, May I suggest three writers & thinkers to try.
danah boyd - social media researcher known for her public commentary on the use of social networking sites by youth.
Michael Stephen blogs at Tame The Web, and teaches Library science. He also has interesting folks blog for him too.
Kevin Kelly founded Wired magazines and writes in a thought-provoking way about technology. He doesn’t blog in one place, but you can often find him at Wired or The New York Times.
If you want to dig deeper, as I mentioned, you can take an online course through YALSA.
They offer online classes several times a year, and I thought this was a nice piece of synchronicity. The upcoming one is all about teens and tech. It will run from February through March 2011 and you can sign up now.
The classes run at your own pace - you log in at your convenience and read and respond to the discussion when you have time.
From my big pink bible “Connecting Young Adults and Libraries”
My references are not in MLA or APA format. Sorry. I am SO done with school.