The document summarizes a proposed workshop for parents of teenagers on location technologies. The workshop would focus on two skills: 1) Locating information about various location apps and devices; and 2) Evaluating different technologies for relevance to individual families. It would include lectures, demonstrations, activities, and discussions to help parents understand available options and how to discuss use of technologies with their teens. The goal is for parents to leave with knowledge about location technologies and the ability to evaluate options for their family situation.

1. Location
Technology
Workshop for
Parents of Teens
By Di Zhang
LIS 560

2. Target Group
Parents of adolescents aged 12-18
 Understudied group in terms of Information
Behavior (teens are understudied as well)
*APA, PBS documentary, and library
professionals
 Diverse group
 Nonnuclear families are common
 Comfortable with Internet. 94% are online.

3. Information Needs
Teens Parents
 Rapidly developing physically,  Need a variety of resources
emotionally, cognitively
 Frontal lobe is not fully  Guidance, and support,
developed positive reinforcement
 Constantly seeking  Monitor and verify information
information and self-identity
 Experimentation with risk-  Need to ensure teens are safe
taking while under less and within reach
supervision than previous
generations

4. Location Technologies
 Apps, programs, devices that can keep track
of where people are
 Google Latitude, AT&T FamilyMap, Facebook
Check-in, GPS
 Addressing the issue of teen safety
 Must be approached as a family decision

5. Rubric of Skills
Skill Beginner Intermediate Advanced
Locate information on • Does not know how to • Knows how to locate this • Knows how to locate this
locate this information information online. information online.
location technologies online. • Knows where to find reliable
updates on current and emerging
technologies
Know the various • Has basic knowledge of • Can name the different • Can name the different categories
what location categories of location of location technologies
location technologies technologies do, but technologies • Can give at least one example from
and their features cannot name specific • Can give one example from each each category and explain their
technologies or their category and explain their basic basic and advanced features
features features • Knows compatibility, pricing, and
• Knows company information company information.
Evaluate location •Does not know how • Has a sense of the pros and cons • Has a comprehensive knowledge of
various technologies of a few technologies and what the pros and cons of different
technologies for relate to one’s own family purposes they serve technologies and what purposes
relevance to one’s own situation • Knows which technologies they serve
family situation would be helpful for one’s own • Knows which technologies would
parenting be helpful for one’s own parenting
• Can successfully discuss the use of
the technologies with a teen

6. Workshop Outline
 Icebreaker
 Attention activity
 Skill 1: Ability to locate information about devices,
programs, and technologies
 Skill 2: Ability to evaluate information to address
personal/family preferences and needs
 Evaluation

7. Skill 1
 Steps:
 Lecture with handouts and PowerPoint
 Online demonstration
 Individual activity
 Learning styles (McCarthy):
 WHAT- verbal learner who processes/reflects on information
 HOW- common sense learner who thinks and does
 WHY- dynamic learner who is creative and exploratory
 WHAT IF- imaginative learner who connects things to experiences
and feelings

8. Skill 2
 Steps
 Fill in sheet based on individual activity
 Students share information
 Class discussion
 ARCS
 Attention- perception, inquiry and variability are met
 Confidence- clear expectations, challenging and meaningful
opportunities, and encouragement
 Relevance- freedom to choose which piece of technology
 Satisfaction- ensuring intrinsic and extrinsic rewards; questions

9. Conclusion
Participants should leave with the following:
 Ability to search Google, company websites, and technology
websites for information on location technologies
 A basic knowledge of what technologies are available, along with
their features
 The ability to evaluate different products for potential positives
and negatives
 The ability to relate various technologies and products to one’s
own family situation.
 Handout
 Evaluation

10. References
 22 Surprising facts about birth in the United States. (2009, August). Baby Center. Retrieved
February 24, 2011, from http://www.babycenter.com/0_22-surprising-facts-about-birth-in-
the-united-states_1372273.bc?showAll=true
 American Women Are Waiting to Begin Families. (2002, December 11). Centers forDisease Control
and Prevention. Retrieved February 24, 2011,
fromhttp://www.cdc.gov/nchs/pressroom/02news/ameriwomen.htm
 Case, D.O. (2008). Looking for Information: A Survey of Research on InformationSeeking,
Needs, and Behavior (2nd ed.). UK: Emerald Group Publishing Limited.
 Developing Adolescents: A Reference for Professionals. American Psychological Association.
(2008). Retrieved from APA Web site:http://apa.org/pi/families/resources/develop.pdf
 Fatt, James Poon Teng. (1993). Learning Styles in Training: Teaching Learners the Way to
Learn. Industrial and Commercial Training, 25(9), 17-23.
 Macgill, A. (2007). Parents, Teens and Technology. PEW Research Center Publications.
Retrieved on February 25, 2011 from: http://pewresearch.org/pubs/621/
 McCarthy, Bernice. (1997). A tale of four learners: 4MAT’s learning styles. Educational
Leadership, 54(6), 46-52.

11. References
 McDonough, H. (2007). “Dragging a Three-Year-Old to a Library”: The InformationBehavior of
Parents of Young Children. Southern Connecticut State University. Retrieved on January 24,
2011,
from:http://myriadeyes.com/MLSCapstonePortfolio/CoursesTaken/McDonough_ILS537_Grou
p_Information_Behavior.htm
 Pattee, A. (2006). The secret source: Sexually explicit young adult literature as an information
source. Young Adult Library Services, 4, 30-38.
 Robyler, M.D. & J Edwards. (2000). “Learning Theories and Integration Models.” InIntegration
Educational Technology into Teaching. Upper Saddle River: Prentice Hall.
 A. Shanton and P. Dixon. Just what do they want? What do they need? A study of the
information needs of children, Children and Libraries 1 (2003), pp. 36-42.
 Spinks, S. (2002). Frontline: Inside the Teenage Brain. Retrieved on January 24, 2011, from
PBS Web site:http://pbs.org/wgbh/pages/frontline/shows/teenbrain/etc/script.html
 US Census Bureau. (2009). Retrieved on February 24, 2011, from:
http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=01000US&
qr_name=ACS_2009_5YR_G00_S0901&-ds_name=ACS_2009_5YR_G00_&-redoLog=false