Post on 15-Jan-2015
description
Teens are DifferentAnd that’s OK
Stephen AbramiSchool @ Toronto
Jan.14, 2014
Has The Future Changed?
How?
Has the future changed?Has our future changed?
A Short List• Genomic knowledge• Nanotechnology• Thin – batteries,
screens, etc. • Embedables and
wearables• Bio-everything, Siri• Storage, Moore’s law• Wireless electricity• AI, Siri, Watson, ‘Her’
• Stem Cells• fMRI and The Brain• Cloning• Trucking and GPS• Wind and other energy• Robotics• Massive Book Digitization• Translation• Streaming Media• Seed Bank
A 1965 iPhone
Can libraries keep up with change?
Can you recall buying a 45? Can you recall dials on TVs? Can you recall dialling?
Books
Books• Print vs. digital (retronyms)• Fiction vs. non fiction• Articles vs. chapters• Sound, visual, moving image, games, experiences• Search vs. discovery• Organization and storage• Physical vs. device• Ownership, access and use
HOW MANY MOONS ARE THERE IN OUR SOLAR SYSTEM?
146 Moons plus 23 provisional moons
Considering the Whole Experience
Fill That Gap
1
2.0
3
PROGRAMS
WHAT’S THE POINT?
Opinion
• Every collection facet should be justified reciprocally with a program
• It should be persona not demographically based
• Consider user and community goals: culture, employment,
• Makerspaces (for all ages and including writing)
SmellyYellowLiquid
OrSex
Appeal?
Have Students Changed?
News Flash News Flash
The Internet and technology have The Internet and technology have now progressed well beyond now progressed well beyond their infancy.their infancy.
News Flash
News FlashNews Flash
Shift HappensShift Happens
E-Learning
E-Learning
NextGen Differences Increase in IQ - 15-25 Points Brain & Developmental Changes Eye Movement Changes Massive Behavioural Changes Major Decline in Crime Rates – 65%+ But still a 70% behavior overlap with
Boomers (see Boomers & Beyond)
Discovery & Ideas
Has the future changed?Has our future changed?
COWS, etc.
Books
Grocery Stores
Cookbooks, Chefs . . .
Cookbooks, Chefs . . .
People Need Meals
Trans-Literacy: Move beyond reading & PC skills
Reading literacy Numeracy Critical literacy Social literacy Computer literacy Web literacy Content literacy Written literacy
News literacy Technology literacy Information literacy Media literacy Adaptive literacy Research literacy Academic literacy Reputation, Etc.
Can we frame the e-book issue so that it can be addressed
rationally?
MindMap: What is a book?1. Reading2. Learning3. Pedagogy4. Scaffolds5. Research6. Exploration7. Reference8. Engagement9. Enjoyment10.Evaluation
Reading
MindMap: What is a book?
1. Reading2. Learning3. Pedagogy4. Research5. Exploration6. Reference7. Engagement8. Enjoyment9. Evaluation
What do we need to know?What are we going to do next?
Be More Open to the Users’ Paths - Filtering
Serve Everyone!
Teens and Libraries
Lee RainieDirector
Pew Research Center’s Internet & American Life Project
Presented to: YALSA Teens and Libraries Summit January 23, 2013
What is the Pew Internet Project?
Number Of Users Who Actually Enjoy Facebook Down To 4
A comprehensive and groundbreaking new report released Monday by the Pew Research Center’s Internet and American Life Project has found that only four users of Facebook derive pleasure of any kind from the popular social networking website.
According to the report, the remainder of the 950 million people registered with Facebook, despite using the site on a regular basis, take no joy in doing so, and in fact feel a profound sense of hopelessness and despair immediately upon logging in…
.... “As it turns out, the vast majority of human beings tend to become depressed when they see the past five years of their life summarized right there in front of them in a sad little timeline,” said lead researcher John Elliott.
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have different priorities in library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens’ use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
The super-tech-saturated teens
• 95% use internet / ~ three-quarters have broadband at home~ 60%-70% access internet on mobile device
• 78% have cell phones / 47% have smartphones– 80% have desktop/laptop– 23% have tablet computers
• 81% use social networking sites– 24% use Twitter– Approx. from young adult data: a quarter of teens use
Instagram; 1 in 7 use Pinterest; 1 in 10 use Tumblr
Other factoids• Teens who play video games: 97%• Young adults (YA) who own e-reader or tablet:
50%• YA who prefer to get call rather than text: 45%• YA who prefer to get text rather than call: 40%• YA who have bumped into another person or
object when they were concentrating on cell phone: 41%
• YA who have been bumped into by another person concentrating on her/his phone: 61%
The traits of networked information
• Pervasively generated• Pervasively consumed• Personal• Participatory / social• Linked• Continually edited• Multi-platformed
• Real-time / just-in-time
• Timeless / searchable
• Given meaning through social networks and “algorithmic authority”
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
Online survey of 2,462 teachers with College Board and National Writing Project• 77% of
teachers surveyed say the internet and digital search tools have had a “mostly positive” impact on their students’ research work
• 87% agree these technologies are creating an “easily distracted generation with short attention spans”
Online survey of 2,462 teachers with College Board and National Writing Project
• 76% of the teachers in this study strongly agree “the internet enables students to access a wider range of resources than would otherwise be available”
• 76% strongly agree that internet search engines have conditioned students to expect to be able to find information quickly and easily
Online survey of 2,462 teachers with College Board and National Writing Project• 65% agree to
some extent that “the internet makes today’s students more self-sufficient researchers”
83% agree that the amount of information available online today is overwhelming to most students
• 90% agree that the internet encourages learning by connecting students to resources about topics of interest to them
• 71% agree that today’s digital technologies discourage students from using a wide range of sources when conducting research
Online survey of 2,462 teachers with College Board and National Writing Project
Grading students’ research skills
“Today’s students are really no different from previous
generations, they just have different tools through which to
express themselves.”
Agree Disagree
47% 52%
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
How many books Americans readAmong book readers, the mean and median number of books each group read in the past 12 months, among all Americans ages 16 and older
Mean number ofbooks read (average)
Median (midpoint)
All those 16 and older 17 8
Ages 16-17 (n=144) 18 10
Ages 18-24 (n=298) 17 7
Ages 25-29 (n=186) 17 6
Ages 30-39 (n=434) 14 6
Ages 40-49 (n=449) 15 6
Ages 50-64 (n=804) 18 8
Ages 65+ (n=622) 23 12
Source: Pew Research Center’s Internet & American Life Reading Habits Survey, November 16-December 21, 2011. N=2,986 respondents ages 16 and older. Interviews were conducted in English and Spanish and on landline and cells. N for those who have read book year=2,474.
Reading on a “typical day” (among book readers)
Young readers are instrumental readers
Young e-book readers read on all kinds of devices
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
Used library in past year
Got help from a librarian (among library users)
How important is the library?
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
Teens say they would likely use …
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
How will hyperconnected Millennials live?http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx
Vote for …
Millennials’ future
• In 2020 the brains of multitasking teens and young adults are "wired" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.
… or …
Millennials’ future
• In 2020, the brains of multitasking teens and young adults are "wired" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.
Millennials’ future
Change for the better
52%Change for the worse
42%
Theme - Supertaskers
Theme – New winners/losers
Theme – Distracted
January 9, 2009 114
Participatory, creative class -- extras
Close to three-quarters of online teens have created content for the
internet
January 9, 2009 115
39% of online teens have shared their own creations online
Other content creation
January 9, 2009 116
~37% of online teens have rated a person, product, or service online
Other content creation
January 9, 2009 117
26% of online teens report keeping their own personal webpage
Other content creation
January 9, 2009 118
~25% of online teens have created or worked on webpages or blogs for others, including those for groups or school assignments
Other content creation
January 9, 2009 119
Other content creation
20% of online teens say they remix content they find online into their own artistic creations
7 takeaways from our research
1) Teens live in a different information ecosystem2) Teens live in a different learning ecosystem3) Teens’ reading levels match/exceed adult levels4) Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much5) Teens have their own priorities for library services 6) Teens will behave differently in the world to come7) The public and teachers recognize this and want
libraries to adjust to it
Teachers press for literacy• 57% spend class time helping students improve
their search skills• 35% devote class time to helping students
understand how search engines work and how search results are generated
• Asked what curriculum changes might be necessary in middle and high schools today, 47% “strongly agree” and 44% “somewhat agree” that courses or content focusing on digital literacy must be incorporated into every school’s curriculum.
June 25, 2010 122
New literacies are being elevated - navigation literacy - connections and context literacy - skepticism - value of contemplative time - how to create content - personal information literacy - ethical behavior in new world
Libraries.pewinternet.orgLee RainieEmail: lrainie@pewinternet.org Twitter: @Lrainie
Kathryn ZickuhrEmail: kzickuhr@pewinternet.orgTwitter: @kzickuhr
Kristen PurcellEmail: @kpurcell@pewinternet.orgTwitter: @kristenpurcell
June 25, 2013Maryland Children’s Online Privacy
Workgroup
Amanda Lenhart Senior Researcher, Director of Teens &
TechnologyPew Research Center
Teens, Social Media and Privacy:Reputation management, third party access & exposure to advertising
About Pew Internet / Pew Research• Part of the Pew Research Center, a non-partisan “fact
tank” in Washington, DC
• Studies how people use digital technologies
• Does not promote specific technologies or make policy recommendations
• Data for this talk is from nationally representative telephone surveys of U.S. adults and teens (on landlines and cell phones)
Twitter version: We’re the public opinion, “just the facts”, non-advocacy, non-policy part of the Pew universe
• Teen Twitter use up significantly; Facebook remains dominant platform
• Teens are sharing more details about themselves on profiles, but few do so publicly
• Teens take steps to manage their reputations online by curating content they and others post to social media sites.
•Teens do not show high levels of concern over third party use of their personal information
•Teens express mixed feelings about advertising practices
•
Teens care about privacy and take technical & non-technical steps to manage it.
• Teen Twitter use up significantly; Facebook remains dominant platform
• Teens are sharing more details about themselves on profiles, but few do so publicly
• Teens take steps to manage their reputations online by curating content they and others post to social media sites.
•Teens do not show high levels of concern over third party use of their personal information
•Teens express mixed feelings about advertising practices
Teens care about privacy and take technical & non-technical steps to manage it.
• Teen Twitter use up significantly; Facebook remains dominant platform.
• Teens are sharing more details about themselves on profiles, but few do so publicly.
• Teens take steps to manage their reputations online by curating content they and others post to social media sites.
•Teens do not show high levels of concern over third party use of their personal information.
•Teens express mixed feelings about advertising practices.
Teens care about privacy and take technical & non-technical steps to manage it.
• Teen Twitter use up significantly; Facebook remains dominant platform.
• Teens are sharing more details about themselves on profiles, but few do so publicly.
• Teens take steps to manage their reputations online by curating content they and others post to social media sites.
•Teens do not show high levels of concern over third party use of their personal information.
•Teens express mixed feelings about advertising practices.
Teens care about privacy and take technical & non-technical steps to manage it.
Teens don’t always have a good understanding about how their personal data is used:
Middle Schooler: “Anyone who isn’t friends with me cannot see anything about my profile except my name and gender. I don’t believe that [Facebook] would do anything with my info.” High Schooler: “I don’t know if Facebook gives access to others. I hope not.”
High School Boy: “I don’t think [Facebook] should give anyone access to profile information.”
High School Girl: “It depends on what kind of profile information they’d share. If it was only my age and gender, I wouldn’t mind. If they went into detail and shared personal things, I would mind!”
High school boy: “I don’t think it would be fair because it is my information and should not be shared with others, unless I decide to.”
Other teens were more knowledgeable about information sharing with third parties, and were often philosophical about the reasons why that information might be shared.
High school boy: “I think that Facebook gives apps and ads info to try and give you ads that pertain to you.”
Middle school boy: “I know that Facebook gives access to my info to other companies. I don’t like that they do it, but they have the right to so you cannot help it.”
• Teen Twitter use up significantly; Facebook remains dominant platform.
• Teens are sharing more details about themselves on profiles, but few do so publicly.
• Teens take steps to manage their reputations online by curating content they and others post to social media sites.
•Teens do not show high levels of concern over third party use of their personal information.
•Teens express mixed feelings about advertising practices.
Teens care about privacy and take technical & non-technical steps to manage it.
Exposure to inappropriate ads
• 30% of teens say they’ve received online advertising that is “clearly inappropriate” for their age.
• Equally likely to encounter inappropriate ads based on age, sex, SES status or location.
• “Inappropriate” was defined by the respondent – could be younger, could be older.
Male (age 17): “Those ads are annoying. There’s no point for those ads.”
Male (age 16): “It's mostly just bands and musicians that I ‘like’ [on Facebook], but also different companies that I ‘like’, whether they're clothing or mostly skateboarding companies. I can see what they're up to, whether they're posting videos or new products... [because] a lot of times you don't hear about it as fast, because I don't feel the need to Google every company that I want to keep up with every day. So with the news feed, it's all right there, and you know exactly.”
Male (age 13): “I usually just hit allow on everything [when I get a new app]. Because I feel like it would get more features. And a lot of people allow it, so it's not like they're going to single out my stuff. I don't really feel worried about it.”
alenhart@pewresearch.org
@amanda_lenhart@pewinternet @pewresearch
What do I care about?
Stephen Abram, MLS
ROLE OF LIBRARIAN(S), TEACHERS, ADMINISTRATION
VALUE AND PROOFSADVOCACY
CURRICULUM ALIGNMENT
ASSESSMENT
READABILITY: LEXILES
DEVELOPMENTAL ISSUES
SCAFFOLDING: AGE / STAGE
EXPERIENCE PORTALS
LEARNING STYLES
FROM GROCERY STORE TO MEAL
FRAMING: THE ROLE OF ENCYCLOPEDIA
DISCOVERY
THE DIGITAL SHIFT CREATES WEAKNESSES TOO
PRIMARY SOURCES
SECONDARY SOURCES
TERTIARY, NEXT GENERATION SOURCES
BEYOND TEXT
INFORMATION ETHICS: CITATION
SAFETY: IDENTITY, PRIVACY, BULLYING, CONFIDENTIALITY, PURCHASING, …
PARTNERSHIPS FOR ACTION
SUSTAINABLE PARTNERSHIPS
PUBLIC LIBRARY / SCHOOL LIBRARY PARTNERSHIPS
GAMIFICATION
TECHNOLOGY SKILLS: BYOD, FORMAT, SEARCH, …
SCALABILITY
IMPACT: OUTPUTS, MEASUREMENTS, PERFORMANCE, …
PREPAREDNESS
THE WORLD THEY’LL SUCCEED IN AND NOT THE ONE THAT’S OVER
DISCUSSION
To whom do I listen and follow?
Justin Hoenke YALSA Michael Stephens Sara Houghton Buffy Hamilton Bobbie Newman Gretchen Caserotti David Lee King
Rebecca Jones & Jane Dysart
Seth GodinBlake Carver JP PorcaroPatrick SweeneyAaron SchmidtDon TapscottAaron
The power of libraries
Stephen Abram, MLS, FSLAVP strategic partnerships and markets
Cengage Learning (Gale)Cel: 416-669-4855
stephen.abram@cengage.comStephen’s Lighthouse Blog
http://stephenslighthouse.comFacebook: Stephen Abram
LinkedIn / Plaxo: Stephen AbramTwitter: sabram
SlideShare: StephenAbram1